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Testimony of Dr. Peter H. Gleick for The Select Committee on Energy Independence & Global Warming Hearing "Not Going Away: America's Energy Security, Jobs and Climate Challenges." Wednesday, December 1, 2010
Chairman Markey, Ranking Member Sensenbrenner, and Select Committee members. Thank you for the opportunity to testify today on America's ongoing struggle to deal with increasingly severe climate challenges and the risks and opportunity those challenges pose for the nation's energy and economic security.
I am the co-founder and director of the Pacific Institute in Oakland, California, an independent, non-partisan research and policy center addressing the questions of environment, economic development, and international security. My background and training is in the fields of environmental science, engineering, hydrology, and climatology. I am an elected member of the U.S. National Academy of Science. My full biography has been provided to the Subcommittee staff. My research on climate issues is supported by foundations and state and local agencies; none of my climate work is funded by corporations or federal agencies.
I'd like to make the following six points:
1. The science of climate change is clear and convincing that climate change is happening, happening rapidly, and happening because of human activities.
Scientific conclusions derive from an understanding of basic laws supported by laboratory experiments, observations of nature, and mathematical and computer modeling. Based on these lines of evidence, the science of climate change is compelling and strong, and has been for over two decades. That science tells us that emissions of greenhouse gases from human activities not only will change the climate, but are already changing the climate. The evidence is now incontrovertible, even if a small minority cannot accept it.
Like all human beings, scientists make mistakes, but the scientific process is designed to find and correct them. This process is inherently adversarial — scientists build reputations and gain recognition not only for supporting conventional wisdom, but even more so for demonstrating that the scientific consensus is wrong and that there is a better explanation. That's what Galileo, Pasteur, Darwin, and Einstein did. But no one who argues against the science of climate change has ever provided an alternative scientific theory that adequately satisfies the observable evidence or conforms to our understanding of physics, chemistry, and climate dynamics.
The science tells us – and has been telling us for over two decades – that:
* The planet is warming due to increased concentrations of heat-trapping gases in our atmosphere.
* Most of the increase in the concentration of these gases over the last century is due to human activities, especially the burning of fossil fuels and deforestation.
* Natural causes always play a role in changing Earth's climate, but are now being overwhelmed by human-induced changes.
* The combination of these complex climate changes threatens coastal communities and cities, human health, our food and water supplies, marine and freshwater ecosystems, forests, high mountain environments, and far more.
* Warming the planet will cause many other climatic patterns to change at speeds unprecedented in modern times, including increasing rates of sea-level rise and alterations in the hydrologic cycle. Rising concentrations of carbon dioxide are making the oceans more acidic. And many other changes are seen to be happening.
2. Despite continued efforts on the part of a small group of climate skeptics and deniers to mislead, misrepresent, and misuse the science, our understanding of human-caused climate change continues to strengthen and improve.
Here, in a nutshell, is the best argument against global climate change:
There isn't one.
There is nothing remotely identified in recent efforts to discredit climate science that changes these fundamental conclusions about climate change. Every recent independent review supports the message of my first point. A recent letter from 255 members of the U.S. National Academy of Sciences summarizes this issue and is attached as an addendum to this testimony. 1
Climate change deniers have been trying hard to confuse the public and policy makers about climate change. But their claims about climate science and what we see in the world around us are based on ideology and bad science, not reality. Those few extreme policy makers and pundits who continue to deny the realities of climate change often point to "uncertainty" in the observations, models, and climate system itself that make perfect predictions impossible. Of course, climate scientists also talk about uncertainty all of the time -- it is a characteristic of the science, not an excuse for politicians to avoid taking action. What those who deny the reality of climate change don't acknowledge, in an example of selective one-sided argumentation, is that uncertainty cuts both ways. While there is always a non-zero possibility that climate changes will fall on the less severe end of the scale, there is a comparable possibility that climate changes will be far worse than we expect, with far more serious consequences to the planet.
And that's what's happening.
There is growing evidence from the real world that climate changes are accelerating faster than we originally feared and that impacts -- already appearing -- will be more widespread and severe than expected. This makes the arguments against taking actions against climate change not just wrong, but dangerous.
It's too late to avoid serious, damaging, human-induced climate change. For a variety of reasons ranging from ignorance to political ideology to commercial self-interest to inertia to intentional
1 This letter was published in Science magazine on May 7, 2010.
misrepresentations and misdirections on the part of a small number of committed climate deniers, the United States and the rest of the world have waited too long to act to cut the emissions of damaging greenhouse gas pollutants. We are now committed to irreversible longterm and inevitably damaging consequences ranging from rapidly rising sea levels, far greater heat stress and damages, disappearing glaciers and snowpack, more flooding and droughts, and far, far more. It is still not too late, however, to slow the rate of these changes and to reduce the ultimate cost to the U.S. economy and public health.
3. Every major international scientific organization working in the areas of geophysics, climate, geology, biology, chemistry, physics, ecology, atmospheric sciences, and meteorology agrees that humans are changing the climate.
This includes every single National Academy of Sciences, including of course, the US NAS. (See the attached list.) Conversely, no scientific body of national or international standing rejects the findings of human-induced effects on global warming. Ignoring the massive weight of this consensus is irresponsible.
4. The nation now faces only three options -- mitigation, adaptation, and suffering.
That is to say we can only (1) work to reduce the severity of future climate change through efforts to cut or mitigate emissions of greenhouse pollutants; (2) work to adapt to unavoidable climatic change already locked into the system; and (3) suffer the consequences of changing climate. The only question is how much of each option we do. We are now faced with unavoidable climate changes because we (the world) have delayed too long to implement policies to reduce greenhouse gas emission. The impacts of unavoidable climate change are going to be significant and will grow in extent and severity the longer we continue to delay efforts to reduce greenhouse gases. In fact, it appears that many of our estimates of the rate of climate change have been too low, not too high, and climate changes are happening faster than expected.
As a result, in twenty more years, the Earth will be even hotter, sea levels will be higher and rising faster, water and food resources will be increasingly stressed, extinction rates will accelerate, and our forced expenditures for climate adaptation will be far, far greater than they would otherwise have been if efforts to reduce greenhouse gas emissions had been implemented earlier.
5. A wide range of impacts (ranging from sea level rise to changing water availability to altered crop production to human health effects from heat and spreading tropical diseases, etc.) are already beginning to appear.
These impacts will be costly to society -- very costly. Indeed, probably far more costly than efforts to reduce emissions of greenhouse gases. But we tend to focus on the latter costs alone, not the costs of adaptation and suffering.
For example, at the request of three California state agencies, the Pacific Institute recently completed a comprehensive assessment of the vulnerabilities of the California coast, population, and infrastructure to accelerating sea-level rise. Over $100 billion in infrastructure (including buildings, power plants, airports, roads, wastewater treatment plants, hospitals, schools, police stations, and much more) and a population of nearly 500,000 people are currently at risk of increased coastal flooding, and the research estimated that adaptation costs just to protect existing infrastructure will run around $15 billion, plus high annual costs to maintain these protections. Other major areas and populations simply cannot be realistically protected and will have to be abandoned, with people forced to move over time. And this is just one small piece of the coming threats for one small part of the country. It is vital that efforts still be made to reduce greenhouse gas emissions, but we must also work to adapt to unavoidable impacts.
6. The good news is that there are smart and effective things that can be done immediately, with a focus on energy policy, land use policy, and water policy.
In particular, we need a national energy policy focused on renewable, non-carbon energy sources, with federal financing, tax credits, and loan guarantees for renewable energy and improved transmission. We need environmental standards for greenhouse gas emissions, including not just carbon dioxide but methane, hydrofluorocarbons (HFCs), and black carbon soot. And we need to begin the process of adapting to unavoidable impacts through smarter landuse and water-use planning.
If we act to slow climate change, and the impacts turn out to be less severe than we predict, we will still have reduced our emissions of pollutants, cut our economic dependence on fossil fuels from countries that fund extremism and terror, and boosted our economy with new green technologies and jobs. But if we do nothing, and climate changes are indeed more severe than we expect, we've made things far worse than they needed to be.
We've wasted more than two decades, passing the problem on to the next set of lawmakers and the next generations. Congress should take responsibility now and do its job.
Thank you for the opportunity to provide testimony to you today. I am happy to answer questions.
Addendum A to the Testimony of Dr. Peter H. Gleick for The Select Committee on Energy Independence & Global Warming Hearing "Not Going Away: America's Energy Security, Jobs and Climate Challenges." Wednesday, December 1, 2010
2
Every major international scientific organization working in the areas of geophysics, climate, geology, biology, health, chemistry, physics, ecology, atmospheric sciences, and meteorology agrees that humans are changing the climate. This includes every single National Academy of Sciences, including the US National Academies. The partial list below summarizes the findings of these organizations, along with selections from those scientific and policy statements.
Statements of Major Scientific Organizations on Climate Change
Academies of Science
Since 2001, all of the world's leading national science academies have issued declarations confirming anthropogenic global warming and urging the nations of the world act to reduce emissions of greenhouse gases. Signatories of such statements include the science academies of:
African Academy of Sciences
Australia
Belgium
Brazil
Cameroon
Royal Society of Canada
the Caribbean
China
Institut de France
Ghana
Leopoldina of Germany
Indonesia
Ireland
Accademia nazionale delle scienze of Italy
India
Japan
Kenya
Madagascar
Malaysia
Mexico
Nigeria
Royal Society of New Zealand
2 Scientific organizations regularly issue updated and new science and policy statements. Check with each organization for the most current updates and for the complete text of each statement.
Russian Academy of Sciences
South Africa
Senegal
Sudan
Tanzania
Royal Swedish Academy of Sciences
Turkey
The Royal Society of the United Kingdom
Uganda the United States
Zimbabwe
Zambia
Statements of The National Science Academies of the G8+5 nations (Brazil, Canada, China, France, Germany, Italy, India, Japan, Mexico, Russia, South Africa, the United Kingdom, and the United States).
It is unequivocal that the climate is changing, and it is very likely that this is predominantly caused by the increasing human interference with the atmosphere. These changes will transform the environmental conditions on Earth unless counter-measures are taken. (2007 Joint Academies Statement.)
The IPCC 2007 Fourth Assessment of climate change science concluded that large reductions in the emissions of greenhouse gases, principally CO2, are needed soon to slow the increase of atmospheric concentrations, and avoid reaching unacceptable levels. However, climate change is happening even faster than previously estimated; global CO2 emissions since 2000 have been higher than even the highest predictions, Arctic sea ice has been melting at rates much faster than predicted, and the rise in the sea level has become more rapid. Feedbacks in the climate system might lead to much more rapid climate changes. The need for urgent action to address climate change is now indisputable. (2009 Joint Academies Statement.)
Statement of the Network of African Science Academies
[The thirteen signatories were the science academies of Cameroon, Ghana, Kenya, Madagascar, Nigeria, Senegal, South Africa, Sudan, Tanzania, Uganda, Zambia, Zimbabwe, as well as the African Academy of Sciences.]
A consensus, based on current evidence, now exists within the global scientific community that human activities are the main source of climate change and that the burning of fossil fuels is largely responsible for driving this change.
Statements of Major Global Scientific Academies, Societies, and Associations
American Academy of Pediatrics
There is broad scientific consensus that Earth's climate is warming rapidly and at an accelerating rate. Human activities, primarily the burning of fossil fuels, are very likely (>90% probability) to be the main cause of this warming. Climate-sensitive changes in ecosystems are already being observed, and fundamental, potentially irreversible, ecological changes may occur in the coming decades. Conservative environmental estimates of the impact of climate changes that are already in process indicate that they will result in numerous health effects to children.
Anticipated direct health consequences of climate change include injury and death from extreme weather events and natural disasters, increases in climate-sensitive infectious diseases, increases in air pollution–related illness, and more heat-related, potentially fatal, illness. Within all of these categories, children have increased vulnerability compared with other groups.
American Association for the Advancement of Science (AAAS)
The scientific evidence is clear: global climate change caused by human activities is occurring now, and it is a growing threat to society. Accumulating data from across the globe reveal a wide array of effects: rapidly melting glaciers, destabilization of major ice sheets, increases in extreme weather, rising sea level, shifts in species ranges, and more. The pace of change and the evidence of harm have increased markedly over the last five years. The time to control greenhouse gas emissions is now.
American Association of Wildlife Veterinarians
There is widespread scientific agreement that the world's climate is changing and that the weight of evidence demonstrates that anthropogenic factors have and will continue to contribute significantly to global warming and climate change. It is anticipated that continuing changes to the climate will have serious negative impacts on public, animal and ecosystem health due to extreme weather events, changing disease transmission dynamics, emerging and re-emerging diseases, and alterations to habitat and ecological systems that are essential to wildlife conservation. Furthermore, there is increasing recognition of the inter-relationships of human, domestic animal, wildlife, and ecosystem health as illustrated by the fact the majority of recent emerging diseases have a wildlife origin.
American Chemical Society
Careful and comprehensive scientific assessments have clearly demonstrated that the Earth's climate system is changing rapidly in response to growing atmospheric burdens of greenhouse gases and absorbing aerosol particles. There is very little room for doubt that observed climate trends are due to human activities. The threats are serious and action is urgently needed to mitigate the risks of climate change.
The reality of global warming, its current serious and potentially disastrous impacts on Earth system properties, and the key role emissions from human activities play in driving these phenomena have been recognized by earlier versions of this ACS policy statement, by other major scientific societies, including the American Geophysical Union, the American Meteorological Society, and the American Association for the Advancement of Science, and by the U. S. National Academies and ten other leading national academies of science.
American College of Preventive Medicine
The American College of Preventive Medicine (ACPM) accept the position that global warming and climate change is occurring, that there is potential for abrupt climate change, and that human practices that increase greenhouse gases exacerbate the problem, and that the public health consequences may be severe.
American Geophysical Union
The Earth's climate is now clearly out of balance and is warming. Many components of the climate system—including the temperatures of the atmosphere, land and ocean, the extent of sea ice and mountain glaciers, the sea level, the distribution of precipitation, and the length of seasons—are now changing at rates and in patterns that are not natural and are best explained by the increased atmospheric abundances of greenhouse gases and aerosols generated by human activity during the 20th century.
American Medical Association
The AMA states that they support "the findings of the latest Intergovernmental Panel on Climate Change report, which states that the Earth is undergoing adverse global climate change and that these changes will negatively affect public health…" and "educating the medical community on the potential adverse public health effects of global climate change, including topics such as population displacement, flooding, infectious and vector-borne diseases, and healthy water supplies."
American Meteorological Society Council Statement
There will be inevitable climate changes from the greenhouse gases already added to the Earth system…there is adequate evidence from observations and interpretations of climate simulations to conclude that the atmosphere, ocean, and land surface are warming; that humans have significantly contributed to this change; and that further climate change will continue to have important impacts on human societies, on economies, on ecosystems, and on wildlife through the 21st century and beyond. Focusing on the next 30 years, convergence among emission scenarios and model results suggest strongly that increasing air temperatures will reduce snowpack, shift snowmelt timing, reduce crop production and rangeland fertility, and cause continued melting of the ice caps and sea level rise… Policy choices in the near future will determine the extent of the impacts of climate change. Policy decisions are seldom made in a context of absolute certainty. Some continued climate change is inevitable, and the policy debate should also consider the best ways to adapt to climate change. Prudence dictates extreme care in managing our relationship with the only planet known to be capable of sustaining human life.
American Public Health Association Policy Statement
The long-term threat of global climate change to global health is extremely serious and the fourth IPCC report and other scientific literature demonstrate convincingly that anthropogenic GHG emissions are primarily responsible for this threat...US policy makers should immediately take necessary steps to reduce US emissions of GHGs, including carbon dioxide, to avert dangerous climate change.
American Physical Society
Emissions of greenhouse gases from human activities are changing the atmosphere in ways that affect the Earth's climate. Greenhouse gases include carbon dioxide as well as methane, nitrous oxide and other gases. They are emitted from fossil fuel combustion and a range of industrial and agricultural processes.
The evidence is incontrovertible: Global warming is occurring. If no mitigating actions are taken, significant disruptions in the Earth's physical and ecological systems, social systems, security and human health are likely to occur. We must reduce emissions of greenhouse gases beginning now.
American Quaternary Association
Few credible Scientists now doubt that humans have influenced the documented rise of global temperatures since the Industrial Revolution…" "the growing body of evidence that warming of the atmosphere, especially over the past 50 years, is directly impacted by human activity."
American Society for Microbiology
In 2003, the ASM issued a policy report in which they recommend "reducing net anthropogenic CO2 emissions to the atmosphere" and "minimizing anthropogenic disturbances of" atmospheric gases:
Carbon dioxide concentrations were relatively stable for the past 10,000 years but then began to increase rapidly about 150 years ago…as a result of fossil fuel consumption and land use change. Of course, changes in atmospheric composition are but one component of global change, which also includes disturbances in the physical and chemical conditions of the oceans and land surface. Although global change has been a natural process throughout Earth's history, humans are responsible for substantially accelerating present-day changes. These changes may adversely affect human health and the biosphere on which we depend. Outbreaks of a number of diseases, including Lyme disease, hantavirus infections, dengue fever, bubonic plague, and cholera, have been linked to climate change.
Australian Coral Reef Society
There is almost total consensus among experts that the earth's climate is changing as a result of the build-up of greenhouse gases. The IPCC (involving over 3,000 of the world's experts) has come out with clear conclusions as to the reality of this phenomenon. One does not have to look further than the collective academy of scientists worldwide to see the string (of) statements on this worrying change to the earth's atmosphere.
There is broad scientific consensus that coral reefs are heavily affected by the activities of man and there are significant global influences that can make reefs more vulnerable such as global warming...It is highly likely that coral bleaching has been exacerbated by global warming.
Australian Institute of Physics
The AIP supports a reduction of the green house gas emissions that are leading to increased global temperatures, and encourages research that works towards this goal.
Research in Australia and overseas shows that an increase in global temperature will adversely affect the Earth's climate patterns. The melting of the polar ice caps, combined with thermal expansion, will lead to rises in sea levels that may impact adversely on our coastal cities. The impact of these changes on biodiversity will fundamentally change the ecology of Earth.
Australian Medical Association
The world's climate – our life-support system – is being altered in ways that are likely to pose significant direct and indirect challenges to health. While 'climate change' can be due to natural forces or human activity, there is now substantial evidence to indicate that human activity – and specifically increased greenhouse gas (GHGs) emissions – is a key factor in the pace and extent of global temperature increases.
Health impacts of climate change include the direct impacts of extreme events such as storms, floods, heatwaves and fires and the indirect effects of longer-term changes, such as drought, changes to the food and water supply, resource conflicts and population shifts.
Increases in average temperatures mean that alterations in the geographic range and seasonality of certain infections and diseases (including vector-borne diseases such as malaria, dengue fever, Ross River virus and food-borne infections such as Salmonellosis) may be among the first detectable impacts of climate change on human health.
Human health is ultimately dependent on the health of the planet and its ecosystem. The AMA believes that measures which mitigate climate change will also benefit public health. Reducing GHGs should therefore be seen as a public health priority.
Australian Meteorological and Oceanographic Society
Global climate change and global warming are real and observable ... It is highly likely that those human activities that have increased the concentration of greenhouse gases in the atmosphere have been largely responsible for the observed warming since 1950. The warming associated with increases in greenhouse gases originating from human activity is called the enhanced greenhouse effect. The atmospheric concentration of carbon dioxide has increased by more than 30% since the start of the industrial age and is higher now than at any time in at least the past 650,000 years. This increase is a direct result of burning fossil fuels, broad-scale deforestation and other human activity.
Canadian Foundation for Climate and Atmospheric Sciences
We concur with the climate science assessment of the Intergovernmental Panel on Climate Change (IPCC) in 2001 ... We endorse the conclusions of the IPCC assessment that "There is new and stronger evidence that most of the warming observed over the last 50 years is attributable to human activities" ... There is increasingly unambiguous evidence of changing climate in Canada and around the world. There will be increasing impacts of climate change on Canada's natural ecosystems and on our socio-economic activities. Advances in climate science since the 2001 IPCC Assessment have provided more evidence supporting the need for action and development of a strategy for adaptation to projected changes.
Canadian Meteorological and Oceanographic Society
The CMOS: endorses the process of periodic climate science assessment carried out by the Intergovernmental Panel on Climate Change and supports the conclusion, in its Third Assessment Report, which states that the balance of evidence suggests a discernible human influence on global climate.
Ecological Society of America (2010)
The Earth is warming -- average global temperatures have increased by 0.74 deg. C (1.3 deg. F) in the past 100 years. The scientific community agrees that catastrophic and possibly irreversible environmental change will occur if average global temperatures rise an additional 2 deg. C. Warming to date has already had significant impacts on the Earth and its ecosystems including increased droughts, rising sea levels, disappearing glaciers, and changes in the distribution and seasonal activities of many species.... Most warming seen since the mid 1900s is very likely due to greenhouse gas emissions from human activities…Swift and significant emissions reductions will be vital in minimizing the impacts of warming.
Engineers Australia (The Institution of Engineers Australia)
"Engineers Australia believes that Australia must act swiftly and proactively in line with global expectations to address climate change as an economic, social and environmental risk... We believe that addressing the costs of atmospheric emissions will lead to increasing our competitive advantage by minimising risks and creating new economic opportunities. Engineers Australia believes the Australian Government should ratify the Kyoto Protocol."
European Academy of Sciences and Arts
Human activity is most likely responsible for climate warming. Most of the climatic warming over the last 50 years is likely to have been caused by increased concentrations of greenhouse gases in the atmosphere. Documented long-term climate changes include changes in Arctic temperatures and ice, widespread changes in precipitation amounts, ocean salinity, wind patterns and extreme weather including droughts, heavy precipitation, heat waves and the intensity of tropical cyclones. The above development potentially has dramatic consequences for mankind's future.
European Federation of Geologists Position Paper
The EFG recognizes the work of the IPCC and other organizations, and subscribes to the major findings that climate change is happening, is predominantly caused by anthropogenic emissions of CO2, and poses a significant threat to human civilization. It is clear that major efforts are necessary to quickly and strongly reduce CO2 emissions.
European Geosciences Union
In 2008, the EGU issued a position statement on ocean acidification which states, "Ocean acidification is already occurring today and will continue to intensify, closely tracking atmospheric CO2 increase. Given the potential threat to marine ecosystems and its ensuing impact on human society and economy, especially as it acts in conjunction with anthropogenic global warming, there is an urgent need for immediate action." The statement then advocates for strategies "to limit future release of CO2 to the atmosphere and/or enhance removal of excess CO2 from the atmosphere."
European Physical Society
The emission of anthropogenic greenhouse gases, among which carbon dioxide is the main contributor, has amplified the natural greenhouse effect and led to global warming. The main contribution stems from burning fossil fuels. A further increase will have decisive effects on life on earth. An energy cycle with the lowest possible CO2 emission is called for wherever possible to combat climate change.
European Science Foundation
There is now convincing evidence that since the industrial revolution, human activities, resulting in increasing concentrations of greenhouse gases have become a major agent of climate change. These greenhouse gases affect the global climate by retaining heat in the troposphere, thus raising the average temperature of the planet and altering global atmospheric circulation and precipitation patterns.
While on-going national and international actions to curtail and reduce greenhouse gas emissions are essential, the levels of greenhouse gases currently in the atmosphere, and their impact, are likely to persist for several decades. On-going and increased efforts to mitigate climate change through reduction in greenhouse gases are therefore crucial.
Federation of Australian Scientific and Technological Societies
Global climate change is real and measurable. Since the start of the 20th century, the global mean surface temperature of the Earth has increased by more than 0.7°C and the rate of warming has been largest in the last 30 years… Key vulnerabilities arising from climate change include water resources, food supply, health, coastal settlements, biodiversity and some key ecosystems such as coral reefs and alpine regions. As the atmospheric concentration of greenhouse gases increases, impacts become more severe and widespread. To reduce the global net economic, environmental and social losses in the face of these impacts, the policy objective must remain squarely focused on returning greenhouse gas concentrations to near pre-industrial levels through the reduction of emissions… The spatial and temporal fingerprint of warming can be traced to increasing greenhouse gas concentrations in the atmosphere, which are a direct result of burning fossil fuels, broad-scale deforestation and other human activity.
Geological Society of America
Decades of scientific research have shown that climate can change from both natural and anthropogenic causes. The Geological Society of America (GSA) concurs with assessments by the National Academies of Science (2005), the National Research Council (2006), and the Intergovernmental Panel on Climate Change (IPCC, 2007) that global climate has warmed and that human activities (mainly greenhouse‐gas emissions) account for most of the warming since the middle 1900s. If current trends continue, the projected increase in global temperature by the end of the twenty first century will result in large impacts on humans and other species. Addressing the challenges posed by climate change will require a combination of adaptation to the changes that are likely to occur and global reductions of CO2 emissions from anthropogenic sources.
Geological Society of Australia
Human activities have increasing impact on Earth's environments. Of particular concern are the well-documented loading of carbon dioxide (CO2) to the atmosphere, which has been linked unequivocally to burning of fossil fuels, and the corresponding increase in average global temperature. Risks associated with these large-scale perturbations of the Earth's fundamental lifesupport systems include rising sea level, harmful shifts in the acid balance of the oceans and long-term changes in local and regional climate and extreme weather events. GSA therefore recommends...strong action be taken at all levels, including government, industry, and individuals to substantially reduce the current levels of greenhouse gas emissions and mitigate the likely social and environmental effects of increasing atmospheric CO2.
Geological Society of London
The last century has seen a rapidly growing global population and much more intensive use of resources, leading to greatly increased emissions of gases, such as carbon dioxide and methane, from the burning of fossil fuels (oil, gas and coal), and from agriculture, cement production and deforestation. Evidence from the geological record is consistent with the physics that shows that adding large amounts of carbon dioxide to the atmosphere warms the world and may lead to: higher sea levels and flooding of low-lying coasts; greatly changed patterns of rainfall; increased acidity of the oceans; and decreased oxygen levels in seawater.
There is now widespread concern that the Earth's climate will warm further, not only because of the lingering effects of the added carbon already in the system, but also because of further additions as human population continues to grow.
Institute of Biology (UK)
"There is scientific agreement that the rapid global warming that has occurred in recent years is mostly anthropogenic, ie due to human activity." A "rise in sea levels due to melting of ice caps is expected to occur. Rises in temperature will have complex and frequently localised effects on weather, but an overall increase in extreme weather conditions and changes in precipitation patterns are probable, resulting in flooding and drought. The spread of tropical diseases is also expected." The IB recommends policies to reduce "greenhouse gas emissions, as we feel that the consequences of climate change are likely to be severe."
Institute of Professional Engineers (New Zealand)
Human activities have increased the concentration of these atmospheric greenhouse gases, and although the changes are relatively small, the equilibrium maintained by the atmosphere is delicate, and so the effect of these changes is significant. The world's most important greenhouse gas is carbon dioxide, a by-product of the burning of fossil fuels.
... Professional engineers commonly deal with risk, and frequently have to make judgments based on incomplete data. The available evidence suggests very strongly that human activities have already begun to make significant changes to the earth's climate, and that the longterm risk of delaying action is greater than the cost of avoiding/minimising the risk.
International Association for Great Lakes Research
While the Earth's climate has changed many times during the planet's history because of natural factors, including volcanic eruptions and changes in the Earth's orbit, never before have we observed the present rapid rise in temperature and carbon dioxide (CO2).
Human activities resulting from the industrial revolution have changed the chemical composition of the atmosphere....Deforestation is now the second largest contributor to global warming, after the burning of fossil fuels. These human activities have significantly increased the concentration of "greenhouse gases" in the atmosphere.
As the Earth's climate warms, we are seeing many changes: stronger, more destructive hurricanes; heavier rainfall; more disastrous flooding; more areas of the world experiencing severe drought; and more heat waves.
International Council of Academies of Engineering and Technological Sciences
As reported by the Intergovernmental Panel on Climate Change (IPCC), most of the observed global warming since the mid-20th century is very likely due to human-produced emission of greenhouse gases and this warming will continue unabated if present anthropogenic emissions continue or, worse, expand without control. CAETS, therefore, endorses the many recent calls to decrease and control greenhouse gas emissions to an acceptable level as quickly as possible.
International Union of Geodesy and Geophysics
The IUGG concurs with the "comprehensive and widely accepted and endorsed scientific assessments carried out by the Intergovernmental Panel on Climate Change and regional and national bodies, which have firmly established, on the basis of scientific evidence, that human activities are the primary cause of recent climate change." The "continuing reliance on combustion of fossil fuels as the world's primary source of energy will lead to much higher atmospheric concentrations of greenhouse gasses, which will, in turn, cause significant increases in surface temperature, sea level, ocean acidification, and their related consequences to the environment and society."
International Union for Quaternary Research
Human activities are now causing atmospheric concentrations of greenhouse gasses - including carbon dioxide, methane, tropospheric ozone, and nitrous oxide - to rise well above pre-industrial levels….Increases in greenhouse gasses are causing temperatures to rise…The scientific understanding of climate change is now sufficiently clear to justify nations taking prompt action….Minimizing the amount of this carbon dioxide reaching the atmosphere presents a huge challenge but must be a global priority.
National Association of Geoscience Teachers
The National Association of Geoscience Teachers (NAGT) adopted a statement on climate change in which they acknowledge that "Earth's climate is changing [and] that present warming trends are largely the result of human activities"
NAGT strongly supports and will work to promote education in the science of climate change, the causes and effects of current global warming, and the immediate need for policies and actions that reduce the emission of greenhouse gases.
National Research Council (US) (2008)
There is a growing concern about global warming and the impact it will have on people and the ecosystems on which they depend. Temperatures have already risen 1.4°F since the start of the
20th century—with much of this warming occurring in just the last 30 years—and temperatures will likely rise at least another 2°F, and possibly more than 11°F, over the next 100 years. This warming will cause significant changes in sea level, ecosystems, and ice cover, among other impacts. In the Arctic, where temperatures have increased almost twice as much as the global average, the landscape and ecosystems are already changing rapidly.
Most scientists agree that the warming in recent decades has been caused primarily by human activities that have increased the amount of greenhouse gases in the atmosphere. Greenhouse gases, such as carbon dioxide, have increased significantly since the Industrial Revolution, mostly from the burning of fossil fuels for energy, industrial processes, and transportation. Carbon dioxide levels are at their highest in at least 650,000 years and continue to rise.
There is no doubt that climate will continue to change throughout the 21st century and beyond, but there are still important questions regarding how large and how fast these changes will be, and what effects they will have in different regions. In some parts of the world, global warming could bring positive effects such as longer growing seasons and milder winters. Unfortunately, it is likely to bring harmful effects to a much higher percentage of the world's people. For example, people in coastal communities will likely experience increased flooding due to rising sea levels. The scientific understanding of climate change is now sufficiently clear to begin taking steps to prepare for climate change and to slow it.
Royal Meteorological Society (UK)
The Fourth Assessment Report (AR4) of the Inter-Governmental Panel on Climate Change (IPCC) is unequivocal in its conclusion that climate change is happening and that humans are contributing significantly to these changes. The evidence, from not just one source but a number of different measurements, is now far greater and the tools we have to model climate change contain much more of our scientific knowledge within them. The world's best climate scientists are telling us it's time to do something about it.
Carbon Dioxide is such an important greenhouse gas because there is an increasing amount of it in the atmosphere from the burning of fossil fuels and it stays in the atmosphere for such a long time; a hundred years or so. The changes were are seeing now in our climate are the result of emissions since industrialisation and we have already set in motion the next 50 years of global warming – what we do from now on will determine how worse it will get.
Royal Society of New Zealand
The globe is warming because of increasing greenhouse gas emissions. Measurements show that greenhouse gas concentrations in the atmosphere are well above levels seen for many thousands of years. Further global climate changes are predicted, with impacts expected to become more costly as time progresses. Reducing future impacts of climate change will require substantial reductions of greenhouse gas emissions.
Royal Society of the United Kingdom
There is strong evidence that changes in greenhouse gas concentrations due to human activity are the dominant cause of the global warming that has taken place over the last half century. This warming trend is expected to continue as are changes in precipitation over the long term in many regions. Further and more rapid increases in sea level are likely which will have profound implications for coastal communities and ecosystems.
There is strong evidence that the warming of the Earth over the last half-century has been caused largely by human activity, such as the burning of fossil fuels and changes in land use, including agriculture and deforestation. The size of future temperature increases and other aspects of climate change, especially at the regional scale, are still subject to uncertainty. Nevertheless, the risks associated with some of these changes are substantial.
Society of American Foresters
Forests are shaped by climate....Changes in temperature and precipitation regimes therefore have the potential to dramatically affect forests nationwide. There is growing evidence that our climate is changing. The changes in temperature have been associated with increasing concentrations of atmospheric carbon dioxide (CO2) and other GHGs in the atmosphere.
The Wildlife Society (international)
Scientists throughout the world have concluded that climate research conducted in the past two decades definitively shows that rapid worldwide climate change occurred in the 20th century, and will likely continue to occur for decades to come. Although climates have varied dramatically since the earth was formed, few scientists question the role of humans in exacerbating recent climate change through the emission of greenhouse gases. The critical issue is no longer "if" climate change is occurring, but rather how to address its effects on wildlife and wildlife habitats… "evidence is accumulating that wildlife and wildlife habitats have been and will continue to be significantly affected by ongoing large-scale rapid climate change." The WS statement calls for "reduction in anthropogenic (human-caused) sources of carbon dioxide and other greenhouse gas emissions contributing to global climate change and the conservation of CO2- consuming photosynthesizers (i.e., plants)."
World Federation of Public Health Associations
Noting the conclusions of the United Nations' Intergovernmental Panel on Climate Change (IPCC) and other climatologists that anthropogenic greenhouse gases, which contribute to global climate change, have substantially increased in atmospheric concentration beyond natural processes and have increased by 28 percent since the industrial revolution….Realizing that subsequent health effects from such perturbations in the climate system would likely include an increase in: heat-related mortality and morbidity; vector-borne infectious diseases,… waterborne diseases…(and) malnutrition from threatened agriculture….the World Federation of Public Health Associations…recommends precautionary primary preventive measures to avert climate change, including reduction of greenhouse gas emissions and preservation of greenhouse gas
sinks through appropriate energy and land use policies, in view of the scale of potential health impacts...
World Health Organization
There is now widespread agreement that the earth is warming, due to emissions of greenhouse gases caused by human activity. It is also clear that current trends in energy use, development, and population growth will lead to continuing – and more severe – climate change…The changing climate will inevitably affect the basic requirements for maintaining health: clean air and water, sufficient food and adequate shelter.
World Meteorological Organization
The WMO confirms the need to "prevent dangerous anthropogenic interference with the climate system." The WMO states that "scientific assessments have increasingly reaffirmed that human activities are indeed changing the composition of the atmosphere, in particular through the burning of fossil fuels for energy production and transportation…" "the present atmospheric concentration of CO2 was never exceeded over the past 420,000 years…" and the IPCC "assessments provide the most authoritative, up-to-date scientific advice."
Letter sent to the US Senate in October 2009 from:
American Chemical Society
American Association for the Advancement of Science
American Geophysical Union
American Meteorological Society
American Institute of Biological Sciences
American Society of Agronomy
American Statistical Association
American Society of Plant Biologists
Association of Ecosystem Research Centers
Crop Science Society of America
Botanical Society of America
Ecological Society of America
Organization of Biological Field Stations
Natural Science Collections Alliance
Society for Industrial and Applied Mathematics
Soil Science Society of America
Society of Systematic Biologists
University Corporation for Atmospheric Research
"Observations throughout the world make it clear that climate change is occurring, and rigorous scientific research demonstrates that the greenhouse gases emitted by human activities are the primary driver. These conclusions are based on multiple independent lines of evidence and contrary assertions are inconsistent with an objective assessment of the vast body of peerreviewed science. Moreover, there is strong evidence that ongoing climate change will have broad impacts on society, including the global economy and on the environment. For the United
States, climate change impacts include sea level rise for coastal states, greater threats of extreme weather events, and increased risk of regional water scarcity, urban heat waves, western wildfires, and the disturbance of biological systems throughout the country. The severity of climate change impacts is expected to increase substantially in the coming decades.
If we are to avoid the most severe impacts of climate change, emissions of greenhouse gases must be dramatically reduced. In addition, adaptation will be necessary to address those impacts that are already unavoidable."
Addendum B to the Testimony of Dr. Peter H. Gleick for The Select Committee on Energy Independence & Global Warming Hearing "Not Going Away: America's Energy Security, Jobs and Climate Challenges."
Open Letter from 255 Members of the U.S. National Academy of
Sciences
Science Magazine, May 7, 2010
"Climate Change and the Integrity of Science"
[See attached]
Published by AAAS
that CO 2 removal (CDR) and solar radia- systems that capture CO 2 from air at ambient mass and capture the emitted CO 2 for sub-
plement CO 2 emission reduction efforts.
Research Articles: "Doc2b is a high-affi nity Ca 2+ sensor for spontaneous neurotransmitter release" by A. J. Groffen et al.
p. 1466). As clarifi cation of the abstract to Anway et al., the F 1 to F 4 generations were examined after vinclozolin treatment, and F 1 and F 2 generations were examined after methoxychlor treatment. To clarify data referred to in the last paragraph of the Report, serum testosterone measurements after vinclozolin treatment were shown in reference 21 (Uzumcu et al.) for the F 1 generation. Data for the F 1 to F 4 generations were subsequently published in Anway et al., J. Androl. 27, 868 (2006). Serum testosterone measurements after methoxychlor treatment were shown in reference 20 (Cupp et al.) for the F 1 generation, but measurements of the F 2 generation have not been published. The Science Anway et al. manuscript showed DNA methylation
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Town of Madison, Connecticut
Hurricane Season Preparation for Residents
TABLE OF CONTENTS
IMPORTANT CONTACTS
Recorded Storm Updates from Town Hall
(203) 245-5600 (4)
CL&P –report loss of electrical power
(800) 286-2000
Special Needs Hotline (Senior Services)
(203) 245-5627 – only activated for storms
Town of Madison Website
www.madisonct.org
911
for reporting Emergencies only
Preparing
- Print this document before the power goes out.
- Do NOT call 911 unless you need an immediate Police, Fire or Ambulance response.
- Prepare for possible EVACUATION in advance
- Evacuate if ordered
- Prepare to be isolated from emergency response during and for at least 3 days following a weather event. Have enough supplies on hand.
- Don't use your generator unless it has been properly installed with a transfer switch and it is operated outdoors 30 feet from windows and doors.
Connecticut will continue to be hit by hurricanes and other severe weather emergencies. Even minor emergencies can disrupt life, cause property damage, or loss of life. The potential for damage from any storm is linked to its size and intensity (categories 1-5) and when it arrives during the tidal cycle.
Weather forecasting can give us fairly reliable warning up to three days before many storms and the predictions get more accurate as the storm approaches. Individual and family preparation should start long before the first warning and should consist of a plan that can be implemented between the first warning and when the storm strikes.
The information below is intended to help residents create a workable plan so that when a severe weather event occurs they will be part of the solution, rather than part of the problem. Although the actions recommended are mostly at the individual and family level, if most people are prepared, the entire community will benefit.
CRITICAL SAFETY PREPARATIONS
- Get additional medicine and medical supplies (oxygen, batteries for medical devices etc.). These will not be easily available for days after a storm.
- If using a generator practice safe operation in advance
- Secure help in advance if you are disabled – provide it to others if you are not
- Secure outdoor items that may be washed or blown around
- Do not drive until any driving ban is lifted. Drive as little as possible
- Traffic signals will be out. All intersections will be 4-way stops
- If you leave home or evacuate turn off your alarm system
- Charge electronic devices (cell phones, tablets) in advance of the storm.
TOWN RESPONSE AND ITS LIMITATIONS.
The most important thing for residents to know about surviving a severe weather event is that they should be self-sufficient for at least three days.
All families should have an emergency plan. Visit Ready.gov for a Family Emergency Plan template.
Emergency services will respond as well as they are able, but everyone should be prepared to survive three days without Town or other outside assistance unless they report to a shelter.
BEFORE
DURING
* The Town will implement existing emergency plans and provide public information specific to Madison so that residents can best implement their individual plans
* The Town will respond to emergencies as quickly as possible, however, responses may be limited as necessary to minimize the risk of injury to emergency response personnel.
AFTER
The Town will:
- Concentrate on road clearing in order to address true emergencies
- Respond to emergencies
- Work directly with CL&P to promote rapid and safe restoration of electrical service
- Distribute timely information by whatever means possible
- Set up commodity distribution as appropriate. Potable water will be available at the Town Campus and both Fire Stations. Bring containers.
- Operate shelters as long as required
- Offer limited hot showers during the day at the Town Gym located at Town Campus (Campus Drive)
- Provide non-emergency assistance where possible
- Assess damage to and protect Town property
- Insure continuity of Town Services
GETTING INFORMATION
GETTING INFORMATION BEFORE THE EVENT
INFORMATION SOURCES
- Town of Madison Website www.madisonct.org
- Town of Madison email list (sign up on website)
- Madison, CT Facebook page
- Text and Voice messages from the Town of Madison sent through CTAlert (sign up at www.ctalert.gov)
Information about the storm will be well covered in the media. State and local media information will be more relevant than national reports. Decisions about and timing of evacuation, shelter opening and other response specific to Madison will made locally with input by State officials. Information about local response will be disseminated, depending on circumstances.
- Madison Public Schools eNotify (sign up at
www.madison.k12.ct.us)
- Madison Community Television
- Local radio stations:
o 960 AM WELI
o 99.1 FM WPLR
- National Weather Service – NOAA (www.weather.gov)
GETTING INFORMATION DURING AND AFTER THE EVENT
Getting information during and after the event may be difficult, or for a time impossible, which is why everyone needs to be self-sufficient for a period of time. Most types of communication will probably be disrupted. Remember:
- Sometimes Land lines may work when cell phones do not
- Text messaging often works best (as was the case after Hurricane Sandy 2012). Text messages can often be delivered when phone calls can't get through.
- A battery-powered radio could prove invaluable
- The town will put informational posters at various public locations around town (Town Campus, Senior Center, open grocery stores such as Stop & Shop and Roberts).
REQUESTING ASSISTANCE
HOW TO REQUEST ASSISTANCE BEFORE THE EVENT
The Town is not able to maintain an up-to-date list of people who need assistance in advance of an emergency. Just prior to an event the Town will activate a special needs hotline (203) 245-5627. Getting on this list will make it easier for emergency personnel to identify those who need help, what they might need and where to find them. The Town will aid as many of those who need assistance as possible but does not have the resources to come to the aid of a great number of people. Residents with special needs are advised to rely first on family and friends for help. Being on the list is no guarantee of assistance.
HOW TO REQUEST ASSISTANCE AFTER THE EVENT
Requesting assistance after the event can be difficult for a time and should provide additional motivation to develop a plan in advance.
Once phone communications are reestablished, call (203) 245-5681 to request assistance. Call 911 ONLY in an emergency.
EVACUATION
The decision to evacuate parts of Town will be made as far in advance of predicted landfall as possible (probably 8-12 hours) and will primarily affect the areas south of the Boston Post Road (Route 1). Deciding not to evacuate when ordered is an individual (and possibly a foolish) decision. Emergency service providers WILL NOT put themselves at risk to assist people in areas under evacuation orders during the height of the event. Residents living in these areas should be prepared to evacuate when (or before) ordered and should know where they are going and what they are taking.
THINGS TO TAKE WITH YOU WHEN EVACUATING
Medical Supplies (Rx, eyeglasses)
Medical Equipment (oxygen, C-Pap)
Baby Supplies (diapers, formula)
Toiletries
Clothing & extra shoes
Bedding or sleeping bag
Keys: home & car
Important Documents: driver's
license, insurance policies
Phone numbers: friends, doctor, insurance company
Cash: ATM and credit card machines require electricity
SHELTERS
TOWN SHELTER
The primary shelter is at the Gym on the Town Campus off Duck Hole Road.
The Town Gym shelter will be opened if an evacuation is ordered. Typically, town shelters remain open for 2 to 3 days. Residents needing longer term shelters may be directed to a
THINGS TO BRING TO A TOWN SHELTER
Medical Supplies & Equipment (prescriptions, eyeglasses, dentures, oxygen, C-PAP)
regional shelter. Services will be limited and residents who attend should come prepared. Basic medical services may or may not be available.
Baby Supplies; diapers, formula, etc.
Toiletries; toothpaste & brush, shampoo, comb, soap, etc.
Clothing; a change of clothes & extra shoes
Specialty foods, if on a restricted diet
Bedding; a pillow, blanket or sleeping bag
Keys; to home or car
Important Documents; driver's license, insurance policies
Phone Numbers; family members, friends, doctors, insurance company
Some cash; ATMs and credit card machines may not work
DO NOT BRING; weapons, nonprescription medications, valuables
Under certain circumstances the North Madison Congregational Church at the intersection of CT Route 80 and 79 may be opened as a secondary shelter. The decision to open one or both of these shelters will be made approximately 24 hours before landfall and will depend on the severity and timing of the storm.
AMENITIES AT THE TOWN SHELTER
- A cot and blanket
- An area for pets with cages & water. (Bring pet food)
- Electricity for medical devices
- Simple food (Those with severe allergies should bring food)
- Bathrooms and hot water for showers
REGIONAL SHELTER
We expect the Red Cross to operate a regional shelter (Killingworth or Deep River) that will provide services not available in town shelters. Information about regional shelters may be available before the storm. (The list of what to bring to town shelters may not be the same for Red Cross shelters)
POST EVENT COMMODITY DISTRIBUTION
If damage caused by the storm is sufficiently severe and is expected to disrupt life for an extended period of time, essential commodities (water, food, ice and tarps) will be distributed to residents; this distribution will PROBABLY be made from the parking lot at the Daniel Hand High/Polson School campus on Green Hill Road, depending on circumstances. Residents will be able to drive through the distribution site and receive these items without exiting their car. Distribution amounts will be based on the number of household residents.
INDIVIDUAL AND FAMILY EMERGENCY PLANNING
Planning for emergencies can save lives and can limit property damage. Please make your emergency plans well in advance. If many members of a community are prepared, the community as a whole benefits as well.
Those with special medical equipment or needs, such as an oxygen cylinder or concentrator, C-PAP machine or medications that require refrigeration, need to make alternate plans for an extended power outage.
Templates for emergency plans are located Ready.gov and the state of Connecticut website at http://www.ct.gov/dph/lib/dph/communications/pdf/preparedness12pg.pdf
SPECIAL NEEDS
- The town will attempt to deliver meals to shut-ins when roads are passable
- Meals-On-Wheels may not be able to deliver meals for several days after a severe storm
- The Town does not have a supply of oxygen cylinders or generators to power specialized medical devices; in an extended power outage you should seek alternative housing if you have need of this equipment
- Just prior to an event the Town will activate a special needs hotline (203) 245-5627. Getting on this list will make it easier for emergency personnel to identify who needs help, what they might need and where to find them. The Town will aid as many of those who need assistance as possible but does not have the resources to come to the aid of a great number of people. Residents with special needs are advised to rely first on family and friends for help. Being on the list is no guarantee of assistance.
EMERGENCY KIT:
Emergency supplies are of two basic types: supplies needed to "shelter in place" (staying home for long periods of time without electricity and "evacuation" (ready to leave home quickly for an evacuation situation). Some items will are part of both kits. Preparing your kits ahead of time helps in ensuring your kit is complete and ready when/if needed.
SHELTER IN PLACE:
MEDICATIONS: maintain a supply of critical medicine for at least 7 days.
MEDICAL DEVICES
WATER: One gallon of water per person per day. Only use this water for consumption, toilets can be flushed with pond/stream/pool water. Maintain at least a three day supply. In extended emergencies potable water will be available at the volunteer fire departments.
FOOD: Use fresh and frozen foods first as long as they have maintained proper temperature. Canned foods may be eaten without heating. Be sure to only heat foods in well-ventilated spaces. Food for infants
and those on special diets should be part of the ready supply.
HEAT: most heating systems will not operate during a power outage. Heating requirements will vary by household, but remember that carbon monoxide is a lot more dangerous than cold.
Manual can opener
First Aid kit including non-prescription drugs
Batteries
Plastic sheeting and Duct tape
Cash
Extra Toiletries
Household bleach
Pet food and supplies, pet medications
EVACUATION KIT
ALL items from your SHELTER- IN-PLACE kit.
A 3 day supply of water and non-perishable food
A change of clothing and footwear for each family member
Sleeping bags or blankets
Extra glasses
Battery powered radio
Extra car keys
Road map
Road flares
Pet supplies (food, leash, crate, toys)
Basic tools, including a manual can opener
Copies of family records
Waterproof containers
Writing and reading material, games and toys
Needles and thread
Trash bags and ties
Protective clothing for the season, rain gear
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2024 Chinese Courses for Beginners and Novices
Term I
l Course Objectives:
Beginner level
This course aims to assist students to get familiar with Chinese daily vocabularies and basic grammars. Students who complete this course are expected to be able to acquire basic Chinese grammatical rules and apply them in daily life.
Novice level
Students will learn how to converse in real-life situations, such as finding things at grocery stores, asking for directions, exercising, buying clothes, and visiting the doctor. You will be trained in basic like listening, speaking, and reading skills.
l Target Students:
All foreign students from NUST
l Course Information:
Beginner level
Date: April 1 ~June 24, 2024
April 1, 3, 8, 10, 15, 17, 22, 24, 29
May 1, 6, 8, 13, 15, 20, 22, 27, 29
June 3, 5, 12, 17, 19, 24
Time: Every Monday and Wednesday, 19:00-21:00
Novice level
Date: April 1 ~June 24, 2024
April 1, 2, 8, 9, 15, 16, 22, 23, 29, 30
May 6, 7, 13, 14, 20, 21, 27, 28
June 3, 4, 11, 17, 18, 24
Time: Every Monday and Tuesday, 19:00-21:00
Venue: Online (The platform we're using is Google meet, so please make sure
you have a Google account. Ex: email@example.com)
Class Size: 20 students for each course
l Fee:
Free but with refundable 1000NTD deposit
*The deposit will not be refunded if you miss 8 hours or more of class (including excused absences).
l Course Contents and Schedule:
Beginner level:
Week 1: Introduction to Pinyin - learn Chinese tones and pronunciation.
Week 2: Origin of Chinese characters - learn the structure and radicals of Chinese characters.
Week 3: Personal Information and Family - Say hello and express your preferences with simple Chinese vocabulary and grammar.
Week 4: Personal Information and Family - Be able to introduce yourself when meeting someone for the first time.
Week 5: Daily life - learn to use basic sentence patterns to express the time of daily life.
Week 6: Daily life - be able to clearly propose time and activities.
Week7: Shopping and business behavior - learn to use basic sentences to describe the characteristics and quantity of gifts.
Week 8: Shopping and Business Behavior - Can discuss with others how to buy gifts.
Week 9: Food and Culture - Learn to describe the quantity of people and objects using numbers from zero to tens of millions.
Week 10: Food and Culture - can talk about the price of goods.
Week 11: Residence and Environment - Learn to describe the placement of furniture and objects in your home.
Week 12: Residence and Environment - Can correctly describe an action and its place in the same sentence.
Novice level:
Week 1: Learn the location words
Week 2: Describe the relative location of objects in the room
Week 3: Learn Sports and Interest
Week 4: Describe a favorite sport or interest and comment on the results of the action
Week 5: Get to know the means of transportation
Week 6: Talk about the convenience of transportation
Week 7: Learn phrases for choosing items when shopping
Week 8: Discuss personal shopping preferences
Week 9: Recognize vocabulary for study and lessons
Week 10: Describe the experience and methods in learning Mandarin
Week 11: Describe body parts and physical conditions
Week 12: What to do when you are sick
l Registration:
1. Deadline: March 20, 2024
(First come first served. We accept students until the class is full.)
2. Registration link: https://forms.gle/MTXfh3dVvkJL2uuL9
3. A refundable deposit of NT$1000 is required. We will email the remittance info to you, which should be completed within 2 days. If not, your application will be canceled.
4. The registration will be completed when you received a confirmation email with details and notification for the course. If you do not receive it, please contact our office. the registration will be completed when you received a confirmation email.
5. If you are unable to attend the course for any reason after registration, please
call or write to inform us.
l Notes:
1. No make-up class for personal/sick leave.
2. NCHU OIA reserves the right to accept or reject students for the course. OIA has the authority to terminate the student's enrollment in the class if there is a major incident that affects other students.
3. In order to protect intellectual property rights and the rights of the students in the course, auditioning, sitting-in, and video recording are prohibited.
4. The deposit will not be refunded if you miss 8 hours or more of class (including excused absences).
5.
If you are late for half an hour or leave the class for more than 20 minutes, you will be considered absent for that class.
6. We reserve the right to adjust our courses and will post the updated information on our website or via email notification.
l Contact Information:
NCHU OIA: 04-22840206 ext.19 Miss. Kuo
(Office hours: Mon-Fri 8:00-12:00/13:00-17:00)
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Recycle
(This document can be found online at https://www.calrecycle.ca.gov/Recycle/ to enable content links)
Where to Recycle | Schools and State Agencies | Resources
Recycling is the practice of recovering used materials from the waste stream and then incorporating those same materials into the manufacturing process. California has a robust recycling infrastructure that manages beverage containers, organic material, electronic waste, carpet, used oil, paint, and mattresses.
Mandatory Commercial Recycling
The law also requires businesses and other public entities to recycle as much of the waste they generate as possible. AB 341 (Chesbro, Chapter 476, Statutes of 2011) requires that businesses that generate four cubic yards or more of commercial solid waste per week or are a multifamily residential dwelling of five units or more must now arrange for recycling services.
Close the Loop
Collecting materials is only the first step toward making the recycling process work. Successful recycling also depends on manufacturers making products from recovered materials and, in turn, consumers purchasing products made of recycled materials. Do your part--"close the loop" and buy products made of recycled materials whenever possible.
Where to Recycle
Recycling Center Map
Batteries
Beverage Containers
Sharps
Organics
Used Oil & Filters
Waste Tires
E-Waste
Paint
Mattresses
Carpet
Vehicle
Donation
Recycling for Schools and State Agencies
* School Waste Reduction and Recycling. Schools can help communities reduce their waste, while saving money and teaching kids valuable lessons.
* Waste Management for State Agencies
* State Agency Resources. Includes resources to assist state agencies in their implementation of waste prevention, reuse, and recycling programs to reduce waste.
Resources and Tools
* Best Practices in Waste Reduction Video (October 2009). Reducing waste can save you money, conserve energy and resources, and reduce air, soil, and water pollution. This 12-chapter video shows you real options for recycling, reducing, or reusing solid waste products. All chapters are on our Video Central Training page and on YouTube. Helping promote California's development of markets for recyclable materials is part of our mission. We can help you with technical, financial, and permitting assistance. Please feel free to contact CalRecycle's Office of Public Affairs for more information.
* Tire Recycling. Californians use a lot of tires, which can be recycled in California to produce crumb rubber for new products, recycled in rubberized asphalt concrete (RAC), used in civil engineering applications as tirederived aggregate (TDA), or combusted as fuel.
* Food Waste. Food scraps can be turned into valuable soil amendments through the simple techniques of composting or feeding a worm box.
* Used Oil Recycling. Oil doesn't wear out, it just gets dirty! Find out more...
* Earth 911. Find locations near you that accept and recycle more than 350 products and materials, using one of North America's most extensive recycling databases.
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Contact: Office of Public firstname.lastname@example.org (916) 341-6300 | <urn:uuid:1ab6df9b-99fb-4f0a-ad98-579c12537913> | CC-MAIN-2024-22 | https://trinitycounty.org/sites/default/files/Solid_Waste/documents/MCR%20INSERT%202023.pdf | 2024-05-26T18:52:03+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00013.warc.gz | 493,297,734 | 712 | eng_Latn | eng_Latn | 0.991233 | eng_Latn | 0.991633 | [
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CrystalPur Household Water Filters
Overview
1.1 billion people still do not have access to clean drinking water and 1.8 million children unnecessarily die each year from diarrhea related to unsafe water, according to the World Health Organization (WHO).
Contaminated surface water is the primary source of drinking water for households in many villages, towns, and cities in low-income countries. Relying on untreated sources of water leads to major health crises. With few low-cost solutions to improve the quality of water, people have no choice but to drink dirty water. WHO found that ceramic filters were one of the most promising household level treatment options and the most cost-effective environmental intervention to prevent diarrheal disease and water borne contaminants across a wide range of country settings.
The Problem with Typical Filtration Devices
Low success rates of current filtration devises on the market are heavily influenced by:
* Poor durability
* Large, inconvenient size
* Slow, inefficient flow rate
* Market acceptance
* Inability to purify all parasites, bacteria and water borne diseases from contaminated water
* Scale, reach, and sustainability
The Solution is a "CrystalPur" Household Water Filter
CrystalPur is a newly patented water filter designed by Basic Water Needs Foundation, Netherlands, in collaboration with EnterpriseWorks, a division of Relief International (EW/RI). The filters generate a positive financial impact on households whether it comes from reduced fuel costs, elimination of the need to purchase bottled water, or improve health outcomes and lower medical expenses. CrystalPur promises to save lives by changing the face of worldwide, low-cost, household water treatment.
What makes a CrystalPur Water Filter the Best Choice?
* Removes 99.99% all bacteria, parasites and water borne diseases
* Filters up to 7,000 liters of clean drinking water before needing to be replaced (this is enough water for a family of 4 for 1 year)
* No chemicals are used for the purification process
* Can filter even very dirty water
* Economical to use
* Internationally lab tested and approved
* CrystalPur filters meet World Health Organization standards for safe drinking water
How is CrystalPur different?
Convenience. CrystalPur eliminates the need for large storage space by sitting inside existing water storage containers that are already present in most households in our market sector.
Affordability. Estimated retail price for CrystalPur is US$7 - $10
Technology. CrystalPur's filter is impregnated with nano silver particles for optimal bacterial removal and has been international tested to remove 99.99% of parasites, bacteria and water borne diseases.
Flow Rate. Because CrystalPur utilizes a siphon system rather than depending on gravity to filter water, CrystalPur delivers 4-6 liters of clean drinking water per hour as compared to traditional ceramic water filters delivering approximately 1-2 liters per hour.
Turbidity. Most filters of this type are not effective in filtering turbid source water. Because of CrystalPur's washable, inner fleece pre-filter, CrystalPur can be used with water sources that other similar filters simply cannot handle.
Life Span. Most ceramic filters last between 3-6 months depending on quality of source water. CrystalPur's back-washing technology allows it to be nearly totally self-cleaning. The CrystalPur Filter is proven to filter over 7,000 litres of water, enough drinking water for four people for one year.
Scalability. The history of ceramic water filters has centered on small, artisan based manufacturing. EW intends to change that with CrystalPur.
Fleece Pre-Filter
The primary ceramic filter element is mass produced for export or centrally manufactured depending on the country of implementation. Final product assembly will still be accomplished through the use of local entities, predominantly by women. The CrystalPur brand will also be heavily promoted to build brand awareness and loyalty.
Sustainability. EW always markets and distributes consumer products through the local private sector. As a market driven model, all the local actors throughout the distribution chain profit. Relief International as an NGO plays an important role in helping to reach more inaccessible rural areas and also in disseminating the critical health awareness campaigns that accompany all CrystalPur deployments.
About Us
EnterpriseWorks, a Division of Relief International is a US-based not-for-profit organization working to combat poverty through economic development programs based on sustainable, enterprise-oriented solutions. RI/EW has worked with local businesses and organizations for more than 40 years in 100 countries. By supporting profit-making enterprises to create employment and to increase productivity and profits, RI/EW addresses the challenges of rural, peri-urban, and urban development.
Questions?
Relief International – Headquarters 5455 Wilshire Blvd, Suite 1280 Los Angeles, CA 90036 USA
Tel: +1 310 478 1200
Fax: +1 310 478 1212
Email: firstname.lastname@example.org
EnterpriseWorks, Division Relief International 1100 H Street NW Suite 1200 Washington, DC 20005 USA
Tel: +1 202 639 8660
Fax: +202 639 8664
email@example.com | <urn:uuid:86c80c95-8b5d-4558-9571-9085fe481cab> | CC-MAIN-2018-26 | http://www.enterpriseworks.org/pubs/CrystalPur%20(rev%20MAR%204%202012%20)%20JN%20AK%5B1%5D.pdf | 2018-06-24T05:08:55Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00581.warc.gz | 409,590,981 | 1,070 | eng_Latn | eng_Latn | 0.992812 | eng_Latn | 0.993096 | [
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Nicholas J. Brashear 1 , Angel J. Camama 1 , Miles A. Drake 1 , Miranda E. Smith 1 Jolyon M. Johnson 2 , Dave Arnold 3 , and Rebecca Chamberlain 1 .
,
1. Evergreen State College, Olympia, Washington 2. University of California, Chico
3. Divinus Lux Observatory, Flagstaff, Arizona
Abstract: As part of a research workshop at Pine Mountain Observatory, four students from Evergreen State College met with an instructor and an experienced double star observer to learn the methods used to measure double stars and to contribute observations to the Washington Double Star (WDS) Catalog. The students then observed and analyzed the visual double star STTA 123 AB with few past observations in the WDS Catalog to determine if it is optical or binary in nature. The separation of this double star was found to be 69.9" and its position angle to be 148.0°. Using the spectral types, stellar parallaxes, and proper motion vectors of these two stars, the students determined that this double star is likely physically bound by gravity in a binary system. Johnson calculated a preliminary circular orbit for the system using Newton's version of Kepler's third law. The masses of the two stars were estimated based on their spectral types (F0) to be 1.4 M?. Their separation was estimated to be 316 AU based on their distance from Earth (about 216.5 light years) and their orbital period was estimated to be 3357 years. Arnold compared the observations made by the students to what would be predicted by the orbit calculation. A discrepancy of 14° was found in the position angle. The authors suggest that the orbit is both eccentric and inclined to our line of sight, making the observed position angle change less than predicted.
Introduction
This project was part of the 2010 Pine Mountain Observatory Summer Research Workshop. The students chose to study double stars because the concepts are relatively straight forward and they offer swift publication opportunities (Johnson 2008). Double star observations also have a long legacy, drawing from a large pool of individual contributors over the course of hundreds of years. The students from Evergreen State College—a school whose ethos is founded on cooperative learning—believed it was in their interest to participate in these ongoing collaborations. The aim of this project was three fold: to contribute observations of double stars to the Washington Double Star (WDS) Catalog, to learn the procedure for double star observation, and to study a double star to determine whether it is optical or binary. If the double star was found to be binary, the participants would calculate a rough orbit.
The participants employed an equatorial-mounted Celestron NexStar 6 SE telescope, which was fitted with an illuminated Celestron Micro Guide eyepiece. A digital stopwatch that read out to the nearest 0.01 seconds was used to find the scale constant of the linear scale in the eyepiece. All observations were made at Pine Mountain Observatory near Bend, Oregon on the nights of August 5 and 6, 2010 (B2010.594).
the center of the linear scale, the telescope's automatic tracking was disabled. The primary star then drifted across the inner protractor built into the eyepiece. The angle the star crossed was noted and recorded. An angle of 90° had to be added for the Celestron Micro Guide eyepiece correction (Teague 2004). Position angle measurements were repeated five times for the first double star (61 Cyg) and ten times for the second (STF 123AB). Observations were limited by smoke from a nearby fire which obscured the stars.
Methods
The participants polar aligned the telescope. The linear scale in the Micro Guide eyepiece was calibrated by observing the star Navi in the constellation Cassiopeia. Navi was selected for its reasonable brightness and favorable declination (60.717º). Stars with declinations above 70° move too slowly and stars below 45° move too quickly. The observers allowed Navi to drift down the linear scale by disabling the tracking motors. Ten drifts were timed with a stopwatch and the standard deviation and standard error of the mean were calculated.
The scale constant was calculated by multiplying the average time (101.99 seconds) by the sidereal rate of the Earth's rotation (15.0411 arc seconds per second) and the cosine of the declination. This was then divided by the number of divisions on the linear scale (60). This equation yielded a scale constant of 12.50 arc seconds per division. The standard deviation and standard error of the mean of these results were calculated to be 1.1 and 0.3 arc seconds per division, respectively.
The angular separation between the primary and secondary stars was determined by carefully orienting the telescope so that one of the major divisions of the linear scale was between the two stars. The distance from the major division to each of the stars was estimated in minor divisions to one tenth of a minor division. Ten trials were performed (one of them was discarded as an outlier). The average, standard deviation, and standard error of the mean were calculated.
ment is the position angle, the angle that the primary and secondary stars make relative to celestial north. The observers chose to use the drift method as it is the most precise without adding an external protractor (Baxter 2010). This was carefully done by aligning the primary star, using the slow motion controls, with the central division of the linear scale while telescope tracking was active. Once the star was aligned with
The second parameter of double star measure-
Observations
The observers first selected a well known double star, 61 Cygni (STF 2758 AB), to learn the measurement methods. Table 1 gives the observational results.
Table 1: Average, standard deviation, and standard error of the mean for the observed separation and position angle of 61 Cygni.
| | Separation | Position Angle |
|---|---|---|
| Average | 32.2” | 151.4° |
| Standard Deviation | 2.1” | 1.5° |
| Mean Error | 0.7” | 0.4° |
The WDS Catalog's last entry for the separation of STF 2758 AB is 30.7", while the observed average separation was 32.2". Our percent error for the average separation was 4.9%, which is within one standard deviation. The authors attribute the large standard deviation and large difference from the catalog value to poor sky conditions due to nearby wildfire which increased scintillation. The WDS Catalog's entry for the position angle is 152.0°, while the observed position angle was 151.4°. The percent error for the position angle was 1.39% which is also within one standard deviation. These results can be considered accurate according to Ron Tanguay, an experienced double star observer, who stated that a difference of 5% between observed and catalog values is adequate (Tanguay 1998, 2003).
Based on the results from the first star, the observers felt confident enough to measure a less studied double star. Johnson selected the double star STTA 123 AB (RA: 13h 27m 04s Dec: +64° 44m 07s) because it fit the criteria of being bright enough (magnitude 7 or less) to be easily seen through a small telescope and had similar proper motion vectors, suggesting the pair may be a binary. Table 2 presents the observational results.
Table 2: Average, standard deviation, and standard error of the mean for the observed separation and position angle of 61 STTA 123 AB.
| | Separation | Position Angle |
|---|---|---|
| Average | 69.9” | 148.0° |
| Standard Deviation | 1.8” | 1.4° |
number of light years in a parsec) to find the distance in light years. The parallax for the primary star is 0.01483" ± 0.00055". This corresponds to a distance of 220 light years. The parallax of the secondary star is 0.01530" ± 0.00059". This corresponds to a distance of 213 light years. The minimum distance to the primary star is 212 light years and the maximum distance to the secondary star is 222 light years. Therefore, the difference between these two distances is well within the parallax errors.
The WDS Catalog's entry for the separation of STTA 123 AB was 68.9", while the observed average separation was 69.9". Our percent error for the average separation is 1.5% and within one standard deviation. The WDS Catalog's entry for the position angle is 147.0°, while the observed position angle was 148.0°. The percent error for the position angle is 0.7% and also within one standard deviation. We attribute the greater accuracy to the observers being more experienced and clearer sky conditions.
Analysis
Our primary goal for this project was to determine if a less studied double star (STTA 123 AB) is optical or binary in nature. We analyzed three of the properties of the two stars to determine if they were gravitationally bound: spectral type, stellar parallax, and proper motion vectors. To find these properties, the participants found both stars' HD designations in the SIMBAD database. The primary star's designation is HD 117200 and the secondary star's designation is HD 117201.
To quantify this observation, the students used stellar parallaxes to calculate the distance to each star in light years. The distance to a star in parsecs is equal to the reciprocal of the parallax in arc seconds. The distance in parsecs is multiplied by 3.26156 (the
If the spectral types of the two stars in a binary system are significantly different, the more luminous star should have a lower apparent magnitude. However, if the spectral type is the same, the apparent magnitude should be similar. The spectral type of the primary star is F0 and its magnitude is 6.6. The spectral type of the secondary star is also F0 and its magnitude is 7.0. Since the stars have the same spectral type and the difference in magnitude is only 0.4, the stars are probably a similar distance away from Earth.
It is most likely that a double star is binary if the proper motion vectors of the two stars are within 10% of each other (Arnold 2010). Table 3 shows the proper motion vectors for the primary and secondary stars. The difference between the proper motion vectors of the primary and secondary is 2.9%.
Table 3: Proper Motion Vectors for STTA 123 AB.
| | Right Ascension (mas/yr) | Declination (mas/yr) |
|---|---|---|
| Primary Star | -68.76 | 35.16 |
| Secondary Star | -69.74 | 34.62 |
Preliminary Orbit Calculation
Because the separation and position angle have not changed significantly since the first observation in 1876, a circular orbit could be assumed. The masses of the two stars in solar masses (M1 and M2), their separation in astronomical units (A), and their period in years (P) can be calculated using Newton's modification of Kepler's third law:
2
Since both stars have the spectral type F0, their masses can be estimated to be 1.4 M? based on the Hertzsprung-Russell diagram. This can only be done if the stars are on the main sequence where there is a strong correlation of luminosity and mass. If both stars are assumed to be the same distance from Earth, the distance between the two stars can be calculated by dividing the cosine of the separation in degrees (0.00319°) by the mean distance to the stars (216.5 light years). This equates to a separation of about 0.005 light years (316 AU). The equation yields a period of about 3357 years. This long orbit is expected as the separation and position angle appear to have changed little since the double star was first observed in 1876. The first reported separation was 68.9" and the first reported position angle was 147°, both within the standard deviation of the present study.
binary system.
However, the similarity between the first observations and present observations are slightly suspect. Even with such a large orbit, a shift of at least 14° should have been seen in the last 134 years if the orbital plane is oriented at 90° to our line of sight. If the 1° shift in position angle is real, the orbit should be on the order of 48,000 years which is inconsistent with the calculated distance between them. Thus, the authors offer four suggestions to account for the discrepancy between the observed and calculated position angles: 1) The secondary star has actually been ejected from the system and is now moving linearly away from the primary such that there should be no significant shift in position angle; 2) The orbital plane has a minimal inclination to our line of sight and the secondary star is moving either toward Earth or away from Earth relative to the primary; 3) The orbit is not circular and the secondary is near greatest elongation from the primary; or 4) The orbit is both inclined and eccentric.
Johnson then calculated a preliminary circular orbit and determined the masses of the two stars along with their separation in astronomical units and period in years. Currently, STTA 123 AB only has 23 reported observations in the WDS Catalog. Because the system is likely binary, it is deserving of further study to resolve its orbit.
According to double star observer Paul Couteau (1981), an eccentricity correction factor of 1.25 can be applied to most binary star systems to account for elongated orbits. For STTA 123 AB, this would equate to a semi-major axis of 395 AU and a period of 4691 years. However, a change in position angle of at least 10° would still be expected over 134 years. Thus, the authors believe the orbit is also inclined to our line of sight, decreasing the expected change in position angle. Future researchers may determine the true eccentricity and inclination of the orbit.
Conclusions
The participants analyzed a double star to determine if it is likely to be an optical or binary pair. Because the stars have similar apparent magnitudes and spectral types, they are probably a similar distance from Earth. To confirm that this is likely, the participants calculated the distances to the stars using stellar parallaxes obtained from the SIMBAD database. The difference in the calculated distances were within the error of the stellar parallaxes. Furthermore, the proper motion vectors of the two stars are similar enough to suggest they are moving through space together. Thus, the participants conclude that the double star STTA 123 AB is likely a
Over the course of the three day workshop, the students took quantitative measurements of two double stars, one well known and one much less known. The students also calculated the average, standard deviation, and standard error of the mean, and included their observations in a scientific paper. Through this process, the observers learned a technique for measuring double stars with an astrometric eyepiece. What they learned can be taken back to Evergreen State College and taught to other students.
Arnold then studied the calculated orbit and predicted what the observations should be. A discrepancy was found in that the position angle should have shifted by at least 14°, yet it has not significantly changed. The authors suggest that the orbit is eccentric and inclined to our line of sight such that the position angle has not significantly changed. This would make the orbit a level 5 according to the Sky Catalog 2000 description where this is a rough or preliminary orbit that may be useful to future researchers. Alternatively, there is a chance that the stars are very close together in space but are not in a binary system and future observers will see linear motion.
Acknowledgments
The authors would like to thank the University of Oregon's Pine Mountain Observatory for the use of their facilities and Richard Berry for directing the workshop. The authors would also like to thank the Evergreen State College for offering the program which allowed the students this opportunity. The authors thank Russ Genet for the use of his NexStar 6 SE. Finally, the authors thank Tom Frey, Chris Estrada, Russ Genet, and Vera Wallen for their kind reviews of this paper.
References
Arnold, Dave. "Considering Proper Motion in the Analysis of Visual Double Star Observations." In Small Telescopes and Astronomical Research. (2010). Eds. Russ Genet, Jolyon Johnson, and
Vera Wallen. Santa Margarita, CA: Collins Foundation Press.
Mason, Brian. The Washington Double Star Catalog. October 2008. Astrometry Department, U.S.
Baxter, Alexandra, Jolyon Johnson, Russell Genet, Chris Estrada, and Danyal Medley. "Comparison of Two Methods of Determining the Position Angle of the Visual Double Star 61 Cygni with a Celestron Micro Guide Eyepiece." Journal of Double Star Observations. Submitted.
Couteau, Paul. Observing Visual Double Stars. (1981). Massachusetts Institute of Technology.
Johnson, Jolyon. "Double Star Research as a Form of Education for Community College and High School Students." In Proceedings for the 27 th Annual Conference for the Society for Astronomical Sciences. (2008). Eds. Brian Warner, Jerry Foote, David Kenyon, and Dale Mais.
Naval Observatory. http://ad.usno.navy.mil/wds/ wds.html.
Tanguay, Ronald. The Double Star Observer's Handbook, Editions 1 & 2. Saugus, MA: Double Star Observer, 1998 & 2003.
SIMBAD Astronomical Database. Centre de Données Astronomiques de Strasbourg. August 6, 2010. http://simbad.u-strasbg.fr/simbad/.
Teague, Tom. "Simple Techniques of Measurement." In Observing and Measuring Visual Double Stars (2004). Ed. Bob Argyle. London: Springer.
.
Nick Brashear (major undeclared), Angel Camama (cognitive science and new media), Miles Drake (astronomy and writing), and Miranda Smith (international studies) are undergraduate students at Evergreen State College in Olympia, Washington. Jolyon Johnson is a geology student at California State University, Chico, and led the research team. Dave Arnold is an amateur astronomer and highly experienced double star observer in Flagstaff, Arizona. Rebecca Chamberlain is a professor of science and humanities at Evergreen State College. | <urn:uuid:0ae031a1-0767-4bfc-8aa5-1ad7b170397b> | CC-MAIN-2018-26 | http://www.jdso.org/volume8/number2/Brashear_v8_p122.pdf | 2018-06-24T05:20:17Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00581.warc.gz | 437,491,067 | 3,952 | eng_Latn | eng_Latn | 0.956511 | eng_Latn | 0.997892 | [
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At Home Weekly is designed for you to use during the week with your son or daughter. You'll find out what they learned today at church, and you can help them prepare for next week by exploring the theme (or Ponder Point) and spending time together in God's Word.
WHAT WE LEARNED THIS WEEK
PONDER POINT: JESUS LOVES ME
Children Welcomed
Matthew 19:13–15
When children were brought before Jesus, the disciples turned them away. Jesus welcomed and blessed them.
WHERE WE'RE HEADED NEXT TIME
PONDER POINT: GOD FORGIVES
The Prodigal Son
Luke 15:11–32
A young man leaves home and makes some bad choices. When he returns home, his father welcomes him back with love and forgiveness.
DID YOU KNOW?
Share these facts to get the conversation started.
* One of the most effective and memorable teaching techniques of Jesus was the parable. The parable of the prodigal son is the third of three parables in Luke chapter 15. Jesus tells about celebrating lost things found in order to reveal the character of the heavenly Father. He begins with the sheep, then the lost coin, and ends with the lost son.
* Jesus used parables to teach people about the heavenly Father. The Greek word for parable is parable, meaning "a placing beside … It signifies a placing of one thing beside another with a view to comparison" (W. E. Vine, Expository Dictionary of New Testament Words, Vol. 3, p. 158).
* In the parable of the Prodigal Son, the picture Jesus paints of His Father's heart is beautiful, lavishing us with forgiveness because of his love.
Date:__________________
Lesson
4.3
CONNECT AS A FAMILY
This week, take your family out to the entryway of your home to read this part of The Big God Story. Ask your children to recall a time when they were really excited to see someone coming to visit. Share these memories together. Tell your children you're going to read a true story from the Bible. Then read Luke 15:11– 32. Ask why the father was so excited to see his son return home. Remind your children that what they heard is part of The Big God Story in the Bible. They'll learn more in church this week about how God loves and forgives us.
After reading the Scripture passage, discuss these questions together:
* When the son returned home, how did the father react?
* How did the brother react?
* Which one reacted most like the way God would respond? Why?
These questions can easily extend into the rest of the week. Look for opportunities to bring conversations about how God Made a Promise into your everyday life as a family.
REMEMBER VERSE
The Remember Verse focuses on a character trait of God that' s highlighted in next week' s portion of The Big God Story.
As the Father has loved me, so have I loved you. Now remain in my love. John 15:9
BLESSING
Blessings are often used in the Bible. A blessing can be a prayer of commission, a portion of Scripture, or words to encourage and guide.
A blessing to pray over your child:
(Child's name), may you know God's forgiveness this week. May you run to Him when you need Him and remember He loves you always.
For more information about blessing your child, go to truministry.com to the Parenting tab. And for more creative ideas on spiritually leading your family, visit HomeFrontMag.com. | <urn:uuid:564e9d25-cfbd-4d08-9f7f-26e1337a45f9> | CC-MAIN-2018-26 | http://valley-view.org/userfiles/771/docs/doc/2/Wonder%206-10-18.pdf | 2018-06-24T05:30:09Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00586.warc.gz | 331,297,865 | 742 | eng_Latn | eng_Latn | 0.99812 | eng_Latn | 0.99812 | [
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Adopted Date: 8-27-2014
Policy on Public Use of the Internet and Computers
To fulfill its mission of providing public access to information of all types in a wide range of formats, the Niagara Falls Public Library (NFPL) provides access to Internet resources. The Internet offers access to many valuable local, national and international sources of information. However, some information found on the Internet may be inaccurate, incomplete, dated, or offensive to some individuals. A good information consumer must evaluate the validity and appropriateness of information found.
Choosing and Evaluating Sources
The Internet is a series of communication linkages leading to a highly diverse array of information content. Library patrons use it at their own risk. In choosing sources to link to from its home pages, the Library follows its materials selection guidelines. Beyond this, the Library is not responsible for the content of the Internet, changes in content of the sources to which the Library home pages link, or for the content of sources accessed through secondary links. In an effort to assist its users, the Library has created web sites for the general population, for teens and for children to help guide them to sources that are accurate, complete and current and that provide them with a wealth of information on the local, national and global level. In addition, the Library provides training for members of the public to assist them in using the Internet in a safe, effective and efficient manner.
General Policies
To use the library's computers other than those reserved for the public catalog, individuals must present a valid Niagara Falls Public Library card or a card from any NIOGA Library System member library. Out of town visitors can be issued a temporary "guest pass."
The library reserves the right to set time limits for the use of various computers in the building.
PC's in the Children's Room are reserved for children.
As with all users, patrons who use the computers are subject to the Library's Code of Conduct.
Internet access is on a first come, first served basis.
Unless staff approval has been given, there is a maximum of one person at a computer at a time.
Adopted Date: 8-27-2014
Library staff's availability to help users with basic computer use or with Internet access is limited. We cannot offer personal instruction.
Downloading and saving to the hard drive is prohibited. The library is not responsible for any loss of data that may occur.
Users will be charged for printouts.
Access by Minors
The Niagara Falls Public Library (NFPL) provides public access to the Internet and personal computing resources. Parental consent is required before the NFPL will provide Internet access to any youth under the age of 13. To comply with the Children's Internet Protection Act and restrict access to online content that may be considered harmful to minors, the NFPL employs technology protection measures (filters) on all computers with Internet access. Users must be cautioned that filters are not foolproof and due to technological limitations cannot obstruct access to all potentially harmful or offensive content.
Parents/legal guardians have the sole right and responsibility to decide what is appropriate for their child. The NFPL does not act in loco parentis (i.e., in the place or role of the parent). Parents/legal guardians are responsible for the supervision of their child's Internet activity. Children who use the Internet unsupervised may be exposed to inappropriate or disturbing information and images. Parents must be aware of their child's use of the Internet and discuss what information is acceptable for him/her to view or read.
A. To address the issue of access by minors to inappropriate material on the Internet, including material that is harmful to minors, the Library:
i. Develops and maintains special web sites for children and teens;
ii. Develops and provides training programs on safe and effective Internet use; and
iii. Encourages staff to guide minors away from materials that may be inappropriate.
B. To address the issues of the safety and security of minors when using electronic mail, chat rooms and other forms of direct electronic communications, as well as the unauthorized disclosure, use and dissemination of personal identification information regarding minors, the Library provides training programs and also urges minors to keep in mind the following safety guidelines:
i. Never give out identifying information such as home address, school name, or telephone number.
ii. Let parents or guardians decide whether personal information such as age, marital status, or financial information should be revealed.
iii. Never arrange a face-to-face meeting with someone via the computer without parent or guardians' approval.
iv. Never respond to messages that are suggestive, obscene, threatening, or make one uncomfortable.
Adopted Date: 8-27-2014
v. Have parents or guardians report an incident to the National Center for Missing and Exploited Children at 1-800-843-5678 if one becomes aware of the transmission of child pornography.
vi. Remember that people online may not be who they say they are.
vii Remember that everything one reads may not be true.
C. To address the issue of unauthorized access, including so-called "hacking," and other unlawful activities by minor's online, minors and all other Library users are hereby advised that use of the Library's computers for hacking or any other unlawful activity is strictly prohibited.
Rules Governing Use
Due to the limited resources available for provision of public access to the Internet, the Library may set limits, for example, on use of large files of still or moving images or sound, or on downloading files in any medium. The Library also reserves the right to limit the amount of time an individual user can devote to a single session. The public must comply with all applicable federal, state and local laws, including laws governing the transmission and dissemination of information while accessing the Internet.
Users may not:
* Use the network to make unauthorized entry into other computational, informational or communication services or resources.
* Distribute unsolicited advertising.
* Invade the privacy of others
* Make any attempt to damage computer equipment or software.
* Engage in any activity that is harassing or defamatory.
* Use the Internet for any illegal activity, including violation of copyright or other rights of third parties, or in a manner inconsistent with the Library's tax-exempt status or its proper operations.
Violations may result in loss of access to Internet and computer use and/or library privileges. Unlawful activities will be dealt with in an appropriate manner.
Public User's Security
Users should be aware that the Internet is not a secure medium and that third parties may be able to obtain information regarding users' activities. However, the Niagara Falls Public Library will not release information on the use of specific Internet resources by members of the public except as required by law or necessary for the proper operation of the Library.
Compliance
The Library reserves the right to take appropriate action to insure compliance with this policy. Guidelines on Access to Information
Adopted Date: 8-27-2014
The Niagara Falls Public Library is guided by the following American Library Association statements on access to information:
* The Library Bill of Rights
* Freedom to Read Statement
* Interpretation of the Library Bill of Rights: Free Access to Libraries for Minors and Access to Electronic Information Services and Resources.
In general, the Library is guided by a commitment to access to information policies that provide appropriate protections to its patrons while being consistent with the Library's longstanding commitment to the principles of free expression as set forth in the First Amendment to the United States Constitution.
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May 1, 2013
1. For electrical systems, power (in Watts) is current (in Amps) times voltage (in Volts). If a battery supplies 2 Amps at 12 Volts, how much power is this?
(a) 2/12 = 0.1666 W
(b) 2 W
(c) 6 W
(d) 12 W
(e) 24 W
2. Four PV panels are hooked in series (voltages add, current is common to all), so the compos- ite I-V curve has a “knee” at 60 V for a current of 8 A. What is the power of the composite?
(a) 7.5 W
(b) 60 W
(c) 120 W
(d) 480 W
(e) impossible to say with these numbers
3. True or False: The energy it takes to fabricate a photovoltaic panel is never recovered in its lifetime of use, so making PV panels is a net energy loser?
(a) True
(b) False
4. If a system costs $4 per peak Watt, (after rebates, say) and you need a peak capacity of 2kW, how much will your PV system cost?
(a) $8
(b) $800
(c) $4000
(d) $8000
(e) $16000
5. If the system on average delivers 1/4 the peak power (day/night, seasons, weather), or 500 W average, how many kWh per day will you typically get?
(a) 500 kWh
(b) 0.5 kWh
(c) 12,000 kWh
(d) 12 kWh
(e) 24 kWh
6. At 12 kWh per day, and electricity at $0.15 per kWh, how much does your system save you on your electricity bill?
(a) about 12×$0.15 = $1.80 per month
(b) about 12×$0.15×30 = $54 per month
(c) about 12×$0.15×30 = $54 per year
(d) about 12×$0.15×365 = $657 per year
7. Let's say your system saves you $667 per year. How long to pay off the $8,000 investment?
(a) 6.7 years
(b) 8 years
(c) 12 years
(d) 16 years
May 8, 2013
8. We've seen that photovoltaic systems of modest size can easily provide the electricity needs of a household. Why should we still worry about energy availability?
(a) Because electricity use in homes is a small part of the total energy use
(b) Because photovoltaics will never be cheaper than fossil fuels
(c) Because photovoltaics don't directly address transportation needs
(d) Because PVs cost more energy to make than they ever produce
9. What is wrong with the phrase: "consumes no more energy than a hairdryer"?
(a) a car produces motion, but a hairdryer heat
(b) neither consume energy: they just transform energy
(c) one is solar energy, the other electrical
(d) what they mean is power: energy from a hair dryer depends on time used
(e) I wouldn't be caught dead driving a hair dryer around town
May 10, 2013
10. What if you had a concentrating solar thermal collector operating at 530 ◦ C (∼800 K) and used it to run a heat engine venting to 27 ◦ C (300 K). What would be it's maximum possible efficiency?
(a) 300/800 = 38%
(b) 500/530 = 94%
(c) 500/800 = 63%
(d) 27/530 = 5%
(e) 800/500 = 160%
11. If, as a toy example, only 80% of incident light hits the black collector, 50% of this stays on the collector, and 75% of this makes it into the water, what is the net efficiency of heating the water?
(d) 100,000 J
(a) 30%
(b) 37.5%
(c) 40%
(d) 50%
(e) 75%
12. If you pay $1.50 per day for hot water, and a solar system costs $6,000, how long will it take to break even?
(a) 400 days ≈ 1 yr
(b) 600 days ≈ 1.6 yrs
(c) 4000 days ≈ 11 yrs
(d) 6000 days ≈ 16 yrs
May 13, 2013
13. If each person in the U.S. is responsible for 10,000 W (10 4 W) of power, and there are 300 million people (3 × 10 8 ) in the U.S., and the U.S. uses 25% of the world power, what is the total global power production?
(a) 1.2 × 10 12 W
(b) 3 × 10 12 W
(c) 12 × 10 12 W
(d) 20 × 10 12 W
14. Since almost all human power production happens on land, but only 50% of the global photosynthetic process happens on land, which is bigger on land: human or plant power?
(a) human is way bigger
(b) human is bigger by a bit
(c) plant is bigger by a bit
(d) plant is way bigger
15. How much energy can be released if one cubic meter of water (mass 1,000 kg) drops 10 meters?
(a) 100 J (b) 1,000 J
(c) 10,000 J
(e) 1,000,000 J
16. If each cubic meter of water in a 10 meter dam contains 100,000 J of gravitational potential energy, how much power is released by a 20 meter dam with a flow of 1,000 m 3 /s?
(a) 100,000 J/s = 100 kW
(b) 200,000 J/s = 200 kW
(c) 100,000,000 J/s = 100 MW
(d) 200,000,000 J/s = 200 MW
(e) 2,000,000,000 J/s = 2 GW
17. Given numbers we covered from this lecture, what is the maximum hydroelectric contribu- tion to our energy budget if 100% developed?
(a) 3%
(b) 6%
(c) 25%
(d) 50%
(e) we could get all of it this way
May 15, 2013
18. Let’s say you’ve designed a wind farm capable of 800 MW of power production when the wind gets to 20 m/s. If the average wind available is 10 m/s, what is the power achieved in an average wind?
(a) 800 MW
(b) 400 MW
(c) 200 MW
(d) 100 MW
(e) 50 MW
19. S.D. has about 200 W/m 2 of both wind and solar. PV can get 10% easily; wind can get 1.5% area coverage, and 40% efficiency. Do you get more power by covering an acre with PV or wind turbines?
(a) wind does better, no question
(b) wind does slightly better
(c) solar does slightly better
(d) solar does better, no question
20. If solar is so much better than wind, why is wind growing so much faster than solar?
(a) It is cheaper to fill an acre of land with windmills than with PV
(b) Wind is more reliable: constant, even at night
(c) Government subsidies heavily favor wind
(d) The payback time for wind is shorter than for PV
(e) The average cost per kWh is cheaper for wind
21. Why is biomass considered exempt from CO2 emissions regulations?
(a) because biomass does not emit CO2 when burned
(b) because there is very little CO2 involved
(c) because the CO2 is borrowed and returned to the air
(d) because governments want to encourage development of biofuels, and not hamper with regulation
(e) because there is not enough of it presently to be a concern
22. Try to guess the efficiency of photosynthesis (as implemented in real plants).
(a) 0.1%
(b) 2%
(c) 10%
(d) 50%
(e) 80%
May 17, 2013
23. If a corn field is 1.5% efficient, and an acre is 4000 m 2 , and the average insolation is 200 W/m 2 , how much power does an acre of corn produce/store?
(a) 3 W/m 2
(b) 60 W
(c) 1200 W
(d) 12,000 W
(e) 800,000 W
24. If we harvest 80 QBtu of biomass today, and our budget is 100 QBtu, does this mean we can transition entirely to bio?
(a) Yes: if we just cut back a bit on expenditure
(b) Yes: we can probably ramp this up to 100 QBtu
(c) Maybe: seems too close to call
(d) No: we can't convert that 80 QBtu at high efficiency
(e) No: we would then starve for lack of food
25. If corn ethanol had come out to 1.5:1 energy return:invested, then what percentage of the harvested energy do we effectively get to keep (divert to other uses)?
(a) 33%
(b) 50%
(c) 60%
(d) 67%
(e) 150%
May 20, 2013
26. A neutron decays. It has no electric charge. If a proton (positive charge) is left behind, what other particle must come out if net charge is conserved?
(a) no other particles are needed
(b) a negatively charged particle must emerge as well
(c) a positively charged particle must emerge as well
(d) another charge will come out, but it could be either + or -
(e) neutrons cannot exist individually
27. If a neutron mass is 1.008665 amu, and the left-over kinetic energy after decay is 0.000841 amu, what percentage of the total mass-energy is left as kinetic energy?
(a) 8.4%
(b) 0.84%
(c) 0.084%
(d) 0.0084%
(e) 0.00084%
28. If one of the neutrons in carbon-14 (carbon always has 6 protons) decays into a proton, what nucleus is left?
(a) carbon-13, with 6 protons, 7 neutrons
(b) carbon-14, but with 7 protons, 7 neutrons
(c) boron-14, with 5 protons, 9 neutrons
(d) nitrogen-14, with 7 protons, 7 neutrons
(e) nitrogen-15, with 7 protons, 8 neutrons
29. If a substance has a half-life of 30 years, how much will be left after 90 years?
(a) one-half
(b) one-third
(c) one-fourth
(d) one-sixth
(e) one-eighth
30. If you have a bone fragment that, when living, had one 14 C atom for every 100 million carbon atoms, how old is the bone if there is one 14 C for every 400 million carbons, if half-life is about 6,000 years?
(a) 6,000 years
(b) 12,000 years
(c) 18,000 years
(d) 24,000 years
(e) age cannot be inferred this way
31. Where did the uranium we use for nuclear energy come from?
(a) generated in the Big Bang
(b) generated in supernova explosions of earlier stars
(c) generated slowly over billions of years in other stars
(d) generated by our own Sun and transferred to the Earth
(e) not original to Earth, but result of radiactive decays within
May 22, 2013
32. What is the best summary of how a nuclear reactor works?
(a) radioactivity makes source hot (thermally), which boils water for steam
(b) radioactive decay products (electrons, mostly) are harnessed to produce electricity
(c) spare neutrons decay, releasing energy
(d) the fragment nuclei are together more massive than the original nucleus, and this mass change releases energy
33. If one gram of 235 U produces about 60 GJ of energy upon fission, a 1 GW plant goes through how many grams of 235 U per minute?
(a) about 0.1 grams
(b) about 1 gram
(c) about 10 grams
(d) about 100 grams
(e) about 1 kilogram
34. But if only a third of the thermal energy is converted into useful electricity, and the plant actually delivers 1 GWe of electricity, how many grams per minute are used?
(a) still 1 gram per minute
(b) about 3 grams per minute
(c) about 10 grams per minute
(d) about 33 grams per minute
(e) I give up
35. At 3 grams per minute, and 1440 minutes in a day, about 4 kg of 235 U nuclei split in a day. If 100,000 kg of 4%–enriched uranium are loaded into the reactor, how long could the reactor run?
(a) 100 days
(b) 250 days
(c) 1000 days
(d) 2500 days
(e) 10,000 days
36. How long do you think our uranium supply would last if we went 100% nuclear, using conventional nuclear plants (the kind we use now)?
(a) 30 years
(b) 100 years
(c) 300 years
(d) 1000 years
(e) 3000 years
May 24, 2013
37. We saw last time that a 1 GWe nuclear reactor consumes about 4 kg of 235 U in a day. Given the 0.7% natural abundance of 235 U, how much natural uranium must be mined per day to supply the plant?
(a) 0.028 kg
(b) 2.8 kg
(c) 6 kg
(d) 60 kg
(e) 600 kg
38. If the price of natural uranium went up to $250/kg, how much would a day’s uranium supply (600 kg) cost?
(a) $150
(b) $1,500
(c) $15,000
(d) $150,000
(e) $1,500,000
39. If an electrical plant must produce electricity at a cost of $0.05/kWh in order to be competi- tive, what daily production cost does this translate to, running 1 GWe continuously over 24 hours?
(a) $120,000,000
(b) $12,000,000
(e) none of these sound right
(c) $1,200,000
(d) $120,000
(e) $12,000
40. Putting the pieces together, what fraction of the nuclear plant’s operation is in raw fuel material (does not include enrichment)?
(a) around 0.1–0.15%
(b) around 1–1.5%
(c) around 10–15%
(d) nearly the entire cost
(e) way more than the cost threshold
May 29, 2013
41. Clean energy; the source is all around us; ample enough to easily match our needs; will last for many millions of years. Besides fusion, what does this sound like?
(a) Oil
(b) Solar
(c) Geothermal
(d) Nuclear fission
(e) Wind
42. If the wiggles on the Keeling Curve are due to photosynthesis, in which season do you think it’s at the high point of the wiggle (most CO 2 in the air)?
(a) Northern hemisphere winter
(b) Northern hemisphere spring
(c) Northern hemisphere summer
(d) Northern hemisphere fall
43. The outbound radiation from the surface is 390 W/m 2 , and the inbound from the cool sky is 150 W/m 2 . What makes the 240 W/m 2 difference?
(a) water condensation
(b) sun (insolation average of non-reflected light)
(c) air currents
(d) storms (big energy deposition)
44. If we have only spent half our recoverable fossil fuels at this point, and have seen atmospheric CO2 climb from 280 ppm to 400 ppm, how much higher should we expect the CO2 level to climb?
(a) it should saturate (stay the same) at today's value
(b) it will double: 380 → 760 ppm
(c) the pre-industrial level of 280 will double → 560 ppm
(d) it will rise another 120 ppm → 520 ppm
(e) there is no basis for extrapolation
45. When the earth gets hotter, the power radiated, σT 4 shoots up. What kind of feedback does this create?
(a) This is not pertinent to feedback
(b) Positive feedback: hotter → more radiation → heating influence
(c) Positive feedback: hotter → more radiation →cooling influence
(d) Negative feedback: hotter → more radiation → cooling influence
(e) Negative feedback: hotter → more radiation → heating influence
May 31, 2013
46. If you as a citizen of the U.S. use 10,000 W continuously (about 10 9 J or ~200,000 kcal per day), how much mass of fuel are you responsible for on a daily basis if your fuel is 10 kcal/gram?
(a) 2 kg
(b) 20 kg
(c) 200 kg
(d) 2000 kg
(e) 20,000 kg
47. At 10,000 W, and about 8,000 W from fossil fuels (about 2 kcal/sec), "you" run through about 0.2 grams of fossil fuel per second, or 6 tons per year. How many tons of CO2 do "you" generate per year?
(a) 6 kg, which is almost negligible
(b) 18 kg
(c) 6 tons
(d) 18 tons
(e) depends strongly on the type of fuel and efficiency of use
48. If we sequestered the CO2 into, say, CaCO3 (like concrete), each 44 g of CO2 becomes 100 g of "rock." The 400 tons of CO2 you've "made" in your lifetime would become 1000 tons of "rock." At 2.5 tons per cubic meter, how many cubic meters does this occupy?
(a) 0.4 m 3
(b) 1 m 3
53. If driving 100 miles costs $9 for gasoline and $5 for electricity, how much money do you save during the lifetime of the car/battery (assuming prices stay the same)?
(c) 4 m 3
(d) 10 m 3
(e) 400 m 3
49. By the time you are twice your current age, you will have required 800 m 3 of CaCO3. How big is the cube that contains this?
(a) 3 meters on a side
(b) 9 meters on a side
(c) 20 meters on a side
(d) 80 meters on a side
(e) 800 meters on a side
June 5, 2013
50. Do you know: how bright is a 100 W incandescent light bulb?
(a) 15 lumens
(b) 100 lumens
(c) 500 lumens
(d) 1500 lumens
(e) lu-what?
51. Which kind of bulb (equivalent brightness) do you think costs the most (price of bulb and cost of electricity) over a fixed period of time?
(a) incandescent bulb
(b) compact fluorescent bulb (CFL)
(c) LED bulb
(d) they're all about the same
(e) two of them are tied
52. What lighting level is useful for a lamp in a room, roughly?
(a) 15 lumens
(b) 100 lumens
(c) 800 lumens
(d) 2000 lumens
(e) inappropriate units/choices
(a) a few hundred dollars
(b) about $1,000
(c) about $5,000
(d) about $15,000
(e) the problem lacks information
54. If you save $5000 in propulsion cost, but have to replace the battery at that time, what is the maximum range you can support without losing money overall (assume $500/kWh battery cost and about 30 kWh/100 mi)?
(a) 5 kWh → 17 miles
(b) 10 kWh → 33 miles
(c) 20 kWh → 67 miles
(d) 30 kWh → 100 miles
(e) 100 kWh→300 miles
Answer Key: 1. e; 2. d; 3. b; 4. d; 5. d; 6. b or d; 7. c; 8. a or c; 9. d; 10. c; 11. a; 12. c; 13. c; 14. c; 15. d; 16. d; 17. b; 18. d; 19. d; 20. a, d, or e; 21. c; 22. a or b; 23. d; 24. c or e; 25. a; 26. b; 27. c; 28. d; 29. e; 30. b; 31. b; 32. a; 33. b; 34. b; 35. c; 36. a (maybe b); 37. e; 38. d; 39. c; 40. c; 41. b; 42. a or b; 43. b; 44. d; 45. d; 46. b; 47. b; 48. e; 49. b; 50. d; 51. a; 52. c; 53. c; 54. b | <urn:uuid:97558661-a404-46af-898c-5ac779688138> | CC-MAIN-2018-26 | http://tmurphy.physics.ucsd.edu/phys12/lectures/q-second-half.pdf | 2018-06-24T05:07:59Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00585.warc.gz | 315,043,193 | 4,877 | eng_Latn | eng_Latn | 0.928309 | eng_Latn | 0.978412 | [
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Appendix 3
Largymore Primary School
This document outlines our schools approach to teaching the Keeping Safe programme developed by NSPCC Northern Ireland and the Department of Education Northern Ireland.
This document should be used in conjunction with a range of other school policies and guidelines including:
- Safeguarding & Child Protection
- Pastoral Care
- PD&MU
- ICT
- E-safety
- Staff Code of Conduct Practice
- Anti-Bullying Policy
- Positive behaviour Policy
- Intimate care Policy
- RSE
Introduction
While we recognise that parents are the primary educators of their children, we realise that our school is well placed to provide strong support and care for our children and help keep them safe.
We recognise that in order for our children to learn best they must be free from stress and worry. We recognise the importance of the social and emotional wellbeing of our children and take a holistic approach to their development academically as well as socially, physically and emotionally.
Vision and Values
Every pupil has a right to feel safe and secure and to be taught Keeping Safe messages in our school so that they recognise abuse and know how to seek help. Children will know who the 'Safeguarding Team' members are and how they are there to help. Photographs of these members of staff will be displayed around the school for children to see. Children will know they can speak to any member of staff and will be aware of good times to talk about worries they might have.
Rationale
In today's society for many people, there is still a real lack of knowledge about child abuse and about the long term effects on children of such abuse. NSPCC
estimates that 1 in 4 children will be affected by abuse and 1 in 20 affected by sexual abuse. Teachers and parents have reported that although they know it is vital to talk to their children about abuse they do not always feel they have the skills and ability to do so. Alarmingly, this can put children at risk because many children don't know what abuse is nor that it is wrong. Some children may have been tricked into believing that abusive behaviour is normal and they may not know what to do or how to get help.
Aims
- To recognise education as integral to preventing abuse in childhood.
- To adopt a whole school approach to delivering preventative education in our school.
- To provide parents and all school staff with the training and support necessary to deliver Keeping Safe messages.
Objectives
Our school has three main areas of responsibility with regard to the prevention of child abuse.
Our school should be a safe, trusting, responsive and caring environment for children. All members of staff have an individual responsibility in this regard. Good working relations with external agencies are important in creating this protective environment for children.
Our school has a key role to play in the provision of key messages about keeping safe, as outlined in the PD&MU curriculum. As educators, teachers can deliver the key messages outlined in the Keeping Safe programme and give their pupils an opportunity to practice the specific skills involved.
All our staff are familiar with the Department of Education NI guidelines on responding appropriately to suspicions or disclosures of child abuse. Parents will be aware of the Child Protection Procedures in place, the schools safeguarding responsibilities and the action they are required to take if they have any safeguarding concerns.
Keeping Safe
The Keeping Safe programme provides an integrated, developmentally staged and comprehensive approach to teaching children keeping safe messages.
This involves:
- A whole school approach to implementation
- Comprehensive training for all school staff
- Parent workshops/information sessions
- Keeping Safe lessons for children P1-P7
Whole School Approach
It is the view of our school that the Keeping Safe programme should not be taught in isolation, but rather as an integral part of the PD&MU curriculum, the informal curriculum and fully embedded in every aspect of school life.
Training
It is important that all school staff are involved in comprehensive training before the introduction of the programme. Training provided by the CPSSS and delivered by the Designated Teacher should also take place to ensure all staff are aware of the procedures and policies in place in relation to safeguarding and child protection.
Parent Education
Parental participation is an essential part of the Keeping Safe programme. Our school will host Keeping Safe parent information meeting when the programme is first being introduced to pupils.
The objectives of this parents evening should be:
1. To ensure that parents or guardians have an accurate knowledge of all forms of child abuse and understand what bullying is.
2. To inform parents about their vital role in protecting children from child abuse and bullying.
3. To enhance communication and thereby help children to confide in their parents. Children may only tell about serious matters if they have previously experienced a positive response to minor problems which they have encountered.
4. To help parents understand the key messages of Keeping Safe so they can reinforce messages with their children.
5. To assist parents to help their children in the following areas:
- To understand their rights as a child. (Not to be harmed, to feel loved, looked after and secure etc)
- To know what a health relationship is. (At home or with friends, offline and/or online)
- To know that their body belongs to them. That some touches are inappropriate and privates are private.
- To talk about secrets that worry or confuse them.
- To understand that people use bribes, threats and manipulations to get what they want.
- To know the dangers of being online and not to share personal information or photographs online without parental supervision.
- To know the effects of bullying and how to deal with it online or offline.
- Help their children identify who their safe adults are at home and at school.
- Ensure their child knows how to get help and understands the importance of telling someone when they are worried about something that has happened to them or someone else.
6. To provide a supportive environment in which parents can explore the issue of child abuse and can ask any questions they may have.
The Keeping Safe Programme for Children
Most children will already have learned rules which are designed to protect them, such as road safety or fire safety. Personal safety should be a natural part of every child's education. The aim of the Keeping Safe programme is to reduce vulnerability to all forms of abuse and bullying. The programme develops children's ability to recognise, resist and report risky situations or abusive encounters. The Keeping Safe programme teaches children prevention, while preserving their sense of the world around them as a basically safe and secure place. This approach allows children to exercise control, to be assertive, and enables them to seek help for any problem they may encounter. The programme teaches strategies for dealing with various potentially dangerous situations and children are given the opportunity to practice these strategies in the classroom. Thus, the concepts are translated into skills which become part of the child's repertoire of self-protective behaviour.
Methodology
- In recognition of the fact that we all learn in different ways a range of learning styles and teaching strategies have been employed related to active learning. These approaches will maximise opportunities for pupil input, role play, decision-making and problem-solving.
- Lessons will be conducted in a non-judgemental way with the teacher in the role of the facilitator, creating and maintaining a safe and secure environment. Empathetic relationships based on mutual respect will be developed to create a place where fears and concerns can be expressed openly without risk of ridicule.
- Our school will have Keeping Safe timetabled for at least 3 structured lessons per term. When lessons are being taught children will have agreed a set of rules to ensure confidentiality (a set of cue cards may be used).
- When teachers are teaching sensitive messages they will have a 'Do not disturb' sign outside the classroom to protect privacy and highlight the sensitive nature of the issues being discussed.
- If a child wishes to talk freely about something which may alarm/upset other children the teacher will agree a time to speak with the child after the lesson. This will allow the teacher to move on with the lesson while ensuring the child knows that the teacher will make time to talk to them about whatever is worrying them.
- The delivery of the lessons will ensure that children understand that they have a right to be happy and safe.
- They will learn what to tell, when to tell, who to tell and how to tell. They will practice this skill and become more confident and assertive.
- PD&MU will continue to be taught in line with these policy guidelines and half term planners monitored by the PD& MU co-ordinator.
Managing the content delivered by external agencies
Our school recognises the importance of ensuring that any external agencies used to support our delivery of Personal Safety must adhere to the values and ethos particular to our school.
Monitoring and evaluation
This school recognises and accepts the importance of monitoring and evaluating all aspects of the Keeping Safe curriculum. To this end we follow the procedures for self-evaluation as outlined in the DE document 'Together Towards Improvement' and 'Every School A Good School'.
The PD& MU co-ordinator has responsibility for Monitoring and Evaluation of the PD&MU planners which will include planning and teaching of the Keeping safe programme. They are also responsible for gathering evidence each term from each class ensuring that teaching and learning is taking place. The PD&MU coordinator may also wish to observe a Keeping Safe lesson or speak to the children to assess their learning. The PD&MU co-ordinator should keep good records of all of this for evaluation purposes.
Roles and responsibilities
Keeping Safe is a sensitive area of the curriculum and one which could raise anxiety among some staff, and may lead to an increase in pupil disclosure and potential onward referrals. Our school recognises that this is a team approach. We work together as far as possible to share responsibility.
The role of the Principal is to:
- Lead the planning for the programme ensuring it becomes part of the ethos of the school and practiced through example.
- Provide support to the Keeping Safe team and other school staff as the programme is implemented.
- Ensure time and resources are made available for planning, training, policy development and programme delivery.
The role of the Designated Teacher for Child protection is to:
- Ensure Safeguarding & Child Protection Policy includes Keeping Safe.
- Support staff with concerns about delivering Keeping Safe lessons.
- Pass on safeguarding / C.P. information to relevant teachers of children who may have experienced significant harm in the past /are on the Child Protection Register for a specific form of abuse.
- Reassure parents who have concerns about Keeping Safe.
- Ensure safeguarding concerns are reported appropriately.
- Report to the Board of Governors as per procedure.
The role of the PD&MU Co-ordinator is to:
- Ensure policy is developed and kept up to date.
- Attend any relevant training provided.
- Support teachers in the delivery of lessons and the sharing of practice.
- Monitor and evaluate Keeping Safe in planning.
- Evaluate the learning of Keeping Safe messages.
-
Our Safeguarding Team has the following members:
- Mrs Arlene Poots (Designated Teacher)
- Mrs Gillian Dunlop (Deputy Designated Teacher and School Principal)
- Mrs Jill Lester (Chairperson of Board of Governors) | <urn:uuid:c23f897f-79c4-449c-9c31-27f2e311dc06> | CC-MAIN-2018-26 | http://largymoreps.co.uk/cmsfiles/items/downloads/Keeping%20Safe%20%20policy.pdf | 2018-06-24T04:46:41Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00590.warc.gz | 175,382,787 | 2,278 | eng_Latn | eng_Latn | 0.997837 | eng_Latn | 0.998482 | [
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Blowing dust prompts air alert issued in SJ Valley
The Associated Press
In the Stockton Record, Modesto Bee and Merced Sun-Star, Late Wednesday, November 2, 2011
FRESNO, Calif. -- Air alerts are being issued across the San Joaquin Valley as high winds are stirring up dust that can cause health problems in some people.
The San Joaquin Valley Air Pollution Control District has issued warnings for Kings, Tulare and the valley portions of Kern counties.
The wind is causing large amounts of dust in some areas. Particulate matter of 10 microns and smaller is monitored by the federal government.
In addition, a warning in Fresno County has been issued for even smaller particles of dust. Particulate matter can settle deep in lung tissue and cause long-term problems.
The air district is warning older adults and children to avoid exposure and heavy exertion outdoors.
The warning is in effect through Wednesday evening.
Blowing dust prompts air quality alert
Taft Midway Driller, Wednesday, Nov. 2, 2011
Taft, Calif. — Strong winds blowing over on the east side of the valley are kicking up dust that is going to affect the Westside.
Even though the winds themselves aren't expected to be a problem in the Taft area, the dust kicked up by strong winds in the Arvin-Lamont and Bakersfield areas is going to degrade air quality to the point where the San Joaquin Valley Air Pollution District has declared an air quality alert covering Kings County and the valley portions of Kern and Tulare County
Officials are cautioning people to stay inside if possible or limit physical activity if outside. Strong winds blew down tree branches in Bakersfield, a tree on Weedpatch Highway near Lamont and caused near-zero visibility near Arvin.
Firefighters on the scene of two crashes on Comanche Drive reported brown-out conditions with 30 mile per hour winds blowing dust from plowed fields.
A high-wind-warning is in effect for the extreme southern valley today and a red flag warning is in effect for the Kern County mountainsThe winds are coming ahead of a storm system that will bring a chance of rain overnight Thursday into Friday morning and much cooler temperatures. Today's high should be in the upper 70s, followed by an overnight low in the upper 40s tomorrow morning.
Clouds will increase on Thursday with a high in the mid-70s. There is a 30 percent chance of rain after 11 a.m. Winds will increase to 13 to 15 miles per hour with gusts to 20 miles per hour Thursday night.
There will be a 40 percent chance of showers as the cooler weather moves in with a high only reaching the upper 50s.
Friday's overnight low will drop to a chilly 41 degrees and temperatures will stay cool through the weekend.
Wind stirs up dust, trouble in Bakersfield
By Jill Cowan Californian staff writer
Bakersfield Californian, Wednesday, Nov 2, 2011
It was a blustery day in Kern County Wednesday, as strong winds blew in from the southeast, bringing with them power outages, small grass fires, hazardous driving conditions and lots of dust.
At their peak at about 1 p.m., the brawny breezes were recorded at about 30 miles per hour in Bakersfield, with gusts reaching 40 miles per hour, said National Weather Service meteorologist Jim Bagnall.
The winds were caused by a high pressure system that "dropped into the Great Basin overnight," said NWS meteorologist Cindy Bean.
Bean said humidity levels fell into the single digits, creating very dry conditions.
"This is the time of year where we start to have very changeable weather," Bean said, and "Santa Ana-type wind conditions" are not uncommon in October and early November throughout Southern California.
As of about 5 p.m., Bagnall said, wind speeds were "trending downward," and a blowing dust advisory had expired — but not before the winds got a chance to wreak minor havoc throughout the area.
Bakersfield Police Department spokesman Sgt. Joe Grubbs said BPD received 13 calls directly related to the weather between 7 a.m. and 4:30 p.m. He said the department also received 21 traffic hazard calls (meaning downed trees or other debris were in the road) and 45 false alarm calls during that period.
He said that while only four of those false alarms were definitively cleared as wind-related, he said other calls could've resulted from the weather, too.
The wind, he said, usually increases the number of false alarm calls.
"Sometimes it'll rattle a window, blow stuff around," he said.
He said none of the downed power lines resulted in fires, though in some cases they sparked.
Pacific Gas and Electric spokeswoman Katie Harlan Allen said numerous storm-related outages have affected thousands of customers at various times throughout the day.
The largest outage affected about 2,000 customers in the area around the Rio Bravo Golf Course, Lake Ming and Highway 178. Customers were without power from 1:20 p.m. until about 2:05 p.m., she said.
Another outage affected about 600 customers in Arvin, Allen said, while numerous others in Bakersfield affected anywhere from 12 to several hundred customers.
As of about 4:30 p.m., she said 388 customers did not have power.
Allen said the outages Wednesday were "common in a storm-like situation," and that there were 22 crew members patrolling the Kern County area responding to calls — almost double the usual number.
Kern County Fire Department spokesman Sean Collins said three grass fires had started at various times early Wednesday afternoon, and that all three were "pretty much wrapped up" shortly thereafter.
The fires were located near Taft, on the west side of Bakersfield and another was on the east side of Bakersfield, Collins said. No structures were threatened.
Collins said that while the department wasn't calling in extra support due to dry, potentially dangerous conditions, a "red flag warning" will be in effect until 11 p.m. Wednesday.
He recommended that area residents avoid using fuel-powered equipment such as chainsaws, mowers, motorcycles and especially machinery without appropriate spark-arresting equipment, until weather conditions improve.
The San Joaquin Valley Air Pollution Control District said that, because of elevated levels of PM10, or larger particulate matter in the air, people should also avoid going outside as much as possible.
"You can look outside and see it sort of hazy and brown on the horizon," said SJVAPCD spokeswoman Brenda Turner.
The district had already issued a wood-burning prohibition for Kern County Tuesday and Wednesday, to avoid contributing to deteriorating air quality.
Turner added that kids and people with respiratory problems, in particular, should exercise caution.
San Joaquin Community Hospital emergency department medical director Gregg Miller said the dusty air can "inflame airways," which can cause extra problems for those with emphysema or asthma.
But that's not the only health trouble that can arise from breathing in dust — Miller said spores that lead to valley fever travel through the air.
Still, Bean, the meteorologist, emphasized that relief is on the way — with rain and temperatures in the 50s expected for Friday.
The rain, she said, "would help clean out the air.
Dust storms raise concerns in South Valley
Business Journal Wed. Nov. 2, 2011
The San Joaquin Valley Air Pollution Control District issued a health cautionary statement on Wednesday in regard to gusty winds in Kings, Tulare and Kern counties that cause unhealthy breathing conditions.
"If you are in an area that is experiencing blowing dust, take precautions to protect yourself," said Samir Sheikh, the overseer of the district's air quality analysis, in a release.
The dust blown in the winds can reach unhealthy levels of particulate matter 10 microns and smaller (PM10).
Unhealthy concentrations of particulate matter potentially can lead to ailments such as aggravating lung disease, asthma attacks, acute bronchitis and potentially increase the risk of respiratory infections.
For more information, call (559) 230-6000. | <urn:uuid:3e5d89f2-f2cb-4abd-b08d-c1d0e74c694a> | CC-MAIN-2018-26 | http://www.valleyair.org/recent_news/News_Clippings/2011/IntheNews11-03-11.pdf | 2018-06-24T05:04:09Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00587.warc.gz | 522,962,713 | 1,698 | eng_Latn | eng_Latn | 0.999071 | eng_Latn | 0.999406 | [
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i
Family Farms in an Era of Global Uncertainty
John Ikerd ii
We live in uncertain times. The future of our nation is at risk. At no time since the Great Depression has the U.S. been so vulnerable to economic chaos and collapse. U.S. federal budget deficits routinely sets new records, as we continue borrowing money to fund our military misadventure in Iraq and an unending global war on terrorism. Over time, we have become the world's largest debtor nation, and more importantly, we are no longer borrowing the money from ourselves, from Americans. In fact, we owe much of our federal debt to China, the world's leading communist nation. Our international trade deficits also have reached historic highs as we come to rely on cheap imports from low-wage countries such as Mexico, India, and China. Many Americans no longer make enough money to buy things "made in America." The value of the U.S. dollar has declined precipitously in relation to other world currencies, as the Federal Reserve periodically reduces interest rates in attempts to stave off domestic recessions. American consumers are also suffering under the burden of too much debt; yet the government's response to the current economic crisis is to encourage more borrowing and spending.
The disparity of incomes between the rich and the poor in the United States has reached unprecedented levels, as American corporations have moved their manufacturing operations to cheap-labor countries. The poorest one-half of Americans currently now lives on only one-eighth of total U.S. income while the top one percent takes in more than one-fifth. In the words of Alan Greenspan, former Federal Reserve Chairman, "The income gap between the rich and the rest of the U.S. population has become so wide, and is growing so fast, that it might eventually threaten the stability of democratic capitalism itself." 1 In addition, costs of health care are exploding at a time when the poorest segments of our population is suffering from an epidemic of obesity and diabetes and the nation as a whole is growing older and less healthy. It should come as no surprise that the U.S. is a world leader in mental depression and suicide, particularly among adolescents and young adults.
The uncertainties are not limited to the United States. The future of humanity is also at risk. At no time in human history have we faced environmental risks comparable to those of global climate change and "peak oil." Even the major oil companies now grudgingly admit that the world in running out of cheap fossil energy. The persistently high oil prices of the last few years likely signal the end of a 200-year era of industrial economic development. Retreating glaciers and polar ice caps now provide undeniable evidence of global warming, with potentially catastrophic impacts on the future of human life on earth. Yet many Americans remain in denial. We continue to roll back environmental regulations that protect our air and water and refuse to sign treaties to protect the global environment, in a futile attempt to squeeze a bit more economic
i Prepared for presentation at the 2008 Shivvers Lecture, Iowa State University, Ames, IA, February 24, 2008.
iiJohn Ikerd is Professor Emeritus, University of Missouri, Columbia, MO – USA; Author of, Sustainable
Capitalism, http://www.kpbooks.com , A Return to Common Sense, http://www.rtedwards.com/books/171/, Small Farms are Real Farms, Acres USA , http://www.acresusa.com/other/contact.htm,and Crisis and Opportunity: Sustainability in American Agriculture, University of Nebraska Press http://nebraskapress.unl.edu;
Email: firstname.lastname@example.org; Website: http://web.missouri.edu/~ikerdj/.
.
1
value from our badly depleted natural resources. Americans eventually must accept the "inconvenient truth" that we are at serious risk of making the earth uninhabitable by humans.
To cope with these uncertainties, we must confront the "uncomfortable reality" that our growing economic, societal, and ecological problems are all symptoms of our unrealistic expectations. We have developed expectations of personal wealth and economic growth that our economy is fundamentally incapable of fulfilling. Our economy, in turn, is placing demands on nature and society that neither the earth nor humanity can long endure. We simply cannot continue doing what we have been doing. Change is not simply an option; it is a necessity. We must change our economic expectations, meaning we must change our ways of thinking, which means we must eventually change virtually every aspect of our lives. As Albert Einstein once pointed out, "We cannot solve our problems with the same thinking we used when we created them." We ultimately must come to a new understanding of how the world works and our place within it. Our current way of life quite simply is not sustainable.
This is not a matter of personal opinion; it is rooted in the most fundamental laws of science. Sustainability ultimately is a matter of energy. Everything that is of use to humanity – our houses, clothes, food – requires energy to make, energy to use. In fact, all material objects are concentrated forms of energy. All useful human activities – working, managing, thinking – also require energy. And equally important, the usefulness of human energy is a product of society. We are not born as productive individuals but as helpless babies. We have to be nurtured, socialized, and educated by society before we are capable of being useful to society, which requires energy. It takes "social energy" to maintain human productivity.
According to the laws of thermodynamics, energy inevitably changes form whenever it is used to do anything useful, which physicists call work. Specifically, anytime energy is used to do work, it always changes from more concentrated to less concentrated forms, as when gasoline, a highly concentrated form of energy, is ignited in the engine of a car. Energy is never destroyed by use, but each time it is used and reused, it becomes less concentrated and thus less useful. So each time energy is used to do something useful, some of its usefulness is lost. This is the essence of the law of entropy. Conserving, reusing, and recycling can improve the efficiency of energy use, but cannot offset the inevitably loss of energy to entropy.
The only source of energy available to offset entropy is solar energy. Unfortunately, there are powerful economic incentives to use and reuse energy but there are no economic incentives to collect and store solar energy to offset the energy lost to entropy. Even the solar energy captured through agriculture and forestry is put in the marketplace for consumption rather than used to regenerate and renew energy resources for the benefit of those of the future. This basic problem arises from the fact that economic value is inherently individualistic; it accrues to individuals, and thus, must be expected to accrue during the lifetime of the individual decision maker. It makes no economic sense to invest anything for the sole benefit of someone else, certainly not an unknown someone of some future generation. An economy driven by economic self-interest, as is increasingly the case in all modern capitalist economies, is not physically sustainable.
Less appreciated but no less important, capitalist economies also dissipate social energy because they weaken human relationships. Economic efficiency requires that people relate to each other impartially, which means impersonally. People must compete rather than cooperate, if markets are to work efficiently, and competition degrades personal relationships. Economic efficiency encourages people to devote the maximum time possible to work, to being economically productive, which leaves little time and energy to spend on sustaining families, communities, and societies. Under modern capitalism, human relationships are turned into economic transactions and social equity, justice, and civility are sacrificed for economic efficiency. An economy driven by economic self-interests is not socially sustainable.
All economic value comes either from nature or from society. An economy creates nothing; it is simply a means of facilitating relationships among people and between people and the earth. When an economy has extracted all of the energy or usefulness for its natural and human resources, the economy will have nothing left from which to extract additional economic value. Today's capitalist economies are degrading the productivity of nature and society and quite simply are not sustainable.
Nowhere are the uncertainties, risks, and lack of sustainability more evident or more important than in our systems of food production. Our large-scale, specialized, mechanized farming operations are "energy-using," industrial operations, driven primarily, if not solely, by the economic bottom line. They use land, fertilizer, fuel, machinery, and people but they do nothing to renew or regenerate the usefulness of these resources to offset the inevitable loss of energy to entropy. Industrial farmers don't use the solar energy captured by plants to restore the productive capacities of their farms; instead, they transform solar energy into crops and livestock that are sold off the farm to be used elsewhere. It makes no economic sense to maintain the natural productive capacity of the land if the benefits will accrue someone else of some future generation. On average, American farms require approximately three kcals of fossil energy for every kcal of food energy they produce. An industrial agriculture is not physically sustainable.
The industrialization of agriculture also has depleted the social energy of rural America. Persistent consolidation of farmland into larger and fewer farms has resulted in ever-fewer family farms and farm families. It takes people, not just production, to support rural communities – to buy feed, fuel, clothes, and haircuts on Main Street, to support local schools, churches, and local public services. Some farming communities have become so desperate they grasp at any economic opportunity for survival. Unfortunately, outside investors see rural areas, with their open spaces and sparse population, as ideal places to locate things other communities don't want, such as prisons, landfills, toxic waste incinerators, or giant confinement animal feeding operations. Ethanol factories are but the latest "economic opportunities" to join this list. Such enterprises create economic benefits for a few but at the expense of the many, particularly those who live downstream or downwind. Such violations of civility rip the social fabric of rural communities apart. There are no purely economic incentives to protect rural culture or to mend the torn fabric of rural society. Industrial agriculture is not socially sustainable.
There is no way to "fix" industrial agriculture or to "tinker with" industrial economic development to make it sustainable. Sustainability requires a fundamentally different way of thinking, working, and living. Industrialization is based on a mechanistic worldview; the world is a big, complex mechanism and humans are but cogs in the big machine. Sustainable requires an ecological worldview; the world is a living organism within which the well-being of humanity is critically interconnected with the well-being of the other elements of the whole.
This organismic worldview is necessary because only living things have the capacity for selfrenewal and -regeneration. Living plants have the capacity to capture and store solar energy to offset the usefulness of energy lost to entropy. Living things can be useful, and at the same time, can devote a significant portion of their energy to renewal and regeneration. Even we humans are capable of capturing and storing solar energy; we just do it with windmills, dams, and photovoltaic cells. Humans also have an inherent tendency to produce and reproduce, even when we have no economic incentive to do so. Otherwise, few of us would ever choose to raise children. Obviously, an individual life is not sustainable because every living thing eventually dies. But communities of living individuals clearly have the capacity to be productive while devoting a significant part of their life's energy to conceiving and nurturing the next generation. Sustainability requires that we respect our basic human tendencies to meet our individual economic and material needs, while devoting a significant part of our life's energy to meeting the needs of others, including those of future generations.
To do so, we ultimately must adjust our economic expectations to reflect the realities of the world of which we are a part. We may be able to capture enough solar energy to meet our "basic human needs," by various means, but there is essentially no possibility of maintaining current expectations of continuing economic growth. The fossil energy that fueled the industrial era was captured and stored by living organisms over millions of years. We have depleted about half of the earth's total petroleum reserves in less than a century and are rapidly depleting its reserves of natural gas and its usable coal as well. Most energy experts agree that within fifty years humanity will have to make do with only a small fraction of our current fossil energy use. Even if fossil energy reserves were adequate to sustain economic growth for another century, the earth's atmosphere and natural ecosystems simply cannot accommodate the continuing release of carbon, heavy metals, and other wastes associated with current levels of extraction and use.
Renewable energy from biological sources might seem to be the answer, since green plants are capable of sequestering carbon and other greenhouse gasses as they capture and store energy from the sun. However, bio-energy is incapable of sustaining more than a small fraction of our levels of current energy use. David Pimentel of Cornell University, who has been exploring the potential of bioenergy since the energy crisis of the 1970s, estimates that if all of the solar energy collected by all of the green plants in the United States could be magically converted into fossil energy, it would replace only about one-half of the fossil energy currently consumed annually in the United States. 2 Agriculture accounts for only about one-third of all green plants, meaning that the solar energy captured by the whole of agriculture amounts to only about one-sixth of U.S. fossil energy use. His estimates are confirmed by other energy experts, as in a recent Academy of Science report which indicated that converting the total U.S. corn crop to ethanol would replace only about one-eighth of current gasoline use. 3
In addition, it takes fossil energy to produce agricultural crops and to transform those crops into biofuels. Here the experts differ, at least somewhat. Some experts, including Pimentel, estimate that corn ethanol production results in a net energy deficit, while others estimate that it only requires about two kcals of "old fossil energy" to produce three kcal "new bioenergy."
Regardless, if the whole of agriculture were devoted to energy production, the "net" energy addition would amount to something less than ten percent of our current fossil energy use.
Even more important, we cannot afford to divert even a significant part of agriculture from producing food to replacing fossil energy. We humans are biological beings; we can't eat sunshine or wind or the electricity generated by windmills or photovoltaic cells. We are inherently dependent on the energy captured by green plants to fuel our bodies and eating is more important than driving. Unfortunately, the current euphoria over biofuels could turn out to be a very costly distraction from the more important task of agriculture, which is producing food for people. Our current industrial food system as a whole uses about 17 percent of the total fossil energy used in the United States and requires about ten kcals of fossil energy for each kcal of food energy it produces. The highest priority for American agriculture in the future should be to find ways to produce even more food with far less fossil energy.
When we confront the realities of sustainability, we begin to understand that the security of any nation is ultimately rooted in the willingness and ability of farmers to meet the essential food and fiber needs of its people and to pass the land to the next generations as healthy and productive as when it was passed to them. In other words, to ensure food security farmers must use the land but use it well. And as Wendell Berry, Kentucky farmer, writer, and philosopher puts it, "If the land is to be used well, the people who use it must know it well, must be highly motivated to use it well, must know how to use it well, must have time to use it well, and must be able to afford to use it well." 4 He goes on to write, "farmers must tend farms they know and love, farms small enough to know and love, using tools and methods that they know and love, in the company of neighbors that they know and love" – and one might add, producing food for people they know and love. A nation's food security depends on farmers who know and love their land, their neighbors, their customers, and their country.
The agribusiness corporations that increasingly control American agriculture have no commitment to stewardship of the land or to being good neighbors or good citizens; their priorities are profits and growth. Industrial farmers have no love for any particular piece of land; most don't even own most of the land they farm. They can't really know the land because they are trying to farm too much of it to know any of it very well. Many don't know how to take care of the land; they depend on prescribed regimens of pesticides, fertilizers, and other fossil energy inputs to achieve productivity. Industrial farmers can't afford to love their neighbor because sooner or later they will need their neighbor's land to grow. The corporations for whom they produce have no commitment to any particular nation; they operate globally and have stockholders scattered all around the world. Industrial farmers can't afford to love anything more than the economic "bottom line" if they expect to stay competitive in the global economy.
Thankfully, a new breed of farmer is emerging in America. They are given a lot of different labels, such as organic, biodynamic, holistic, bio-intensive, biological, ecological, permaculture, innovative, practical, or just family farmers. These farmers all share a common commitment to creating an agriculture that is capable of maintaining its productivity and value to society and humanity indefinitely. They understand that farms must be ecologically sound and socially responsible if they are to be economically viable over the long run. They know they must meet the needs of the present without compromising the opportunities of the future. They are creating a new sustainable American agriculture. They also understand, intuitively if not explicitly, that sustainable systems of farming and food production ultimately must rely on renewable solar energy and renewable human energy for long run economic viability.
These farmers use crop rotations, cover crops, intercropping, managed grazing, and integrated crop and livestock systems to manage pests and to maintain the natural fertility of their soil. They capture solar energy to renew and maintain soil organic matter and the natural productivity of the soil. As they build soil organic matter, they are not only storing solar energy for future use but are also sequestering atmospheric carbon in the soil. Many have grass-based and free-range livestock and poultry operations, which rely more heavily on solar energy and avoid the negative ecological impacts of confinement animal feeding operations.
Many of the new farmers produce raw or minimally processed foods for local customers, saving much of the fossil energy typically consumed in processing, packaging, storage, and transportation and reducing the corresponding emissions of greenhouse gasses. As they develop local markets, they are also developing personal relationships with their customers and their neighbors and helping to restore a sense of community. They aren't trying to drive other farmers out of business and don't exploit their neighbors or customers to increase their profits. They are regenerating and renewing both physical and social energy by leaving their land and their communities as least as healthy and productive as when they found them. 5
With few exceptions, these new American farms are independently owned and operated, family farms. The mention of family farming invariably raises questions of definition. A family farm is commonly defined as a farm owned by a family, where the family makes the important management decisions and provides most of the labor. While these characteristics may fit most family farms, a lot of industrial farms and contract farming operations also fit this technical definition of a family farm. However, a true family farm may be more accurately defined as a farm where the farm and the family are inseparable parts of the same whole.
Such family farms can be full-time or part-time, they can be family owned, leased, or rented. Non-family members can do much of the work on the farm, as long as the farm workers eventually become a part of the "farm's family." Family farms can even be operated by single individuals or unrelated "family members" as long as the people who farm share an enduring commitment to each other and to the land.
On a true family farm, the family would be fundamentally different if they did not live and work on "their" farm and the farm would be fundamentally different if it were not farmed by "its" family. The family and farm are essential aspects of the same inseparable whole. On a true family farm, the farming operation changes as the family changes, with family members taking on different roles as they mature and age. A family farm also evolves to accommodate each new generation of the family. The family considers the needs of the land, the animals, the farm, as well as the needs of the family, in making all decisions. The farm is a reflection of the family and the family is a reflection of the farm, in the local community and in society as a whole. A farm that simply makes money for family members to spend is not a family farm.
True family farmers farm for reasons quite different from industrial farmers. Ask them why they farm and virtually all family farmers will mention that a farm is a good to live and to raise a family. A family farm is a place that nurtures life – plants, animals, and people. Farm families grow stronger because they share a common commitment to each other and to the land. Farm parents have greater influence on their children, because farm families spend more quality time together – work and family life happens at the same place. Most children on family farms grow up knowing they are valued, productive participants in the work of the family – with a better opportunity for a healthy sense of self-worth. Obviously, farm families do not always succeed, but the opportunities to build strong families arise as a natural part of day-to-day life on a good family farm.
Ask family farmers why they farm, and most will mention that they like the open spaces, fresh air, scenic landscapes, and the opportunity to live in natural settings. Family farmers feel a strong sense of connectedness with nature and many are committed to the Leopold ethic, to "preserve the integrity, stability, and beauty of the biotic community." 6 Ask family farmers why they farm, and most will mention that they like being part of a farming community. Farming communities may not be as close as they were when most farmers shared work and rural social life was pretty much limited to community activities. However, many family farmers still feel a strong sense of connectedness with their communities and many are committed to protecting them from economic exploitation and degradation. On a good family farm, taking care of the land and caring about people are just natural, normal aspects of farming and farm life.
Yes, we live in uncertain times. The future of our nation is at risk. In times of economic and political chaos, which would you rather depend on to provide food for the nation? Industrial farms or family farms? Which would you rather rely on for your own food? Global corporations or local family farms? When Americans run out of credit, and the economy collapses, which would you rather rely on to help build a new sustainable economy? Industrial farms or family farms? Which would you rather rely on to support your local economy? Global corporations or local family farms? If the disparity in income grows so wide that the poor are no longer afford enough food to survive, which would you rather count on feed the hungry? Global corporations or family farms? If health care costs climb beyond the reach of even the middleclass, which do you think would show more concern for public health? Industrial farms or family farms? Which would you rather rely on for healthy foods? Global corporations or family farms?
When Americans finally accept the "inconvenient truth" that we are making the earth uninhabitable by humans, who would you trust to be good stewards of nature and caretakers of society? Global corporations or family farms? In a world growing hotter, who would you rather rely on to reduce greenhouse gas emissions and sequester atmospheric carbon? Industrial farms or family farms? In world with far more people and far less fossil energy, who would you rather count on to ensure the future of humanity? Global corporations or family farms?
Finally, in an era of global uncertainty, who should we support with our food dollars, our votes, and our life's energy? Global corporations or family farms? Family farms obviously are not the answer to every challenge confronting global society today. But in times of uncertainty, family farms are the clear and compelling public choice over industrial farms and global corporations. In an era of global uncertainty, we simply cannot afford to lose our family farmers.
End Notes
1 Alan Greenspan, as quoted in Christian Science Monitor, "Gap Between Rich and Poor Gaining Attention," http://www.csmonitor.com/2005/0614/p01s03-usec.html , June 15, 2005.
3 As reported by Alexei Barrionjevo, "It's Corn vs. Soybeans In A Biofuels Debate," New York Times, July 12, 2006.
2 From a presentation by David Pimentel, Cornell University, at Local Solutions to Energy Dilemma, New York City, April 28-29, 2006. Revised to account for increased energy use from earlier estimate of solar energy collected as two-thirds of fossil energy use, published in David and Marcia Pimentel, Food, Energy, and Society (Niwot, CO: University Press of Colorado), 1996.
4 Wendell Berry, "Nature as measure," in What are people for? (New York: North Point Press, 1990): 206—207.
6 Aldo Leopold, A Sand County Almanac (1949, New York: Balentine Books, 1966) "The Land Ethic," 262.
5 Sustainable Agriculture Network, The New American Farmer, Ed. Valerie Berton, (Beltsville, MD: United Sates Department of Agriculture, 2001); also available at http://www.sare.org (accessed January 2007). | <urn:uuid:6440f03b-9b1d-4ff5-ba3f-301a15908278> | CC-MAIN-2018-26 | https://www.leopold.iastate.edu/files/pubs-and-papers/2008-02-family-farms-era-global-uncertainty.pdf | 2018-06-24T05:25:43Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00589.warc.gz | 844,509,197 | 5,325 | eng_Latn | eng_Latn | 0.984275 | eng_Latn | 0.998375 | [
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SKYNOTES for June 2018
An easily printable version to encourage active observing among members of the Nottingham AS Stand-out features highlighted
All times given below are in British Summer Time (BST)
PHASES OF THE MOON
This month the Moon is closest to the Earth on the 14 th , and furthest on the 2 nd .
THE PLANETS
As the sky gets darker after sunset at the start of this month, two stand-out planets can be observed in opposite parts of the sky: Venus in the northwest and Jupiter in the southeast. Other than the Moon, these are the brightest objects in the night sky, and are almost unmissable, even to a casual observer.
Mercury passes through superior conjunction on June 6 th , thereafter becoming an evening object for the rest of the month and for the whole of July. It may be spotted, just above the northwestern horizon, at the end of June.
Venus is a brilliant object in the northwest after sunset, shining at magnitude –4.0 and gradually brightening. Its angular diameter will be approaching 16 arcseconds by the end of the month, and by then it will be more than 40 degrees from the Sun.
Mars will brighten by a whole magnitude this month, becoming almost as bright as Jupiter by the end of June, so by then we shall have three bright planets to admire. Mars, with its distinct orange hue, will unfortunately be about 22 degrees south of the celestial equator (great for southern hemisphere observers, but disadvantageous for those in the UK), and its angular diameter will have expanded to nearly 21 arcseconds.
Jupiter, in the constellation of Libra, will be fairly well placed for observation as June begins. Having an equatorial diameter of 44 arcseconds, and shining at magnitude –2.4, it will be well worth a look, either with the naked eye, or with binoculars or a telescope. For telescopic observers, a shadow transit of Io will occur on the evening of June 1 st , of Europa on the evening of the 6 th , of Ganymede on the 18 th , and Io again on the 24 th . Watch out for a dark spot slowly crossing the planet's disk on each occasion.
Saturn, in the constellation of Sagittarius, rises just after 11 pm as June begins, and will be due south at 3 am. Being more than 22 degrees south of the celestial equator throughout the month, this gas giant is far from ideally-placed for northern hemisphere observers. However, its brightness will be increasing, reaching magnitude zero at the close of June. By this time it will be a little more than 9 astronomical units from Earth, with the north pole tilted toward us at an angle of about 26 degrees.
Uranus must now be regarded as unobservable as it is very close to the Sun.
Neptune, in the constellation of Aquarius, is now a morning object, but will be very difficult to observe in a sky that is never totally dark.
METEORS With its lack of true darkness, June is not the best time of the year for observing meteors, and there are no major showers during the month. | <urn:uuid:4b9448fe-38dd-450f-bdd3-37a72a097876> | CC-MAIN-2018-26 | http://nottinghamastro.org.uk/wp-content/uploads/2018/06/SKYNOTES-for-June-2018.pdf | 2018-06-24T05:12:19Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00589.warc.gz | 237,378,383 | 662 | eng_Latn | eng_Latn | 0.999201 | eng_Latn | 0.999201 | [
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Prep Plan – Religion Curriculum
Year level description
Prep Year Level Description
How children learn in the early phase of schooling.
The curriculum is based on active learning, which includes real-life situations, experiences, investigation and play. It recognises the importance of children's brain development through learning using all 5 senses, and the role of adults in facilitating, scaffolding and monitoring learning. (QSA)
Children in the Preparatory Year level develop their understandings about God and life by developing an attitude of awe and wonder about God as creator, by making links between their life experiences and Jesus' story and by developing an awareness of belonging to a group.
Children develop a familiarity with everyday rituals in their lives and communicate an understanding and appreciation of the simple symbols that are part of these rituals.
Children construct understandings about how their actions can have a positive or negative impact on relationships
Children develop a familiarity with and appreciation of prayers by participating in traditional and informal celebrations that develop positive understandings of a relationship with God.
The content at this year level involves four strands of Beliefs, Sacraments, Morality and Prayer. These strands are interrelated and should be taught in an integrated way.
Key Inquiry/Wondering Questions for Students
What do I think about God ? I wonder about God?
What do I know about Jesus? I wonder about Jesus and his life?
Jesus shows us how to treat others. I wonder how I show I care for others?
How do I celebrate things in my life? I wonder how I celebrate things in my life?
How and where can I pray to God? I wonder how I can pray to God?
What actions can I use when I pray? I wonder what actions I can use?
Achievement standard
Adjustments for needs of learners
Considerations
The Early Years Guidelines provide key understandings about contexts for learning in Prep
By the end of the Preparatory Year, students
- share knowledge and ideas about images of God.
- know who Jesus is and recall simple key concepts and stories about Jesus' life.
- respond to a simple retelling of events in Holy Week.
- identify feelings associated with belonging to a group and times when we celebrate together
- display a sense of awe and wonder of the world
- identify and give examples of good choices they have make every day.
- identify what is special about themselves and the people they love.
- engage in and contribute to prayer time.
- make the Sign of the Cross using the correct ritual movements
- recognise that the Bible is a special book that is treated with respect.
Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps to ensure a course /program is designed to allow any student to participate and experience success in learning.)
Details of adjustments for student needs are identified in the class profile and class data.
Consideration should be given to how planning will cater for the needs for all students.
Engaging children in learning involves:
* recognising and building on children's diverse backgrounds and experiences, and catering for these by engaging children in curriculum decision making
* reflecting on the possible social or cultural biases of teachers' own knowledges
* understanding how the sociocultural practices operating in the classroom advantage or disadvantage children, groups of children and other partners
* understanding how children learn and the importance of building interconnectedness between learning experiences
* creating a learning environment characterised by positive relationships among all partners in the learning community
* engaging children in experiences of increasing complexity that lead to deep understandings.
Creating contexts for learning and development:
Within flexible preparatory learning environments, teachers purposefully create five main contexts for learning and development:
* play
The year level overview, achievement standards and content provide and understanding of the knowledge, understanding and skills to be developed
* real-life situations
* investigations
* routines and transitions
* focused learning and teaching.
These contexts also provide meaningful contexts for assessment in the early phase of school. Children have opportunities to learn within each of the five contexts in both indoor and outdoor preparatory environments. The contexts for learning and development are designed to actively engage children, parents, teachers and teacher aides as partners in learning. Together, these partners coconstruct, reconstruct and reflect on new ways to make sense of their world and relationships with others. A balanced curriculum provides opportunities for children to participate in all five contexts for learning regularly and a range of contexts daily. Longer blocks of time for engaging in active learning through play, real-life situations and investigations are interspersed with meaningful routines and transitions, and short, appropriate, focused learning and teaching. Children are also likely to shift between contexts as learning progresses. For example, initial investigations using art materials may lead to play with materials and processes and then shift towards real-life art-making.
Effective contexts for learning and development exhibit the following characteristics:
* active emotional, social, physical and intellectual engagement of all partners in learning
* engagement in interactions involving people, objects and representations
* learning that invites attention, exploration, manipulation, elaboration, experimentation and imagination
* opportunities to learn independently and with others
* negotiation and opportunities to make choices
* a sense of shared ownership of and responsibility for learning and involvement of partners in shared decision making
* flexibility to respond to shifts and changes in children's ideas and interests
* opportunities to use multiple sensory channels to learn and to use multiple intelligences
* opportunities to extend oral language development, engage with multiple literacies and numeracy experiences in meaningful and purposeful ways
* active exploration of issues associated with diversity and equity, and inclusion of children and families with diverse backgrounds and needs
* a sense of connectedness with others and the world
* a safe, supportive and stimulating environment.
| Focussed contexts can be recorded as the learning experiences progress. | |
|---|---|
| Term Four : I wonder how I show I care for others and be a good friend | |
| Assessment opportunities throughout the teaching and learning experiences | Assessment as learning- (Formative) |
| | I am a good friend when I …. |
| | I am not such a good friend when I …. |
| | When I have been not such a good friend I can make friends again by …. |
| | Students can respond through: |
| | Role play |
| | writing |
| | drawing or illustrating |
| | painting colours or faces that depict the different emotions |
| | creating a song or rap |
| | Assessment of learning- (Summative) |
| | In groups students discuss the qualities/characteristics of a good friend. Record on a group Y-chart what a good |
| | friend looks like, sounds like and feels like. |
| | The teacher records these qualities on the top part of a SEE SAW organiser. |
| | In groups students discuss the qualities/characteristics of a not so good friend. Record on a group Y-chart what a |
| | not so good friend looks like, sounds like and feels like. |
| | Students return to whole class discussion and record these qualities/characteristics on the bottom of the SEE SAW |
| | organiser. |
| | Using the SEE SAW as a visual stimulus, explain to the students that relationships move up and down like a SEE |
| | SAW. |
| | This activity will indicate how students understand what makes a good friend and ways that friendship can be difficult at |
| | times. |
| | Students can view relevant parts of a movie or book of The Rainbow Fish http://www.youtube.com/watch?v=h6S4IPMs5ZY or |
any other appropriate story.
Students discuss how the characters interacted in the story, and the resolution of the story. They can create a character map of one of the characters or a story map of the story.
This activity will indicate students' ability to link personal experiences of forgiveness with stories of forgiveness.
Teachers prepare a gift box to place in the middle of a circle for a class liturgy. Students are invited to record something or someone they are thankful for and place into the box saying 'I give thanks to God for …' This activity will indicate students' ability to write prayers of thanks and to identify good things in their life .
Assessment for learning- (Formative)
Discussion and wonder on appropriate children's literature e.g. Guess how much I love you, Koala Lou eg see list of possible children's literature bellow. This activity will indicate students' understanding and experiences of love and friendship.
Ask students why we need to say 'thank you'. Identify three things that you are thankful for today (spiritual and concrete). This discussion will demonstrate students' prior knowledge and experiences of thanks and gratitude.
Identifying Scripture used
| World of the Text Genre? Characters? Interesting words? What happens in this text? Who speaks? Who is silent? | World Behind the Text | World in Front of the Text What is my response to the text? How might you understand it differently from people in the past? What does the Church say about the meaning of this text? How might people of different genders and cultures interpret this text differently? |
|---|---|---|
| | Author? | |
| | Audience? | |
| | Date written? | |
| | What was life like at this time? Cultural, social, | |
| | historical aspects? | |
| | Where does the text take place? | |
| Play | Real life situations | Wonderings | | Routines and | | Focussed learning and | | Teachable |
|---|---|---|---|---|---|---|---|---|
| | | | | transitions | | teaching | | moments |
| Instruments outside to allow children to sing songs that they have experienced or ones they can compose themselves. Have scarves available to allow free movement to music. Allow writing materials for children to compose their own prayers and to write and decorate them. Display prayers – send some home. Children trace two hands, in one they write/draw how others help them, in the other how they help others. Continue using | Children bring photos and share something special about themselves at talk time. Make a mural of class members, add things they do well. Continue to add to the list as the learning experiences continue. Introduce children to classroom meetings, where problems are raised and hopefully solved and children are praised by their peers. These can continue on a weekly/fortnightly basis. Use MJR strategies to develop the idea of recognising walking God Moments during each day . see MJR page on the newreligioncurriculum website. Role play themselves doing | I wonder how I am special. I wonder if I can say what makes me special. I wonder if I can see what is special about others. I wonder what is special about the world in which we live. I wonder who are your special friends? I wonder what makes a good friend? I wonder if Jesus had any special friends? Using Godly Play | Read story e.g.: Koala Lou (Mem Fox) to illustrate how we are special. Teach the song “I am Wonderfully Made” Jack Miffleton. Make up actions to go with the song, use instruments to add impact. Meditation on how wonderfully we are made. (Ideas for meditation available in “Praying with Children” Barbara Bretherton, “Prayer Strategies” Beth Nolen and “Moonbeam” M.Garth) | | Story map on story used (e.g.: Koala Lou) to show sequence of story and to clarify the special relationships. (Teaching Strategies Book ) Teacher may need to model this. List the characteristics the children have identified and add to this as the teaching and learning progresses. Write and paint a: ‘I am Special’ story. Make a collage of a series of pictures that reflect their own gifts and talents. Read or watch YouTube of the Mixed –Up chameleon by Eric Carle http://www.youtube.com/watch?v=7ch1277quZo Present ‘news’ item detailing why they are special. Complete the following… ‘I am happy to be me because…’ | | Add here those things that are not planned but occur as a result of the teaching and learning experiences in classroom e.g. A student brings in their own nativity set, Students ask questions that are prompted through discussion and lead to more focussed teaching and learning. but | |
stories to illustrate characters and how they share their special gifts.
Children make personal Paper – people chain and write their friends names on the people. A chain naming all the student in the class could be constructed.
Children make hand prints at the easel.
Children make treasure from collage materials, threading beads to make necklaces, bracelets, ear rings etc. store and use them in the dramatic play area.
Children use collage to make individual treasure boxes.
something they do well; then extend this by role playing a class member doing something they do well.
Make a "Book About Me", include photos, hair/eye colour, height, etc. and some of their gifts and talents. Children share books at home and in class.
Encourage children to acknowledge each other's gifts. Make graffiti board with compliments on it that children can say to each other.
Encourage children to use their gifts to help classmates, and encourage them to ask for help from those whom they know to have a specific gift/talent.
Make class "yellow pages", e.g. I can draw well / I like to skip / I can write my name / I can do up shoelaces – with materials, read the story of Jesus Christ calling the first disciples.
I wonder how you could be a friend of Jesus ?(or how we can follow Jesus?)
Invite students to wonder with you:
I wonder what your favourite part of this story is?
I wonder what the story tells us about friendship, forgiveness or love?
I wonder if this story reminds you of a time in your life?
Prayer of thanks to God for making them so wonderfully, first class prayer and then children can compose their own. (A) Use Psalm 139:14 to show how others have prayed their thanks to God over the years. Display prayers – send some home.
Children establish and follow a greeting and farewell ritual with the class each day.
Children establish and follow greetings and thank you protocols for visitors to the classroom.
Children write
Mime a talent they possess, ask the rest of the class to identify the talent being portrayed.
Label life sized pictures of each student in the class with their own characteristics.
In pairs draw a Venn Diagram with the things that are the same about each other in the intersection and keep the things that are different in the circle.
After a meditation time students take turns in verbalising their gratitude to God.
Write a thank you prayer Thank you God for making me, because…
Participate in singing songs that give thanks to God.
Use role play to predict possible consequences for given actions. Children illustrate consequences if we
Encourage them to write words of support and care eg love, help, thank you, share, say sorry, help, care, love, smile, say hello, etc. encourage children to open their treasure box and give their word or sentence to a friend or family.
Use puppets to retell stories of friendship or to tell their own stories of how to be a good friend.
Children act out scenarios using the Curtain Up, Curtin down strategy in the A-Z teaching strategies on the website, to demonstrate wrong choices and their consequences list of children's names under it.
Children set up rules and ways of being that promote the values and teaching of love and compassion to others in their class/home /school.
Children think of problems or situations that arise at school. They reflect upon these and how they could have been different if love was shown.
Children complete a Y chart on showing forgiveness. Children explore what words, hands and actions might show forgiveness.
Use feeling stones and cards www.innovativeresources.org to describe the different types of feelings they experience in different situations.
Develop classroom routines
I wonder how I decide what is a good choice?
I wonder what is the best way to treat others?
I wonder how I am different from others?
I wonder how we are all the same?
I wonder what is special about me? I wonder how I can show I care for other people?
Use Godly play to wonder about the following scripture stories:
Calling the treasure words on card and place in a treasure chest. Before playtime draw one treasure word from the chest to become the focus for that playtime e.g. helping or sharing etc.
Use "the Bear Cards", "Angels with attitude cards" to illustrate a variety of feelings – have children recognize and name a variety of emotions.
use our gifts well.
Introduce children to Bible and the verse within Ps 139:14. Allow them to dwell on the fact that God made them so wonderfully. Write this enlarged and display on wall, refer to it often and use in prayer.
Read "Pearl Barley and Charlie Parsley" and explore the ways we can use our unique gifts to complement each other.
Teach song: "We are Delightful" Monica Brown. With actions.
Discuss how people use their special gifts to help others.
EEKK strategy (in Teaching Strategies Booklet on newreligioncurriculum website:
How do other people in my life help me with their special talents? In my family, at school, with my friends? How do I use followed by good choices and their consequences particularly those that involve forgiveness, making peace or becoming friends.
Have available pirate clothes, materials to make pirate flags, pirate hats etc. to explore the story Captain Grumpy.
Have story bags where you put one prop from a familiar story in the bag and children can retell the story using the prop.
Allow time at the paint easels for children to paint freely.
that treat boys and girls equally and provide opportunities for children to demonstrate new ways they have learnt to be peaceful, loving, forgiving, and collaborative.
I am a good friend when I ….
I am not such a good friend when I ….
When I have been not such a good friend I can make friends again by ….
Students can respond through: Role play writing drawing or illustrating painting colours or faces that depict the different emotions creating a song or rap.
Read Captain Grumpy
Published by Innovative Resources, 2003 Author: Russell Deal Illustrator: Sue Jenkins apostles. Following Jesus p 78. Mk 1:16-20; Matt 4: 12-22; Luke 4;14, 15:5-11 I wonder how the twelve disciples felt being called by Jesus. I wonder why Jesus picked these twelve I wonder what they talked about.
Mary and Martha Luke 10:38-42 Mark 10:13-16 Matt 19:13-15 I wonder what Jesus talked to Mary and Martha about. I wonder what they ate at Mary and Martha's house. I wonder what other things they did together.
Young Children and my special gifts?
Children investigate "What is a friend?" using a concept spiral (see A-Z teaching strategies) to investigate this question. Children nominate a friend and write their name in the outer circle then they nominate a virtue that their friend demonstrates and add this to the inner circle.
List qualities of a friend on star shapes to hang as a mobile.
Children build written word banks, audio files and photo galleries around words and actions of thanks, inclusion, love and compassion, greeting, support, peace and collaboration. Create these around scenarios of playing games, greeting visitors, learning in the classroom, eating lunch, lining up, being picked up,
Review words and actions that
ISBN: 9 780 957823 167
Captain Grumpy discovers that he is an artist after all. He recognises it is his art that is his real treasure and he learns that treasure is meant to be shared.
What is your idea of real treasure? What things in life are of most value to you? How does it feel when other people, close friends or family don't share your idea about treasure?
Create lists of what makes you grumpy and what makes you happy. Draw a dialogue between you and 'grumpiness'. Paint what you imagine the sail on Captain Grumpy's ship would look like. What would the sail on your ship look like?
Worship p 183 Zacchaeus Luke 19: 1-10
I wonder how Zacchaeus felt when the people didn't let him see Jesus. I wonder how Zacchaeus felt when Jesus called him by name. I wonder what Jesus and Zacchaeus did at Zacchaeus ' house.
show love.
Select a book that focuses on the experience of love, e.g. Guess How Much I Love You, by Sam McBratney.
Class brainstorms words, images and people they associate with this experience.
Students identify times when they have felt loved by others and times when they have not felt loved by others.
Students create their own image of love and explain it to the class. (Encourage students to explore symbols other than a heart shape.)
Children's Literature that can be used to develop the concept of
Friendship and Dignity and Good Choices.
Blabey, A (2007). Pearl Barley and Charlie Parsley Camberwell:Penguin.
Bond, D. (2003). The granny who wasn't like other grannies. London: Scholastic Children's Books.
Box, S., & Poole, S. (2000). You are very special. Oxford: Lion.
Clement, R. (1990). Counting on Frank. Pymble, N.S.W.: Angus & Robertson. [OP]
Cummings, P. (1993). Midge, Mum and the neighbours. Milsons Point, N.S.W.: Red Fox.
Fearnley, J. (2001). Just like you. Mascot, N.S.W: Koala Books.
Fleischman, P. (1999). Weslandia. London: Walker Books.
Fox, M. (1988). Koala Lou. Bayswater, Vic: Drakeford.
Fox, M., & Staub, L. (1998). Whoever you are. Rydalmere, N.S.W: Hodder Children's.
Knowles, S. (1988). Edward the Emu. Sydney: Collins Publishers.
Laguna, S., & Argent, K. (2002). Too loud Lily. Norwood, S.A.: Omnibus.
Lester, A. (2000). Ernie dances to the didgeridoo. Sydney: Hodder Children's.
Lucado, M., & Goffe, T. (1992). Just in case you ever wonder. Dallas: Word Kids!
Mattingly,C. (1995). The race. Gosford, N.S.W.: Ashton Scholastic.
McBratney, S., & Jeram, A. (1994). Guess how much I love you? London: Walker Books.
Oliver, N. (1993). The best beak in Boonaroo Bay. Port Melbourne: Lothian Books.
Oliver, N. (2003). The very blue thingamajig. Norwood,S.Aust.: Scholastic.
Peguero, L. & Spoor, M. (1999). Mrs Wilkinson's chooks. Sydney: Randon House.
Wheatley, N. & Ottley, M. (1999). Luke's way of looking. Sydney: Hodder
Marcus Pfister ( Rainbow Fish. http://www.youtube.com/watch?v=h6S4IPMs5ZY
Carle, E. (1984) The mixed up Chameleon. HarperCollins Publishers. http://www.youtube.com/watch?v=7ch1277quZo
Andreae, G. Giraffes can't dance http://www.youtube.com/watch?v=G745TRClOVo
Deal, R. The Wrong Stone ISBN:9780958018906
Resource Cards from Innovative resources: www.innovativeresources.org
Stones have feelings too.
Strength cards for Kids
Captain Grumpy book
The wrong stone book
Prep Year Religion: Checklist for balance and coverage of knowledge and understandings
| | Strand | Term | | | |
|---|---|---|---|---|---|
| | Beliefs | 1 | 2 | 3 | 4 |
| God created a wonderful world. God is creator. | | | | | |
| God is love. | | | | | |
| God’s love can be experienced in people and in the world around us. | | | | | |
| Jesus is the central person in the Gospels. | | | | | |
| He was born in Bethlehem. | | | | | |
He lived in a family.
Mary was Jesus' mother.
Joseph and Mary cared for and looked after Jesus.
Jesus reveals God's love for us.
Jesus died in Jerusalem.
| Strand | Term | | | |
|---|---|---|---|---|
| Sacraments | 1 | 2 | 3 | 4 |
| We participate in rituals at home school and church. | | | | |
| We belong to many groups – family, school, church. | | | | |
| Jesus made God’s love present on earth through his actions, words and gestures. | | | | |
| We celebrate life which is a gift from God. | | | | |
| The world reflects the presence and goodness of God. | | | | |
| We are introduced to the stories of Jesus’ life during Lent, Easter and Advent | | | | |
| Lent: Jesus travels in Palestine telling people about God’s love. | | | | |
Easter: the story of Jesus' death
Advent: waiting for Jesus to be born into a family.
| Strand | Term | | | |
|---|---|---|---|---|
| Morality | 1 | 2 | 3 | 4 |
| The Gospels in the Bible tell us about Jesus. | | | | |
| Jesus had many friends. | | | | |
| Jesus treated everyone with love and respect. | | | | |
| Jesus’ life is an example for us. | | | | |
| We can show friendship in many ways. | | | | |
| I can make choices. | | | | |
I respect that we are all different.
God gives each person the capacity to be loved and to love.
| Strand | Term | | | |
|---|---|---|---|---|
| Prayer | 1 | 2 | 3 | 4 |
| We become aware of God’s presence through sound and silence. | | | | |
| The sign of the cross is a prayer to God. | | | | |
| In the name of the Father and of the Son and of the Holy Spirit. | | | | |
| People pray when they talk to and listen to God. | | | | |
| People pray to God for different reasons and in different ways. | | | | |
| Special symbols and objects are used in prayer spaces e.g. crucifix, Bible, candle, cloth etc. | | | | |
| I can pray anywhere and at any time. | | | | |
| The Bible helps us to pray. |
|---|
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| Autumn 14 | Spring 15 |
|---|---|
| THEME It’s a mystery (Myths and Legends) Designing and making 3D novelty ornaments Possible ideas in equal unit- Novelties 3.7.1 NC- Focus on – KS3 Design and Technology Design- develop and communicate design ideas using different methods Make- select from and use tools, techniques, processes and equipment Evaluate- analyses the work of other professionals both past and present. Technical Knowledge- Understand and use the properties of materials | THEME Seasons in the Sun (Weather and Seasons) Designing and making Kites Possible ideas in equal unit- Kites 3.8.1 NC- Focus on – KS3 Design and Technology Design- identify and solve their own design problems and reformulates problems given to them. Make- select from and use tools, techniques, processes and equipment Evaluate- test, evaluate and refine their ideas and products Technical Knowledge- Understand and use the properties of materials |
Healthy snacks and healthy eating. - Snacks 3.7.5 - Cooking and Nutrition - understand and apply the principles of health
| Autumn 15 | Spring 16 | Summer 16 |
|---|---|---|
| THEME Take a walk on the wild side (Living things) Using a computer to design a t-shirt Possible ideas in equal unit- Tee shirt challenge 3.8.4 NC- Focus on – KS3 Design and Technology Design- use a variety of approaches to generate creative ideas Make- select from and use tools, techniques, processes and equipment, including computer aided manufacture Evaluate- investigate new and emerging technologies Technical Knowledge- Understand and use the properties of materials | THEME Rule the World (Empire/Invaders/Settlers) Design a uniform for a purpose Possible ideas in equal unit- Finding identity 3.9.4 NC- Focus on – KS3 Design and Technology Design- use research and exploration to identify and understand user needs Make- select from and use a wider, more complex range of materials, taking into account their properties. Evaluate- test, evaluate and refine their ideas and products against a specification. Technical Knowledge- Understand and use the properties of materials | THEME We are the champions (Olympics) A healthy and varied diet NC- Focus on - Cooking and Nutrition - understand and apply the principles of health and nutrition’ - Cook a repertoire of savoury dishes so they can feed themselves and others - become confident in a range of cooking techniques. |
| Autumn 16 | Spring 17 | Summer 17 |
|---|---|---|
| THEME Set fire to the rain (Hot and cold climates) Foods around the world NC- Focus on - Cooking and Nutrition - Cook a repertoire of savoury dishes so they can feed themselves and others - become confident in a range of cooking techniques. - understand the source, seasonality and characteristics of a broad range of ingredients | THEME Rocket Man (Space) Making light Possible ideas in equal unit- Personal light source 3.8.5 NC- Focus on – KS3 Design and Technology Design- develop specifications to inform the design of innovation, functional, appealing products that respond to needs in a variety of situations Make- select from and use a wider, more complex range of materials, taking into account their properties. Evaluate- understand developments in design and technology, its impact on individuals, society and the environment. Technical Knowledge- understand how electrical and electronic systems can be powered and used in their products. | THEME We’ve got a ticket to ride (Transport/Fairgrounds/Theme parks) Moving models Using wheels and axles or mechanical movement NC- Focus on – KS3 Design and Technology Design- develop and communicate design ideas using different methods Make- select from and use tools, techniques, processes and equipment Evaluate- test, evaluate and refine their ideas Technical Knowledge- Understand how more advanced mechanical systems used in their products enable changes in movement and force. |
| Autumn 17 | Spring 18 | Summer 18 |
|---|---|---|
| THEME Octopus’s Garden (Under the sea) Healthy foods NC- Focus on - Cooking and Nutrition - Cook a repertoire of savoury dishes so they can feed themselves and others - become confident in a range of cooking techniques. - understand the source, seasonality and characteristics of a broad range of ingredients | THEME Wherever I lay my hat is my home. (Leeds past/present/future) How items where made in the past Times Past unit 4.11.5 Possible ideas in equal unit- Times Past 4.11.5 NC- Focus on – KS3 Design and Technology Design- develop and communicate design ideas using different methods Make- select from and use tools, techniques, processes and equipment Evaluate- analyses the work of other professionals both past and present. Technical Knowledge- Understand and use the properties of materials | THEME The Long and Winding Road (Journey and Places) Making your own bag Possible ideas in equal unit- Carry it all 3.7.3 NC- Focus on – KS3 Design and Technology Design- develop specifications to inform the design of innovation, functional, appealing products that respond to needs in a variety of situations Make- select from and use tools, techniques, processes and equipment Evaluate- - understand developments in design and technology, its impact on individuals, society and the environment. Technical Knowledge- Understand and use the properties of materials |
| Autumn 18 | Spring 19 | Summer 19 |
|---|---|---|
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BETHEL PARK SCHOOL DISTRICT
SECTION: PROGRAMS
TITLE: WELLNESS
ADOPTED: August 23, 2006
REVISED: May 26, 2015
134. WELLNESS
1. Purpose
The Bethel Park School District is concerned for the health and well-being of its students and is committed to practices which support general wellness. The district understands that:
1. Children need access to healthful foods and opportunities to be physically active in order to grow, learn and thrive.
2. Good health fosters student attendance and education.
3. Obesity rates have doubled in children and tripled in adolescents, and physical inactivity and excessive calorie intake are the predominate causes of obesity.
4. Cardiovascular disease, cancer, stroke/brain attack, and diabetes are responsible for two-thirds of deaths in the United States, and major risk factors for those diseases, including unhealthy eating habits, physical inactivity, and obesity, often are established in childhood.
5. Community participation is essential to the development and implementation of successful school wellness policies.
6. Lifelong healthy habits are established in the developmental years through education, modeling, and participation.
The Bethel Park School District is committed to establishing guidelines that provide school environments that promote and protect our children's health, well-being, and ability to learn by supporting healthy eating and physical activity.
2. Authority
3. Guidelines
Therefore, it is the policy of the Bethel Park School District that:
1. The school district will engage students, parents/guardians, teachers, food service professionals, health professionals, and other interested community members in developing, implementing, monitoring, and reviewing district-wide nutrition and physical activity policies.
2. Each school building in the district will establish a wellness committee that will develop and implement guidelines relevant to nutrition and fitness according to this policy.
3. All students in grades K-12 will have opportunities, support, and encouragement to be physically active on a regular basis.
4. Foods and beverages sold or served at school will meet the nutrition recommendations of the U.S. Dietary Guidelines for Americans.
5. Qualified child nutrition professionals will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students; will accommodate the religious, ethnic, and cultural diversity of the student body in meal planning; and will provide clean, safe, and pleasant settings and adequate time for students to eat.
6. To the maximum extent practicable, all schools in our district will participate in available federal school meal programs (including the School Breakfast Program and National School Lunch Program).
7. Schools will provide nutrition education and physical education to foster lifelong habits of healthy eating and physical activity, and will establish linkages between health education and school meal programs, and with related community services.
The district establishes the following guidelines to achieve these goals.
School Wellness Committees
The school district and/or individual schools within the district will create, strengthen, or work within established school wellness committees to develop, implement, monitor, review, and, as necessary, revise school nutrition and physical activity policies, including fundraisers and school parties/snacks. The committees also will serve as resources to school sites for implementing those policies. The school district's wellness committee consists of a group of individuals representing the school and community, and should include parents/guardians, students,
134. WELLNESS - Pg. 3
representatives of the school food authority, members of the School Board, school administrators, teachers, health professionals, and members of the public. Individual school wellness committees will be comprised of staff and principals.
School Meals
School meals will:
1. Be appealing and attractive to children.
2. Be served in clean and pleasant settings.
3. Meet, at a minimum, nutrition requirements established by local, state, and federal statutes and regulations.
4. Offer a variety of fruits and vegetables.
5. Serve only low-fat (1%) and fat-free milk and nutritionally-equivalent nondairy alternatives (to be defined by USDA).
6. Ensure that whole grain products are offered daily.
The Bethel Park School District through its food service agent will engage students and parents/guardians, through taste-tests of new entrees and surveys, in selecting foods sold through the school meal programs in order to identify new, healthful, and appealing food choices. In addition, the district's food service will share information about the nutritional content of meals with parents/guardians and students. Such information will be made available on menus, a web site, on cafeteria menu boards, placards, or other point-of-purchase materials.
Breakfast -
To ensure that all children have breakfast, either at home or at school, in order to meet their nutritional needs and enhance their ability to learn:
1. Schools will, to the extent possible, operate the School Breakfast Program.
2. Schools will, to the extent possible, arrange bus schedules and utilize methods to serve school breakfasts that encourage participation, including serving breakfast in the classroom, "grab-and-go" breakfast, or breakfast during morning break or recess.
134. WELLNESS - Pg. 4
3. Schools that serve breakfast to students will notify parents/guardians and students of the availability of the School Breakfast Program.
4. Schools will encourage parents/guardians to provide a healthy breakfast for their children through newsletter articles, take-home materials, or other means.
Free And Reduced-Priced Meals -
Schools will make every effort to eliminate any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reducedprice school meals. Toward this end, schools will utilize electronic identification and payment systems; promote the availability of school meals to all students; and/or use nontraditional methods for serving school meals, such as "grab-and-go" or classroom breakfast.
Meal Times And Scheduling -
Schools:
1. Will provide students with time as needed to eat for breakfast and for lunch.
2. Should schedule meal periods at appropriate times.
3. Should not schedule tutoring, club, or organizational meetings or activities during mealtimes, unless students may eat during such activities.
4. Will provide recess in conjunction with lunch periods (to the extent possible) in the elementary schools (K-6) to promote opportunities for healthful exercise.
5. Will provide students access to hand washing or hand sanitizing before they eat meals or snacks.
6. Will provide opportunities to accommodate the tooth-brushing regimens of students with special oral health needs (e.g., orthodontia or high tooth decay risk.).
Qualifications Of School Food Service Staff -
Qualified nutrition professionals will administer the school meal programs. As part of the school district's responsibility to operate a food service program, we will provide continuing professional development for all nutrition professionals in
schools. Staff development programs should include appropriate certification and/or training programs for child nutrition directors, school nutrition managers, and cafeteria workers, according to federal mandates and their levels of responsibility.
Sharing Of Foods And Beverages -
Schools should discourage students from sharing their foods or beverages with one another during meal or snack times, given concerns about allergies and other restrictions on some children's diets.
Food And Beverages Sold Individually -
Items sold a la carte, in snack lines, vending machines, school stores, will also comply with the following:
Elementary Schools: The school food service program will approve and provide all food and beverage sales to students in elementary schools. Given young children's limited nutritional knowledge, children will be encouraged to make healthy food choices. When available, foods and beverages sold individually should be limited to low-fat and non-fat milk, fruits and non-fried vegetables.
Middle And High Schools: In middle and high schools, all foods and beverages sold individually outside the reimbursable school meal programs (including those sold through a la carte (snack) lines, vending machines, student stores, or fundraising activities) during the school day, or through programs for students after the school day, will meet the following nutrition and portion size standards:
1. Beverages
Allowed: water without added caloric sweeteners; fruit and vegetable juices and fruit-based drinks that contain at least twenty-five percent (25%) fruit juice and that do not contain additional caloric sweeteners; sports drinks; iced teas; unflavored or flavored low-fat or fat-free milk and nutritionally-equivalent nondairy beverages (to be defined by the USDA).
Not allowed: soft drinks containing caloric sweeteners; fruit-based drinks that contain less than twenty-five percent (25%) real fruit juice or that contain additional caloric sweeteners.
2. Foods
A food item sold individually:
a. Will have no more than thirty-five percent (35%) of its calories from fat (excluding nuts, seeds, peanut butter, and other nut butters) and ten (10%) of its calories from saturated and trans fat combined.
b. Will have no more than thirty-five percent (35%) of its weight from added sugars.
c. Will contain no more than 230 mg of sodium per serving for chips, cereals, crackers, french fries, baked goods, and other snack items; will contain no more than 480 mg of sodium per serving for pastas, meats, and soups; and will contain no more than 600 mg of sodium for pizza, sandwiches, and main dishes.
d. A choice of at least two (2) fruits and/or non-fried vegetables will be offered for sale at any location on the school site where foods are sold. Such items could include, but are not limited to, fresh fruits and vegetables; 100% fruit or vegetable juices; fruit-based drinks that are at least 50% fruit juice and that do not contain additional caloric sweeteners; cooked, dried, or canned fruits (canned in fruit juice or light syrup); and cooked, dried, or canned vegetables (that meet the above fat and sodium guidelines).
Restricted:
a. Peanut butter, peanut products, any food products that include nuts and nut oils.
b. Foods that do not meet the U.S. Dietary Guidelines.
3. Portion Sizes
Limit portion sizes of foods and beverages sold individually to those listed below:
a. One and one-quarter (1 ¼) ounces for chips, crackers, popcorn, cereal, trail mix, nuts, seeds, or dried fruit.
b. One (1) ounce for cookies.
Pol. 229
134. WELLNESS - Pg. 7
c. Two (2) ounces for cereal bars, granola bars, pastries, muffins, bagels, vitamin-enriched doughnuts, and other bakery items.
d. Four (4) fluid ounces for frozen desserts, including, but not limited to, lowfat or fat-free ice cream.
e. Eight (8) ounces for non-frozen yogurt.
f. Sixteen (16) fluid ounces for beverages, excluding water.
g. The portion size of a la carte entrees and side dishes, including potatoes, will not be greater than the size of comparable portions offered as part of school meals. Fruits and non-fried vegetables are exempt from portion-size limits.
Fundraising Activities
To support children's health and school nutrition-education efforts, school fundraising activities will limit unhealthy food and beverage sales. Schools will encourage fundraising activities that promote physical activity. Each school, through its wellness committee, will develop specific guidelines for healthful fundraising activities. The school district must approve all fundraisers as per Bethel Park School District Board Policy 229.
Snacks
Snacks, when served during the school day or for after-school activities/programs, will make a positive contribution to children's diets and health. Low-fat, low-sugar, low-sodium snacks, fruits, and vegetables and water as the primary beverage are encouraged. Schools will assess if and when to offer snacks based on timing of schools meals, children's nutritional needs, children's ages, and other considerations. The district will disseminate a suggestion list of healthful snack items to teachers, after-school program personnel, and parents/guardians.
Rewards
Schools will limit foods or beverages, (especially those that do not meet the nutrition standards for foods and beverages sold individually as listed above), as rewards for academic performance or good behavior, and will not withhold food or beverages (including food served through school meals) as a punishment.
Celebrations
School parties should include no more than one (1) food or beverage that does not meet nutrition standards for foods and beverages sold individually (above). The district wellness committee will create and disseminate a list of healthy party ideas to parents/guardians and teachers.
Nutrition And Physical Activity Promotion And Food Marketing
The Bethel Park School District aims to teach, encourage, and support healthy eating by students. Schools should provide nutrition education and engage in nutrition promotion that:
1. Is offered at each grade level as part of a sequential, comprehensive, standardsbased program designed to provide students with the knowledge and skills necessary to promote and protect their health.
2. Is part of not only health education classes, but also classroom instruction in subjects such as math, science, language arts, social sciences, and elective subjects.
3. Includes enjoyable, developmentally-appropriate, culturally-relevant, participatory activities, such as contests, promotions, taste testing, farm visits, and/or school gardens.
4. Promotes fruits, vegetables, whole grain products, low-fat and fat-free dairy products, healthy food preparation methods, and health-enhancing nutrition practices.
5. Emphasizes caloric balance between food intake and energy expenditure (physical activity/exercise).
6. Links with school meals programs, other school foods, and nutrition-related community services.
7. Teaches media literacy with an emphasis on food marketing.
8. Includes training for teachers and other staff.
Integrating Physical Activity Into The Classroom Setting -
For students to participate in the nationally-recommended amount of daily physical activity (at least sixty (60) minutes per day) and for students to fully embrace regular physical activity as a personal behavior, students need opportunities for physical activity beyond physical education class. Toward that end:
1. Classroom health education will compliment physical education by reinforcing the knowledge and self-management skills needed to maintain a physicallyactive lifestyle and to reduce time spent on sedentary activities, such as watching television.
2. Opportunities for physical activity will be incorporated into other subject lessons.
3. Classroom teachers will provide short physical activity breaks between lessons or classes, as appropriate.
Communications With Parents/Guardians -
The district/school will support parents'/guardians' efforts to provide a healthy diet and daily physical activity for their children. The district and food services will offer healthy eating seminars for parents/guardians, send home nutrition information, post nutrition tips on school web sites, and provide nutrient analyses of school menus. Schools should encourage parents/guardians to pack healthy lunches and snacks and to refrain from including beverages and foods that do not meet the above nutrition standards for individual foods and beverages. The district/school will provide parents/guardians information on foods that meet the district's snack standards and ideas for healthy celebrations/parties, rewards, and fundraising activities. In addition, the district wellness committee will provide opportunities for parents/guardians to share their healthy food practices with others in the school community through Community Day and Open House through information booths about nutrition and physical activity.
The district/school will provide information about physical education and other school-based physical activity opportunities before, during, and/or after the school day; and support parents'/guardians' efforts to provide their children with opportunities to be physically active outside of school. Such supports will include sharing of information about physical activity and physical education through a web site, newsletter, or other take-home materials, special events, or physical education homework.
Food Marketing In Schools -
School-based marketing will be consistent with nutrition education and health promotion. As such, schools will limit food and beverage marketing to the promotion of foods and beverages that meet the nutrition standards for meals or for foods and beverages sold individually (above). School-based marketing of brands promoting predominantly low-nutrition foods and beverages is prohibited. The promotion of healthy foods, including fruits, vegetables, whole grains, and low-fat dairy products is encouraged.
Staff Wellness
The Bethel Park School District highly values the health and well-being of every staff member and will plan and implement activities and policies that support personal efforts by staff to maintain a healthy lifestyle. The district will establish and maintain a wellness committee composed of faculty members, school health staff, dietitian or other health professional, union representative, and employee benefits specialist. The staff wellness committee will be a subcommittee of the district wellness committee.
The committee should develop, promote, and oversee a multifaceted plan to promote staff health and wellness. The plan should be based on input solicited from school staff and should outline ways to encourage healthy eating, physical activity, and other elements of a healthy lifestyle among school staff. The staff wellness committee shall annually distribute its plan to the school district wellness committee.
Physical Activity And Physical Education
Physical Education (P.E.) K-12 -
All students in grades K-12, including students with disabilities, and special healthcare needs, will receive physical education each school year. All physical education will be taught by a certified physical education teacher. Student involvement in other activities involving physical activity (e.g., interscholastic or intramural sports) will not be substituted for meeting the physical education requirement. Students will spend at least fifty percent (50%) of physical education class time participating in moderate to vigorous physical activity.
Daily Recess -
All elementary school students will have at least twenty (20) minutes a day of supervised recess, preferably outdoors, during which schools should encourage moderate to vigorous physical activity verbally and through the provision of space
Page 10 of 12
Pol. 707
and equipment. Schools should discourage extended periods (i.e., periods of two (2) or more hours) of inactivity. When activities, such as mandatory school-wide testing, make it necessary for students to remain indoors for long periods of time, schools should give students periodic breaks during which they are encouraged to stand and be moderately active.
Physical Activity Opportunities Before And After School -
All elementary, middle, and high schools will be encouraged 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 a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs.
Physical Activity And Punishment -
School staff will not use physical activity (e.g., running laps, pushups) as a punishment; and should limit withholding opportunities for physical activity as a punishment during the school day. However, it should be recognized that physical activity can and may be used as an outlet for stress management, release of frustration, and/or to help a child expend excess energy. This is acceptable when used in a positive manner.
Use Of School Facilities Outside Of School Hours -
School spaces and facilities will be available to students, staff, and community members before, during, and after the school day, on weekends, and during school vacations by following the district facilities' usage policies. These spaces and facilities also should be available to community agencies and organizations offering physical activity and nutrition programs. School policies concerning safety will apply at all times.
Monitoring And Policy Review
Monitoring -
The Superintendent or designee will ensure compliance with established districtwide nutrition and physical activity wellness policies. In each school, the principal or designee will ensure compliance with those policies in his/her school and will report on the school's compliance to the school district Superintendent or designee.
Page 11 of 12
134. WELLNESS - Pg. 12
School food service staff, at the school or district level, will ensure compliance with nutrition policies within school food service areas and will report on this matter to the Superintendent (or if done at the school level, to the school principal). In addition, the school district will report on the most recent USDA School Meals Initiative (SMI) review findings and any resulting changes. If the district has not received a SMI review from the state agency within the past five (5) years, the district will request from the state agency that a SMI review be scheduled as soon as possible.
The Superintendent or designee will develop a summary report every three (3) years on district-wide compliance with the district's established nutrition and physical activity wellness policies, based on input from schools within the district. That report will be provided to the School Board and also distributed to all school health councils, parent/teacher organizations, school principals, and school health services personnel in the district.
Policy Review -
Each school in the district, through its wellness committee, will develop priorities to address health, safety and wellness of staff and students. The building level reports will be compiled at the district level to identify and prioritize district-wide needs.
Assessment will be repeated every three (3) years to help review policy compliance, assess progress, and determine areas in need of improvement. As part of that review, the school district will review our nutrition and physical activity policies; provision of an environment that supports healthy eating and physical activity; and nutrition and physical education policies and program elements. The district, and individual schools within the district, will, as necessary, revise the wellness policy and develop work plans to facilitate their implementation.
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SESSION 3 – BARONY, TOWNSHIP AND FARMSTEAD
SURNAMES
Before we look at the way townships and settlements were organised in medieval times, I want us to consider how our present surnames came about.
Old English names
Anglo-Saxon names were individual to the person.
Children were not usually named after immediate relatives, although siblings were often given names that began with the same letters such as Oswald and Oswy; or Osric and Osred.
Each element of a name had a meaning:
Os = god
Aelf = elf
Aethel = noble
Bald = bold
Berht = bright
Ead/Ed = wealth/fortune
Flaed/Fled = beauty
Frid = peace
Raed = counsel
Ric = power
Wal/Val – battle
Wald/Weald = leader/ruler
Wig/Wy = war
Wine/Win = friend
Wulf = wolf)
Examples
Ed-win=Fortune friend
Aethel-frith=Noble peace
Os –wald=God's leader
Os – wy=God's war
Surnames were only just becoming established in the 12th century.
Some of the land-holders identified themselves by the name of their barony or township, such as Bolam, Bradford, or Fenwick, and these became surnames in the own right.
Craftsmen and tradesmen adopted names related to their occupations like Butcher, Cooper, Smith, Fletcher or Shearer.
Others went by the name of their fathers, such as Robs-son, Hobs-son or Rogers-son.
There were also names that described particular personal or physical attributes like Armstrong, Redhead or Swift.
Some of the more colourful examples include Adam Ay-drunken, who is recorded appropriately as having fallen from a boat and drowned in the South Tyne. Them there was Richard Whirlepy-pin, a minstrel, and Robert Pusekat who was wounded in a fight on the bridge at Corbridge.
LAND TENURE
In Anglo-Saxon England there were four forms of land-holding; royal or "crown" land, bookland, folkland and loanland.
Royal land was owned directly by the king, from which he could grant estates as reward for loyal service.
Bookland was granted in perpetuity by a charter granted by the king or other great lord, and this allowed the owner of the charter to convey the estate to anyone else at will in the future. The concept of bookland became established in the Anglo-Saxon kingdoms in the 7 th century, to enable christian kings to grant land for the building and support of a religious establishments, with the stipulation that the holder of the charter must provide services for the upkeep of roads and bridges and supply men for the shire-levy,or fyrd. .As time went by, the religious requirement fell away so that holding bookland resembled full ownership in the modern sense, and the owner could grant it to anyone in his lifetime or dispose of it by will.
In Northumbria, large areas of bookland estates were gifted directly to the shrine of St Cuthbert on Lindisfarne, and later at Durham.
As the guardians of Cuthbert's shrine, the people of St Cuthbert's Lands were known as the "haliwerfolk" (or "holy man's people") or somertimes affectionately as "Cuddy's folk" (Cuthbert's people).
By contrast, folkland was governed by folklaw or ancient custom, rather than by a charter. Folkland was held by a single representative of a kinship group. That person could not remove (alienated) folkland from the kinship group without the permission of the king.
Loanland was granted temporarily, without any loss of ownership. For a term of years or for the life of a person, or to an official for the term of his office
SHIRES AND HUNDREDS
The kingdom was divided into shires, each governed for the king by an ealdorman or earl who commanded the shire-levy in tome of war. The administration of the shire was entrusted to the shire reeve or sheriff,
The shire was divided into hundreds, each of which originally comprised a hundred "hides". The hide was an area of arable land that was supposed to support a freeman and his family and was the measure of tax liability in Anglo-Saon times (as we saw last week). In most areas the hide consisted of 120 acres.
Below the king there were levels of freemen; thanes, ceorls (or churls) and drengs. Freemen had the right to bear arms and were free to quit the service of one lord and choose another.
A freeman could only be a thane if he owned at least five hides of land, which he held in return for military service to the king. .
A type of freeman that seems to have existed only in Northumbria was the "dreng", who held his land in return for performing some type of service for the king.
The lowest rank of freeman was the ceorl, or "husbandman".
Beneath the freemen was the mass of un-free peasants, the "villeins" or bondmen, who were bound to their lord to whom they paid dues for their land in kind and with labour services. The lord could not sell his villeins, but if he sold the land the villeins were passed on to serve the new landlord
DURHAM AND NORTHUMBERLAND
In early medieval times, Durham was not considered to be a county in its own right, but as a "liberty" within the County of Northumberland. Durham comprised the estates granted in Anglo-Saxon times to the Community of St. Cuthbert, including Bedlingtonshire, and Norhamshire and Islandshire, which were known collectively, until the 19 th century, as North Durham. In fact, though. Durham had its own legal and administrative machinery, separate from Westminster and controlled by the Bishop of Durham. Durham was also exempt from the system of national taxation.
The County of Northumberland effectively covered virtually the same area as the pre-1974 county, except Norhamshire, Islandshire and Bedlingtonshire.
Bamburghshire was a Crown estate within the County of Northumberland.
Hexhamshire and Tynemouthshire were reckoned to be parts of Northumberland, but were ecclesiastical holdings of the Archbishop of York and the Abbey of St. Albans respectively.
Northumberland also included several parishes on the north bank of the River Tees known as the Wapentake of Sadberge.
THE NORMAN FEUDAL SYSTEM
The Norman Conquest radically changed the pattern of land-holding in England.
Domesday Book, the survey of the estates and manors of England compiled for King William Rufus in 1086, did not include the land north of the Tees, which illustrates that Norman administration was late in coming to our region.
Unlike the Anglo-Saxon belief in the customary rights of folkland, under the Norman feudal system all the land in England belonged to the King, who granted titles to feudal lords in return for military or other services...
HANDOUT ONE - NORTHUMBERLAND HOLDINGS IN CHIEF 1166
A) Crown Lands
In Northumberland, the King retained the Crown lands of Newcastle and Bamburghshire.
B) Lordships In Regality
The western uplands of Tynedale and Redesdale were lordships held in regality (B) – The term "in regality" meant that the holders of the estate exercised powers equivalent to those of the king within their domain.
The County Palatine of Durham was held in regality by the Prince Bishops of Durham and was effectively a private shire.
C) Ecclesiastical Liberties
Northumberland contained several ecclesiastical liberties including Norhamshire, Islandshire and Bedlingtonshire (owned by the Bishop of Durham), Hexhamshire (which belonged to the Archbishop of York) and Tynemouthshire (owned by the Abbey of St. Albans)..
D) Baronies Held In Capite
Next came the baronies held of the Crown in return for a certain number of knights' fees.
William the Conqueror confiscated all the Anglo-Saxon land-holdings and divided up the land into Holdings in Chief, or Baronies in Capite as they were usually known.
The baronies were granted to reliable followers in return for military service in the form of payment of a certain number of Knights' Fees.
At first the requirement was to supply the actual knights on horseback and their armed retinues. Later this system was replaced by payments in cash with which the king or the feudal lord could buy the services of the necessary fighting men.
The baron in capite could divide up his lands among sub-tenants, a practice called subinfeudation. (We shall look at some examples of this sub-division later).
Among the earliest baronies created in the region were Cornforth, Witton-le-Wear and Gainford in County Durham, and Bywell, Morpeth, Bolam, Dilston and Callerton in Northumberland - all of which lay south of the River Wansbeck.
By 1135, King Henry I had created 15 further baronies in Northumberland, and the Bishop of Durham created 21 on his estates, though many of these were quite small in size.
In addition, the Bishop of Durham created a discrete portion of his estate to endow the Priory of Durham. Durham Priory's estate also included the lordship of Staindropshire, which was the province of an old English family that later came to be called the Nevilles.
E) Lands held in Sergeantry
Sergeantries were held in return for non-military service (examples).
F & G) Thegnages and Drengages
In a few parts of the North East, the old Anglo-Saxon forms of land-holding – thegnages and drengages - survived alongside the Norman feudal structure,.
An Anglo-Saxon thegn held 3 or 4 settlements in return for military service.
A dreng held part or a whole or part of an estate in return for performing some non-military services, such as maintaining a horse and hounds for his lord.
TABLE TWO - HOLDINGS IN THE WAPENTAKE OF SADBERGE
Although it comprised parishes on the north bank of the River Tees, the Wapentake of Sadberge remained part of Northumberland until 1189 when it was sold by Richard I to Hugh de Puiset, Bishop of Durham, to raise money for the Crusades. Although from that time it was held by the Bishop of Durham, Sadberge was never absorbed into the County of Durham in medieval times.
Sadberge is the only example in the North East of a "wapentake", the Norse equivalent of the Old English 'hundred', a sub-division of a shire. The word comes from a Norse word meaning "weapon taking", as the land was held in return for military service.
The area around Sadberge shows evidence of Viking influence spreading across the Tees from Yorkshire and contains most of the examples in North East England of place names with the Norse ending 'by', such as Aislaby and Selaby. Small streams in the district are known as 'becks', in contrast to the Old English 'burns' to be found elsewhere in the region.
TABLE THREE - EXAMPLES OF ENGLISH LAND HOLDINGS
Most of the estates were in the hands of Norman incomers, like de la Val at Callerton, de Brus at Hart and de Balliol at Gainford.
However, a few English families continued to hold land in their own country.
For example, a handful of baronies were held by English families. Note the old English names of the barons of Gosforth, Dilston and Bradford.
The thegnages and drengages were usually held by English families.
THE BARONY OF WOOLER
We can see how the feudal system operated by looking in detail at the example of the Barony of Wooler.
SLIDE ONE - MAP OF BARONY OF WOOLER
The map shows the extent of the Barony.
TYPES OF TENANCIES
The handout illustrates how the tenements and assets of the barony were divided among the various types of tenants.
HANDOUT TWO - BARONY OF WOOLER , Circa 1220
ALSO REFER TO GLOSSARY
Demesne land The word comes from the Norman French meaning "belonging to a lord". Demesne land was held and worked directly by and for the lord, partly by live-in paid workers known as the family and partly by the labour services provided by tenants as part of their conditions of tenancy. Gradually, demesne land became more difficult and expensive to retain and was often let out to tenants in return for cash rent.
Burgage tenements The township of Wooler had been created as a borough, which was divided into burgage tenements. We'll look at boroughs in more detail later in this session. The "farm of the borough" was the income gained from rents paid for the burgage tenements. In addition, the lord gained income from market tolls, court fees and fines, grazing cattle and pigs (herbage and pannage), and from the business of the mill, brewhouse and bakehouse that were the monopoly of the lord.
Bondlands Bondmen held their tenements for an agreed period of years in return for paying rent, often in cash and kind, and some work for the lord on his demesne.
Cotlands A cottager held a cottage and adjoining smallholding in return for payment of rent, and sometimes some relatively light labour services.
The gressmen held their land for life in return for payment of the gressom or 'fine' on entry to the tenancy.
Socage tenements were free-hold tenements held in return for an annual payment, often in kind in the form of spices or other goods, or for minor services for the lord, and attendance at the lord's legal court.
Feudal tenements were held in return for military service (Knights' Fees). This division of the barony among sub-tenants was called sub-infeudation. Initially, feudal subtenants held their land in return for actual military service but this was later commuted to a cash payment.
The Barony of Wooler was held of the King for 4 knights' fees, but the baron in turn received payments from his feudal sub-tenants amounting to some 7 knights' fees.
Neifs
A survival in our region from Anglo-Saxon times was the status of the neif, or natives, which was a form of slavery. The neif could not move from the place where he was born without his lord's permission.
Neifity was inherited. Neifs could purchase their freedom, but it was expensive. In 1386, John Denom paid £40 for his manumission.
In 1386 a total of 21 neifly families comprising 84 individuals were living in twelve of the townships belonging to the Priory of Durham. By the 1460s there were only 8 neifly families, 41 individuals, all living in Billinghamshire.
Despite their lowly social status, some neifs owned substantial amounts of goods:
SLIDE TWO – GOODS AND CHATTELS OF THOMAS PAGE, NEIF 3 oxen worth £1 16s 8d;
```
1 horse worth 16s. 0d; 3 cows worth 11s 4d; 1 heifer worth 4s 0d; 4 boars worth £1 16s 0d; 1 sow worth 4s 0d; 2 pigs worth 4s 9d; 3 piglets worth 3s 3d; 2 iron bound carts worth 16s 0d; 1 plough worth harness worth 5s 0d; 1 iron stove worth 8s 0d; 1 "plumbum" worth 8s 0d; 1 winnowing fan and 4 sacks worth 3s 04; 2 oil lamps and 1 ewer worth 3s 0d; Wheat, barley, oats and peas worth £6 13s 4d
```
TERMS OF TENANCIES AND THE EFFECTS OF THE BLACK DEATH
Boldon Book - 1183
Although the North East was not included in the King's Domesday Book, we have our own equivalent known as Boldon Book, which was drawn up in 1183 by Bishop Hugh de Puiset and recorded the terms and conditions of the tenants living in the settlements within the Bishop's extensive estates.
Tenancies before The Black Death
Tenancy arrangements in the township of SHADFORTH in 1183 are typical of many of the settlements on these estates.
SLIDE THREE – BONDLANDS AT SHADFORTH 1183
Each bondman held a large tenement of 30 acres.
Part of the bondman's rent was paid in the form of work on the lord's demesne amounting to an onerous 144 days per year. In addition, his whole family, except his wife, had to perform 4 boon works during the busy harvest period, and to complete several other specific tasks such as reaping, ploughing and harrowing, mowing and helping construct booths for the St. Cuthbert''s Fair in Durham.
Then there were additional payments in goods and cash.
The tenancy terms were not universal on the Bishops' estate, however. At Tursdale, for instance, the bondmen held their 30 acre tenements for 5s rent per annum, 2 hens at Christmas and 20 eggs at Easter, ploughing and harrowing an acre of the lord's demesne, and 4 boon works at the harvest with two men.
Effects of The Black Death
SLIDE FOUR – BONDLANDS AT SHADFORTH 1381
Things changed dramatically on many manors following the catastrophe of the Black Death, which hit the North East in 1349.
The relationships between many landlords and tenants also changed.
The demand for labour was far greater than the available supply and lords were willing to remove many of the old labour services, replacing them with cash payments.
Looking at the situation for bond tenants in Shadforth in 1381, some three decades after the Black Death devastated England, we see how all the rent for each of the 18 bondlands in terms of work services for the lord and payments in kind have now been converted to payments in cash.
SLIDE FIVE – TOWNSHIP OF SHADFORTH 1381
With the population halved, labour became scarce and many lords abandoned their demesne lands, letting them out to tenants instead of working them themselves.
The old perks of lordship - the mill, the forge, the brew-house and the bakery, were often leased to entrepreneurs in return for money rents.
SLIDE FIVE – TOWNSHIP OF SHADFORTH 1381
Free tenants There were three free tenants in the township, each holding a farm steading and relatively small parcel of arable land.
Bond tenants and engrossing
Until the 1350s, it was usual for a tenancy to be held for life and on the death of a tenant, the holding would pass to his widow and then to his eldest son or nearest male kin. However, after the Black Death, shorter leases became common, along with the practice of holding multiple tenements. This practice was known as engrossing. By 1381, some of the bondmen were holding more than one bondland, which shows evidence of engrossing.
Cottagers
You can see that one of the two cottages was originally the township's common forge, which had now fallen out of use through lack of local skilled craftsmen.
Exchequer Lands
The exchequer lands are a unique feature of the estates of the Bishop of Durham.
The Bishop of Durham responded to the changing circumstances in a way that was unique to his estates in the North East by creating a new form of tenancy; the Exchequer Land.
The Exchequermen held their small tenements in return for cash rent paid directly to the Bishop's Exchequer.
The Example Of Bingfield
Bingfield provides another illustration of the situation on an estate in transition in 1379, thirty years after the Black Death devastated England. –
SLIDE SIX - BINGFIELD
The demesne lands of the manor grange have been leased out to a co-operative of three tenants, and the mill, brew-house and one of the farms have all been let out for cash rent.
Engrossing at Southwick, Sunderland
As another example, in the 1340s, Southwick in Sunderland had 2 freeholders, 10 bondmen each with 48 acres, and 3 cottagers with 6 acres each.
By the md-15th century, there were still 2 freeholders, one with 14½ acres the other with 87, and 3 leaseholders with farms of 96, 144 and 205 acres respectively. The bond-lands and cottages have been absorbed into these new large tenancies.
The Golden Age of The English Peasant
As a result of these changes, the 15th century came to be known as the 'Golden Age of the English peasant'. It was in this period when we see the rise of the substantial yeoman farmer, who was to become the essential element of English rural society over the next four centuries.
REFER TO COATHAM MUNDEVILLE HANDOUTS
In summary we can look at the detailed accounts of Coatham Mundeville, on the Bishop of Durham's estate in south central Durham, which provide an illustration of a manor operating in the period when the effects of the Black Death were beginning to force changes in the running of an estate.
BOROUGHS
SLIDE SEVEN - LIST OF BOROUGHS
Boroughs were created by the Crown, and by great barons, either lay or ecclesiastical. Most were founded in the 12th century and brought revenue to their lord from rents and from duties and tolls levied on commercial transactions.
Where were boroughs created?
1) Around baronial castles (such as Barnard Castle or Warkworth), to attract craftsmen and tradesmen to supply the goods and services needed by the lord's household.
2) Around an ecclesiastical establishment (e.g. Durham, or Canongate in Alnwick).
3) At a traditional centre of routes at a river crossing or valley (such as Wooler, Corbridge and Haydon Bridge).
4) Ports, like Alnmouth, Hartlepool and Warenmouth.
5) In a few cases, multiple boroughs were created in the same locality. For instance, in Durham there were 4 boroughs (Durham, Gilesgate, Crossgate and Elvet); Alnwick and Canongate; Warkworth and its New Borough; Bamburgh and Spitalgate. Subsidiary boroughs were not usually allowed to have their own markets or fairs, in competition with the greater borough.
The essential features of a borough:
1) Burgage tenure – The burgage tenements were held in perpetuity, for money rent, called landmale, free of services to the lord. Burgage tenure gave the tenant the freedom to produce and sell, his goods, and the stability of the holding allowed him to invest in and develop his business.
2) A Borough Court was run through the landlord's bailiff or by the burgesses themselves., regulated the affairs of the Borough.
3) Burgesses were exempt from the jurisdiction of the King's Sheriff of the County.
Other features that were common to some, but not all boroughs:
1) The right to hold weekly markets and annual fairs
2) The right to establish craft, trade or merchant guilds to protect the interests of the burgesses
3) A certain amount of self-government in return for an annual cash payment. The level of autonomy depended on the lord, varying from no trade guild, no town officers and only vague privileges in Corbridge to a full county status by 1400 for Newcastle.
4) Certain local customary privileges. For example, in Alnwick, burgesses had free use of stone, lime, slate and clay from Haydon Forest and Alnwick Moor, and were exempt from tolls and stallage.
5) The freedom for burgesses to farm some of the basic revenues of the borough.
6) The right to construct defensive walls round the borough. However, only 6 out of the boroughs in the North East constructed walls, despite the proximity to the Border. | <urn:uuid:8bc8fba2-d42e-438f-883b-b27ff1e577aa> | CC-MAIN-2018-26 | http://explore-northumberland.co.uk/Session%203%20-%20Barony,%20Township%20&%20Farmstead.pdf | 2018-06-24T04:52:35Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00593.warc.gz | 107,026,192 | 5,295 | eng_Latn | eng_Latn | 0.997735 | eng_Latn | 0.998426 | [
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TAKE IT TO THE MAT
A NEWSLETTER ADDRESSING THE FINER POINTS OF MATHEMATICS INSTRUCTION
Math Audit Team Regional Professional Development Program October 30, 2000 — Elementary Edition
How we compute and apply mathematics has much to do with the number system we use. Nearly every number system since man began to do mathematics has had two basic building blocks: numbers and numerals. Later, the notion of digits appeared—the present-day system is derived from the Hindus and Arabs. This issue of Take It to the MAT is a discussion of the differences between numbers, numerals, and digits.
As you read through this, an analogy to consider is how we use language. A cat is a furry animal with pointy ears and a long tail. The word "cat" is a way to represent the idea of that furry animal in written form. When we read "cat", our mind pictures the animal. The word is composed of letters, which are symbols representing sounds. We say the first letter of the word is "c". Just as words are composed of letters and represent things, actions, etc., numerals are composed of digits and represent numbers.
Number is simply the concept of quantity, a result of counting. From the time our earliest ancestors walked the Earth, there was a need to compare relative sizes of sets. Were there as many animals in a herd as men in a hunting party? Thus was born the concept of number. The need to quantify groups of things is the basis of numerical systems. Number is the concept of quantity.
Once man had developed this abstract notion of number, a method to express it in written form was needed. Symbols were devised to represent numbers. These symbols are called numerals.
The earliest numerals were simple tally marks. The Egyptians used for 1, for 10, and for 100. The Romans used I to denote 1, V to denote 5, and X to denote 10. Combining these symbols generates representations for different numbers—XVII represents 17. The Egyptian numeral is shown at right. Roman and Egyptian numerals are additive systems, that is, the numbers corresponding to each symbol are added (with some exceptions in the Roman system).
We all have experience with Roman numerals (see the bottom of this page) and we describe them as just that: numerals. We do not call them Roman numbers, which is awkward as well as incorrect. Number is the concept of quantity and is the same in all number systems.
Our system is a positional system, or more commonly, a place-value system. Each position in the numeral contains a symbol, that symbol describing how many of the value of that place are in the number. The value of each place depends on the base of the system. We use a base ten system where each place is a power of ten—ten times the value of the previous place. Thus, the number seventeen—a quantity—is represented in written form by 17, one ten and seven ones.
But what are "1" and "7"? They are symbols that are used throughout the numeral, sometimes repeatedly. We call them digits. Digits are the symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. In the Roman system, "I" is one one and "X" is one ten. Two symbols for one, in a sense. Yet we use the symbol "1" for both one one and for one ten, depending on where we place it.
When we write 153, that is a numeral. It represents the quantity one hundred fifty-three and is composed of the digits 1, 5, and 3. We say that 1 is the digit in the hundreds place. We do not refer to the "number" in the hundreds place, but the digit. | <urn:uuid:c192d363-3658-4a5b-a62f-aa27ba07f72e> | CC-MAIN-2018-26 | http://rpdp.net/admin/images/uploads/175E-Digits,Numbers,andNumerals.PDF | 2018-06-24T04:57:15Z | crawl-data/CC-MAIN-2018-26/segments/1529267866358.52/warc/CC-MAIN-20180624044127-20180624064127-00592.warc.gz | 286,324,060 | 826 | eng_Latn | eng_Latn | 0.998668 | eng_Latn | 0.998668 | [
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A Short Introduction to Diagrams
This is the 4-page section on diagrams that I contributed to Oliver Caviglioli's 2019 book Dual Coding with Teachers.
In it, I look at:
* what diagrams are
* how they can be used
* the different ways elements and relationships can be represented in diagrams
* some diagram archetypes
* a process for creating diagrams
* some tips for creating diagrams.
Dual Coding with Teachers book
Dual Coding with Teachers provides a fascinating introduction to the benefits of combining text and visuals.
It's also a very practical book with exercises and tips for developing graphic skills.
While it's directed to teachers, much of the book is relevant to anyone with an interest in using visual explanation.
UK Amazon link / US Amazon link.
Further reading from my website
An article on 'The Power of Diagrams' A paper that includes a section on knowledge structures
I am writing an article about knowledge structures at the moment. If you'd like to be notified when it's published, please follow me on Twitter or subscribe to my newsletter.
Francis Miller
www.francismiller.com
FRANCIS MILLER
Diagrams allow learners to understand the structure of an explanation at a glance.
Job: Information/instructional designer Subject: Using diagrams to improve the quality of thinking, explaining and remembering Organisation: Self-employed
The importance of diagrams
All knowledge has structure. Each description, concept, idea or argument is made up of different knowledge elements which are deliberately structured in a way that will best express the meaning that the speaker or writer is intending to communicate.
Making sense of any knowledge requires understanding the structure of the explanation. However the linear nature of both the spoken and written word means that learners have to sequentially construct their own
204
understanding of how the different elements of an explanation relate to each other. This often demands more cognitive energy than being able to read off the structure of an explanation from a diagram in seconds..
Understanding diagrams
A diagram can be defined as a visual representation of the relationship between different elements or, to put it another way, as a visual representation of how individual parts relate to a particular whole.
The components of a diagram
Diagram
Individual
elements
Relationships between them
=
+
Given that almost everything can be expressed in terms of individual elements and the relationships between them, it means that almost anything can be described using a diagram 1 .
While diagrams are capable of conveying meaning with precision, economy and elegance, they generally need to be accompanied by spoken or textual explanation so that learners are given all the detail required to get the most out of a diagram.
The uses of diagrams
While diagrams are already widely used in education, I believe there is potential to use them even more extensively.
There are three particular ways in which diagrams can prove useful.
Thinking: a description or argument that looks solid when written down can suddenly reveal numerous holes when you start to create a diagram and then realise that you are not as clear on the relationships between elements as you thought you were. Diagramming relationships demands an explicit clarity that can get missed when one is just using words.
Explaining: diagrams can be particularly helpful for explanation because they allow teachers to move easily from the big picture to the detail and then from the detail back to the big picture. This helps learners to organise their knowledge and to develop richer schemas.
Remembering: the visual nature of diagrams can make it much easier for students to remember ideas and concepts than when they are solely described in text. The coherence and clarity of diagrams often demand less cognitive effort to memorise.
Representing elements and relationships visually
Individual elements
Relationships
There are many different types of elements that can be described in diagrams 2 . They include:
* individuals
* groups
* objects
* concepts
* ideas.
Descriptions of elements can use words or different types of visual representations — or a combination of both approaches.
There are also many different types of relationships that can be described in diagrams. They include:
* causation (causes/results from)
* time (before/after/progress over time)
* actions (done by/done to)
* sequence (prior step/next step)
* hierarchical position (contains/is a part of).
There are three main categories for describing how relationships can be represented in diagrams: connectors, positioning and miscellaneous. Each example in these categories can either be used individually or in combination with other examples.
Words
Geometric shapes used as containers (eg. circles, rectangles, ovals) Pictorial illustrations Icons
Elements
Connectors
Lines with/without
arrows
Descriptive words
Arithmetical symbols
(+/-/=)
Use of different sizes of container Use of colour/shading Use of brackets to show different levels
Miscellaneous
Positioning Positioning
Varying proximity/distance of elements Alignment/lack of alignment of elements Nesting elements within other elements Intersection of elements (as in Venn diagrams) Adjacency (touching) of elements
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Diagram archetypes
There are several standard structures that we use to explain the world and to order our knowledge, such as classification, causal explanation, story, argument, sequence and relationships. Visual representations of these standard knowledge structures can be described as diagram archetypes 3 . Below are many of the key archetypes.
Taxonomy A visual classification of elements relating to a particular topic, generally shown in a hierarchical format. Useful for explaining how different parts of a curriculum fit together.
Timeline A listing of events or outcomes shown in order of occurrence. Useful for being able to see at a glance how events or outcomes are spaced across time.
Story A map of the events and experiences that occur as a story develops. Useful for showing the progress made and setbacks encountered by the protagonist.
206
Causal explanation An explanation of the causes that lead to a particular outcome. Useful for showing the outline of complex causal structures.
Argument/case A description of the reasoning that leads to a particular conclusion. Useful for showing the main and subsidiary strands that make up an argument.
Process/sequence A visual description of the steps involved in a particular process or sequence. Useful for showing students the steps needed for learning particular skills.
Description An explanation of the parts that make up a particular whole. Showing components visually often highlights them more effectively than a simple text list.
Content structure A visual depiction of how a piece of content (like a lessson or a book) is structured. Useful for showing learners how specific detail relates to the wider context.
Relationships A description of the specific relationships between individual elements. Useful for showing the relationships between characters in a novel or a play.
References
1. Diagrammatic Reasoning in AI ,Robbie Nakatsu (WileyBlackwell, 2009), 303. 2. ibid. 3. James Kalbach used Experiences: A Complete Blueprints and Diagrams
this term in a slightly different context in his book Mapping Guide to Creating Value through Jouneys, (O'Reilly Media, 2015), 225.
A process for creating diagrams
1. Decide on your objectives
2. Itemise the individual elements
3. Work out the relationship between elements
Decide what you want to achieve with your diagram. What size of topic do you want to cover? What do you want your students to learn from the diagram?
4. Leave for a period and then return
Take an extended break and, when you return to the diagram, see if it still makes sense. Make any changes needed. Then continue this process until you are happy with the result.
Tips for creating diagrams
Start with a pen or pencil and paper
Many people find that it's more satisfactory to work on their initial drafts with a pen or pencil and a pad of paper. Personally I find ideas flow more easily this way. Then, if you want, you can produce the final version on a computer. You can also use sticky notes if you're going to be moving elements around frequently.
Write down all the individual elements that you want to include in your diagram. You may well need to add in a few more elements or take a few out as your diagram progresses.
5. Assess for effectiveness and complexity
Assess your diagram for how well it meets your objectives. Also check whether it is likely to confuse readers with excessive complexity. Make any changes needed.
Be flexible about how long the process takes
When you know a subject well and the topic is simple, you may be able to create a new diagram in a few minutes. When the topic is complex and you're using the diagram to think through new ideas, the whole process (including breaks and returns) can take days, weeks or even months.
Start working out how the elements relate to each other and how the relationships can best be expressed through the use of connectors and/or positioning.
6. Create the final version
Decide how you want the final version to look. Will it work hand-drawn or will it look better produced in a program like Powerpoint? Create the final version and show it to your students.
Break down complicated diagrams
If your diagram becomes too complicated, break it down into different levels of detail. Start with a diagram that includes all the top-level categories and the relationships between them. Then create subsidiary diagrams for each top-level category with the sub-elements and their relationships.
Further tips for creating diagrams
Ask for feedback Show your draft diagram to some of your colleagues. They will often be able to spot something that you've missed or that's unclear.
Collect ideas Keep a collection of the diagrams you most like (in photographs, hard copy or screenshots) and look at them for inspiration before starting a new diagram.
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Social Presence and Interaction in the Online Classroom
"Social presence is defined as the ability of participants in a community to project themselves, socially and emotionally, as real people through a medium of communication," (Garrison and Anderson, 2003).
In thinking about a community of learners, let us tie in one of the major themes of Lev Vgotsky's Social Development Theory. Vygotsky's theory asserts that "social interaction plays a fundamental role in the process of cognitive development." In essence, social presence is a critical element in the learning process.
Social Presence and Interaction – the Instructor
The course is all built, the students are busy working on assignments, now what do I do? As a new online instructor, or even one that has been teaching online for some time, there are many ways to provide "presence" in your online course.
Finding opportunities to communicate with your students in the online environment can seem challenging at first. Think about all the ways in which you connect to your students in the faceto-face environment and then begin to translate these ideas to online. You will find many opportunities to engage and be present. Your role as the instructor in the online environment is every bit as important (if not more!) as it is in the face-to-face classroom.
Be thinking of ways in which you can design your course that supports these four types of interaction:
1. student-to student (ss)
2. student-to-teacher/teacher-to-student (ts)
3. student-to-content (sc)
4. student-to-the-world (sw)
Opportunities may include: sharing of personal stories and experiences, frequent feedback, and continuous conversation.
Sharing of Personal Stories and Experiences
- The icebreaker/creating classroom community
It is essential to set the climate from the start of class. In the online classroom, you can provide engaging opportunities for students to introduce themselves to you and their classmates.
Examples:
o A discussion forum where each student makes an introductory post and reply (ss) (ts)
o A wiki where each student provides their name, major, hopes for the class, etc (ss) (ts)
o A community bulletin board (try www.padlet.com) where each student posts their introduction on a class 'wall' (ss) (ts)
o A class metaphor (i.e.: food, running, diving, etc.) to engage students by asking them to post their favorite "food" or exercise activity, etc. (ss) (ts) (sw)
o A collaborative Google slide presentation where each student takes a slide to introduce themselves with text, images and/or video (ss) (ts)
o Ask students to submit introduction videos of themselves using their favorite mobile technology such as VoiceThread or Vine (ss) (ts) (sw)
- Posting/Blogging – if you are asking your student to make blog posts, use this method to communicate key concepts, reminders, and current events with your students. (ss) (ts)
- Office hours – encourage just as you would in face-to-face (you can even offer extra credit to encourage them to attend at least one). (ss) (ts)
Frequent Feedback
- The weekly email – emailing your students a weekly summary provides connections, summarizes the week, gives a preview of the next week, offers tips/suggestions, what went well, what could improve, point to exemplary student work, and encourage students to interact. (ts)
Examples:
o " After you post your YouTube URL to the Class Blog, don't forget to also paste the URL in the designated Moodle assignment area so you can receive a grade."
o "The first quiz was a bit 'rocky', however, the technical issues have been fixed for the next quiz."
o "Take a look at the Weekly Check-in Video on our class blog.
- Office hours – encourage each student to join you for office hours, just as you would in a face-to-face class.
o Require each student to contact you at least once during the course. This can be via chat, video (Skype or GoogleHangout) or any other method that supports synchronous conversation. (ts)
o Offer extra credit to encourage them to attend at least one session. (ts)
Continuous Conversation
- Ask a Trivia question related to a concept to get students engaged (ts) (ss) (sc)
- Post a link in the discussion forum to a current event/article that relates to course content and ask for feedback (ts) (ss) (sc)
- Provide opportunities for discussion, maybe a thought-provoking question to elicit student discussions. (ts) (ss) (sc)
- Including opportunities for collaboration, such as group projects and team discussions that ask students to explore the world around them (ss) (sc) (sw)
- Offer a poll where you ask students' opinions on something related to the course/topic (this can be really fun!). (ts) (ss) (sw)
- Mention the Student Corner ("commons area" for off-topic discussions) and offer some guidance on the purpose. (This engagement is extracurricular but it can help students build relationships that are advantageous inside the classroom. (ss)
As the instructor, it is important to provide space and encouragement for continuous 'conversation' that supports cognitive processes. Model what you are asking your students to do, so be sure to add/post/create just as they are doing. Then, reply to students' posts and welcome them individually to make that initial connection.
Social Presence – the Student
You are in the online course, working on assignments, now how do you 'meet' your classmates and get the sense that you are not alone? The online student is every bit as responsible for the social presence and interaction in the classroom as is the instructor; it is a two-way communication. Students will find that increasing their participation level also increases their motivation, which is likely to contribute to success in the course. Let's take a look at similar methods to engage: sharing of personal stories and experiences, frequent feedback, and continuous conversation.
Sharing of Personal Stories and Experiences
- Participate in the icebreaker activity and meet at least one other classmate that you can connect with throughout the course
- Use the course discussion forums and/or blogs to share your experience with classmates and instructor (ss) (ts)
Frequent Feedback
- Use the course discussion forums and/or blogs to communicate with classmates and instructor (ss) (ts)
- Use the instructor's office hours on a regular basis (ts)
- Read all course communication thoroughly so you don't miss out on important announcements/information. (ss) (ts)
Continuous Conversation
- Have a course-related question? Ask it in the course discussion forum. Know an answer to a classmates' question? Answer it! (ss) (ts)
- Want to find out if any of your classmates live in your area and know of any housing available? Ask in the Student Corner forum. (ss)
- Communicate regularly with your group members; they are your lifeline in the course. (ss)
- Respond to class polls and discuss thoughts with classmates/instructor (ss) (ts)
Resources:
Garrison, D. R., and T. Anderson. 2003. E-learning in the 21st century: A framework for research and practice. New York: Routledge Falmer.
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Submitted by:
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Office of Academic Communications & Assessment
CIESE Executive Director Beth McGrath Brightens America's Future in STEM
"We teach what we test and we test what we value." This adage informs the work of Beth McGrath, Executive Director of the Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. McGrath is devoted to strengthening education in Science, Technology, Engineering, and Mathematics (STEM) fields at the primary and secondary school levels. Through its integrated approach in which students engage in
scientific inquiry, problem-based learning, and engineering design challenges, CIESE gives teachers the tools they need to influence the innovators of tomorrow.
Under McGrath's leadership, CIESE has become a national leader in K-12 engineering education and STEM education research. It was most recently honored as a recipient of the 2011 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM). Since 2004, the organization has garnered $26 million in grant funding, including five National Science Foundation (NSF) grants. Through initiatives like PISA and PISA 2 , the CIESE team is providing resources and instruction for educators to shape the future. CIESE has had an impact on over 30,000 educators and annually engages nearly 100,000 students in 35 countries through its online classroom projects in science and engineering.
CIESE collaborates with K-12 and university educators, researchers, policymakers, and educational organizations to develop curriculum materials, conduct professional development programs, and research new methodologies to strengthen STEM education. The Center's most recent project is the Partnership to Improve Student Achievement in Physical Science: Integrating STEM Approaches (PISA 2 ), made possible by a five-year, $11.5 million Math-Science Partnership Grant from the NSF. The five-year program will impact 12 diverse New Jersey Schools with the goal of strengthening STEM programs in elementary and middle schools statewide. In
total, PISA 2 will impact 87,000 students and 570 teachers, administrators, and Stevens students.
In a nation in which so much prosperity has been created by investments in research and development, it is surprising to find that STEM fields are lagging behind other nations. Yet, the National Assessment of Educational Progress (NAEP) has found that 43 percent of U.S. eighth graders failed to show basic science proficiency. That number was 35 percent in New Jersey. President
Barack Obama has stressed that continued advancement in science and technology are crucial for the economic prosperity of the United States as it loses workers to overseas competition not only in manufacturing jobs, but also in administration, finance, engineering, and research.
One challenge McGrath works to overcome is simply getting students interested in STEM fields. Studies have shown that 85 percent of economic growth per capita is due to technological innovation. However, only 4 percent of students pursue a technical field. "That's a big burden for a small percentage of the population," McGrath says. "In order to create a workforce that is able to have the skills and the technological background in all the STEM fields, we have to do more at earlier stages to ensure that number can be a larger percentage of the population."
McGrath has worked toward this since she came aboard CIESE in 1993. She joined the program as Deputy Director under Founding Director Dr. Ed Friedman, when CIESE programs focused on exploring applications of math software to strengthen teaching and learning in middle and high schools. As technology evolved, CIESE began to pioneer use of the Internet for "unique and compelling" learning opportunities, such as engaging students in global telecollaboration on science investigations and using Internet-based real time data from research, government, and commercial databases such as those used by practicing scientists and researchers. McGrath was named Director of CIESE in 2004. A year later, she steered CIESE toward the then-nascent field of K-12 engineering. "K-12 engineering has become a major part of CIESE's overall portfolio of programs and research," McGrath says.
To test what we teach, we must first teach the teachers. PISA 2 is a scale-up of a previous program, Partnership to Improve Student Achievement (PISA), a collaborative effort involving 50 teachers from 22 New Jersey schools, which has shown dramatic learning increases in science and engineering for elementary teachers and their students. PISA 2 , an $11.5 million, five-year grant from the National Science Foundation, aims to provide teachers with deeper science content knowledge, research-based instructional materials, and an understanding of how students learn science and engineering. The idea is to educate and provide resources for teachers, who in turn are better prepared to engage and facilitate their students' learning in STEM fields. The results speak for themselves: in the third year of the original study, PISA students had a 46 percent increase in post-test scores, versus a 17 percent increase for a similarly matched group of students whose teachers were not part of PISA.
Another initiative that McGrath launched and the CIESE team led, Engineering Our Future NJ, provided professional development to more than 3,300 educators in 1,500 schools in 465 public school districts and 182 private schools in all of New Jersey's 21 counties. "The EOFNJ initiative's goal was to ensure that all K-12 students in New Jersey would have an engineering experience as a core part of their education – not only as an elective or extracurricular activity," McGrath says. Though the grant funding for the program has ended, McGrath says it continues to garner positive buzz in K-12 schools. "We're getting a lot of requests to deliver teacher workshops on K-12 engineering programs," she explains. "Many schools throughout the state are starting to meaningfully engage in K-12 engineering programs," McGrath says, "and that's a recent development."
K-12 engineering is gaining prominence on the national level as well. McGrath was recently appointed to the Standing Committee of the National Assessment of Education Progress NAEP 2014 Technology Education Literacy Assessment, the first ever national assessment of engineering literacy to be administered at 8th grade. Advances like these, she says, bode well for the future. "It's a sign of the times that engineering is coming into its own. It still has a way to go in the K-12 world, but it's making progress."
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Contents
1. Understanding 'peace'
2. Personal interpretations of peace:
I. Project G
II. International Youth Conference for Peace in the Future (IYCPF) 2017
3. Reflections on peace
What is 'peace'?
Peace has multiple meanings.
Interpretations differ from person to person, peace transcends genders, generations, nationalities and faiths.
Peace can also occur at a range of scales: individually / collectively or nationally /internationally.
What is 'peace'?
Embedding a 'culture of peace' requires:
Education;
Sustainable development;
Human rights;
Gender equality;
Democratic participation;
Understanding, tolerance and solidarity amongst citizens and between nations;
Participatory communication and the free flow of information;
International peace, continued disarmament and security (de Rivera, 2004).
Personal interpretations of peace
'Project G':
Shared the memory of the atomic bombing;
Explained the symbolism of the Gingko tree;
Engaged with school children to communicate an overarching message of hope, resilience and peace.
Personal interpretations of peace
'Project G':
Has instilled in a young generation the importance of moving towards a nuclear free and peaceful world.
Has an annual legacy that continues to facilitate events that spread the message of peace.
Personal interpretations of peace
IYCPF 2017:
We remembered and reflected on the events of 6 th and 9 th August 1945, contextualising their importance in contemporary society.
We were asked: what is the meaning of peace? What are the obstacles to peace? And what can we do – as young people - to work towards a more peaceful
world?
Personal interpretations of peace
IYCPF Hiroshima Appeal 2017:
The value of community can overcome perceived cultural divides;
More holistic and sustainable approaches to life are essential to ongoing peace;
An openness to communicating with – and learning from – one another would enable collaborative efforts for peace.
Personal interpretation of peace
IYCPF 2017 Legacy:
Shared my experiences with officers at Manchester City Council.
Engaged with children from 4 primary schools across Manchester about the events of 1945 and developed bespoke 'peace plans' with them.
Reflections on peace
My experiences have shown me the value of working towards peace by any means possible.
We all have a role to play in advancing the message of peace within our schools, universities, organisations and societies as a whole.
By understanding our differences we can forge relationships and work towards establishing a collective 'culture of peace'. | <urn:uuid:6d88195a-c85e-41e9-b085-967a0336a4b3> | CC-MAIN-2022-40 | https://www.mayorsforpeace.org/wp-content/uploads/2018/file-06_Manchester.pdf | 2022-10-02T09:43:42+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00069.warc.gz | 921,398,787 | 569 | eng_Latn | eng_Latn | 0.963819 | eng_Latn | 0.993718 | [
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"To provide education and leadership in the conservation and sustainable use of soil- and water- related resources through cooperative programs that protect, restore and improve our environment."
SUMMER ISSUE:
* Invasive Weed Cost-Share Program for Private Landowners
* Effective Management for Orange Hawkweed
* NRCS Soil Survey Update
* Scheduled Trail Work for this Season
Board of Supervisors
* Chris Rainwater, Chair
* Jim Van Oss
* Devony Lehner
* Otto Kilcher
* Pete Roberts
District Staff
* Tara Schmidt, District Manager
* Blaine Spellman Invasive Plant Specialist
* Alder Seaman, Trails Coordinator
* Al Poindexter, Education Coordinator
HOMERDISTRICTL AU N C H E S I N VA S I V E P L A N T E R A D I C A T I O N P RO G R A M S
Invasive Cost-Share Program: Homer District has ambitious plans for the next two seasons that will assist private landowners in both developing and implementing management plans for control of non-native invasive weeds. The U.S. Fish and Wildlife Services' Partners for Fish and Wildlife Program has funded the Homer District to establish a cost-share program that will control non-native plants on private lands. To qualify for cost-share reimbursement, landowners will work with a District employee to determine the invasive species present on their property, the extent of those infestations, and the infestations' potential to threaten wildlife habitat. With this information, the Homer District will develop an integrated management plan (IPM) for the landowner to control their non-native invasive weeds. District staff will provide technical assistance to ensure efficient and cost-effective management.
The District has developed a protocol to prioritize funding, which will determine the percentage of cost-share reimbursements a potential project will be eligible to receive. This prioritization will take into account the type of non-native invasive weed on the property, the size of the infestation, the location relative to critical habitat, and the expected contributions control will have on the protection and/or restoration of wildlife habitats. Interested landowners who would like to address invasive species on their property should contact our office to schedule a site visit.
Weed Crew : In addition to the cost-share program, the Homer District has received funding through the American Recovery and Reinvestment Act to employ a field crew of 3-4 invasive plant technicians. These "weed-warriors" will mechanically remove invasive plants that border sensitive wildlife habitats and enhance earlydetection and rapid response (EDRR) efforts across the Kenai Peninsula. The weedwarrior crew will collaborate with Cooperative Weed Management Area partners to provide on-the-ground invasive weed control, inventorying, and mapping of new invasive weed infestations across the Peninsula. This summer's work load for the crew will be targeting infestations for control, focusing on species such as white sweetclover, common tansy, reed canary grass, canada thistle, japanese knotweed, and perennial sowthistle.
This "weed warrior" crew will focus on detection of new invaders on the Kenai Peninsula. New invaders are uncommon species that have a high potential of impacting natural ecosystems.
T HE O RANGE I NVASION H A W K W E E D I N Y O U R L A W N A N D G A R D E N
Summer is here and all around we see faces full of smiles and hear grand aspirations for lawns and gardens. Not to dampen anyone's optimism, but we are also observing the first sprigs of this year's nonnative invasive weeds. HSWCD does care about controlling non-native species because they represent one of the world's largest impacts to biodiversity and genuinely threaten Alaska's unique ecosystems and subsistence resources.
In 2007, Homer SWCD worked cooperatively with a homeowner on Diamond Ridge whose lawn was overrun with hawkweed. After consulting with experts, we decided an integrated management approach was best for controlling hawkweed infestations. Our approach involved application of fertilizer, broadleaf herbicide, turfmix grass seed, and regular mowing. The application of fertilizer, turf-mix, and mowing were done to stimulate
Some invasive weeds are more costly to the environment and to your pocketbook then others. Orange hawkweed (Hieracium aurantiacum) is a particular menace here in Homer. Easily identified, orange hawkweed is the only weed in Alaska with an orange flower. Hawkweed is a non-native herb that was brought to Alaska to give color to home gardens. Unfortunately, hawkweed has escaped cultivation and is now spreading like wildfire on lands that surround Homer. For instance, several acre sized patches of hawkweed have been reported on Skyline Drive and Diamond Ridge. Smaller spot infestations are popping up all over lawns in Homer. Once established, hawkweed can quickly develop into monoculture, out competing turf grass and native plants alike.
The typical hawkweed invasion goes like this, "I saw a beautiful orange flower in my lawn and decided to mow around it. In one year that small orange spot grew to a patch and I began to get worried. I mowed the patch and then it got worse. What do I do?"
Controlling hawkweed is difficult because it spreads underground via rhizomes and can re-sprout from impossibly small root fragments. As a result, if you try to control hawkweed by mowing alone, it only makes the problem worse. You can pick the flower heads to prevent them from going to seed but those pesky rhizomes will keep spreading and choking out desirable vegetation. Because hawkweed threatens our local ecosystems and is difficult to get rid of it HSWCD developed a management strategy to control this pest.
Orange hawkweed is a non-native plant that is rapidly spreading throughout Homer.
grass growth and increase grass competition with hawkweed. The broadleaf herbicide targeted and controlled the hawkweed and had minimal impacts to the burgeoning grass population. After two years, the landowner reported that 98% of the hawkweed in his lawn was controlled.
Controlling invasive species takes vigilance and sustained effort. Gaining the upper hand on a large hawkweed infestation will likely take 3 to 5 years of hard work. However, the reward means protecting your lawn and garden from invasion. Furthermore, managing weeds in your lawn will help prevent invasion into sensitive ecosystems.
For more information on HSWCD's hawkweed control program, please contact our office. Before applying any herbicide please contact us or the Cooperative Extension Service for recommendations. Remember, too much herbicide can be a terrible thing for Alaska's fish, wildlife, and your families well being.
SNOW SURVEY SCHOOL IN THE HOMER DEOMSTRATION FOREST
In early April, employees from the Homer Soil and Water Conservation District and the Homer Field Office teamed up to teach 25 local 3 rd graders about snow survey efforts in the Homer area. The kids took a field trip to the Homer Demonstration Forest and hiked around the interpretive nature trail on snow shoes. One stop along that trail is a snow survey course, where District Manager Tara Schmidt and Range Conservationist Karin Sonnen met the class and discussed the importance of knowing information about the snowpack.
The kids learned about the snow sampling kit including the special scale that measures inches of water, and how to sample the snow to discover the amount of water there, waiting to melt in the spring. They each had an opportunity to take a sample of the snow, read the scale, and determine the equivalent amount of water.
Karin Sonnen, NRCS Range Specialist, demonstrates snow survey sampling techniques to a group of 3rd grade students from West Homer Elementary School
Additional topics discussed were the scientific process and the importance of multiple samples and repeatability, how a thin layer of volcanic ash affects the snow, wildlife needs involving access to feed in the wintertime, and melt water flow and its results effecting soils, plants, reservoirs, rivers, and fish habitat.
HOMERF FA S T U D E N T S T R AV E L T O D C F O R L E A D E R S H I P T R A I N I N G
Homer FFA Chapter recently sent 4 of its members to attend the National FFA Organization's Washington Leadership Conference. This workshop was an all expense trip earned through the teams second place finish in the Natural Resources competition last fall at the National FFA Convention. The conference is a five-day event that trains FFA members to make a positive impact in their school, local community, state and country. Civic participation and the value of community service is a focal point of the training.
Attending were Homer High School students Ben Blue, Corrine Ogle, and Connections student, Lilli Connor and alumni Katie Connor. In addition to 5 intensive days of workshops and training sessions there was some time to visit out National landmarks and outstanding museums.
FAA Advisor Al Poindexter with State Officers Corrine Ogle and Ben Blue on a recent trip to Washington DC
DEVELOPINGAMA NA G E M E N T P RO G R A M F O R R E E D C A N A RY G R A S S
This summer the Homer District will be completing a 3-year EPA funded project that both assesses the extent of reed canary grass on the Kenai Peninsula and determines an effective treatment for reed canary grass control. This invasive was first introduced to the State of Alaska as a forage crop. It was originally viewed as a beneficial crop because of its ability to grow in wet soils. However, reed canary grass is an aggressive non-native plant that has spread into wetlands, rivers and other wet areas across the Kenai Peninsula. Since this invasive has a high rate of transpiration, reed canary grass can dry ponds and severely reduce stream-flow. As reed canary grass has been spotted growing along small salmon streams on the Peninsula, Homer District is concerned about the potential of this invasive disrupting salmon passage and reducing spawning beds.
Efforts will be spent this summer mapping this grass along our salmon bearing steams and their tributaries. The Homer District is also focusing on developing an integrated pest management plan (IPM) to best manage this invasive plant. IPM is an environmentally sensitive approach to pest management, utilizing a combination of control techniques that integrate comprehensive information on the
life cycles of the pest and their interactions with the environment. Last summer we set up several test plots utilizing different control techniques.
Some sites were simply mowed, some others were mowed and sprayed with an herbicide, and some sites were covered with black tarp to block out all sunlight. Though it's a little early to definitively determine the best control technique, results so far are looking promising.
HOMERSOILSU RV E Y C R E W S M A P I T U P I N SW A L A S K A
The Homer Soil Survey office has had a busy and productive early summer. Currently the three soil scientists and three summer hires (botanists) are working on two projects, the Kodiak Archipelago soil survey and the Nushagak-Mulchatna Watershed soil survey. The big news on the Kodiak survey this summer is the welcome addition of the U.S. Fish and Wildlife Service Kodiak National Wildlife Refuge to the list of cooperators. In July and August the survey crew will map 262,000 acres of Native and Federal Refuge lands in the Karluk and Sturgeon River watersheds on Southwest Kodiak. This area is important brown bear habitat and supports important salmon runs. The maps produced, showing the distribution of soil and vegetative landscape components will provide a sound basis for the land managers of this region to make good land use decisions.
CALVIN AND COYLE TRAIL TO GET FACELIFT
The Homer District celebrated National Trails Day this year with a ribbon cutting ceremony at the site of the new trailhead for the Calvin and Coyle Nature Trail. Thanks to funding from the State of Alaska Recreational Trails Grant the Homer District, in collaboration with the Kachemak Heritage Land Trust, will be giving this trail new life.
This once popular community resource has fallen off the local map for accessible day hikes due to a combination of wind throw from the spruce bark beetle infestation, wet soils and lack of general maintenance funding. Trial improvements scheduled for this summer include a trail re-route to drier ground, installation of two-plank boardwalk to cross the wet areas, and an addition of over 1/2 mile of new trail. New trail will be built on the Buxton property, between Paul Banks Elementary and the existing nature trail, a parcel that has been donated to the Land Trust since the original Calvin and Coyle Trail was established. This trail ends at the wildlife viewing platform at the edge of Beluga Lake.
Land Trust will work with staff from Paul Bank's Elementary School to tailor interpretative displays toward elementary age students..
Once trail construction is complete the plan is to install interpretative signs along the nature trail focusing on local ecology. The Kachemak Heritage
The Homer district will be looking for individuals who would like to volunteer some time on this project; if you are interested in community service projects please contact our office.
B E AV E R C R E E K B R I D G E S E T F O R I N S TA L L A T I O N
District Supervisors Chris Rainwater and Pete Roberts flagging a suitable location for a bridge along the Watermelon Trail.
The HSWCD has been awarded a grant from the Department of Environmental Conservation ACWA program to continue trail improvements at the Beaver Creek crossing on the Watermelon Trail off Ohlson Mtn Road. ATV traffic has degraded this crossing, causing damage to important juvenile fish habitat. The District has lined up a bridge for installation upstream of the current crossing location, and is in the process of designing bridge approaches. The SNOMADS, a local motorized trail user group, have helped make the project possible by donating their time and expertise in finding and preparing the bridge structure. The District plans to install the bridge and do a streambank restoration of the old crossing. Our
To find out more about the various programs the Homer District is involved with visit our website at www.homerswcd.org.
UPCOMING EVENTS & DEADLINES
July 10th Signup opens for Invasive Plant Cost Share Program
July 14th HSWCD Board Meeting 5:00 @ USDA Service Center
August 21-23 Kenai Peninsula State Fair
NRCS has a continuous sign up period for both the EQIP and WHIP programs. The next round of application review and funding will be December of 2009.
In partnership with USDA-NRCS the HSWCD is an Equal Opportunity Provider and Employer
4014 Lake Street, Suite 201 Homer, Alaska 99603
Phone: 907-235-8177 x 5 Fax: 907-235-2364 Email: firstname.lastname@example.org www.homerswcd.org
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Chapter 23 Guided Reading
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23.2: A Closer Look: "e-waste: A Growing Environmental Problem" 1: Summarize the problem with ewaste in the United States.-Much of the e-waste is shipped to other countries to be handled with. In US, computers cannot be recycled profitably w/out charging the people who dump them. More profits made when shipping e waste outside us
ID's and Guided Reading Chapter 23 - blogspot.com
Chapter 23 Guided Reading
Chapter 23 The New Deal Guided Reading Answers Download Chapter 23 The New Deal Guided Reading Answers. Carolyn Fluehr-Lobban, Anténor Firmin and Haiti's contribution to anthropology (1850-1911) Anténor Firmin was an anthropologist who pioneered a critical study of race and physical anthropology and developed in his major work, De L'égalité des races
Chapter 23 Guided Reading
Learn chapter 23 guided reading with free interactive flashcards. Choose from 500 different sets of chapter 23 guided reading flashcards on Quizlet.
chapter 23 guided reading Flashcards and Study Sets | Quizlet Start studying Chapter 23 Guided Reading. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter 23 Guided Reading Flashcards | Quizlet
Learn guided reading chapter 23 with free interactive flashcards. Choose from 500 different sets of guided reading chapter 23 flashcards on Quizlet.
guided reading chapter 23 Flashcards and Study Sets | Quizlet
Chapter #9 Chapter 23 Guided Reading. 1. What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. ... Chapter 23 Guided Reading. 1. What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. 1. Define the ...
Chapter #23: Guided Reading - APES
23.2: A Closer Look: "e-waste: A Growing Environmental Problem" 1: Summarize the problem with ewaste in the United States.-Much of the e-waste is shipped to other countries to be handled with. In US, computers cannot be recycled profitably w/out charging the people who dump them. More profits made when shipping e waste outside us
Chapter 23 Guided Reading - Brandon Munoz APES
Chapter #23 Guided Reading. Pg. 520: Treasures of the Cell Phone 1: What are the reasons why e-waste is not recycled more? It is too expensive and there is no cheaper way to recycle it. 23.The Importance of Resources to Society 1: Define the following:
Chapter 23 Guided Reading - APES : By Reymond P.
Post-Reading Quick Check 1. This practice makes the country vulnerable to changes in the price of its main exports. 2. The export of primary goods is less prof-itable than the export of manufactured goods. CHAPTER 23 SECTION 1 STRATEGIES Reading the Section 1. a 6. b 2. a7. 3. b8. 4. a 9. a 5. a 10.a Post-Reading Quick Check Answers will vary.
Name Class Date CHAPTER 23 Guided Reading Strategies 23
Chapter #23.2 Guided Reading Questions The Birth of Jim Crow in the Post-Reconstruction South Know: Redeemers, sharecropping, tenant farming, Jim Crow laws, Plessy v. Ferguson 1. Analyze the data in the lynching chart on page 513. The lynching slowly went down as the years go by. More blacks were lynched than whites in total, by year, it fluctuates.
Chapter 23-26 Study Guides - AP US History
Chapter 23: Circulation Guided Reading Activities Big idea: Circulatory systems Answer the following questions as you read modules 23.1–23.2: 1. In most animals, the _____ fulfills what three functions? ... Use
Page 1/2
your knowledge of the information contained within this chapter's "Big Ideas" to answer this question.
Chapter 23 Guided Reading - 48 Was General Grant good presidential material Why did he win General Grant was not good presidential material This is
Chapter 23: Circulation - Scarsdale Middle School
Chapter 23: The Evolution of Populations This chapter begins with the idea that we focused on as we closed the last chapter: Individuals do not evolve! Populations evolve. The Overview looks at the work of Peter and Rosemary Grant with Galápagos finches to illustrate this point, and the rest of the chapter examines the change in populations ...
Chapter 23: The Evolution of Populations
AP Biology Reading Guide Julia Keller 12d Fred and Theresa Holtzclaw Chapter 23: Evolution of Populations 1. What is microevolution? Microevolution is a change in allele frequencies in a population over generations. 2. What are the three main mechanisms that can cause changes in allele frequency?
Chapter 23: Evolution of Populations - Biology E-Portfolio
Chapter 23 Guided Reading.pdf - Name Date Period AP World History Chapter 23 Reading Questions(PART I "Independence and Development in the Global.
Chapter 23 Guided Reading.pdf - Name Date Period AP World ...
Chapter 23. Political Paralysis in the Gilded Age. 1869-1896 . The "Bloody Shirt" Elects Grant. The Republicans nominated General Grant for the presidency in 1868.The Republican Party supported the continued Reconstruction of the South, while Grant stood on the platform of "just having peace."
Chapter 23: Political Paralysis in the Gilded Age ...
ID's and Guided Reading Chapter 23 Chapter 23: Political Paralysis in the Gilded Age – Big Picture Themes. 1. President Ulysses S. Grant's administration was riddled with corruption. Grant himself was clean, but many others were not and Grant was unwilling to fire them. 2. The political parties fell into the trap of serving themselves more ...
ID's and Guided Reading Chapter 23 - blogspot.com 23.13: Ocean Dumping 1: What are some of the ways that ocean pollution has affected ocean life? Death of marine species, the reduction of dissolved oxygen necessary for marine life, and habitat change that is caused by waste-disposal practices.
Chapter #23 Guided Reading - AP Environmental Science
Chapter 23 Guided Reading - 48 Was General Grant good presidential material Why did he win General Grant was not good presidential material This is
Chapter 23 Guided Reading - 48 Was General Grant good ...
Chapter 23 The New Deal Guided Reading Answers Download Chapter 23 The New Deal Guided Reading Answers. Carolyn Fluehr-Lobban, Anténor Firmin and Haiti's contribution to anthropology (1850-1911) Anténor Firmin was an anthropologist who pioneered a critical study of race and physical anthropology and developed in his major work, De L'égalité des races
Chapter 23 The New Deal Guided Reading Answers
Chapter 23 Guided Reading . 1: What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. 1: Define the following: * Renewable Resources-a resource that is naturally recycled or recycled by artificial processes
Chapter 23 Guided Reading.pdf - Name Date Period AP World ...
Chapter 23: Political Paralysis in the Gilded Age ...
Chapter #23 Guided Reading. Pg. 520: Treasures of the Cell Phone 1: What are the reasons why e-waste is not recycled more? It is too expensive and there is no cheaper way to recycle it. 23.The Importance of Resources to Society 1: Define the following: ID's and Guided Reading Chapter 23 Chapter 23: Political Paralysis in the Gilded Age – Big Picture Themes. 1. President Ulysses S. Grant's administration was riddled with corruption. Grant himself was clean, but many others were not and Grant was unwilling to fire them. 2. The political parties fell into the trap of serving themselves more ...
Chapter 23 Guided Reading - Brandon Munoz APES Chapter 23 The New Deal Guided Reading Answers
Chapter 23 Guided Reading
Chapter 23: The Evolution of Populations This chapter begins with the idea that we focused on as we closed the last chapter: Individuals do not evolve! Populations evolve. The Overview looks at the work of Peter and Rosemary Grant with Galápagos finches to illustrate this point, and the rest of the chapter examines the change in populations ...
Chapter 23: The Evolution of Populations
AP Biology Reading Guide Julia Keller 12d Fred and Theresa Holtzclaw Chapter 23: Evolution of Populations 1. What is microevolution? Microevolution is a change in allele frequencies in a population over generations. 2. What are the three main mechanisms that can cause changes in allele frequency?
Chapter 23 Guided Reading - APES : By Reymond P.
Chapter #9 Chapter 23 Guided Reading. 1. What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. ... Chapter 23 Guided Reading. 1. What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. 1. Define the ...
Chapter 23 Guided Reading . 1: What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. 1: Define the following: * Renewable Resources-a resource that is naturally recycled or recycled by artificial processes
Chapter 23: Circulation - Scarsdale Middle School
Post-Reading Quick Check 1. This practice makes the country vulnerable to changes in the price of its main exports. 2. The export of primary goods is less prof-itable than the export of manufactured goods. CHAPTER 23 SECTION 1 STRATEGIES Reading the Section 1. a 6. b 2. a7. 3. b8. 4. a 9. a 5. a 10.a Post-Reading Quick Check Answers will vary.
Chapter 23: Circulation Guided Reading Activities Big idea: Circulatory systems Answer the following questions as you read modules 23.1–23.2: 1. In most animals, the _____ fulfills what three functions? ... Use your knowledge of the information contained within this chapter's "Big Ideas" to answer this question.
Start studying Chapter 23 Guided Reading. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter 23-26 Study Guides - AP US History
Chapter 23 Guided Reading.pdf - Name Date Period AP World History Chapter 23 Reading Questions(PART I "Independence and Development in the Global.
chapter 23 guided reading Flashcards and Study Sets | Quizlet
Chapter 23: Evolution of Populations - Biology E-Portfolio
Name Class Date CHAPTER 23 Guided Reading Strategies 23
Chapter #23.2 Guided Reading Questions The Birth of Jim Crow in the Post-Reconstruction South Know: Redeemers, sharecropping, tenant farming, Jim Crow laws, Plessy v. Ferguson 1. Analyze the data in the lynching chart on page 513. The lynching slowly went down as the years go by. More blacks were lynched than whites in total, by year, it fluctuates.
Chapter 23. Political Paralysis in the Gilded Age. 1869-1896 . The "Bloody Shirt" Elects Grant. The Republicans nominated General Grant for the presidency in 1868.The Republican Party supported the continued Reconstruction of the South, while Grant stood on the platform of "just having peace."
Learn guided reading chapter 23 with free interactive flashcards. Choose from 500 different sets of guided reading chapter 23 flashcards on Quizlet.
Chapter 23 Guided Reading Flashcards | Quizlet
23.13: Ocean Dumping 1: What are some of the ways that ocean pollution has affected ocean life? Death of marine species, the reduction of dissolved oxygen necessary for marine life, and habitat change that is caused by waste-disposal practices.
Learn chapter 23 guided reading with free interactive flashcards. Choose from 500 different sets of chapter 23 guided reading flashcards on Quizlet.
Chapter #23: Guided Reading - APES Chapter #23 Guided Reading - AP Environmental Science guided reading chapter 23 Flashcards and Study Sets | Quizlet
October, 02 2022
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Chapter 23 Guided Reading - 48 Was General Grant good ...
Chapter 23 Guided Reading
Learn chapter 23 guided reading with free interactive flashcards. Choose from 500 different sets of chapter 23 guided reading flashcards on Quizlet.
chapter 23 guided reading Flashcards and Study Sets | Quizlet
Start studying Chapter 23 Guided Reading. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter 23 Guided Reading Flashcards | Quizlet
Learn guided reading chapter 23 with free interactive flashcards. Choose from 500 different sets of guided reading chapter 23 flashcards on Quizlet.
guided reading chapter 23 Flashcards and Study Sets | Quizlet
Chapter #9 Chapter 23 Guided Reading. 1. What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. ... Chapter 23 Guided Reading. 1. What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. 1. Define the ...
Chapter #23: Guided Reading - APES
23.2: A Closer Look: "e-waste: A Growing Environmental Problem" 1: Summarize the problem with e-waste in the United States.-Much of the e-waste is shipped to other countries to be handled with. In US, computers cannot be recycled profitably w/out charging the people who dump them. More profits made when shipping e waste outside us
Chapter 23 Guided Reading - Brandon Munoz APES
Chapter #23 Guided Reading. Pg. 520: Treasures of the Cell Phone 1: What are the reasons why e-waste is not recycled more? It is too expensive and there is no cheaper way to recycle it. 23.The Importance of Resources to Society 1: Define the following:
Chapter 23 Guided Reading - APES : By Reymond P.
Post-Reading Quick Check 1. This practice makes the country vulnerable to changes in the price of its main exports. 2. The export of primary goods is less prof-itable than the export of manufactured goods. CHAPTER 23 SECTION 1 STRATEGIES Reading the Section 1. a 6. b 2. a7. 3. b8. 4. a 9. a 5. a 10.a Post-Reading Quick Check Answers will vary.
Name Class Date CHAPTER 23 Guided Reading Strategies 23
Chapter #23.2 Guided Reading Questions The Birth of Jim Crow in the Post-Reconstruction South Know: Redeemers, sharecropping, tenant farming, Jim Crow laws, Plessy v. Ferguson 1. Analyze the data in the lynching chart on page 513. The lynching slowly went down as the years go by. More blacks were lynched than whites in total, by year, it fluctuates.
Chapter 23-26 Study Guides - AP US History
Chapter 23: Circulation Guided Reading Activities Big idea: Circulatory systems Answer the following questions as you read modules 23.1–23.2: 1. In most animals, the _____ fulfills what three functions? ... Use your knowledge of the information contained within this chapter's "Big Ideas" to answer this question.
Chapter 23: Circulation - Scarsdale Middle School
Chapter 23: The Evolution of Populations This chapter begins with the idea that we focused on as we closed the last chapter: Individuals do not evolve! Populations evolve. The Overview looks at the work of Peter and Rosemary Grant with Galápagos finches to illustrate this point, and the rest of the chapter examines the change in populations ...
Chapter 23: The Evolution of Populations
AP Biology Reading Guide Julia Keller 12d Fred and Theresa Holtzclaw Chapter 23: Evolution of Populations 1. What is microevolution? Microevolution is a change in allele frequencies in a population over generations. 2. What are the three main mechanisms that can cause changes in allele frequency?
Chapter 23: Evolution of Populations - Biology E-Portfolio
Page 2/2
Chapter 23 Guided Reading.pdf - Name Date Period AP World History Chapter 23 Reading Questions(PART I "Independence and Development in the Global.
Chapter 23 Guided Reading.pdf - Name Date Period AP World ...
Chapter 23. Political Paralysis in the Gilded Age. 1869-1896 . The "Bloody Shirt" Elects Grant. The Republicans nominated General Grant for the presidency in 1868.The Republican Party supported the continued Reconstruction of the South, while Grant stood on the platform of "just having peace."
Chapter 23: Political Paralysis in the Gilded Age ...
ID's and Guided Reading Chapter 23 Chapter 23: Political Paralysis in the Gilded Age – Big Picture Themes. 1. President Ulysses S. Grant's administration was riddled with corruption. Grant himself was clean, but many others were not and Grant was unwilling to fire them. 2. The political parties fell into the trap of serving themselves more ...
ID's and Guided Reading Chapter 23 - blogspot.com
23.13: Ocean Dumping 1: What are some of the ways that ocean pollution has affected ocean life? Death of marine species, the reduction of dissolved oxygen necessary for marine life, and habitat change that is caused by waste-disposal practices.
Chapter #23 Guided Reading - AP Environmental Science
Chapter 23 Guided Reading - 48 Was General Grant good presidential material Why did he win General Grant was not good presidential material This is
Chapter 23 Guided Reading - 48 Was General Grant good ...
Chapter 23 The New Deal Guided Reading Answers Download Chapter 23 The New Deal Guided Reading Answers. Carolyn Fluehr-Lobban, Anténor Firmin and Haiti's contribution to anthropology (1850-1911) Anténor Firmin was an anthropologist who pioneered a critical study of race and physical anthropology and developed in his major work, De L'égalité des races
Chapter 23 The New Deal Guided Reading Answers
Chapter 23 Guided Reading . 1: What are the reasons why e-waste is not recycled more? There is not simple, effective, small-scale inexpensive way to do it. 1: Define the following: * Renewable Resources-a resource that is naturally recycled or recycled by artificial processes
Chapter 23 Guided Reading
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Piekfyn Afrikaans Grade 5 Teacherguide
"Common Core Achieve: Mastering Essential Test Readiness Skills is designed to help you learn or strengthen the skills you need when you take your high school equivalency test."--Page v.
Re-Envisioning and Restructuring Blended Learning for Underprivileged CommunitiesIGI Global
This carefully structured workbook aims to help children to move from recognizing initial sounds to word building. The activities provide reinforcement and consolidation of word level skills and are suitable for either group or independent work.
Principles and Practice of South African Lexicography is directed at experts in the field of practical and theoretical lexicography in South Africa, applying the general theory of lexicography to the South African lexicographic environment. The authors of this book are leaders in the field of South African lexicography and active participants in the international lexicographic arena, publishing regularly in national and international journals and giving papers at international conferences and workshops.
Study & Master Mathematics has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills to build their Mathematics knowledge. Study & Master Mathematics Grade 1 has 3 core components: A Learner's Book, Workbook and Teacher's Guide. The comprehensive Learner's Book provides: * graded activities that develop learners' skills and understanding in each of the content areas specified by the CAPS document. * examples and activities based on learners' own experiences. Study & Master Accounting Grade 10 has been especially developed by an experienced author team according to the Curriculum and Assessment Policy Statement (CAPS). The comprehensive Learner's Book includes: * case studies which deal with issues related to the real world, and move learners beyond the confines of the classroom * margin notes to assist learners with new concepts - especially GAAP flashes, that give learners guidance on General Accepted Accounting Practice * examples with solutions after the introduction of each new concept. The Teacher's File includes: * a daily teaching plan, divided into the four terms, that guides the teacher on what to teach per day and per week * moderation templates to assist teachers with assessment * solutions to all the activities in the Learner's Book. The CDRom with a PowerPoint presentation includes: * interactive examples to explain new concepts * links to all solutions to activities and assessments in the Learner's Book
Timeless Classics--designed for the struggling reader and adapted to retain the integrity of the original classic. These classics will grab a student's attention from the first page. Included are eight pages of end-of-book activities to enhance the reading experience.Henry Jekyll is a respected doctor-- a kindly man much loved by all. Why is he so protective of the vicious criminal, Edward Hyde? Jekyll's friends are stunned when the mystery is finally unraveled. They can scarcely believe that the man they had so admired had been living a double life!
The most practical and up-to-date approach to the latest Cambridge IGCSE ICT syllabus. This second edition encourages students to apply practical ICT skills in context, building exam confidence and achievement. To strengthen students' assessment potential, interactive tests are included via online access.
Josh is chased by a Old Jasper, a crocodile. After Josh teases his cousin Nicky for being afraid of the cocodile, she ends up being the only one who can save him from Jasper's jaws. Includes group discussion questions.
Scholastic, the most trusted name in educational excellence, a workbook series designed to bolster academic success. A new resource with hundreds of practice pages to help Canadian kids succeed in Grade 3. Topics and skills covered include adding and subtracting 3- and 4- digit numbers, the times tables, division with remainders, logic and problemsolving, equations, grammar, creative writing, cursive practice, reading comprehension (with sample tests), maps and lots more!
Challenges in the educational arena are not new phenomena. However, with the recent outbreak of the COVID-19 pandemic, researchers and educators have been made even more aware of the need for a paradigm shift in education. Blended learning, as opposed to fully online learning or traditional face-to-face teaching, has been well-researched and has been found to have the potential to provide better educational solutions in challenging contexts. These contexts range from pandemic situations where social distancing is the order of the day to financial and time constraints regarding full-time study, as well as limited physical capacity at institutions. Blended learning solutions are often designed for resourceful institutions and cannot be easily implemented in developing countries and in communities where resources are limited. Typical issues like connectivity, accessibility, lack of suitable devices, and affordability need to be taken into consideration and in cognizance of blended learning interventions. These challenges are often neglected in blended learning research but are critical discussions to be had. Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities shares how institutions in the developing world and less privileged communities have reimagined and restructured blended education to enhance teaching and learning for underprivileged communities. This book aims to address blended learning solutions across institutional, program, course, and activity levels. The chapters will cover a variety of learning environments, from rural settings to less developed countries and more, and explore the programs and courses designed to improve student success and accessibility in diverse student populations. This book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in blended learning opportunities in less-privileged settings and to underserved and marginalized populations.
Covers the Cambridge IGCSE Accounting syllabus (0452) and Cambridge O Level Accounting syllabus (7110), first examination 2020. With more practice questions than the previous edition and content matched to the Cambridge IGCSE and O Level Accounting syllabuses, this coursebook increases understanding of accounting best practice. Clear step-bystep explanations and instructions help students learn how to record, report, present and interpret financial information while gaining an appreciation of the ways accounting is used in modern business contexts. The coursebook is ideal for those new to accounting. Also available in the series - workbook, revision guide, teacher's resource and Cambridge
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Elevate enhanced edition. Answers to the coursebook and workbook questions are in the teacher's resource. Sustain and grow your family's capital throughout generations Families need to have vision and foresight to sustain the family's capital throughout generations. Unfortunately, many of them build wealth effectively but find, near the end of their lives, that it has little sustainability to prepare the next generations that will be the beneficiaries of their hard work. Passing the Torch teaches high net-worth families how to foster a strong family dynamic to be truly generational. Inside, first-generation wealth creators will learn how to create a culture of sustainability and growth and endow subsequent generations with the tools and mindset necessary to prosper. Subsequent generations will learn how to receive the torch, sustain and grow the family's capital and pass the torch to the next generation. • Discover the importance of emotional intelligence • Learn to view generational wealth from a behavioral lens • Transcend financial instruction to find a sense of purpose and direction • Map out your family's legacy Whether you're consulting an advisor or taking matters into your own hands, this is the essential reference you need to sustain wealth for
Study & Master Mathematics has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills to build their Mathematics knowledge. The innovative Teacher's Guide includes: * additional classroom activities to introduce and consolidate work done in the Learner's Book and Workbook * teaching tips and support for all the activities in the learner material * guidance on whole class activities, small group teaching and independent work * photocopiable record sheets and templates Winner of the Guardian Children's Fiction Award, GOODNIGHT MISTER TOM is of one of the best-loved stories set during the Second World War. 'Everyone's idea of a smash-hit novel: full-blown characters to love and hate, moments of grief and joy, and a marvellous story that knows just how to grab the emotions' - Guardian Goodnight Mister Tom by Michelle Magorian is the unforgettable story of young Willie Beech, evacuated to the country as Britain stands on the brink of the Second World War. A sad, deprived child, he slowly begins to flourish under the unlikely care of grumpy old Tom Oakley. But then his new-found happiness is shattered by a summons from his mother to come back to London. As the weeks pass by Tom begins to worry when William doesn't answer his letters, so he goes to London to find him, and there makes a terrible discovery. A 40th anniversary reissue with a new introduction by the author, Michelle Magorian.
generations to come.
Flexible and practical, New Heinemann Maths enables you to organise your teaching by topics or blocked unit of work. With revised planning for the renewed Framework, this complete maths programme provides outstanding planning support, exceptional teacher resources and motivating pupil materials.
Study & Master Life Skills has been specially developed to support the Curriculum and Assessment Policy Statement (CAPS). The innovative Teacher's Guide with CD-ROM includes: * a detailed work schedule for the whole year * step-by-step guidance on the teaching of each lesson and form of assessment, as well as Remedial and Extension activities for each Unit * photocopiable record sheets and templates * recordings to support the Performing Arts topic.
Study & Master Social Sciences has been specially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). The comprehensive Learner's Book: • provides activities that develop learners' skills and understanding of each of the modules specified by the CAPS curriculum • includes good-quality illustrations, photographs and diagrams in full colour • offers current and relevant content clearly set out according to the curriculum document. The innovative Teacher's Guide includes: • step-by-step guidance on the teaching of each lesson and activity as well as each form of assessment • Remedial and Extension activities for each module • bright ideas to extend the curriculum into the world outside the classroom • a complete section on Formal Assessment, with sample examinations and their memoranda as well as photocopiable record sheets and templates.
"New wave mental maths is a series of student workbooks, written to provide a comprehensive and structured daily mental maths program for students in Australian primary schools."--Foreword.
The format of Mental Arithmetic differs from that of traditional mental arithmetic materials in that pupils read the questions themselves, use rough paper for workings out, and write down their answers. It provides intensive practice in all areas of the maths curriculum.
Study & Master Life Sciences Grade 10 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Life Sciences. The comprehensive Learner's Book includes: * an expanded contents page indicating the CAPS coverage required for each strand * a mind map at the beginning of each module that gives an overview of the contents of that module * activities throughout that help develop learners' science knowledge and skills as well as Formal Assessment tasks to test their learning * a review at the end of each unit that provides for consolidation of learning * case studies that link science to real-life situations and present balanced views on sensitive issues. * 'information' boxes providing interesting additional information and 'Note' boxes that bring important information to the learner's attention
Study & Master Social Sciences has been specially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). The comprehensive Learner's Book: * provides activities that develop learners' skills and understanding of each of the modules specified by the CAPS curriculum * includes good-quality illustrations, photographs and diagrams in full colour * offers current and relevant content clearly set out according to the curriculum document. The innovative Teacher's Guide includes: * step-by-step guidance on the teaching of each lesson and activity as well as each form of assessment * Remedial and Extension activities for each module * bright ideas to extend the curriculum into the world outside the classroom * a complete section on Formal Assessment, with sample examinations and their memoranda as well as photocopiable record sheets and templates.
Includes instruction, problems, and exercises in arithmetic, numeration, graphing, fractions, decimals, and geometry. Suitable for school pupils aged 11–18, this Handbook covers everything you need to help you communicate in EnglishFor
Written specifically for the needs of the Caribbean by an unsurpassed author team, this comprehensive text covers the latest CSEC mathematics syllabus, examined from 2018. Mathematics for CSEC is a clear and challenging text with extensive practice and worked examples to strengthen and consolidate student knowledge as well as build confidence ahead of the examination. Carefully structured skills development also facilitates smooth progression through the course. This title now also includes a chapter to provide support for the SBA.
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Copyright : www.treca.org students, this reference book:· is a practical guide to using English in all situations· may be used in the classroom or for independent home study· contains rules and explanations written in a simple, logical format to help you improve your English· provides tests on each section to help assess your progress and reinforce learning.For teachers, this reference book:· is an invaluable teaching tool presented in a clear, user-friendly format· allows you to teach English in context by using whatever is relevant and of interest to your students· saves you preparation time· can be used alongside any other classroom textSections include:· Language · Literature· Analysing texts· Visual analysis· The writing process· Public
Copyright: fda5052f0a7d7919ffe7f0e7c670aeb1
speaking (oral communication)In addition there are self-tests on each major section. Colloquial Afrikaans provides a step-by-step course in Afrikaans as it is written and spoken in South Africa and Namibia today. Combining a user-friendly approach with a thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in Afrikaans in a broad range of situations. No prior knowledge of the language is required. Key features include: • progressive coverage of speaking, listening, reading and writing skills • structured, jargon-free explanations of grammar • an extensive range of focused and stimulating exercises • realistic and entertaining dialogues covering a broad variety of scenarios • useful vocabulary lists throughout the text • additional resources available at the back of the book, including a full answer key, a grammar summary and bilingual glossaries Balanced, comprehensive and rewarding, Colloquial Afrikaans will be an indispensable resource both for independent learners and students taking courses in Afrikaans. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills. "Chris and Marley are in a new school, and from the word go they discover that things are not quite the same as in other schools. Their new friends start to behave strangely, not to mention the guy with no hair and that weird library teacher. When they are slowly but surely sucked into a series of disturbing events, Chris and Marley decide to investigate - and end up in the clutches of the lady with the purple eye"--Cover.
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Astrology in the Renaissance
1
The European Renaissance was a period in history in which important philosophical ideas and teachings derived from antiquity witnessed a rebirth. In this period of eclecticism and creativity in which many ancient ideas were re-formulated the human being took central stage. Thus a sentiment of ‘rebirth of the human spirit’ took form within various disciplines: the arts, science, politics, philosophy, religion and also esotericism.
The study and practice of astrology, in particular, helped to forge this new 'spirit', especially in the rediscovery of Neoplatonic and Hermetic philosophy. Astrology in the Renaissance became capable of providing explanations for the birth, growth and decline of the material world. The celestial realm (of the Zodiac and the Planets) provided a link in the Great Chain of Being, acting as an intermediary between the Platonic world of Ideas and the world of phenomena composed of the four elements (Fire, Air, Water and Earth). Astrology also provided a vision of an ordered and ensouled Cosmos, where spiritual correspondences united all things in existence. The unmovable and well-constructed harmony of the Zodiac and the perfect symmetry of the seven planets with the sun at its centre, helped to bring a sense of existential security and confidence to Renaissance man.
Thanks to this encompassing astrological vision, the humanism of the Renaissance gave birth to a new kind of individualism which saw cosmopolitanism as its highest expression. The individual believed himself to be at home in the entire universe. To this universal world-view corresponded the astrological universalism which penetrated all fields of knowledge and human life so that the human being could feel integrated into the universe. Here we also find the concept of Homo Universalis, the polymath, such as Leonardo da Vinci.
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Astrological teachings helped to answer philosophical and existential questions in the field of politics, art, religion, medicine, agriculture, to name a few. Above all, astrologers were regarded as experts in matters concerning daily life. They provided pre-natal advice, served as matchmakers and marriage advisers. They informed clients where to look for stolen objects or alerted them to the sudden appearance of thieves. Physicians cast horoscopes to identify the causes of illnesses. Astrological considerations determined the nature and timing of treatments, the selection of drugs and the use of charms. Astrologers also acted as investment counsellors to bankers and tradesmen and advised kings and princes on their political or military campaigns.
The aesthetic quality of astrological principles and concepts inspired especially the field of art. Planetary symbolism abounded in the visual arts, in architecture and landscape design. Zodiacal constellations decorated the halls of popes and princes. On festive occasions processions of chariots carrying planetary gods moved through the streets. Modern theatre buildings had a round form to imitate images of the heavens. For instance, plays at the Globe Theatre in London were performed under a huge zodiac. The aesthetic value of astrology could also be found in many literary works and in didactic poetry 2 .
In the Renaissance, thanks to the widespread use of the astrological almanac, ordinary people had access to weather forecasts and to information concerning farming: the best time to plough, plant, harvest or fell timber. Its influence was so great that in the mid-seventeenth century, the total number of astrological almanacs printed in England exceeded the number of Bibles!
Astrological Magic
In the Renaissance, Astrology and Magic had an especially fruitful relationship.Through the
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concept of Spiritus Mundi, Marsilio Ficino imbued the planets with soul so that they could influence the human soul directly. This view was also shared by Giordano Bruno, who even saw in the heavens a hierarchy of superior intellects who were granted influence over terrestrial and human affairs.
Occult planetary influences were probably the 'major premise' of Renaissance astrology. In the words of Giambattista della Porta, "Things here below…serve those above; and those celestial in turn, from their divine natures impart to us a certain virtue bringing about the generation of corruptible things within a regular and continuous order, and their decay" 3 .
But in the astrological magic of the Renaissance, Man - the microcosm - the bearer of the cosmic image and the creative powers of the cosmos - does not passively reflect the Macrocosm, but can consciously participate and engage in it. This sympathetic correspondence between the human soul (i.e. the Microcosm) and the various kingdoms of nature (higher and lower) is at the basis of astrological magic. A relationship based on those invisible links (or chains) which connect the planetary intelligences to their manifestation (and to the human being) through an hierarchy of animating powers.
This was not a static but an interactive type of relationship with the astral world (literally, the world of the 'stars'). One which needed to be supported by ritual actions and talismanic magic 4 . A relationship which aligned the astrologer-magician, his actions, the materials and images used and the astrological timing, under the same planetary chain. Harmonisation and participation within a certain planetary chain is what was implied in this form of astrology.
The astrological magic of the Renaissance is essentially the art of aligning oneself with the cosmos. It is the recognition of this inborn connection and participation in the creative powers of the heavenly bodies. The same creative powers which are also latent in the human being, his inner being.
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1. The study of esoteric disciplines like alchemy, astrology, magic etc.
2. Poetry that instructs, either in terms of morals or by providing knowledge of philosophy, religion, arts, science, or skills.
3. A complex procedure that allows the construction of talismans. Objects which have the power to embody and manifest celestial-planetary influences.
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✄
Crocodile Watching
Written by Mary-Anne Creasy
Photography by Michael Curtain
alphakids
Crocodile Watching
Topic: Living things
Curriculum link: Science
Text type: Description
Reading level: 14
Word count: 266
Vocabulary: crocodile, feed, show, swim, lie, catch, jumps, splash, move, grab, clean, sweep, watches, check, fast, big, quickly
Possible literacy focus:
Using a fact sheet.
Using descriptive language: verbs and adverbs.
Providing a personal response to the book: Would you like to be a crocodile keeper? Why?
Summary:
This book is a description about the behaviour and care of crocodiles at a wildlife park.
Task card
Crocodile enclosure
You will need:
Crocodile Watching
Written by Mary-Anne Creasy
Photography by Michael Curtain
alphakids
paper, felt-tip pens, pencils, ruler
1. Design a super-duper new enclosure for crocodiles.
2. Think about what the crocodile needs.
Write this in your design, for example 'The enclosure must be kept warm.'
3. Draw your design on paper and include labels.
4. Share your super-duper enclosure with the class.
Literacy Learning Activity & Black Line Master
1
Eleanor Curtain Publishing ©EC Licensing Pty Ltd
Crocodile Watching
Written by Mary-Anne Creasy
Photography by Michael Curtain
alphakids
True or false?
Write 'True' or 'False'.
Crocodiles have three sets of eyelids.
____________
Crocodiles cannot jump.
____________
Crocodiles need a cold place to live.
____________
Crocodiles have about 70 sets of teeth.
____________
Crocodiles have webbed toes to help them paddle water. ____________
When crocodiles lie in water, only their eyes are out of the water.
____________
Crocodiles move very quickly.
____________
Female crocodiles lay eggs twice a year.
____________
Crocodile eggs take about 80 days to hatch. ____________
Crocodiles can live up to 100 years.
____________
Literacy Learning Activity & Black Line Master
2
Eleanor Curtain Publishing ©EC Licensing Pty Ltd
Name
Crocodile Watching
Written by Mary-Anne Creasy
Photography by Michael Curtain
alphakids
Crocodile facts
Write what you know about crocodiles.
Literacy Learning Activity & Black Line Master
3
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Winter Cultural Notes
By Jim Cunningham
Pruning of your roses should commence after the incidence of frost has passed in your region. This is usually late July in the Sydney area.
Pruning should be a pleasant and enjoyable day in the garden. Relax and take your time. Pruning is not difficult when common sense prevails; out with the old, in stay the new.
You are anticipating nature when you remove very old, dead, spindly wood. Any branch starting to yellow, or lacking vigour should also be removed at their point of origin. In other words remove all the rubbish and everything else that has passed its use by date.
The canes you are retaining should consist of strong healthy wood and lots of eyes for future high quality blooms. Keep as many strong canes as possible. Canes retained on large flowered roses can be reduced by half, cluster flowered roses a little lighter.
Uniform height is not a consideration; each cane should be cut according to its vigour. Cuts should be made about 5mm above an eye, and at a 45 o angle away from the eye.
These basic steps apply to most roses grown, including miniatures. Remember to check all ties on tree roses and climbers. Remove and replace if needed. Keep your rose beds clean of any rubbish and diseased foliage that may have accumulated during the growing periods. Rose hygiene is a very effective way of reducing the incidence of pests and diseases in the garden.
It is now time to thoroughly spray all pruned bushes and rose beds with "fresh" Lime Sulphur. This very effective clean up spray will reduce fungal spores over winter and deter nuisance insects harbouring in your rose beds. Lime Sulphur is not compatible with other chemicals; manufacturing instructions should be adhered to.
Now is the best time to move established roses to their new home. They should be cut back and treated as if they were new plants, even if you only move them a short distance. The shock to the plant is being dug up and planted back not in the distance involved.
If you have a rose bush in your garden, a long-time favourite, given you numerous blooms over many years and it's getting old and you are very hesitant to shovel prune, try some shock treatment. The bud union is the size of a dinner plate and looks dead; however there still may be life in it. Brush a gloved hand across the union, remove any stubs cleanly with a pruning saw. Now get a "Suede" brush and vigorously brush the entire union. Give a good watering with a seaweed solution. Complete the CPR by parking your spade alongside the bush and fingers crossed.
Dormant bare root plants should be well hydrated before planting. If planting is delayed or soil conditions are not right for planting they should be heeled in.
That means they should be laid in a shallow trench with root and bud union covered with moist soil until the time is right. The planting hole should be dug to accommodate the roots comfortably. Damaged or very long roots should be removed or reduced before planting using clean, sharp secateurs. Plant the rose to a depth where the bud union is slightly above soil level. The bush will eventually settle to the correct level.
Due to the scarcity of land fill sites for waste disposal in Sydney, many Councils are setting strict rules regarding what materials can be accepted, and imposing penalties for violators. Our Councils will not accept any coarse organics such as grass, deciduous leaves, and prunings. Burning has been prohibited here for years. The answer of course is composting.
Recently I visited most regional meetings as a guest speaker; the topic was "compost". The most frequent asked question, "How can I make quick compost?"
The most important aspect of high quality compost is the carbon (C) to nitrogen (N) ratio of the organic material used. Generally speaking the aim is to get a C/N ratio of approximately 30 to 1. Leaves from deciduous trees average 60/1, fresh grass 20/1, straw 80/1, vegetable scraps 15/1, fruit scraps 35/1, unbleached paper 150/1, fresh manure 12/1, bird droppings for example: chooks, pigeons 7/1.
These are not meant to be technical, but can be used as a guideline. Moisture is essential since dry material will not compost. Aeration is required to keep compost alive, compost is a living thing. The delicate trade-off between moisture and aeration is 50/50. You should be able to squeeze a drop or two of moisture as if from a tightly wrung sponge. Diversity of material is the heart and strength of compost. Diversity is the key. If you're still not sure what to use, ask yourself has it ever lived, if the answer is yes, compost it.
The compost bin should sit on well drained good bare soil. I always start with a 10cm layer of coarse moist material such as twigs or small prunings. This will allow the air from the bottom to enter the bin. Follow with a 5cm layer of fresh grass clippings, moist brown leaves layered, kitchen scraps layered, moist packaging material such as cereal boxes and egg cartons. I make sure I layer everything until the bin is fully crowded.
I don't wet the pile; I just cover it with hessian sack. Carpet underfelt can also be used. A tight fitting lid should be on top of the bin.
Compost made all at once is called "Hot Compost". If the C/N ratio is near right, compost will be ready for use in 28 days. The compost enclosure must hold at least 200 litres, of organic material to generate sufficient heat and a maximum of 400 litres for continuity of aeration. The enclosure I use holds 220 litres when fully crowded.
Well-made compost provides enormous benefits to your garden. Compost supplies humus alive with micro-organisms, all of which breaks the soil down into nutrients that can easily be absorbed by plant roots.
The compost when applied to your rose beds will make sick plants strong and strong plants stronger and disease resistant. Black gold I call it. Money cannot buy it - you have to make it.
In terms of overall waste reduction, composting is possibly the most important single factor for all of us to consider.
Mechanical aids such as sprayers and mowers should be cleaned during the dormant period. Hand tools can be sharpened and oiled as required. Make sure your Personal Protective Equipment is in good order; this is regularly neglected by home gardeners. Keep in mind; you are in charge of your own safety.
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DEVELOPING CAPACITY AND MUSIC COGNITION IN CHILDREN: RELATIONAL COMPLEXITY AND TRANSITIVE INFERENCE USING PITCH AND DURATION
Kate Stevens
Melinda Gallagher
MARCS Auditory Laboratories, University of Western Sydney-Bankstown, Australia
ABSTRACT
Background. This experiment investigates an aspect of Halford's (1993) theory of cognitive development in the auditory domain. Halford conceptualises the development of children's thinking and understanding as an increase in cognitive capacity and ability to deal with problems of increasing relational complexity. Relational complexity refers to the number of independent relations that need to be processed in parallel to solve a problem or complete a task. Working with visual, spatial and verbal stimuli, Halford and his colleagues have demonstrated that children aged one year can perform unary level tasks, at around two years can perform binary level tasks, by age five can perform ternary level tasks, and by age eleven most can accomplish quaternary level tasks.
1.1 Halford's Theory of Cognitive Development
Aims. The aim of the experiment is to test predictions of Halford's theory of cognitive development in an auditory context.
Method. Patterns that differed in relational complexity were composed and presented to children in the form of analogical reasoning and transitive inference tasks. The sequences consisted of pitch- or duration-based relations.
Results. As hypothesized, children's ability to perform the tasks of increasing relational complexity was predicted by their age. Additionally, duration-varying patterns were responded to less accurately than pitch-based patterns at unary and binary levels.
Conclusions. The results support a mental models view of cognitive development and the relevance of relational complexity, processing load and conceptual chunking in audition. Theoretical and practical implications for considering auditory cognition in general, and music perception, production and learning in particular, in terms of relational complexity and chunking, are discussed.
1. INTRODUCTION
We propose a new and integrated approach to studying the development of musical understanding based on Halford's (1993) theory of cognitive development. The essence of Halford's (1993) view of cognitive development relies on the notion that children's thought can be considered in terms of mental models and the operations on them. We demonstrate that the developmental order of sensitivity to musical dimensions and tasks (e.g. Hargreaves, 1986; Shuter-Dyson & Gabriel, 1981) is explicable using concepts of relational complexity, processing load, and conceptual chunking.
Halford's (1993) theory of development provides a testable and explanatory framework for analysis of children's understanding of musical patterns. Understanding, Halford argues, entails having a mental model that represents the structure of a concept or phenomenon. Mental models are representations or a representation as a mapping from a symbol system to an environment system (Halford & Wilson, 1980). Representations differ in their dimensionality and a strength of Halford's approach is the specification of a complexity metric based on the dimensionality of a concept (Halford, Wilson & Phillips, 1998). Dimensionality is defined as the number of independent units of information required to represent the concept. One-dimensional concepts are defined as predicates with one argument, or as unary relations of the form r(x). Category membership, such as CAT(Max) asserting that Max is a cat, is an example of a unary relation. Two-dimensional tasks are defined as predicates with two arguments or as binary relations, r(x,y). An example is the binary relation LARGER THAN(elephant, dog). Three-dimensional concepts consist of predicates with three arguments or as ternary relations, r(x,y,z). Transitivity or a set of ordered triples, such as Jim is happier than Paul, Paul is happier than Dave, so Jim is happier than Dave, is an example of a three-dimensional concept expressible as a ternary relation. Four-dimensional concepts are defined as predicates with four arguments or as quaternary relations, r(w,x,y,z). An example is a composition of binary operations such as a(b+c) = d. The proportion a/b = c/d is a quaternary relation and entails relations between the four terms a, b, c, d (Halford, Wilson & Phillips, 1998).
Many cognitive tasks involve the processing of relations and cognitive capacity limitations in children (and in adults) can be defined by the complexity of relations that can be processed in parallel (Halford, 1993; Halford, Wilson & Phillips, 1998). A problem becomes more complex as the number of interacting factors increases – complexity can be measured by the dimensionality of the relation or number of variables that are related. Problems that entail a binary relation are simpler than those that entail a ternary relation, ternary relations are simpler than quaternary relations.
ISBN 3-931852-67-9
1.2 Constructing Auditory Tasks of Differing Levels of Relational Complexity
A unary relation consists of a mapping of one dimension and can be of the form A:B. A visual task involving a unary relation might involve comparing two different coloured blocks and deciding if the blocks are the same or different (Halford, 1993). An auditory unary level task will involve two differently pitched sounds and judging whether the notes are the same or different. A binary relation such as "larger than" has two arguments, for example, cat is larger than kitten. A binary analogy is of the form A:B::C: D as in kitten is to cat as puppy is to dog. The relation must be taken between A and B and mapped or recognised in C and D. An auditory binary level task could require a listener to segment sounds into groups which are similar and which occur regularly (Drake, Dowling & Palmer, 1991; Handel, 1974). In the present study, a binary task involves the participant listening to a pitch pattern of four sounds split into patterns of two and deciding whether the second pattern is the same as the first.
More cognitive resources are needed to mentally manipulate and process ternary relations as they involve three arguments. Transitive inference tasks take the form of a three argument problem; for example, A>B, B>C, therefore A>C. An example of the three step process involved in a child processing a ternary task could be mapping blocks to sticks which also differ in colour. The child must extract the colour of the pattern, map blocks to sticks, and decide whether the pattern of coloured blocks is the same as the pattern of coloured sticks. An auditory ternary level task could be listening to a six note sound pattern and establishing an order of the sounds, mapping the first note with the second and third, and deciding if the pattern fits the ordering rule.
Maximum processing capacity is required for processing quaternary relations, that is, virtually all resources are needed (Halford, 1993). A quaternary relation involves four arguments. A quaternary task in vision would involve once again matching colour, using sticks and blocks but there could be an added dimension of the blocks set up in a tower and the sticks set out in a row. This is a quaternary task as the colours would need to be in order with each other, there is the encoding of matching sticks to blocks and also an up-down processing order (the tower of blocks) to a left-right processing order (the row of sticks). An auditory quaternary level task, could be the same as the auditory ternary task, with the addition that the listener might be required to apply independent rules for, say, both loudness and duration of each particular sound.
1.3 Aim, Hypotheses, and Design
The aim of the experiment was to test assumptions of Halford's (1993) theory of cognitive development in audition. Halford posits that the minimum age at which children can master cognitive tasks can be analysed using the amount of information that needs to be used in the task decision. Children age 1 and below can perform unary level tasks, at around 2 children can perform binary level tasks, by age 5 they are able to perform ternary level tasks, and by age 11 most can accomplish quaternary
8-13 September 2003, Hanover University of Music and Drama, Germany
tasks (Halford, 1993). In the present study, 5-, 8-, and 11-year old children were tested. It was hypothesized that all age groups are able to accurately complete unary and binary level tasks, that 8and 11-year old children have mastery of ternary level tasks, and that 11-year old children have mastery of quaternary level tasks. The 3 x 4 x 2 experimental design comprised the independent variables age (5 years, 8 years, 11 years), relational complexity (unary, binary, ternary, quaternary) and feature (pitch, duration), with repeated measures on the latter two factors. The dependent variable was accuracy.
2. METHOD
2.1 Participants
Participants were 86 students from local state schools in South West Sydney. There were 27 participants (10 females, 17 males) aged 5.0 years to 5.11 years (M=5.07, SD=.03), 28 participants (13 females, 15 males) aged 8.0 years to 8.11 years (M=8.06, SD=.04), and 31 participants (14 females, 17 males) aged 11.0 years to 11.11 years (M=11.07, SD=.03).
2.2 Materials
The pitch and duration trials of different levels of complexity consisted of consonant, novel sequences of pure tones. The tones were selected from the octave above middle C. For the pitch trials, note duration was held constant at 300 ms and pitch differences were intervals of a third. The duration trials consisted of tones with lengths of 150ms, 300ms and 600ms with frequency held constant at 440.0Hz. The relative tone lengths were equal to quarter-, half- and whole-note durations and should have exceeded the just noticeable difference for duration. Amplitude was constant throughout trials.
The pitch and duration trials consisted of the four levels of relational complexity (unary, binary, ternary, quaternary), and practice trials preceded each level. For the unary level, the participant was given two sounds via a simple matching analogy (A:B). The participant was asked whether the two sounds were the same or different. For the binary level, the participant was given four note patterns via a simple matching analogy (A:B::C:D) and asked whether the first pattern was exactly the same or different from the second pattern. For the ternary level, participants were given a six note pattern, in the form of a transitive inference task, and asked if the sound pattern followed a specific rule such as A is longer than B, B is longer than C, A needs to be longer than C to respond with a yes (A>B, B>C, therefore A>C). The quaternary level task was an extension of the ternary level task in that both dimensions (pitch and duration) were integrated into the one task with each dimension varying independently of one another.
An equal number of same and different trials were constructed for each level of relational complexity. There were eight trials (four same, four different) at the unary level, 16 trials at the binary level, 12 trials at the ternary level, and eight trials at the quaternary level. The unary, binary and ternary trials were equally split across pitch- and duration-varying patterns. Quaternary level trials involved both pitch and duration relations.
ISSN 1617-6847
Unary pitch trials consisted of two notes with an inter-onset interval (IOI) of 250ms. Total trial length was 850ms. IOI was adjusted in trials of increasing relational complexity to minimise the inevitable complexity-trial length confound. Duration varying trials contained the same number of notes and IOIs as those used for pitch trials at each level of relational complexity. Trial length differed according to whether trial pairs were same or different and the pattern of note durations used. Unary duration trials ranged from 850–1450ms. Binary duration trials ranged from 2250–2850ms. Ternary duration trials ranged from 3400–3700ms. Quaternary, like ternary, trials consisted of three groups of two notes but this time the relation involved the interaction of pitch and duration values. Total quaternary trial length was 3700ms.
2.3 Equipment
The experiment was run using the SuperLab v1.74 on an Apple iMac 266 MHz computer. A box for children to indicate their responses was constructed with buttons coloured green (for "same" responses), red (for "different" responses) and purple (for "I don't know" responses). Trials were randomised and individual items randomised to eliminate serial order effects.
2.4 Procedure
The task was introduced to individual child participants as a game that would get harder the more they played. The experimenter took time to ensure there was general understanding of the terms "same" and "different". For example, using cuisenaire rods as concrete tools, the child was asked to take any two rods from the box and explain any relationship such as whether they were different colours, the same length, the same shape. Following the child's example, the experimenter selected two different or same length rods and asked the child whether they were the same or different. This technique continued until the child and experimenter agreed on a response. After consensus was reached about the concepts same and different, the child was given a visual version of the auditory task that they were about to complete. Once the participant responded correctly an auditory practice trial of the same condition began. If there were no questions about the auditory practice trial, the test trials followed. This procedure was repeated at the beginning of each level of relational complexity for both pitch and duration patterns.
3. RESULTS
Accuracy was calculated using a discrimination index (DI) consisting of Hit Rate (HR) minus False Alarm Rate (FAR) and this index was used as the dependent variable in the analyses. The maximum accuracy score attainable was +1 and the minimum -1 (indicating that FAR exceeds HR). A score of zero reflects chance (equal HR and FAR).
The hypothesis stated that all age groups are able to complete unary and binary level tasks, that 8 and 11 year old children have mastery of ternary level tasks, and that 11 year old children have mastery of quaternary level tasks. As hypothesised, there was a significant linear trend of age and complexity, F(1,83)=38.057, p=.000. Figures 1 and 2 show the trend that accuracy is related to age and relational complexity of pitch and duration patterns, respectively.
Figure 1: Mean discrimination index showing the interaction between relational complexity and age of participant for pitchbased patterns. Chance is zero – indicated by the horizontal dashed line. Error bars refer to standard error of the mean.
As hypothesized, all age groups responded significantly better than chance (zero) on unary pitch trials: 5 years, t(26)=-4.51, p=.000; 8 years, t(27)=-8.34, p=.000; 11 years, t(30)=-20.86, p=.000. On binary level pitch trials, the five-year old group also performed better than chance, t(26)=-2.30, p=.03, as did the eight- , t(27)=-4.68, p=.000, and eleven-year old groups, t(30)=-43.15, p=.000. On the ternary level pitch trials, the five-year old group again performed better than chance, t(26)=-3.17, p=.004, as did the eleven-year old group, t(30)=-8.36, p=.000. Surprisingly, eight-year olds did not perform better than chance on ternary pitch trials. As hypothesized, only the eleven-year old children performed quaternary level trials significantly better than chance, t(30)=-9.40, p=.000.
Accuracy on duration trials, shown in Figure 2, was generally poorer than in response to pitch varying patterns. The relationship between age and relational complexity can still be observed. The eight- and eleven-year old groups both performed significantly better than chance on unary duration trials, t(27)=-3.81, p=.001 and t(30)=-11.18, p=.000, respectively. At the binary level, only eleven-year olds performed the task accurately, t(30)=-5.54, p=.000. Again, only the eleven-year olds performed ternary duration trials at better than chance level, t(30)=13.11, p=.000.
Figure 2: Mean discrimination index showing the interaction between relational complexity and age of participant for duration-based patterns. Chance is zero – indicated by the horizontal dashed line. Error bars refer to standard error of the mean.
ISBN 3-931852-67-9
A general effect of age on overall performance was found. As age increased, accuracy on all tasks improved evidenced by a significant linear trend of discrimination index for age, F(1,83)=47.393, p=.000. Five-year old children were performing, overall, just above chance (mean DI =0.2). Eight-year old children recorded a mean discrimination index of 0.37 and 11-year old children recorded a mean discrimination index of 0.77.
4. DISCUSSION
The results provide support for Halford's metric of relational complexity in the auditory domain. Older children had the cognitive capacity to accurately perform problem solving tasks of greater relational complexity. More specifically, most children could complete unary and some binary level tasks, and 11-year olds were able to perform ternary and quaternary level tasks. An intriguing decrease in performance occurred for 8-year old children when presented with ternary level pitch tasks (see Figure 1). Their mean accuracy score dropped below that of the mean score for the five-year old children. It is possible that the eightyear olds were unable to segment the three components of the task and responded to the pattern as if it was binary. Alternatively, they were just able to segment the three components but did not yet have the capacity to process the three elements in parallel.
In this experiment, trial length increased with relational complexity. A second experiment has been conducted where binary tasks were extended in time so as to be the same length as ternary tasks. Performance on the extended binary tasks did not decrease to that of ternary tasks indicating that it is the relational complexity of the problem and not the temporal extent that underlies performance at different ages.
Children's accuracy scores suggest that solving tasks that consist of duration-based relations were more difficult than those consisting of pitch-based relations. There are two possible explanations for this finding. One is that the units of pitch and duration chosen for the task were not equivalent in JND terms although the pitch and duration units were based on established musical categories (consonant intervals and quarter, half- and whole-notes) that should be discernible. Alternatively, durationbased relations may implicate an additional step or relation because of the temporal dimension – our binary level duration tasks may be cognitively equivalent to ternary level pitch tasks.
Applied to musical development, Halford's (1993) theory proposes that understanding the different dimensions of music does not unfold as specific musical milestones at particular ages. Rather, dimensions of music are perceived and cognised to the extent that there is capacity available to segment and process the relations that comprise the event or pattern. Success will depend on the age and cognitive capacity of the listener. Musical development involves learning to decompose musical events into their constituent parts, group those parts or features that are closely correlated, redundant, or uninformative, and gradually increase the capacity to hold a number of relations in mind at any one time. The metric of relational complexity provides the means to measure and quantify task complexity and has implications for the way in which education may facilitate both performance and enjoyment of complex and capacity-challenging visual, auditory, spatial objects and events.
ISSN 1617-6847
5. REFERENCES
1. Drake, C., Dowling, W. J., & Palmer, C. (1991). Accent structures on the reproduction of simple tunes by children and adult pianists. Mus Perc, 8, 315-34.
2. Halford, G. S. (1993). Children's understanding: The development of mental models. Hillsdale, NJ: Erlbaum.
3. Halford, G. S., & Wilson, W. H. (1980). A category theory approach to cognitive development. Cognitive Psychology, 12, 356-411.
4. Halford, G. S., Wilson, W. H., & Phillips, S. (1998). Processing capacity defined by relational complexity: Implications for comparative, developmental and cognitive psychology. Behavioral and Brain Sciences, 21, 803-864.
5. Handel, S. (1974). Perceiving melodic and rhythmic auditory patterns. Journal of Experimental Psychology, 103, 922-933.
6. Hargreaves, D. J. (1986). The developmental psychology of music. Cambridge: CUP.
7. Shuter-Dyson, R., & Gabriel, C. (1981). The psychology of musical ability (2nd ed.). London: Methuen. | <urn:uuid:58e9b96f-6aa0-483d-ae76-18e52f4addb1> | CC-MAIN-2022-40 | https://www.epos.uni-osnabrueck.de/books/k/klww003/pdfs/085_Stevens_Proc.pdf | 2022-10-02T10:36:20+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00071.warc.gz | 776,860,720 | 4,450 | eng_Latn | eng_Latn | 0.996754 | eng_Latn | 0.99735 | [
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Topic: Money Management
(Original plan developed by June 2010 Community Orientation Skills Development Workshop participants in Jacksonville, FL, and further developed by the Cultural Orientation Resource Center)
Activity: Grocery Shopping Wisely
Objective
Participants will increase familiarity with shopping wisely and with benefits available such as food stamps.
Participants will learn to shop and eat nutritionally, as well as to use correct measures.
3 hours
- Shopper's coupons
- Handouts (sample menu, sample grocery list, weight conversions: http://www.metricconversioncharts.org/, food pyramid, sales inserts from newspaper, sample money, sample checks)
- A scale
- Pictures
- Sample products (oranges, grapes, cheese-and-crackers, etc., to use as healthy snacks as well)
- Optional: PowerPoint presentation (you may choose to use this to show examples)
Opening Activity
In pairs, ask participants to share how they acquired food in their home country or country of asylum and to describe what a sample day's menu might look like. Bring the large group together and ask pairs to share highlights with the group.
Lesson Time
Materials
Practice
Discussion Questions
Evaluation Materials
Cultural Notes
1. Shopping overview
a. Ask participants to talk about what they expected food to be like in the U.S.
b. Talk through a sample menu in the U.S.
c. Discuss making grocery lists nutritionally and the importance of having a list.
d. Discuss shopping procedures, using coupons, checking out, and taxes.
2. Nutritional values and measurements
a. Highlight U.S. measurements (pounds, ounces, inches, etc.) and introduce the conversion chart to participants.
b. Use conversion charts (http://www.metricconversioncharts.org/) to discuss measurements and Weight Watchers tips (www.weightwatchers.com) to discuss portion sizes.
c. Discuss the food pyramid and the importance of "eating up" the pyramid – the necessity to eat more foods found at the bottom of the pyramid and fewer foods from the top.
d. Discuss nutritional value of foods.
3. Participants take a 15-20 minute break. Invite participants to eat the healthy snacks.
4. Price shopping
a. Play a game similar to The Price Is Right or Shopping for Food (developed by IOM Southeast Asia's Cultural Orientation team and hosted on the COR Center Web site, at
http://www.cal.org/co/overseas/toolkit/money/shoppingforfood.html).
b. Highlight food stamps, coupons, and other benefits in your area.
c. Discuss buying generic goods versus name brand goods.
- What is the importance of planning a menu and making a grocery list?
- How would you substitute foods to maintain a good nutritional diet?
- How would you substitute foods to save money?
- What can you eat in place of other more familiar items?
- What practices will you try to help save money and eat healthfully?
- Implement a pre- and post-test to check for understanding.
- Ask discussion questions to check for retention.
Many participants may not be accustomed to or familiar with the foods found in the U.S.
Many participants may not be accustomed to having food available so frequently and/or in such a variety.
Some individuals may be accustomed to rations and may feel overwhelmed.
Variations
- Take participants on a shopping field trip after shopping lists have been created. | <urn:uuid:9bc28ccf-4314-404e-8d07-5bfe05c8afee> | CC-MAIN-2022-40 | http://www.culturalorientation.net/content/download/433/3209/file/Money%20Jax_Money-Mgmt_Grocery-Shopping-Wisely.pdf | 2022-10-02T10:14:56+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00072.warc.gz | 67,704,793 | 683 | eng_Latn | eng_Latn | 0.995131 | eng_Latn | 0.995799 | [
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Water Works!
Developed by Karen Mangone , PCM Play Intensive 2021
(FOCUS: PreK - K, Language & Literacy, Science, Exploration and Design Thinking, Mathematics if students are measuring the amount of water or timing its flow, Social & Emotional Learning)
Students will experiment with water and find different ways to direct and deliver this precious resource to help plants grow. Using recycled materials, students will design water delivery systems that help control and conserve water.
Students are using water play mixed with experimentation using different plastic containers and tubes to solve a real world problem: How do you direct the flow of water to the roots of a plant to help it grow? How do you slow down the flow of water so that less water will be used?
Students are not only learning to make decisions to problem solve, they are also testing their solutions to see what works or does not work. They are learning how to be innovative and critical thinkers who value their own ideas and those of others.
MATERIALS
* Plastic tablecloths or garbage bags cut to fit student desks or work areas
* Dollar store aluminum pans to catch and contain water, plastic cups to refill containers.
* Yarn
* Coffee filters
* Duct tape
* Recycled small plastic containers or tubes (ex. plastic water bottles with caps, containers with covers, tubes or straws) that have been cleaned
* Recycled plastic water or milk jugs (½ gallon or gallon)
* Timers or stop watches *not required
* *For use by the teacher only!* Scissors, barbeque fork or corkscrew (for poking holes in the plastic containers)
Set Up:
1. Fill plastic water/milk jugs with water and have them ready.
2. Student desks or tables for experimenting are cleared and covered with tablecloths or garbage bags for quick clean up and protection.
3. Put supplies for creating water delivery systems (plastic containers, bottles, straws, tubes, yarn, coffee filters, duct tape, etc.) on a table or tables.
4. Show students how to use timers or stopwatches if using them.
STUDENT'S JOB
Students will make a water delivery system reusing recyclable materials that will deliver water to the roots of their plants by conserving water and slowing down the rate of delivery.
How can you make a water delivery system that will deliver water to the roots of your plant and deliver it slowly?
How fast is the water flowing? Can you conserve the water and slow it down?
Target the water to flow out of the bottom of the container or the top of the container?
1. First each environmental scientist/inventor will think about what they could design to deliver water to the roots of their plants.
2. Next, they will go to the table of recycled or reusable materials and select the items that they think they will need.
3. Then, they will put water in their chosen containers and experiment with different materials and find ways that they can deliver water directly to the plant's roots in a slow manner, not overwatering the plant.
4. These environmental scientists will share their thoughts and designs with the whole group.
5. Students will think of ways that they can change and improve their designs based upon experimentation and peer/teacher suggestions.
Further Challenges: Finally, students will test their inventions or designs using plants inside the classroom or outside in a garden.
Students can also find a way to connect their individual water delivery systems to the others to build a giant aqueduct system!
TEACHER'S JOB
Standard's Alignment
Language & Literacy
CCSS.ELA-LITERACY.LANGUAGE.K.5.C: Identify real-life connections between words and their use.
CCSS.ELA-LITERACY.LANGUAGE.K.5.D: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
CCSS.ELA-LITERACY.LANGUAGE.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
WIDA-ENGLISH LANGUAGE DEVELOPMENT STANDARDS
Language for Social and Instructional Purposes: English language learners communicate for social and instructional purposes within the school setting.
Language for Language Arts: English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts.
Language for Science: English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.
NEXT GENERATION SCIENCE STANDARDS: ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE
K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
NEXT GENERATION SCIENCE STANDARDS: EARTH AND HUMAN ACTIVITY
K-ESS3-1: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, air, water, and/or other things in the local environment.
Connect to Previous Work: This lesson can be connected to a unit on Earth Science and Social Studies on being a responsible citizen and taking care of the environment. It can also be used as a STEM activity because it shows problem solving using innovation with the use of science, technology, design engineering, and math.
Boston Program: Unit 4 Our Earth.
Kindergarten - Focus of Early Learning (www.pbsearlylearning.org).
Include in the middle of Unit 4: Week 4: In this unit students will be learning about Reducing, Reusing, Recycling and being caretakers of our Earth.
Read aloud: Unit Text: "Recycle!" by Gail Gibbons
Prepare/Background Info: Students have been given background knowledge about how plants grow, the function of roots and stems, and the importance of water as an essential resource on this planet that helps plants and animals to survive and grow.
Read Alouds providing background knowledge: "From Seed to Plant" by Gail Gibbons, "How a Seed Grows" by Jordan/Krupinski, and "A Cool Drink of WATER" by Barbara Kerley.
Essential Question: What do plants need to grow?
Students will understand that plants need water to grow.
VOCABULARY: water, flow, pour, drip, deliver, tube, straw, containers, bottles
MLL Students will learn 3-5 vocabulary words
If needed use Spanish translations for keywords:
Examples: reducir-reutilizar-reciclar
Boston Program Vocab: reduce, reuse, recycle, conserve, solution *innovation - thinking of new ideas
Extend/Take it Further:
* What recyclable materials did you use?
* How are you reusing that water bottle or straw?
* Students will learn how much water their plants need to grow by testing the soil to see if it is dry or moist.
* Students will build upon their learning as they test and continue to test their innovative water delivery systems with their plants or gardens.
* Results can be recorded in a "Plant Watering Diary".
Facilitation Strategies:
After setting up the experiment area (tablecloths and aluminum pans) give the students time to select the items they would like to start with
Give them freedom to explore water and how it flows in and out of the containers. Then, ask them what changes they could make to that container to make the water flow more slowly, conserving the water and delivering it in a better way to the roots of a plant. Ask questions to get them thinking of the functions of tubes, straws, yarn, holes (such as strainers, sprays).
Ask students how to get the water out of the container from the bottom or the top. Allow the students to think of solutions and innovations on their own. The teacher can lend a hand helping the student but not giving them the solutions.
Students can return to the materials tables as needed.
*The students must ask the teacher for help with tape, scissors, or the making of holes as it is dangerous and difficult..
*Caution the students to keep the water in their aluminum pans and to reuse the water they were given using the plastic cups.
Teacher takes notes and asks students questions as they are exploring, designing, and problem solving. Teacher can take pictures of student inventions and label them for future use. Record students giving descriptions and telling how their water delivery system works.
**At the end set a good example of reusing, recycling, and reducing by keeping all items and using them again in the class.
Play to Notice:
Experiential: Hands-ons experimentation with water and its properties, and recyclable and reusable materials and their properties.
Physical: Children are using their hands to move and manipulate items (plastic containers & tubes) so that they can function for a purpose.
Social: Communications and interactions with the other students trying to do the same thing.
Emotional: Frustration of something difficult or not working or elation of discovery or success.
Dynamic: Students push their own boundaries, come up with innovative ideas, and master new skills.
Questions to Ask:
* What recycling items are you using?
* How are you doing?
* Are you having any problems slowing the water down?
* How are you going to get the water to the plant roots?
* How did you solve your problem?
* Do you need any help with anything?
* What worked or what didn't work? Why?
* How did you feel doing this experiment?
Content Matter to Notice:
Students are learning how to use what they know and to apply it to solve a water delivery and conservation problem. They are learning how to be risk takers and innovators by thinking of new ways to do something (water plants). They are stretching their thinking to make changes or improvements to their designs.
Notice if the students are using the vocabulary from the read alouds or unit vocabulary in their conversations. Teachers should use the content vocabulary words when asking the students questions.
Are connections being made from the read alouds to their "real" experience of recycling and reusing items to conserve and find solutions to help our earth?
SEL to Notice:
Are the students enjoying this activity? Are there any students who do not like working with water or any of the other materials?
How do they feel about solving a problem that is a "real" life problem and will impact the outcome of their plants growth?
Let students know that it is OK to make mistakes because we learn valuable information. We are all learning and trying to find better ideas or solutions
Students can also have different solutions and ideas that solve the same problem differently. | <urn:uuid:f369b762-9bf2-4887-9314-707c3d199b82> | CC-MAIN-2022-40 | https://providencechildrensmuseum.org/wp-content/uploads/2021/09/Water-Works-PDF.pdf | 2022-10-02T09:48:57+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00076.warc.gz | 500,557,081 | 2,276 | eng_Latn | eng_Latn | 0.996475 | eng_Latn | 0.997583 | [
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Tagged lapwings provide surprising insights
WHERE ARE THE CHICKS?
Lapwings are raising hardly any chicks these days, monitoring of tagged birds has revealed. As a result, some of the birds are making bizarre excursions.
On a newly mown tract of grassland near the Brabant village of Eethen, student Roisin Normanly is emptying an insect trap. A week's harvest floats in the bright blue liquid in the trap. The dead insects will be taken to the lab in Wageningen for logging. There are five more of these 'reference points' scattered around the landscape, which between them provide a picture of the insect population in this small section of the area known as the Land van Heusden en Altena.
We need that picture to understand why lapwing chicks born here are having such difficulty fledging,
Tagging
Tagging lapwings is a time-consuming task. The birds are shy by nature. In Tim Visser's study, the mother birds are captured at the end of the brooding period. 'The urge to brood is strongest when the eggs are about to hatch,' Visser explains. 'Then they don't let anything deter them.' To tag a brooding bird, the eggs are first removed from the nest and replaced by fake eggs. A trap is then placed over the nest. Then it is a matter of waiting for the mother to return. 'When she touches a taut string, the trap closes,' says Visser. 'The bird is fitted with a transmitter, and then you release it and put the real eggs back.' The egg-swapping trick is a precautionary measure to avoid damaging the eggs.
i.e. reaching the age when they are ready to leave the nest. Because that is where the problem lies. Lapwings in the Netherlands are not thriving. 'Lapwing numbers are falling by five per cent per year. It is estimated that there are still about 120,000 breeding pairs in the coun try but lapwing numbers have been declining sharply since the turn of the century. This is mainly because too few chicks reach adulthood.'
Visser has been researching the mortality of lapwing chicks since April, working with the Dutch Centre for Field Ornithology (Sovon) and the ecological consul tancy Altenburg & Wymenga. For the first time, this is being done by fitting mother birds with GPS trans mitters. At six locations in the country, six breeding lapwings were equipped with a lightweight (4.5 gram) GPS transmitter. 'By keeping track of the mothers, we also know where the young are,' Visser explains. 'So we hobble after the mothers and measure things we consid er relevant for the survival of the chicks.'
Decisive conditions
The measuring entails placing insect traps near the chicks' roosting places, taking soil samples, measuring soil moisture and mapping the vegetation (high, low,
etc.). Visser: 'This data is compared with data from the fixed measuring points in the area. That shows you which families manage to raise their chicks and what conditions are decisive. Is it the worms in the soil, the availability of insects, or the humidity of the soil? That sort of thing.'
A key fact here is that lapwings are a precocial species, Visser explains. 'That means that the chicks set off to find their own food soon after hatching. The parents protect and guide them. Insects are especially impor tant for young chicks. As they grow older, they eat more and more worms. But these have to be available. And that is determined by how hard and wet the soil is. Worms that are 50 centimetres deep in the ground are no use to lapwings.'
'THE NUMBER OF LAPWINGS IS FALLING BY FIVE PER CENT PER YEAR'
'THE DECLINING LAPWING POPULATION IS A 'DOMESTIC' PROBLEM'
The transmitters record the locations of the birds every half hour. Every 12 hours, Visser receives these posi
tions on his mobile phone via the GSM network. 'There have been quite a lot of studies on field birds, but it has always been difficult to track them. You can colour-ring them, but even then they are easy to lose sight of. These transmitters make it a lot easier.' They also generate some surprising observations.
It seems that families with surviving chicks often stay in one place for a long time. Visser: 'They get very attached to their locality and can get by with a territo ry of a few dozen square metres. So if they stay, it must be a good spot. If they start to roam further afield, you
'WE HAD SIX CLUTCHES HERE AND ONLY ONE FLEDGELING SURVIVED'
know it won't end well.' And birds whose clutch of chicks don't survive have been known to do the odd est things. 'One bird from Friesland flew to Ukraine. And one from this part of Brabant even flew to Russia. We have never seen that before. It is well known that lapwings migrate outside the breeding season, but during the season – that is really spectacular! We are now waiting to see what they will do there. It would be even more extraordinary if they started nesting there now. Two nests in one season, many hundreds of kilometres apart. The only way to find out such things is by tagging birds.'
Difficult year
Meanwhile, although the summer has yet to get going, it is clear that 2022 is going to be a bad year for lapwings. 'We had six clutches here, with three to four eggs in each nest. And we only have one fledgling. The chicks just don't make it here. And things are not much better at some of the other research locations,' Visser says. 'That is alarming and not good. It's an indication of how problematic the situation is.' He does have an explanation for the poor results. 'It has been a very difficult year. It was dry for a long time and drought is bad for field birds. Birds like wet ground, which they can peck away at. And most species of insects, the staple food
of lapwing chicks, need wet conditions too.' And then there is predation. Visser points out a marsh harrier being chased away by about 10 lapwings. 'The lack of suitable habitats makes the chicks extra vulner able to predation. Especially when the families start flying around the area, looking for suitable grassland.' On a nearby tract of flooded land, a group of lapwings is foraging along the water's edge. Visser takes out his telescope to see if any of his lapwings are among them. The study will continue for more than a month. 'We will go on until they stop breeding. And that is still possible; lapwings have several broods per season.' ■
Domestic problem
The black-tailed godwit is our national bird. But there are few sights more Dutch in the Dutch countryside than the lapwing. Up till now, at least. Since the 1980s, the number of breeding lapwings has been in free fall. Since the turn of the century, with an annual decline of five per cent, things have been going particularly fast. And the reason lies mainly in the Netherlands. Lapwings do migrate, but the survival rate of adult birds, which stay abroad outside the breeding season, is high and constant. The decline in lapwing numbers is therefore a 'domestic' problem: according to studies by Sovon, their reproduction rate is too low. The main difficulty seems to lie in raising the young to adulthood. Visser's study is an attempt to discover the causes of this. | <urn:uuid:8cbd322c-85c9-400b-a0c9-c38a7e8b16a7> | CC-MAIN-2022-40 | https://edepot.wur.nl/572467 | 2022-10-02T08:52:35+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00077.warc.gz | 284,388,772 | 1,611 | eng_Latn | eng_Latn | 0.998974 | eng_Latn | 0.99914 | [
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OJAS
What is it?
Ojas is an invisible, supportive energy that provides a buffer between us and the stressors of life. It's a bit like insulation/bubble wrap for our energy and nervous system, providing every tissue of our body with strength and stability. Its physical manifestation is our immune system, and it is directly correlated to the functionality of our adrenals: dysfunction of the adrenals results in low ojas, while proper functioning results in increased ojas.
While we are all born with a built-in amount of ojas, modern Western life makes it difficult to maintain it over the years. Stress from jobs, families, environments, and life changes all take a toll, as does the high level of sensory input we all are subject to in these days.
When our ojas is depleted—when our energetic protective insulation thins—we become susceptible to disease and stress, and we're chronically tired and reactive. Symptoms of low ojas are as follows:
* Confused/foggy state of mind
* Muscle or joint pain/stiffness
* Prone to infections
* Feelings of loneliness or insufficiency
* Prone to depression/anxiety
When we have sufficient ojas, our body is more resistant to stressors, and we feel fresh and alive. Ojas provides stability to the body and mind, allowing us to weather changes with greater ease and grace. Signs of sufficient ojas are as follows:
* Bright complexion/eyes
* Good immunity
* High energy/stamina
* Light body
* Creative
* Clarity of mind/focus
* Overall sense of well-being
How do you build it back up?
The best and easiest way to build up ojas is through our diet and digestion. Here are a few tips to keep in mind.
* Eat foods that are high in prana/life force
* Maintain a strong agni (digestive fire)
* Consider your intention/environment when both cooking/eating
* As much as you can, avoid frozen, fried, and canned food
* As much as you can, avoid processed foods, white sugar/flour, and foods with preservatives
* Choose warm, cooked foods over raw, undercooked foods.
Here are some foods that are rich in ojas.
* Ghee
* Dates
* Nuts
* Fresh leafy vegetables
* Banana
* Avocados
* Figs
*
* Sweet potatoes
Yams
* Tofu
* Beans
* Whole grains
* zucchini
* Turnip | <urn:uuid:49f8afa8-7371-4155-aac7-4a67fd261f66> | CC-MAIN-2022-40 | https://kerimangis.com/wp-content/uploads/2022/07/Ojas.pdf | 2022-10-02T10:13:32+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00075.warc.gz | 395,787,337 | 521 | eng_Latn | eng_Latn | 0.990906 | eng_Latn | 0.993849 | [
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Name:
Name:
Name:
High School:
Instructions:
* This round consists of 5 problems worth 16 points each for a total of 80 points.
* Each of the 5 problems is free response.
* Write your complete solution in the space provided including all supporting work.
* No calculators are permitted.
* This round is 75 minutes long. Good Luck!
OFFICIAL USE ONLY:
| Problem # | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Points Earned | | | | | |
Stockton University
Mathematical Mayhem 2016
Group Round
April 9, 2016
Problem 1. How many rectangles are there in a 4 × 6 grid of squares? How many in an m × n grid? For example, there are 9 rectangles in the 2 × 2 grid shown below.
Problem 2. The coordinates of A, B, and C are (5, 5), (2, 1) and (0, k) respectively. Find the value of k that makes the sum of the lengths of line segments AC and BC a minimum.
Problem 3. Tim has a solid wooden cube whose side lengths are integers greater than 2. He paints the entire surface of the cube red. Then, with slices parallel to the faces of the cube, Tim cuts the cube into 1 × 1 × 1 cubes. A certain number of the small cubes are completely free of paint (x). A certain number of the small cubes are painted red on only one side (y). A certain number of the small cubes are painted red on two sides (z). There are also 8 cubes that are painted red on 3 sides, but these are not invovled in our problem.
(A) If y is twice as big as x, what were the dimensions of Tim's original cube?
(B) If x is twice as big as y, what were the dimensions of Tim's original cube?
(C) If y + z is 33% of x, what were the dimensions of Tim's original cube?
Problem 4. How many pairs (x, y) of non-negative integers with 0 ≤ x < y satisfy the equation
List all of the pairs.
Problem 5. Consider a currency that has 100 cent (dollars), 50 cent (half-dollars), 25 cent (quarters), 10 cent (dimes), 5 cent (nickels), and 1 cent (pennies) coins. To specify a collection of coins, we will use an ordered list of six numbers (D, H, Q, I, N, P) where
D is the number of dollars,
H is the number of half-dollars,
Q is the number of quarters,
I is the number of dimes,
N is the number of nickels, and
P is the number of pennies.
For example, (0, 1, 2, 0, 0, 0) and (0, 0, 0, 0, 0, 100) are two different collections of coins that make 100 cents, the first by a one half-dollar coin and two quarters and the second by one hundred pennies. That is, you can make 1 dollar with exactly 3 coins and you can also make 1 dollar with exactly 100 coins.
Is it possible to make one dollar using each number of coins between 1 coin and 100 coins? If so, explain why. If not, list the numbers of coins that fail. | <urn:uuid:1888bc63-f126-4fad-9307-6194cce94e43> | CC-MAIN-2022-40 | https://stockton.edu/sciences-math/documents/group2016.pdf | 2022-10-02T09:17:56+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00076.warc.gz | 569,553,832 | 770 | eng_Latn | eng_Latn | 0.99174 | eng_Latn | 0.998358 | [
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San Antonio Independent School District
MARIN B. FENWICK ACADEMY 2022-2023
LANGUAGE POLICY
Language Philosophy:
Fenwick Academy's philosophy of language instruction is that all staff play a key role in the development of all student's language. We further believe that each stakeholder, from home to school to community, plays a significant role in the development of a child's ability to understand and express themselves in more than one language.
Language Values:
Fenwick Academy values the role of language in our daily life. Language is the conduit for understanding each other, building relationships, and fostering communication. At Fenwick, we build on a student's native language through our dual language program. Students are exposed to Spanish beginning in Kindergarten. Throughout the school, evidence of multiple languages (English and Spanish) are displayed through signs, labels, and student work. Language is taught through many modalities such as listening, speaking, reading, writing and visual literacy. Students also learn to apply language in science, social studies, mathematics, literature studies, design, fine arts, and athletics.
Language Profile and Identification:
All Fenwick families complete a home language survey when enrolling their student for the first time. Students whose native language is not English, are assessed for language proficiency in both their home language and English. The campus Language Proficiency Assessment Committee (LPAC) determines instructional programs and supports for students learning English, which includes the following options: Dual Language program and/or English as a Second Language instructional support services.
Language Instruction:
Types of Language Support, Strategies and Practices:
Fenwick Academy teachers and staff provide various instructional supports to assist students in developing and acquiring both oral and written language proficiency. Such supports include,
* 7 steps to a language rich classroom (Bill Perryman and John Seidlitz)
* Differentiated instruction and scaffolding
* Modeling
* Language taught through the curriculum
* Transdisciplinary skills of reading, speaking, writing, and listening
* Making connections
* Cooperative Learning
* Approaches to Learning Skills
* Writing across the curriculum
* Cooperative Learning opportunities
* Direct language instruction
* Field Experiences and Guest Speakers
* Cultural exchange programs
Parental Support:
Fenwick Academy will foster language development through student, teacher, and parent communication and collaboration:
* Newsletters and flyers distributed in English and Spanish
* Family, and Community Engagement Specialist
* Parent volunteers
* School Community events such as literacy nights and IB showcase events to promote our student's growth in language learning.
* Community work and Service Learning
* Open House and Student Led Conferences
Language Acquisition
Students at Fenwick Academy will receive instruction in a second language beginning in Kindergarten. The progression of language courses is as follows:
* Kindergarten thru 5 th grade: Students will receive Spanish instruction during weekly specials rotations. A second language may be added for grades 3-8 in the future.
* 6 th grade: All students in grade 6 will take a year-long Spanish class, in which they will receive instruction introducing them to Spanish.
* 7 th grade: All students will take year 1 of high school Spanish.
* 8 th grade: Students will take year 2 of high school Spanish.
Assessment:
Fenwick Academy will assess student language development and acquisition using the district guidelines, campus assessment policy, and the language acquisition subject guides and rubrics.
Professional Development:
Fenwick teachers will participate in professional development to learn strategies that support the following:
* Language acquisition and development, both native language and second language
* International Mindedness and Cultural Awareness
* Subject-specific IB training
Communication and Review of Policy:
This policy will be posted on our campus website. It will be addressed within the community through events such as Parent/Principal Coffee, PTA Meetings, Student Performances and Exhibitions, Newsletters, and other methods of communication.
The Campus Advisory Team will review the language policy each year. Stakeholders may make edit suggestions and revisions. The Language Policy must be approved by the Campus Advisory Team. | <urn:uuid:56379847-bb50-4e94-b4e9-2fef90e881c7> | CC-MAIN-2022-40 | https://schools.saisd.net/upload/page/0114/docs/22-23%20FA%20LANGUAGE%20POLICY_.pdf | 2022-10-02T09:33:05+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00075.warc.gz | 560,110,763 | 837 | eng_Latn | eng_Latn | 0.993013 | eng_Latn | 0.993384 | [
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School Supply List 2022-2023 School Year Early Childhood/Lower School
The majority of school supplies needed for each student are provided by the school. However, there are a few supplies at each grade level that you will still need to purchase. Listed below are the items needed at the lower school grade level.
All Grade Levels –
- Child size sturdy rain coat/jacket with a hood that stays in backpack.
- A backpack large enough for the needs of the particular grade level; non-roller backpacks are preferable due to limited space in lockers.
PreK
- Thin child size Yoga Mat for rest time – no larger than 60"x24" Example: http://www.sunshineyoga.com/eco-friendly-kids-yoga-mat.html
- Suggested water bottle: CamelBak eddy Kids 12oz Insulated Water Bottle (not glass)
- Backpack (not mini) - minimum size 16"x12". Big enough to fit lunch box, change of clothes, and rain coat w/hood for daily use to and from school.
- Rainboots to stay at school: (to accompany raincoat that stays in backpack -- see above)
- Lunchbox with handles
Suggested link https://www.zulily.com/kids-rain-boots?rtn=y&page=cms&
Kindergarten
- Suggested water bottle: CamelBak eddy Kids 12oz or larger Insulated Water Bottle labeled with child's name
- 1 set of headphones labeled with child's name (Not wireless/Bluetooth, no earbuds)
Primer
- Suggested water bottle: CamelBak eddy Kids 12oz Insulated Water Bottle labeled with child's name
- Headphones (no earbuds)
First Grade
- Insulated water bottle, labeled with child's name
- Headphones (no earbuds)
Second Grade
- 1 set of earbuds or headphones for iPad (no AirPods)
Third Grade
- Multiplication/Division Flashcards (to be kept at home)
- 1 set of earbuds or headphones for Chromebook (no AirPods)
- Optional Chrombook case-only needs to be parent purchased if students would like to decorate case
Example: https://www.amazon.com/HESTECH-Chromebook-11-6-12-3-Neoprene-
Compatible/dp/B01855CO5K/ref=sr_1_1?crid=11C5Y75OAKUM7&dchild=1&keywords=hestech+chromebook+case%2C+11.6
-12.3+inch+laptop+sleeve+case+bag&qid=1592934287&sprefix=hestech%2Caps%2C194&sr=8-1
Fourth Grade
- Five star flex hybrid note binder
- 1 adult-size tube sock for recorder storage (Music), labeled with student's name (optional)
Example: https://www.amazon.com/Refresh-Five-Star-Zipper-
Binder/dp/B071R7YQMS/ref=sr_1_7?dchild=1&keywords=velcro%2Bbinder&qid=1587391471&sr=8-7&th=1
- Optional Chrombook case-only needs to be parent purchased if students would like to decorate case
Example: https://www.amazon.com/HESTECH-Chromebook-11-6-12-3-Neoprene-
Compatible/dp/B01855CO5K/ref=sr_1_1?crid=11C5Y75OAKUM7&dchild=1&keywords=hestech+chromebook+case%2C+11.6
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Elizabeth L. Scull (1924-1981)
Outspoken advocate for housing for the poor
Elizabeth Lee Scull was born in 1924 into one of the most prominent families of Montgomery County. Descended from the Blairs of Maryland and the Lees of Virginia, she spent much of her childhood in the house of her grandfather after her parents' separation when she was 11 years old. Scull attended St. Timothy's School in Catonsville and Vassar College.
She married David Scull, a county businessman. David Scull was elected to the County Council in 1966The Sculls worked together closely in politics and civic causes. When in 1968, her husband died from a sudden heart attack, Scull was determined to take his seat on the Council. Since his party chose to support another candidate, Elizabeth Scull switched parties in order to run.
Scull won stunning election victories on three successive terms, in 1970, 1974 and 1978. In 1970, she won her first election to the Council by the largest margin of any candidate. In 1974 and 1978, she was the highest vote-getter. Elizabeth Scull served as Chair of the County Council, and became an active member of the county's first Housing Authority. In 1978, she polled a county wide total of 88,000 votes, which was 57,000 votes more than her older brother, then acting Governor Blair Lee III received in his home county during his failed bid for the Democratic gubernatorial nomination. Independent in her thoughts and actions, Scull was able to earn the support of all political parties.
Never following party lines too closely, Scull focused on serving the public. "I am interested in good government," Scull told a local newspaper in 1981. "I am interested in making government work and to be fair and honest." Her sense of duty and need for good public service and responsible citizenry came from her U.S. Senator grandfather who instilled inner that concept of public life. "It's been my decision to make county service my first priority," she explained in an interview in 1977. "It is helpful to me, to have a useful and good way to spend my time." She believed she had the right combination of qualities for the position of councilmember. "I am a moderate, and that's important because that's what most people are. I have common sense, and that's important. I am totally honest, and that's important. I am unafraid, and that's important. Anyone in this office needs those characteristics." During her decade on the Montgomery County Council, Scull was devoted to causes of less fortunate people, especially in the area of housing opportunities. She dedicated her tenure to fighting for housing availability and improving the living conditions of the poor.
Her interest in affordable housing predated her arrival to the Council. With her husband, Scull founded Emergency Homes Inc., a non-profit organization designed to find immediate housing for people in desperate circumstances, many whom lost their land and houses to suburban development. While on the Council, Scull continued her mission. "I am not oriented toward highway zoning or administrative work and that sort of thing," Scull admitted to a local newspaper in 1977. Known for loyalty to her principles and for never running away from an issue that she believed in, regardless of the political consequences, Scull was considered the "conscience of the council." By many of her opponents, Scull was accused of being "an impractical idealist" obsessed with housing projects and other social welfare programs. "My heart is still with those services provided by the county government for the people. I look on this job as an opportunity to improve those services."
Scull was very active in the areas of health, welfare, housing and the environment, sponsoring several bills on these fronts. She initiated efforts in the Moderately Priced Dwelling Unit legislation. This bill proposed that builders of new residential developments with over 50 units, make a portion of the units available at below-market rate sales prices or rental rates. Scull supported the Housing Opportunities Commission in its fight for low income housing and also fought for rent control. Scull was responsible for the Rosemary Village cooperative housing complex, and for the Tobytown housing, a community mainly formed by low-income residents, adjacent to affluent Potomac, Maryland.
Scull was active on the Montgomery County Council until the time of her death at the age of 57. She attended a large number of council meetings during her battle with cancer. She lived in a converted farm house in Silver Spring, Maryland. After her death, the Elizabeth L. Scull Housing Fund was established to continue her work on housing. Since 1982, the Metropolitan Washington Council of Governments institutionalized the Elizabeth and David Scull Metropolitan Public Service Award to be granted annually to an elected official who has contributed most significantly to the enhancement of intergovernmental cooperation in the Washington metropolitan region. | <urn:uuid:af43e545-0f6d-4c3f-a5c8-8e9a632a6988> | CC-MAIN-2022-40 | https://montgomerycountymd.gov/cfw/Resources/Files/bioscull.pdf | 2022-10-02T08:46:20+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00077.warc.gz | 470,368,926 | 1,022 | eng_Latn | eng_Latn | 0.999269 | eng_Latn | 0.999361 | [
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Curriculum Development Timeline
School:
Township of Ocean Elementary Schools
Course:
Health, Grade 5
Department: Physical Education
| | Board Approval | | Supervisor | Notes |
|---|---|---|---|---|
| October 2006 | | Dave Enderly | | |
| December 2008 | | Denise Palaia | | |
| October 2012 | | Denise Palaia | | |
| August 2013 | | Denise Palaia | | |
| August 2018 | | Denise Palaia | | |
| W e e k | | Marking Period 1 | | |
|---|---|---|---|---|
| | | | | W |
| | | | | e |
| | | | | e |
| | | | | k |
| 1 | | Health Introduction | 21 | |
| 2 | | Pre-Assessment Benchmark | 22 | |
| 3 | | Health Services & Information | 23 | |
| 4 | | Dimensions of Wellness | 24 | |
| 5 | | Character Education | 25 | |
| 6 | | Refusal, Negotiation & Assertiveness Skills | 26 | |
| 7 | | Decision Making & Goal Setting | 27 | |
| 8 | | Harassment & Bullying Prevention | 28 | |
| 9 | | Harassment & Bullying Prevention | 29 | |
| 10 | | Cyber Bullying & Online Safety | 30 | |
| | | Marking Period 2 | | |
| | W | | | W |
| | e | | | e |
| | e | | | e |
| | k | | | k |
| 11 | | Nutrition - MyPlate | 31 | |
| 12 | | Nutrition - MyPlate | 32 | |
| 13 | | Nutrition – Food Labels | 33 | |
| 14 | | Nutrition – Meal Planning | 34 | |
| 15 | | Basic First – Aid | 35 | |
| 16 | | Injuries & Accident Prevention | 36 | |
| 17 | | Fire Safety | 37 | |
| 18 | | Traffic Safety | 38 | |
| 19 | | Sun & Skin Safety | 39 | |
| 20 | | CPR Training – Hands Only CPR | 40 | |
Time Frame Marking Period 1
Topic
Wellness & Character Education
Essential Questions
* What are examples of physical, social, mental and emotional health?
* What are the pillars of Character Education?
* Why are feelings towards yourself and other important for promoting a healthy lifestyle?
* How can I set specific goals and make appropriate decisions?
* What are strategies to prevent harassment and bullying?
* What can I do if I am being bullied or I see someone being bullied?
* What are the basic safety rules of Online Safety?
* How can I recognize cyber bullying?
Enduring Understandings
* Self-esteem and self-respect leads to healthy emotional wellness.
* Character Education is key to overall wellness and healthy relationships.
* Bullying and Cyber bullying takes on multiple forms.
Alignment to Standards
NJSLS:
2.1.6.A.1-3
2.1.6.B.1-4
2.1.6.C.1-3
2.1.6.E.1-3
Key Concepts and Skills
* Staying healthy is a lifelong process that includes all dimensions of wellness.
* The early detection and treatment of diseases and health conditions impact one's health.
* Social and emotional development impacts all components of wellness.
* Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion and/or culture provide a foundation for the prevention and resolution of conflict.
* Stress management skills impact and individual's ability to cope with different types of emotional situations.
* Effective communication may be a determining factor in the outcome of health and safety related situations.
* Effective communication is the basis for strengthening and interpersonal interactions and relationships and resolving conflicts.
* Every health related decision has a short and long-term consequence and affects the ability to reach health goals.
* Personal core ethical values impact the behavior of oneself and others.
* Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect and violence.
* Health literacy includes the ability to compare and evaluate health resources.
* Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.
Learning Activities
* Class discussion
* Role playing and skits
* Kidshealth.org
* Brain Pop videos, quizzes and activities
* Group work and presentations
Assessments
* Rubric for presentations
* Anti-bullying project
* Class discussion and participation
21 st Century Skills
X Creativity
X Critical Thinking X Communication X Collaboration
X Life & Career Skills
X Information
Literacy
X Media Literacy
Interdisciplinary Connections
Reading and Language Arts
Technology Integration
Use of individual Chrome Books for internet and project work.
Career Education-Career Ready Practices
All students will demonstrate how to:
Act as a responsible and contributing citizen and employee.
Apply appropriate academic and technical skills.
Communicate clearly and effectively and with reason.
Consider the environmental, social and economic impacts of decisions.
Demonstrate creativity and innovation.
Utilize critical thinking to make sense of problems and persevere in solving them.
Plan education and career paths aligned to personal goals.
Use technology to enhance productivity.
Work productively in teams while using cultural global competence.
Time Frame Marking Period 2
Topic
Nutrition and Safety
Essential Questions
* How are food choices influenced by culture, tradition, and knowledge of nutrition?
* What role does family, peers, and the media have on food choices now and throughout life?
* How do personal behaviors impact our own safety and the safety of others?
* Why do some people still engage in unsafe behaviors despite knowing the inherent risks and possible outcomes?
* How does a commitment to wellness reduce the risk for injuries and conditions that impact the quality or duration of one's life?
Enduring Understandings
* Food choices and eating patterns are developed at a young age, persist throughout one's life, and may affect long-term health.
* It may be difficult to change unhealthy eating patterns that are rooted in family traditions, religious beliefs, or culture.
* Peers and the media also have a significant impact on food choices and the availability of healthy options.
* Making healthy eating choices is an important part of achieving and sustaining wellness.
* Medical advances, technology and public health efforts enable some people to live healthier lives but many people still struggle to be healthy.
* Understanding why a behavior or activity is unsafe is only the first step towards preventing injuries and staying safe.
Alignment to Standards
NJSLS:
2.1.6.B.1-4
2.1.6.D.1-4
Key Concepts and Skills
* Eating patterns are influenced by a variety of factors.
* Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks, contributes to the safety of self and others.
* Applying first-aid procedures can minimize injury and save lives.
Learning Activities
* Personal MyPlate
* Meal Planning Project
* Sodexo Guest Speaker
* Hands Only CPR
* Brain Pop videos, quizzes and activities
* Kidshealth.org
Assessments
* Group projects and presentations
* Rubric created for individual projects
21 st Century Skills
X Creativity
X Critical Thinking X Communication X Collaboration
X Life & Career Skills
X Information Literacy
X Media Literacy
Interdisciplinary Connections
Reading and Language Arts, Mathematics
Technology Integration
Use of individual Chrome Books for internet and project work.
Career Education-Career Ready Practices
All students will demonstrate how to:
Act as a responsible and contributing citizen and employee.
Apply appropriate academic and technical skills.
Communicate clearly and effectively and with reason.
Consider the environmental, social and economic impacts of decisions.
Demonstrate creativity and innovation.
Utilize critical thinking to make sense of problems and persevere in solving them.
Plan education and career paths aligned to personal goals.
Use technology to enhance productivity.
Work productively in teams while using cultural global competence.
Time Frame Marking Period 3
Topic
Drugs & Medicines
Essential Questions
* Why do people use and abuse alcohol, tobacco, caffeine and other drugs despite warnings about the dangers to self and others?
* What are the warning signs of someone abusing drugs?
* What are some resources available for someone seeking treatment?
* What is the difference between drug abuse and drug misuse?
* What is the difference between an over the counter drug and a prescription drug?
Enduring Understandings
* The use and abuse of alcohol, tobacco, and other chemical substances not only affects the
individual but also may have a profound impact on others.
* The early detection and proper treatment of diseases and health conditions impact one's health.
* There are many ways to obtain help for treatment of substance abuse problems.
Alignment to Standards
NJSLS:
2.3.6.A.1-2
2.3.6.B.1-7
2.3.6.C.1-4
Key Concepts and Skills
* Medicines come in a variety of forms (prescription medicines, over the counter medicines, medicinal supplements), are used for numerous reasons, and should be taken as directed in order to be safe and effective.
* There is a strong relationship between individuals who abuse drugs and increased intentional and unintentional health-risk behaviors.
* Substance abuse is caused by a variety of factors.
* There are many ways to obtain help for treatment of alcohol, tobacco, and other substance abuse problems.
Learning Activities
* Class discussion
* Group tobacco project
* Kahoot quiz
* Brain Pop videos, quizzes and activities
Assessments
* Group projects and presentations
* Quizzes
X
Life & Career Skills
X Information Literacy
X Media Literacy
Interdisciplinary Connections
Reading and Language Arts, Mathematics
Technology Integration
Use of individual Chrome Books for internet and project work.
Career Education-Career Ready Practices
All students will demonstrate how to:
Act as a responsible and contributing citizen and employee.
Apply appropriate academic and technical skills.
Communicate clearly and effectively and with reason.
Consider the environmental, social and economic impacts of decisions.
Demonstrate creativity and innovation.
Utilize critical thinking to make sense of problems and persevere in solving them.
Plan education and career paths aligned to personal goals.
Use technology to enhance productivity.
Work productively in teams while using cultural global competence.
Time Frame Marking Period 4
Topic
Relationships & Human Reproduction
Essential Questions
* How does your environment and heredity influence your development?
* How can healthy relationships be developed and sustained over time?
Home of the Spartans! #spartanlegacy
* Why can it be difficult for adolescent parents to adjust to responsibilities of parenthood?
* What is the physiological process of human reproduction?
Enduring Understandings
* Families provide connections between people and the building of relationship skills.
* Families are different and create foundations for future relationships.
* Families and social relationships change and are impacted in the global community.
* Human relationships include physical, emotional and social aspects.
* Significant growth changes occur at different rates during adolescence.
* The development of pregnancy spans 9 months with different stages.
* Adolescent pregnancy presents added stress and emotional and financial responsibilities.
Alignment to Standards
NJSLS:
2.4.6.A.1-5
2.4.6.B.1-4
2.4.6.C.1-4
Key Concepts and Skills
* Healthy relationships require a mutual commitment.
* Most significant physical, emotional, and mental growth changes occur during adolescence, but not necessarily at the same rates.
* Responsible actions regarding sexual behavior impact the health of oneself and others.
* Knowing the physiological process of how pregnancy occurs, as well as development of the fetus leading to childbirth, contribute to a greater understanding of how and why a healthy environment should be provided for the pregnant mother.
* Adolescent parents may have difficulty adjusting to emotional and financial responsibilities of parenthood.
Learning Activities
* Brain Pop videos, quizzes and activities
* KidsHealth.org
* Class discussion
* Diagram of the Reproductive System
Assessments
* Kahoot quiz
* Classwork assignment
21 st Century Skills
X Creativity
X Critical Thinking X Communication X Collaboration
X Life & Career Skills
X Information Literacy
X Media Literacy
Interdisciplinary Connections
Reading & Language Arts, Mathematics
Technology Integration
Use of individual Chrome Books for internet and project work.
Career Education-Career Ready Practices
All students will demonstrate how to:
Act as a responsible and contributing citizen and employee.
Apply appropriate academic and technical skills.
Communicate clearly and effectively and with reason.
Consider the environmental, social and economic impacts of decisions.
Demonstrate creativity and innovation.
Utilize critical thinking to make sense of problems and persevere in solving them.
Plan education and career paths aligned to personal goals.
Use technology to enhance productivity.
Work productively in teams while using cultural global competence.
Modifications (ELL, Special Education, Gifted and Talented, and 504 Plans)
ELL:
* Work toward longer passages as skills in English increase
* Use visuals
* Introduce key vocabulary before lesson
* Teacher models reading aloud daily
* Provide peer tutoring
* Use of Bilingual Dictionary
* Guided notes and/or scaffold outline for written assignments
* Provide students with English Learner leveled readers.
Supports for Students With IEPs:
* Allow extra time to complete assignments or tests
* Guided notes and/or scaffold outline for written assignments
* Work in a small group
* Allow answers to be given orally or dictated
* Use large print books, Braille, or books on CD (digital text)
* Follow all IEP modifications
Gifted and Talented:
* Create an enhanced set of introductory activities (e.g. advance organizers, concept maps, concept puzzles)
* Provide options, alternatives and choices to differentiate and broaden the curriculum
* Organize and offer flexible small group learning activities
* Provide whole group enrichment explorations
* Teach cognitive and methodological skills
* Use center, stations, or contracts
* Organize integrated problem-solving simulations
* Propose interest-based extension activities
* Expose students to beyond level texts.
Supports for Students With 504 Plans:
* Follow all the 504 plan modifications
* Text to speech/audio recorded selections
* Amplification system as needed
* Leveled texts according to ability
* Fine motor skill stations embedded in rotation as needed
* Modified or constrained spelling word lists
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Unit 27: Sport and Exercise Massage
Unit code:
R/502/5763
QCF Level 3:
BTEC National
Credit value:
10
Guided learning hours: 60
Aim and purpose
The aim of this unit is to provide learners with an understanding of the theory and practice of sport and exercise massage techniques.
Unit introduction
The importance of sport and exercise massage as a therapeutic treatment is growing in popularity amongst athletes and is significant in relaxing and restoring the body to a pre-exercise state.
As this is mainly a practical unit, learners will be able to prepare a treatment area, and organise the resources needed to complete a sport and exercise massage treatment in a variety of locations such as a treatment room or even at the pitch side. The supervised practical aspects of the unit combine theory and practical elements, enabling learners to use their skills safely and effectively on different athletes or sports participants who require different treatments. Undertaking practical massage allows learners to draw on their knowledge of anatomy, physiology, fitness testing, sports injuries and sports psychology.
The first part of the unit looks at the different benefits of sport and exercise massage techniques and how this affects the physiology of the body especially muscles, joints, the nervous system and circulation. Learners will also consider the therapeutic benefits of massage for athletes and how this can affect the body. The importance and role of the professional sport and exercise masseur will also be discussed.
The second part of the unit will develop the communication skills and needed knowledge for a pre-treatment consultation for two athletes or sports performers. This will include the type of massage, the techniques to be used and the area(s) to be treated. This will result in the production of an agreed safe and effective treatment plan, including the selected massage medium and the type of sport and exercise massage to be performed.
Learners will then demonstrate a variety of practical sport and exercise massage skills to different areas of the body. On completion, learners will review on the treatment plans offering future treatment opportunities.
This unit is imported from the BTEC Nationals in Sport.
Learning outcomes
On completion of this unit a learner should:
1 Know the effects and benefits of sport and exercise massage
2 Know the roles of sport and exercise massage professionals
3 Be able to identify the sport and exercise massage requirements of athletes
4 Be able to perform and review sport and exercise massage techniques.
Unit content
1 Know the effects and benefits of sport and exercise massage
Effects: physical and mechanical (blood and lymphatic circulation, tissue permeability, stretching, reducing and remodelling scar tissue, opening micro-circulation); physiological (autonomic, sympathetic and parasympathetic nervous system)
Benefits: reduce stress; enhance wellbeing; improved body awareness; pain reduction; relaxation
2 Know the roles of sport and exercise massage professionals
Roles: types of work; types of activities eg administration, client assessments; treatments applied eg massage, relaxation, strapping, manipulation; electrotherapy modalities; knowledge eg training, career opportunities, application to sport
3 Be able to identify the sport and exercise massage requirements of athletes
Assessment: initial consultation; referral to practitioners; treatment area eg anterior, posterior, legs, upper back, lower back, shoulders, neck; simple injuries eg haematoma, muscle tear, tendon injuries, inflammation, ligament injuries
Documentation: record cards; effect of treatments; advice for homecare; health and safety eg clients are aware of fire exits, correct oil is used
Contraindications: eg client history, type of injury, location of injury, skin conditions, circulatory conditions, multiple sclerosis, cancer
Proposed treatment plan: pre-, inter- and post-massage treatments; treatment duration; massage procedure
4 Be able to perform and review sport and exercise massage techniques
Client preparation: health and safety; hygiene
Demonstrate: safe and effective massage; different techniques eg effleurage, petrissage, frictions, tapotement, vibrations; application of techniques (correct techniques, follow a set routine, suitable medium, appropriate duration, client/therapist rapport)
Mediums: eg oil, talc, creams, advantages and disadvantages of each medium
Documentation: date; treatment completed; treatment duration; response to treatment; future appointments
Review: eg speed, depth, rate of sport massage, effectiveness of treatment, liaison with athlete, timing; adaptation of treatment; future treatment
Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit.
| To achieve a pass grade the evidence must show that the learner is able to: | To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: | To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: |
|---|---|---|
| P1 describe the effects and benefits of sport and exercise massage | M1 explain the beneficial effects of sport and exercise massage | |
| P2 describe the roles of sport and exercise massage professionals | | |
| P3 carry out pre-treatment consultations on two different athletes [IE1, IE4] | M2 explain the sport and exercise massage requirements of two different athletes | D1 compare and contrast the sport and exercise massage requirements of two athletes |
| P4 describe six contraindications to massage treatment | | |
| P5 produce a treatment plan for two athletes [IE4, IE5, IE6, TW1, TW2, TW3] | | |
| P6 demonstrate appropriate sport and exercise massage techniques on two athletes [EP4, TW3, TW4, TW5, TW6] | | |
| P7 review the treatment plan for two athletes, describing future treatment opportunities. [IE4, RL3, RL6, SM3] | M3 explain the appropriate sport and exercise massage treatment for two athletes. | D2 evaluate the appropriate sport and exercise massage treatment for two athletes. |
PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.
Essential guidance for tutors
Delivery
Delivery of this unit should combine theory and practice. Some aspects of delivery require theory to be presented before practice and others should be structured to allow direct application of theory to practice.
The unit focuses on the understanding of effects and benefits of sport and exercise massage. Learners will link knowledge of anatomy and physiology to a practical context; this can be achieved by learners completing a presentation on the many benefits of sports massage. Opportunities to reinforce anatomical and physiological knowledge will often arise in practical work and should be maximised.
An understanding of the role of sport and exercise massage professionals can be gained through a variety of guest speakers from the range of sports and activities that utilise a sports masseur. Learners could also conduct individual research into the various professional bodies and the benefits of membership. As a result, learners should be able to recognise the scope of practice for a sport and exercise masseur.
Following on from this, learners need to understand the importance of carrying out a detailed consultation with athletes, not only because of health and safety factors but also in establishing an agreed proposed treatment plan with the athlete or sports performer.
The remaining unit content requires learners to develop supervised specific massage techniques and skills. This will include learners conducting client consultations before treatment, agreeing a treatment plan and, finally, completing relevant record cards. Learners can work in pairs to achieve this activity although use of external clients is encouraged to enable learners to gain a greater breadth of experience.
It will be necessary to spend some time on the application of massage techniques, both theoretically and practically. This should initially be tutor led but peer observation and mentoring is encouraged. Knowledge of the techniques can be used to describe where each technique is used and the effects and benefits it will have on the athlete or sports performer.
Problematic case studies and role play could be used so learners appreciate the validity of pre-massage consultation in identifying the appropriate treatment regime.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction and overview of the unit.
Assignment 1: The Effects and Benefits of Massage (P1, M1).
Tutor introduces the assignment brief.
The physiological and therapeutic effects of massage – learner research.
Assignment 2: The Roles of Sport and Exercise Massage Professionals (P2).
Tutor introduces the assignment brief.
Different aspects of work for massage and exercise therapists – learner research.
Professional bodies, scope of practice and professional standards – group research, practical, and group feedback.
Topic and suggested assignments/activities and/assessment
Tutor introduces the assignment brief.
Assignment 3: Treatment Requirements of Athletes (P3, M2, D1, P4, P5).
Lecture – documentation and exemplar consultation forms. Learner practical activities – case studies.
Safety of treatment for athletes – group research on contraindications.
Devising treatment plans – small group work and feedback.
Practising basic sports and exercise massage techniques – group practical activities.
Adapting sports and exercise massage techniques – group practical activities.
Assignment 4: Practical Massage Techniques (P6, P7, M3, D2).
Tutor introduces the assignment brief.
Completing supervised sport and exercise massage techniques – individual practical assessments.
Review of reflective practice, unit and assessment.
Assessment
This unit is assessed by the centre and will be subject to external verification by Edexcel.
Achievement of the assessment and grading criteria should be evidenced through contextualised, vocationallyrelated experiences, with tasks specifically designed with the assessment and grading criteria in mind. The theoretical aspects of assessment for this unit can be achieved through learners completing centre-devised assignments or through adaptation from Edexcel assignments where available. Practical assessment criteria will require observation and completion of relevant documentary by the assessor.
Assessment should be as holistic as possible, with assignments designed to cover multiple assessment criteria, even across units, where appropriate. Reference to grading criteria should be made in the assessment documentation, to ensure the criteria have been met.
P1 can be achieved by learners researching and describing the effects of massage on the body covering the physical, mechanical and physiological effects. Learners will also need to describe the therapeutic benefits of sport and exercise massage, covering the areas as stated in the Unit content. For M1, learners should explain how each of these benefits can be achieved through massage.
Evidence for P2 can be a written report and should be based on research of a range of roles that sport and exercise massage professionals perform. Learners should provide generic information regarding the role, skills and knowledge of the sport and exercise massage professional as well as giving supporting examples from specific roles.
For P3, sample case studies can be used as formative assessment to assist learners in conducting a consultation via role play before they carry out pre-treatment consultations on two different athletes or sports performers. M2 should build on the information given by the athletes in the pre-treatment consultation, with learners explaining the different massage requirements for two different athletes; for example one may require a pre-event treatment focusing on the legs while another requires a relaxing post-event massage to the back and arms. For D1, learners can then compare and contrast the different massage requirements of the two athletes.
There is scope within the assessment for the tutors to use oral questioning while learners are practising on clients. Where oral questioning satisfies criteria, achievement can be recorded a tutor witness statement within the portfolio. An example of where this could occur is in P4 with the description of six contraindications to massage treatment.
For P5, learners will need to design and produce a treatment plan for two athletes or sports performers.
For P6, learners must demonstrate appropriate massage treatments and techniques for two different athletes or sports performers. Assessment should combine the health and safety aspects of massage and the working area as well as the selection and choice of an appropriate medium. The application of massage movements, at the correct depth, rate and speed, must be demonstrated. Tutors should use an observation record to confirm achievement.
If a portfolio approach is taken, learners should be encouraged to always review the treatment plans after each practical session (P7), describing future treatment opportunities. A review of performance should also be carried out after each summative assessment as good practice. For M3, learners need to explain the sport and exercise massage treatment for two athletes or sports performers. For D2, which builds on M3, learners need to consider and review the treatment deemed appropriate for the two athletes and evaluate why it is appropriate, providing reasons or evidence to support their views. P7, M3 and D2 could be assessed by oral questioning supported by a tutor witness statement.
All assessments should be designed to encourage learners to demonstrate a clear grounding in relevant concepts, principles and processes, for example how to use certain massage techniques and when to perform them.
It is essential that learners are given opportunities to achieve all the assessment and grading criteria through the assignments. Theoretical aspects of this unit lend themselves to cross-unit assessment.
It is recommended good practice for tutors to hold regular assignment workshops where learners bring in their assignment work and work on it, consulting with the tutor when necessary.
Signed witness testimonies and observation records must be retained for verification purposes. Supplementary evidence in the form of photographs and consultation record cards could also be provided.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
| Criteria covered | Assignment title | Scenario |
|---|---|---|
| P1, M1 | The Effects and Benefits of Massage | Having gained a work placement with a team physiotherapist, research the effects and benefits of massage. |
| P2 | The Roles of Sport and Exercise Massage Professionals | Shadow the team physiotherapist and consider their role. |
| P3, P4, P5, M2, D1 | Treatment Requirements of Athletes | This is an opportunity to gain some practical experience. Conduct two pre-treatment consultations and devise two treatment plans. |
| P6, P7, M3, D2 | Practical Massage Techniques | Complete massage techniques on two different athletes. |
Links to National Occupational Standards, other BTEC units, other BTEC qualifi cations and other relevant units and qualifi cations
This unit forms part of the BTEC Sport sector suite and the BTEC Sport and Exercise Sciences sector suite. This unit has particular links with the following unit titles in the BTEC Sport suite and the BTEC Sport and Exercise Sciences suite:
| Level 2 Sport | Level 3 Sport |
|---|---|
| Anatomy and Physiology for Sport | Principles of Anatomy and Physiology in Sport |
| Injury in Sport | Practical Team Sports |
| Practical Sport | Practical Individual Sports |
| Effects of Exercise on the Body Systems | |
This unit links with the Level 3 National Occupational Standards (NOS) for:
Coaching, Teaching and Instructing ●
Achieving Excellence in Sports Performance. ●
Essential resources
A fitness suite, therapy treatment rooms or training facility may provide a suitable environment for the practical elements of this unit. Learners will need access to resources such as massage tables, changing facilities, clean towels, oils, creams, talc, hand-washing and waste disposal facilities.
Employer engagement and vocational contexts
This unit focuses on the practical aspects of sport and exercise massage and will give learners the background knowledge and skills needed to work in a supervised massage environment. Centres are encouraged to work with local sports teams, sports clubs and leisure centres to establish a bank of suitable athletes or sports performers to act as clients.
Indicative reading for learners
Textbooks
Benjamin P J and Lamp S P – Understanding Sports Massage 2nd Revised Edition (Human Kinetics, 2004) ISBN 9780736054577
Mills R and Parker-Bennett S – Sports Massage (Heinemann, 2004) ISBN 9780435456528
Paine T – The Complete Guide to Sports Massage 2nd Edition (A&C Black Publishers, 2007) ISBN 9780713685794
Tappan F M and Benjamin P J – Tappan's Handbook of Healing Massage Techniques: Classic, Holistic and Emerging Methods (Prentice Hall, 2004) ISBN 9780130987150
Ward K – Hands On Sports Therapy (Thomson Learning, 2004) ISBN 9781861529206
Journals and magazines
American Journal of Sports Medicine (Sage Publications)
British Journal of Sports Medicine (British Association of Sport and Exercise Medicine)
Journal of Athletic Training (National Athletic Trainer's Association)
The Journal of Alternative and Complementary Medicine (Thomson Reuters)
Websites
www.fht.org www.gcmt.org.uk
www.society-of-sports-therapists.org www.sportsmassageassociation.org
Federation of Holistic Therapists
General Council for Massage Therapies
Society of Sports Therapists
Sports Massage Association
Delivery of personal, learning and thinking skills
The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit.
Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning.
Functional Skills – Level 2
| Skill | When learners are … |
|---|---|
| ICT – using ICT | |
| Select, interact with and use ICT systems safely and securely for a complex task in non- routine and unfamiliar contexts | researching the role of the sport and exercise masseur researching the benefits of sport and exercise massage researching contraindications to massage preparing a treatment plan recording treatments completed on athletes |
| Manage information storage to enable efficient retrieval | producing a treatment plan reviewing a treatment plan |
| ICT – fi nding and selecting information | |
| Select information from a variety of sources to meet requirements of a complex task | describing the roles of sport and exercise professionals |
| ICT – developing, presenting and communicating information | |
| Enter, develop and refine information using appropriate software to meet requirements of a complex task | preparing and completing an athlete consultation form recording the treatment plan |
| Combine and present information in ways that are fit for purpose and audience | producing a treatment plan reviewing a treatment plan |
| Evaluate the selection, use and effectiveness of ICT tools and facilities used to present information | recording treatment details accurately |
| English – Speaking, Listening and Communication | |
| Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations | producing treatment plans for two athletes |
| English – Reading | |
| Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions | reviewing the treatment plans for two athletes |
| English – Writing | |
| Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively | producing a written report producing treatment plans and recording results accurately. | | <urn:uuid:8c1c3f6b-a180-4934-b597-56dc0169101d> | CC-MAIN-2019-09 | https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Beauty-Therapy/2010/Specification/Unit-27-Sport-and-Exercise-Massage.pdf | 2019-02-18T18:32:25Z | crawl-data/CC-MAIN-2019-09/segments/1550247487624.32/warc/CC-MAIN-20190218175932-20190218201932-00158.warc.gz | 696,739,788 | 4,092 | eng_Latn | eng_Latn | 0.937921 | eng_Latn | 0.992408 | [
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Birds on the lake
These are six types of bird that live on the lakes in Pittville Park. The best time to see them is in the breeding season from March to June, but you should see several of them at any time of the year.
| Mute swan | The mute swan has a long S-shaped neck, an orange beak with a black knob and is between 140 and 160 cm long. The male and female look very similar. This pair of swans on the lake (known locally as George and Zelda) have been together here for many years. They are very territorial, will not let other swans on the lake and will even chase off their own young when they can fly. | They nest on the island on the lower lake. They produce between four and six cygnets each year but not all survive. | They eat aquatic plants, insects and snails. |
|---|---|---|---|
| Mallard | The mallard is a large duck with a long body. The male duck has a dark green head, a white neck ring, a broad yellow bill, a purple and brown body breast and a grey body. The female is mainly brown with an orange bill. They are approx. 50-65 cm in length. | They usually build their nests in a depression in the ground and have between eight and twelve eggs. | They eat aquatic plants and animals, and seeds. |
| Moorhen | The moorhen appears black, but seen more closely the back is dark brown and the underside grey. It has a red beak with a yellow tip and long yellow legs. The tail moves constantly and the head bobs forward when swimming. It is often seen on the grass next to the lake. The male and female look similar and are 32–35 cm in length. | They make their nests to float on the water, or make them in thickly vegetated banks, and have four to ten eggs. | They eat aquatic plants, grass and insects. |
| Gull | Several types of gull can be seen in the park including the common gull, the black-headed gull and the herring gull. The gulls can feed at sea but have adapted to feed on inland lakes, ploughed fields and landfill sites. Gulls generally have a round white body, a grey back and black wing markings. They vary in length from 36–60 cm, depending on the species of gull. | They normally nest on the ground, though not in the park, and have three eggs. | They eat fish, insects, mice, carrion and general food waste. |
|---|---|---|---|
| Great crested grebe | The grebe has a long, slim white neck and slim head, with distinctive dark brown and orange plumage in the breeding season, and a black cap above the eyes. In the breeding season grebes put on a ritual dance raising themselves from the water and paddling their feet while displaying the orange and brown tufts around their necks. Male and female birds look similar and are about 48 cm long. | They make their nests from a floating pile of leaves from water plants and lay three to five eggs. They sometimes carry their young on their backs. They tend to leave the park after raising their young. | They eat mainly fish and some aquatic plants. |
Other birds that visit the lakes
There are a number of other birds that visit the lakes for short periods, such as Canada geese, or birds that get lost, like the great northern diver and the tufted duck. There are also those that visit to hunt for food, such as the heron or the cormorant. The most frequent visitor is the grey heron.
Grey heron (see picture right) This is a frequent visitor to the park due to the large number of fish in the lakes. It is a tall elegant bird, around 90 cm long. The male and female birds are similar. They can stand completely still for a long time waiting for a fish to approach and then strike with lightning speed.
Please note that all of these birds are wild and choose to live on or visit the lakes in Pittville Park.
Can you answer these questions?
* How many birds can you see on the lakes on your visit?
* Should you feed the birds and what should you feed them with?
* What dangers do the birds in the park face?
* There is a small bright blue bird that flies along Wymans Brook and the lakes looking for fish but you will be very lucky to see it. Can you guess its name?
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Name:
Bestimme, welcher Buchstabe die Frage richtig beantwortet.
1) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,5, results in a total of 1,00?
Antworten
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Mathe
www.CommonCoreSheets.de
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Antworten
www.CommonCoreSheets.de
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The Jefferson Era
A Warrior's Speech
by Chief Tecumseh
ABOUT THE READING In the early 1800s, Chief Tecumseh, a famous leader of the Shawnee, worked to defend American Indian land and culture. He was committed to unite the American Indian nations. The following excerpt is from a speech Tecumseh gave after some Indian nations had agreed to sell parts of their land.
As you read the speech below, pay attention to how Tecumseh presents his argument.
Houses are built for you to hold councils in; the Indians hold theirs in the open air. I am a Shawnee. My forefathers were warriors. Their son is a warrior. From them I only take my existence. From my tribe I take nothing. I have made myself what I am. And I would that I could make the red people as great as the conceptions of my own mind, when I think of the great Spirit that rules over us all. . . I would not then come to Governor Harrison to ask him to tear up the treaty.
But I would say to him, "Brother, you have the liberty to return to your own country." You wish to prevent the Indians from doing as we wish them, to unite and let them consider their lands as the common property of the whole. You take the tribes aside and advise them not to come into this measure . . . You want by your distinctions of Indian tribes, in allotting to each a particular, to make them war with each other. You never see an Indian endeavor to make the white people do this. You are continually driving the red people, when at last you will drive them into the great lake, where they can neither stand nor work.
Since my residence at Tippecanoe, we have endeavored to level distinctions, to destroy village
17
VOCABULARY
allotting giving a share
endeavor an earnest effort
mischiefs bad behavior
The Shawnee people originally resided in the Northeast and occupied lands along the Ohio, Cumberland, and Tennessee rivers.
The "Treaty of Fort Wayne" gave the United States parts of the Northwest Territory. The tribes that signed the treaty received a single payment in goods of $7,000 and a small subsidy for three million acres of land.
To whom is Tecumseh directing this part of the speech?
The Jefferson Era
Name
Class
Date
A Warrior’s Speech, continued
Literature
chiefs, by whom all mischiefs were done. It is they who sell the land to the Americans, Brother, this land that was sold, and the goods that were given for it, was only done by a few. . . In the future we are prepared to punish those who propose to sell land to the Americans. If you continue to purchase them, it will make war among the different tribes, and at last I do not know what will be the consequences among the white people.
What warning does Tecumseh give in this part of his speech?
The way, the only way to stop this evil, is for the red men to unite in claiming a common and equal right in the land, as it was at first, and should be now—for it was never divided, but belongs to us all.
No tribe has the right to sell, even to each other, much less to strangers. . .
Sell a country! Why not sell the air, the great sea, as well as the earth? Did not the Great Spirit make them all for the use of his children? . . .
ANALYZING LITERATURE
1. Main Idea Why does Tecumseh want the Indian nations to unite?
2. Critical Thinking: Drawing Conclusions Why do you think Tecumseh equates sell- ing Indian land to selling the air, the sea, and the earth?
3. Activity If you were living in the Northwestern Territory and heard Tecumseh’s speech, how would you respond? Write a list of arguments for and against the selling of Indian land.
18
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How to Trace Your Family Genealogy 2011-10-24
Descendants of forcibly converted Jews travel back in time and reveal hidden family roots
What is genealogy?
Genealogy is the study of families and the tracing of their lineages and history. Genealogists use oral traditions, historical records, genetic analysis, and other records to obtain information about a family and to demonstrate connections and kinship.
Today, the Internet and the many web-based genealogy tools that have become available are enabling people of all backgrounds and from all walks of life to embark on an exciting journey to discover their roots, connect with relatives and learn about their own family history.
How to get started?
Start your research by collecting family documents and stories. Begin with the present and work backward in time, trying to understand not just where and when people lived, but also their lifestyles, biographies, and motivations.
Tracing a family tree in practice involves looking at lists of names - this is how you will recognize your ancestors when you find them. The study of surnames is vital in researching your family history, so first determine the surnames of interest to you. Working with one family name at a time is the most efficient way to stay on track without being overwhelmed with facts which you will not be able to process. Always keep in mind that many individuals and families have changed their names or adopted an alias at some time in the past.
Sometimes two different names can appear to be the same one, being similar in sound, but different in origin. Only by tracing a particular family line will you discover which version of a surname is yours.
In many instances, you will need to assemble indirect or circumstantial evidence to build a case for identity and kinship. Try to use generalities from circumstantial evidence and social histories of the region in order to imagine the content of the daily lives of your ancestors and to explain their actions.
Tips for discovering your own family's story
Start by interviewing your oldest relatives who may have information. Most people do not offer information unless they are asked for it, so you might be amazed at what is revealed simply by asking the right questions of the right people. Very often people, particularly with an identity that includes secrecy, will only give frank answers to family and individuals they have come to trust.
Go back in time using death certificates, marriage certificates, and birth certificates when available. As you progress, you may find that you need to seek out other documents like immigration papers, military records or passenger lists.
More and more books, records and archives are being digitized for online access, but not everything is available via the internet, so you still might need to visit libraries and archives where you can where find relevant books, encyclopedias, indexes and records on microfilm or fiche. Try accessing the actual sources that have been linked to your own family names .
Make sure that all your findings and documents are properly organized so that you can properly analyze them when creating your family tree. You can create your family tree and store information manually using note books, index cards and files or by using computer software.
Tools to help you
As you find out more about your family history, you will be collecting great amounts of information. Software that is readily available can be a useful tool for organizing all this information. This will also be useful for viewing and printing your information in many different styles. Here are some available software packages that you can download free of charge:
MyHeritage
Legacy Family Tree
Gramps
On-line genealogy
Visit websites that maintain Jewish genealogical records.These sites include databases for retrieving Jewish vital records, immigration records, census records, obituaries, and more. Use these databases to search for your Jewish ancestors.
There are many genealogy societies on the internet where you can learn from more experienced researchers and where you can find more tips on how to get started, databases, research tools, software for building family trees, and other resources.
Whether amateur or professional, researching your family will ultimately be rewarding not only for you personally, but for other family members and generations to come.
We at NameYourRoots are glad you have decided to embark on this journey and we wish you the best of luck with your research. Whatever route you choose, we at NameYourRoots want to hear all about it. | <urn:uuid:a5dcff04-27d4-48fa-8c55-efdf534498f5> | CC-MAIN-2019-09 | http://nameyourroots.com/articles/jewish-genealogy.pdf?printed_version=yes | 2019-02-18T19:32:50Z | crawl-data/CC-MAIN-2019-09/segments/1550247487624.32/warc/CC-MAIN-20190218175932-20190218201932-00162.warc.gz | 185,103,461 | 936 | eng_Latn | eng_Latn | 0.998339 | eng_Latn | 0.998378 | [
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Amazing Ants
alphakids
Written by Rosa Müller
Horwitz Education A Division of Horwitz Publications Pty Ltd 55 Chandos Street St Leonards NSW 2065 Australia
Horwitz Gardner Education Unit 53, Cressex Enterprise Park Lincoln Road High Wycombe, Bucks, HP12 3RL, United Kingdom
Published edition © Eleanor Curtain Publishing 2003
First published 2003
Apart from any fair dealing for the purposes of study, research, criticism or review, as permitted under the Copyright Act of Australia, no part of this book may be reproduced by any process, or transmitted in any form, without permission of the copyright owner. Where copies of part or the whole of this book are made under Part VB of the Copyright Act, the law requires that records of such copying be kept and the copyright owner is entitled to claim payment.
Developed by Eleanor Curtain Publishing Text: Jenny Feely Consultant: Susan Hill Designed by Alexander Stitt Production by Publishing Solutions
Printed in Hong Kong
ISBN 0 7253 2850 9 Pack ISBN 0 7253 2813 4 (6 Student Books + 1 Teacher Edition)
1 2 3 4 5 6 7 8 9 03 04 05
Text highlights:
How to use this book
Before reading: Talkthrough
Talk through the book with the children. Encourage them to predict the text from the cover and pictures, and to think about the information they provide. Direct the children's attention to aspects of the text that may challenge them. Support the children to deal with these challenges by asking the Talkthrough questions on each page.
During reading: Observe and support
Observe the children as they read. Encourage them to monitor their own reading as they comprehend the text. As needed, support children by assisting them to discover and use reading strategies and cues to solve problems and respond to reading challenges that arise in the text. Interruptions to the child's reading should be minimal and focused on a specified learning need.
After reading: Comprehension, returning to the text, responding and writing links
To further develop children's understanding of the text, select from activities found on page 12 and the inside back cover. These whole text, sentence and word level activities reinforce the teaching focus of this book. Assessment ideas are provided to assist with planning for further teaching.
Vocabulary
* Scientific language used throughout: insects, nests, queen ant, worker ants, larvae
* Use of index
* Colour photographs support the text
insects, nests, queen ant, worker ants, larvae, bite, sting, poison
Setting the context
Ask: What do you know about ants? What would you like to
Record the children's ideas on a chart. Fill in the first two columns of the chart together. Leave the last learn about ants? column blank.
Background information
The ants featured in this book are communal insects that live together in large groups. Within the ant colony each ant works for the good of the colony and has a specific role.
| What we know about ants | What we want to know about ants | What we learned about ants |
|---|---|---|
Amazing Ants
Written by Rosa Müller
alphakids
Amazing Ants
Written by Rosa Müller
alphakids
Front cover
What are these ants doing? Why are there so many of them all in the same place? Point out the ant larvae (young ants). Why do you think this book is called 'Amazing Ants'?
Title page
What do you notice about this ant? How many legs does it have? (6) How many body parts? (3) Which end is its head? (end with the feelers on) How do you know?
Introducing the book
This book is called 'Amazing Ants'. It is about how ants live and work together. It tells us about what happens in the ants' nest and about different kinds of ants that live in the same ant family.
This is a contents page. What does it tell us? How is a contents page organised? What will we read about on page 5?
Point out that a contents page helps you to choose where to start reading a book, and that you don't have to read from the front to the back.
Turn to page 5.
This is the introduction. It tells us that ants are insects. It says they live together in groups and that ants are found all over the world.
Look at the ants in the photographs.
What do these ants look like? How are they the same? How are they different? Where does an ant's legs join the body? Where are the ant's eyes?
Observe and support
Can the child correct errors when they occur?
You said: 'Ants are little insects.' Can you check that you are right? Where was your mistake? What would look right there?
Contents
Introduction 5
The ant nest 6
In the ant nest 9
Looking after young ants 11
Food 12
Staying safe 15
Index 16
Introduction
Ants are small insects.
They live together in groups.
Ants are found all over the world.
Look at the photographs on pages 6–7.
What do you think this section of the book is about? What did you look at to work that out? The book tells us that ants live in nests. Where do you think nests might be found? It says that all of the ants in a nest belong to the same family. Turn to pages 8–9.
This photograph shows us inside an ant nest. What can you see?
Point out the ant eggs. (white oval shapes on page 8) Point to the queen ant. (above section heading on page 9) Point out the other ants shown.
Why might these ants be called worker ants? What work might they do?
Observe and support
Can the child use their knowledge of letter/sound relationships to support their reading? When the child cannot read the word 'queen': What letter does that word start with? What sound might it make? Can you think of a word that starts with ‘q’ that would fit there?
The ant nest
Some ants live in big nests deep under the ground or in trees. Other ants build small nests under rocks or in logs.
Ants may live in the same nest for many years.
All ants in a nest belong to the same family.
The nest is started by a queen ant. She is the only ant that lays eggs.
The other ants in the nest are called worker ants.
Worker ants find food. They also look after the eggs.
Worker ants keep the nest safe and make the nest bigger.
This section tells us about how young ants are looked after in the ant nest. The queen lays eggs. The eggs hatch into a kind of ant called a larvae.
Point out the word 'larvae' on the page.
Larvae is a stage that ants go through, as they become adult ants. Why are there so many worker ants with the larvae? What might they be doing? What will the book say about the worker ants?
Observe and support
Can the child use information in the photographs and text to understand new vocabulary?
What is a 'larvae'? What helped you to work that out?
Looking after young ants The queen ant lays the eggs. After about 25 days the eggs turn into larvae. Worker ants look after the larvae. The larvae hatch into ants.
These worker ants are collecting food for the ant family. What do ants eat? What did you look at to work that out? Draw out the things listed on the page. (insects, seeds, sweet things)
The book tells us that ants are very strong and can carry things much heavier than they are. Could you carry something that was 5 times heavier than yourself? Ants can also drag things that are 25 times heavier than themselves.
Observe and support
Can the child read the text fluently?
Can you read it all together? Try to make it sound as if you were talking to someone.
Food
Different sorts of ants like different foods. Most ants eat insects, seeds and sweet things.
Worker ants find food and carry it back to the nest.
Worker ants are very strong. They can carry things 5 times heavier than themselves. They can drag things 25 times heavier than themselves.
This section is called 'Staying safe'.
Look at the ant on page 14. Point out the large pincers. What would the ant use these for? When would it use them? What are the ant's enemies? How do they protect themselves from their enemies?
Draw out that ants can bite, sting or squirt poison to protect their nests.
Turn to the index on page 16.
What is this part of the book called? What does it tell us? How is it organised? Where would we find information about queen ants?
You may like to demonstrate how to use an index to find information.
Observe and support
Can the child understand the inferences in the text? What might an ant family do if a spider tried to attack their nest? How do you know?
If the child cannot answer have them look at the photograph and re-read each sentence in the book. After each sentence ask:
Does this tell us anything about what the ants might do to the spider?
Index
eggs 9, 11 food 9, 12 larvae 11
nest 6, 7, 9, 12, 15
poison 15 queen 9, 11
worker ants 9, 11, 12, 13
Staying safe
Other insects and spiders are enemies to ants. Ants from other nests are also enemies.
Most ants protect their nests.
Ants can bite, or sting or squirt poison.
Amazing Ants
Being a meaning maker
Encourage the children to support their answers with evidence from the book as they discuss these questions: How is an ant nest started?
Why do ants have different tasks in the ant family?
What kinds of things would you see if you could go inside an ant nest? How do ants protect their nest?
Being a code breaker
Children may like to explore the following language features:
* The long /e/ sound: queen, eat, seeds, enemies, deep, trees, sweet.
* Use of scientific language specific to ants: insects, nests, queen ant, worker ants, larvae.
Being a text user
Turn to the index.
What is this?
How do you use it?
Refer to the chart made in the Setting the context section on page 1.
Which of our questions did this book answer?
Which of our ideas were supported by the book? Which were not? Which questions do we now have about ants?
Being a text critic
What changes would you make to this book if you were the author?
Why would you change these things?
Responding to text
Children could work in cooperative pairs to develop an interview with a queen ant. One child pretends to be the interviewer, the other the queen ant. Encourage children to draw out information about how the ant family operates.
Children could make a model of an ant by stuffing newspaper into a stocking and using rubber bands to form the sections of the ant's body. Pipe cleaners could be used for legs and feelers. Children could write a recount of their ant's day.
Children could list words that have the long /e/ sound. These could be grouped by the letters used to represent them:
| ee | ea | e | y |
|---|---|---|---|
| queen seeds | eat beat | me | carry |
| deep | | | |
Assessment
Can the child:
* Explain the meaning of the scientific language used in the book: insects, nests, queen ant, worker ants, larvae?
* Explain how ants live and work together in a community?
Writing links
Shared writing
Have the children re-read the book to find words that are specific to ants: insects, nests, queen ant, worker ants, larvae. Record these on a list.
Talk about what each word means. Model writing a sentence, using a word from the list.
Is this information something that people need to know about ants? Would you include it in a book about ant families? Why?
Independent writing
Have children write about how ants live and work together in a family. Encourage them to use the words from the group list.
Amazing Ants
Written by Rosa Müller
alphakids
Teacher Edition
Topic: Living things
Curriculum link: Science
Text type: Report
Reading level: 17
Word count: 209
Vocabulary: insects, nests, queen ant, worker
ants, larvae, bite, sting, poison
Possible literacy focus
Understanding scientific language: insects, nests, queen ant, worker ants, larvae.
Using the text to make inferences about how ants work together in a community.
Summary
This book is a report about ants, explaining how they live together in colonies and how they care for their young.
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1: The Basics Of Tariffs And Trade Barriers
Similarly, while identifying barriers and benefits adds to the expense of delivering a program, given the much greater likelihood of delivering a successful program there is a high return on investment.
They may range from minor staff restructuring to merging or acquiring another company. While the changes may be necessary for the future of the company, you are likely to face certain barriers and challenges. Anticipating these roadblocks helps you avoid them before they become major issues in the change implementation. Planning Without step-by-step planning, change in an organization is likely to fall apart or cause more problems than benefits. You need to understand exactly what changes will take place and how those changes will occur. You also need to assign roles to individuals who are responsible for the change so all duties are covered. The time line for the change is also a key component. You need to plan for downtime or difficulties in completing regular work tasks while the change occurs. Lack of Consensus If you fail to get everyone on board with the corporate changes, you are likely to face barriers during the process. The decision to implement changes should come from the top level of the organization. All management level staff needs to be on board and able to deal with the changes or you may face dissension within the staff. You may not have everyone on board right from the beginning. Showing managers how the changes will affect the company and the steps for implementing the changes helps get them on board if they initially have reservations. Keep employees updated regularly about the plans and progress toward the change implementation. Involve all employees as much as possible through meetings or brainstorming sessions to help during the planning phase. Employee Resistance In some cases, employees resist change. They become comfortable with the way the business is run. They know the expectations and their role within the company. When a major change disrupts their familiarity, some employees become upset. Supporting your employees and providing training for any new responsibilities can help ease the transition. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.
Page 1
2: Overcoming social work barriers to person-centred care | Community Care
Benefits and Barriers to Telehealth. Providers considering the addition of telehealth to their offerings must balance the benefits it offers to the practice and its patients against the barriers to adoption. However, provider telehealth use has risen to an adoption rate of 71 percent, according to two.
This article has been cited by other articles in PMC. During the past 20 years, with huge advances in information technology and particularly in the areas of health, various forms of electronic records have been studied, analyzed, designed or implemented. The EHRs may include such things as observations, laboratory tests, medical images, treatments, therapies; drugs administered, patient identifying information, legal permissions, and so on. Despite of the potential benefits of electronic health records, implement of this project facing with barriers and restriction ,that the most of these limitations are cost constraints, technical limitations, standardization limits, attitudinal constraintsâ€"behavior of individuals and organizational constraints. The aim of this study was to express the main barriers to implement EHRs. This study was unsystematic-review study. The literature was searched on main barriers to implement EHRs with the help of library, books, conference proceedings, data bank, and also searches engines available at Google, Google scholar. For our searches, we employed the following keywords and their combinations: Electronic health record, implement, obstacle, and information technology in the searching areas of title, keywords, abstract, and full text. In this study, more than 43 articles and reports were collected and 32 of them were selected based on their relevancy. Many studies indicate that the most important factor than other limitations to implement the EHR are resistance to change. Electronic Health Records, implement, barrier, technology. The EHRs may include such things as; observations, laboratory tests, medical images, treatments, therapies, drugs administered, patient identifying information, legal permissions, and so on. It has become obvious that the paper record system is incapable of supplying caregivers with all the patient information they need in a way that they can utilize it. This problem, as well as concerns for better quality and reduced costs, is being realized more and more. This may be due to lack of significant return on investment ROI in the short-term, considering the high costs associated with the adoption of the EHRs systems. In an article published in Mathematical Policy Research, Inc. Health information technology professionals and governmental leaders are promoting the EHRs. David Brailer emphasized that the important role that EHR systems play in improving quality, increasing patient safety, increasing operational efficiency, and reducing costs 5. President Bush announced that most Americans will have the EHRs within the next 10 years to allow doctors and hospitals to share patient records nationwide 6. Many organizations are working to develop initiatives and goals to help meet the needs of the healthcare industry. Some of these include: The literature was searched on main barriers to implementing the EHRs with the help of libraries, books, conference proceedings, data bank, and also search engines available at Google, Google scholar. In our searches, we employed the following keywords and their combinations: Electronic health records, implement, obstacle, and information technology in the searching areas of title, keywords, abstract, and full text. Technical reports were excluded since we focus on research papers. In this study, more than 43 articles were collected and assessed 32 of them were selected based on their relevancy. By analyzing our collected literature, we identified the main barriers of EHR adoption in healthcare. These implications can be used to guide future research in this field. The purpose was to identify how healthcare financial executives view the barriers to the EHRs adoption and the actions government can take to encourage adoption. The most significant barriers were lack of national information standards and code sets 62 percent , lack of available funding 59 percent , concern about physician 51 percent , and lack of interoperability 50 percent 8. The major barrier to adoption of the EHRs system, as identified by some studies, was a misalignment of cost and benefits or financial reimbursement 9 , Other barriers that have been identified are technical issues, system interoperability, concerns about privacy and confidentiality, lack of health information data standards, lack of a well-trained clinician informatics workforce to lead the process, the number of vendors in the marketplace, and the transience of vendors 9 , 10 , For example, when organizations were asked to describe their progress toward the EHRs, 17 percent of respondents indicated they were extensively implemented; 26 percent
Page 2
indicated they were partially implemented; 27 percent said they were selecting, planning, or minimally implemented, and 21 percent indicated they were considering implementation and gathering information about it Previous research on the risks of the EHRs systems identified privacy and security as major concerns 9 , 10 , Other risks identified were financial risk billing errors in the software , software systems becoming obsolete, software vendors going out of business, computer crashes, data capture anomalies, programming errors, automated process issues, and populating invalid information in the decision support system module of the EHRs systems 3 , Some of the main benefits of the EHRs systems that have been identified include reducing medical errors, improving quality of care, conserving physician time, sharing patient information among healthcare practitioners, and workflow efficiency 16 , Acceptance of any information system needs to correct planning and change management. Electronic health readiness assessment, performed prior to implementation, is considered as an essential process 18 , Research shows that Limits of attitude-behavior of individuals or resistance to changes are more important factor than other limitations 20 , In a study in the United States of America on the selection and successful implementation of electronic health records in small ambulatory practice setting perform shows that the EHRs implementation experience depends on a variety of factors including the technology, training, leadership, the change management process, and the individual character of each ambulatory practice environment The EHRs products are expensive and require a major investment; The EHRs applications are not standardized; The EHRs are more difficult to use than paper-based records; The EHRs implementation reduces practice productivity and disturbs workflow at least initially ; The EHRs benefits accrue to others such as society and payers not to providers. A study by Gans et al. Enhanced reimbursement models will be needed for wider adoption. The survey measured use of health information technology, plans for the EHRs adoption and barriers to adoption as perceived by the practices. Simon found that in Massachusetts, less than 1 in 5 practices use the EHRs and that even among adopters there was considerable variation in use by functionality and across practices. Many practices do not use the EHRs functions needed to improve healthcare quality and patient safety Today is the information age and the explosion of information technology has transformed every area of life and work Enough information is valuable and it must be well documented, maintained, retrieved and analyzed. In health management systems, information has a special role in planning, evaluation, training, legal aspects and research In fact, the first distinction between developed and developing countries, are the production, application and utilization of information 28 , 29 , 30 , So, with the advent of information technology in health care, moving toward a new paradigm such as electronic health record has also begun. In this paradigm, Information is immediately accessible and electronic health record can also provide medical alerts and reminders. At first, it may be so expensive but it will save costs in the long term CONCLUSION Despite of the potential benefits of electronic health records, implement of this technology facing with barriers and restrictions, which the most of these are; cost constraints, technical limitations, standardization limits, attitudinal constraints-behavior of individuals, and organizational constraints. Many studies indicate that the more important factor than other limitations to implement the EHR are resistance to change. Conflict of interest None declared. Ajami S, Bagheri-Tadi T. Can electronic medical record systems transform health care? Potential health benefits, savings, and costs. Communications of the ACM. Trends in Health Informatics, Issue Brief no. Mathematica Policy Research; Synthesizing Recent Evidence and Current Policy. Thakkar M, Davis DC. Risks, barriers, and benefits of EHR systems: Advance Online Editions for Health. Skills for success in managing an EHR environment. Use of electronic health records in US hospitals. New England Journal of Medicine. Perceptions regarding electronic health record implementation among health information management professionals in Alabama: Health care information technology. Physicians and ambulatory electronic health records. How far to go. Ready for the EHR? A new survey measures EHR implementation and individual readiness. EHRs, the doctor will see you now. Gay Males and Electronic Health Records: Privacy Perceptions, Age and Negotiating Stigma. The value of electronic health records in solo or small group practices. Safety centers and EMRs. Differing faculty and housestaff acceptance of an electronic health record. International journal of medical informatics. Predicting the adoption of electronic health records by physicians: When will health care be paperless? Journal of the American Medical Informatics Association. Journal of Telemedicine and telecare. Miller RH, Sim I. Barriers
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to proliferation of electronic medical records. Informatics in Primary Care. Or over the cliff? Annals of internal medicine. Journal of evaluation in clinical practice. Development of Information Technology in the Field of Dermatology. Iranian Journal Of Dermatology. Ajami S, Arab-Chadegani R. J Inform Tech Soft Engg. Ajami S, Amini F. Health Information Technology and Quality of Care.
Page 4
3: Examples of Barriers to Effective Teamwork | www.amadershomoy.net
Communication problems, a lack of clear goals, distant management and ego-driven workers are major barriers to effective teamwork in the workplace. To combat these problems, managers need to set.
As findings, main cultural challenges are identified as: Main research questions are: Anywhere, each employee and employer has a unique identity, formed by education, family, experiences and other external factors. Additionally, as an or-ganisation consists of different departments, sub-organisations and sub-systems, they are never homogenous entities to begin with. Instead, it seems appropriate to speak of a higher or lower probability of barriers to emerge; or of different characteristics of barriers. Possible barriers are identified and examples are given, Chapter 4. Selected strategies and approaches to face upcoming barriers are presented Chapter 5 , additionally ways of using hierarchies are spotlighted here. Within the presented organisation, an understanding of knowledge management was slowly created, agreed upon 2 and broken down into the following components: The more formalized task of knowledge management â€" at least decided so in the organisation at hand â€" is to lead and execute activities to support and enhance single components and sub-components. It is also to support and enhance the connectedness of people, content, technology and routines within the organisation and to take at least co- ownership of the process described in Chapter 3. Looking at Diagram 1, KM should make interfaces permeable and identify and support intersections. This agreed upon definition of KM is therefore important â€" but is only the first step towards a transparent and knowledge-sharing organisation. This definition will need clarifications and adjustments again and again as new needs become visible. Thus the prospected first activities 4 of the advisor were described as leading a way through the following: Next, this inventory needs to be analyzed. It would be best to compare this status quo with a prospected situation in order to identify bottlenecks and fields for intervention and amelioration. However, this ideal situation would require a viable description of a prospected situation â€" which seldom exists, at least not in detail. Thus, the knowledge inventory is a meta-information centre. Collecting and summarizing this knowledge inventory already is a critical first step where barriers will be encountered. Participatory Analysis Having the personnel aboard and giving them the space to reflect on their own situation, their own input and their own needs provides very valuable hints. In most cases, participation will strengthen the process and the chances for a change. Proposal of Interventions As a next step, personnel involved should work on creating ways to improve knowledge management in the future. Summarizing ideas that have been developed in a participatory manner, and proposing alternatives to resolve bottlenecks and realize enhancements, is one of the main tasks for a knowledge manager. These alternatives may consist of various ap-proaches, like implementing new routines, collecting new information, using new technology, etc. Conducting Selected Interventions After â€" in best case: In reality, working with people is never like a control loop that entails simply scrutinizing problem areas and then re-adjusting these for change. The structure of this chapter is based on the categories from chapter 2: Some barriers identified will fit into several categories. Software for data interchange, archiving, information sharing, communication, work flow management and so on could be quick and easy solutions to restructuring knowledge management. Technological solutions typically require a budget, however. And this can easily become a giant constraint. Moreover, an organisation can be caught in a technological trap, caused by a long gone deci-sion for special software. Reversing this old decision once the software has been implemented could become impossible â€" due to financial or reputational reasons or because of a lack of skills. In some countries, special technologies are more ubiquitous than others. According to Greenwood, Louise and own experience even money transfers work via mobile phone, Chigona describe extensively used mobile chat applications. Transforming implicit knowledge into explicit information is an activity in which special skills and often creativity are needed. Few possible content e. Other examples could include unauthorized informal meetings or exchange via software that is not authorised within the organisation e. Another barrier is linked to individual skills: Maps only make sense if people know how to read them â€" which is not always the case in southern Africa. To work with digital or analogue audio files as well as video files, people must have the experience or know-how on using a
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suitable media player. In addition, work plans or strategy and progress papers may only represent ideal situations that have no link to reality. Some routines may not be recognized as routines by employees â€" such as everyday joint coffee breaks among staff. Some processes may work in certain cases but not in others or never again â€" which makes them unreliable. Some work is carried out without planning â€" which may lead to inventing the wheel again and again. High ranking staff may consider themselves to be more important than others â€" manifesting in not sharing informa-tion. Hierarchically-structured organisations appear to be the standard in southern Africa. This can be due to the fact that staff members do not understand what the decision is all about and are afraid of admitting this selective ignorance. As a response personnel could then choose the strategy of delay. Personnel fluctuation seems to play a huge role in NGOs especially in southern Africa. In 20 months from about colleagues 34 quit. From a system theory 13 point of view, any organisation aiming for autopoiesis, recreates itself again and again, and even wants to avoid changes â€" including changes that concern the sharing of knowledge. The persistency of an organisation also hinders hiring innovative â€" and thus more likely KM-friendly â€" personnel. Interesting would even be to consider information as a currency. Many of the above mentioned issues are connected to indi-vidual behaviour. All they see is that they have to give information to others â€" which, from the individual point of view, does not make sense at all, because keeping information secret and unshared can help to secure a job. Messages may not be properly understood â€"as prime exam-ple, in South Africa there are 11 official languages, English being a second language for the majority of the population. This easily leads to chaotic communication and incorrect transmis-sion of information. And some of those personnel will not admit to this lack of skills. When it comes to working on an online questionnaire, for example, some staff do not differ-entiate between phrasing aspects, how different questions are formulated, and techno-logical aspects, how the submission of the answers will work electronically. Thus, people re-sponsible for technologies feel the pressure of working on enhancement of content and phrasing. Non-cooperative attitudes of line management and colleagues lead to stagnation, resignation and avoidance of the active search for information. The priority of focusing on-time problems makes it difficult to focus on strategic activities like knowledge management. Personnel often do not seem to have the time for knowledge management procedures during day-to-day work. As well as each organisation, also each individual â€" no matter whether operative or strategic staff â€" has different interests and hidden agendas which could be in opposition to a transpar-ent knowledge management system. Personnel or co-workers easily suspect a hidden agenda on the part of the knowledge manager â€" even if this does not exist. This suspicion could lead to reservation and non-cooperation. The knowledge manager him- or herself may even have a hidden agenda â€" like carrier planning â€" that could hinder the proper enhancement in knowledge sharing. Different, but also necessary parts of processes and routines are jeopardized by the same person. From a more political point of view, aiming to gain power could be a main motivator for mem-bers of the organisation. Thus, the sharing or not-sharing of information is a sub-function in the quest for power. Sharing information can only be motivated by win-situations for the provider of information. Find here selected examples plus a proposal considering the hierarchical focus. Reacting to barriers in most cases will not necessarily solve the problem but lead to the next barrier. Thus being prepared to reflect and to learn will always be necessary, for there will never be an easy pre-describable circumvention for barriers. Here selected experiences from southern Africa. The introduction of a new technology is often expected to solve all problems. When there is no budget for this technology people could reckon that all problems are due to this financial restriction. Proper installation and configuration of software and the proper usage often are not seen as a cost factor when it comes to deciding on which software to acquire. There is hardly an understanding of what an implementation plan serves for. Cooperating in creating an implementation plan thus ends in being left alone and trying to deal with the acquired software and doing the configuration all alone â€" after struggling to be allowed to. The financial barrier I tried to face by proposing to start with free software â€" which often can be less complex when it comes to usage. Thus for an online questionnaire I used the google forms â€" and I managed four people buying into that, they now use this tool for additional data capturing purposes. To reinforce transparency and internal communication an intranet was wished for. As there was a decision on the usage of an eMail server application the search for the intranet software was shortened: The
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usage of the very same application for archiving and file sharing could not yet be established organization-wide â€" maybe due to the missing proper pre-implementation plan or maybe due to a technology trap: The usage of the calendar within the same appli-cation is slowly increasing â€" because a main player of the organisation is using it and he forces personnel to look into his calendar when it comes to making appointments with him. Thus teaching lessons for e. Only some persons were willing to take part in such one-by-one teaching lessons. People do ask for directions, where to turn to the left, where to turn to the right. Additionally, after having created pretty exact maps, those were of no use because often people are not used to read maps. At least we now can generate directions from maps 21 and thus service those who are not used to read maps. The usage and making public of audio files or video files were to be enhanced, as audio files are produced at least every second week for the national radio stations. It proofed to take more than one year for me to get a hold of some of these audio files, and another half year to establish a routine to have those uploaded by the producer himself to be used as podcast via rss feed. When it comes to firstly collecting an inventory or at least get an overview of existing routines and procedures it happened that some routines were nicely described and claimed to be carried out in regular basis. But the descriptions only existed on paper, in reality the procedures merely end up to be carried out ad-hoc and without caring about a described process. In one department I supported this list was never touched by anybody but me. The attempt to generate procedures for special circumstances, e. What to do when a new staff member joins, was more successful, policies and requirement lists and sign-off needs were formalized on paper and these documents were made public in the intranet.
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4: Barriers to implement Electronic Health Records (EHRs)
Free trade benefits consumers through increased choice and reduced prices, but because the global economy brings with it uncertainty, many governments impose tariffs and other trade barriers to.
Improving Access to Licensed Occupations for Veterans and Military Families Introduction The United States is home to millions of military families, made up of veterans, active-duty service members, spouses and dependents. These individuals offer a unique set of skills, experiences and leadership abilities, yet many struggle to find and maintain employment. For veterans, translating their skills to the civilian workforce and marketing themselves to employers play a role. For military spouses, challenges stem from frequent moves and parenting responsibilities. Both groups face barriers and challenges with state occupational licensing regulations. Department of Labor estimates that the military trains people in skills applicable in at least civilian occupations. Despite being well-prepared for civilian employment, veterans report that finding a job is the top challenge they face as they transition into civilian life. When job markets are regulated through licensing, veterans can be put at a disadvantage when competing for work with a similarly skilled person trained in the private sector. The challenge of finding a jobâ€"exacerbated by licensing regulationsâ€"contributes to the 70 percent of veterans who report significant difficulty making the transition back to civilian life. Spouses of active-duty military service members are greatly affected by state licensing regulations, as they typically must move multiple times during their careers. Failing to recognize this experience can cause veterans to pay additional costs to obtain a license or discourage them from entering the labor market. In addition, the licensing barriers faced by military spouses have led to high unemployment. Aware of these struggles, most states are working to improve occupational licensure processes that could remove some of these employment barriers for veterans and their spouses. Demographic and Economic Information Veterans There are They are predominantly male What Is an Occupational License? An occupational license is a credential that governmentâ€"most often statesâ€"requires a worker to hold in certain occupations. Aspiring workers must meet state-specific educational, training, testing and other requirements to practice in a licensed profession. Occupational licenses are mandatory in the relevant jurisdiction, intended to set professional standards and ensure safety and quality of work and are time-limited. Violation of the terms of the license can result in legal action. Veterans tend to be older than nonveterans: Roughly one-third of veterans today served during the first Gulf War era August through August or in military engagements since the Sept. These veterans are more diverse in terms of gender, race and ethnicity than those who served in prior wars. Nearly 18 percent of veterans who enlisted since September are women. They are also more likely to identify as African-American Almost all veterans 25 years and older graduated from high school, and more than one-third completed at least some college or received an associate degree. The veteran unemployment rate peaked in at 9. According to the Bureau of Labor Statistics, the veteran unemployment rate was 3. The largest difference between veterans and nonveterans is among those between 25 to 34 years of age. Male veterans in this age range have an unemployment rate of 6. Female veterans between the ages of 25 and 34 have an unemployment rate of 7. Veteran unemployment rates also vary by state. Those who live in Maine and Vermont have the lowest unemployment rate 1. Veterans are employed in a variety of fields. According to the Bureau of Labor Statistics, about 22 percent of veterans work for federal, state or local government, almost double that of nonveterans. Among male veterans, management, transportation and sales are the most common occupations. Female veterans are concentrated in office and administrative support, health care, and management occupations. With unemployment rates decreasing, there are rising concerns about underemployment of veterans. Military Spouses There are , individuals who are married to active-duty enlisted military personnel. Over half of all these military spouses are 30 years of age or younger. Overall, 66 percent of military spouses are in the labor force, including 41 percent in the civilian labor force, 13 percent in the armed forces, and 12 percent currently unemployed and seeking work. Research shows that military spouses are diverse, entrepreneurial, adaptable, educated, team-oriented and civically engaged. Eighty-four percent have some college education or higher. Despite being highly educated, nearly one-third of military
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spouses are underemployed and roughly 38 percent earn less than their civilian counterparts. Research shows that employment of military spouses plays a significant role in the decision of the military member to leave or remain in the service. Strengthening opportunities for spouses could contribute to retaining valuable service members. When surveyed, military spouses with higher education levels were less likely to agree that the military lifestyle supports career opportunities for both spouses. Impacts of Occupational Licensing In a survey conducted by Iraq and Afghanistan Veterans of America, 37 percent of employed participants considered themselves underemployed. However, it is unlikely to be structural underemployment, as veterans return to the civilian workforce with training for a variety of occupations and professions. As of , the Department of Defense had trained 30, active-duty enlisted personnel in construction, 68, in health care, , in electronic and electrical equipment repair, , as engineers, and , as mechanics. Many veterans are also trained in occupations not often associated with military service, such as human resources development, or media and public affairs. People working in licensed professions have been found to be 36 percent less likely to move between states, in part due to the difficulty of the licensing process. Research by the Syracuse University Institute for Veterans and Military Families finds that up to 35 percent of military spouses are employed in fields that require licensure, primarily in health- and education-related fields. According to a survey by the U. Chamber of Commerce, 34 percent of military spouses moved four or more times and more than half moved at least three times. Of those surveyed, nearly half had less than three months to prepare for a move, allowing little time to plan for a licensure transfer processes. Twenty-two percent of military spouses report that their greatest challenge for employment is the inability to transfer professional licenses to another location. Many veterans who have received military training in an occupation may only need a few additional hours or an additional course before being eligible for the license. Instead, they are often required to start over, incurring considerable financial costs as well as opportunity costsâ€"the time spent repeating training, when they could otherwise be earning an income. Applicability of Training The United States military spends billions training servicemen and service-women in hundreds of occupations that largely translate to civilian occupations. However, in many cases, occupation-specific training completed as part of military service is not recognized in licensing regulations. In some instances, this may be legitimate because military training in an occupation may not be equivalent to the training necessary for a civilian version of the same occupation. However, many military occupations do provide similar training that is partially or wholly equivalent to civilian occupational training. Further, the written exams commonly required by licensing regulations may not account for the skill set of a veteran, who may have relevant on-the-job training but may lack the classroom education required to complete certain portions of the exams. Less Than Honarble Discharge There are five types of military dischargeâ€"honorable, general, other than honorable, bad conduct and dishonorable. Many state and federal laws regarding benefits and services for veterans, including occupational licensing, apply only to veterans who received an honorable discharge. This leaves many veterans, whose circumstances of discharge may have nothing to do with their ability to safely perform a job, at a serious disadvantage in finding work in a field subject to licensing regulations. This cost is made more difficult to bear for military spouses as many find it difficult or even impossible to secure unemployment compensation while they search for their next job and navigate the licensing process of each state. An awareness of this difficulty may prevent another individual from moving, but military spouses may instead choose to not seek licensure once they move, which can create additional financial strain. Interstate Variation Most states establish and enforce occupational licensing regulations entirely independently of other states, which means that standards can vary widely, even between states with similar population characteristics or within the same region. Military families move an average of once every three years. Following those moves, 73 percent of military spouses are faced with the requirement to reapply for licensure for the occupation or profession in which they already work, according to Rea Hederman and Bryanna Austin in Increasing Job Opportunities for Military Families. Vague Language While most states have passed legislation to address licensure barriers faced by military spouses, these efforts vary widely by occupational area and strength of the legislative language. In a report on Military Spouse Licensure Portability submitted to the Department of Defense, researchers at the University of Minnesota found significant problems with communicating licensure processes even when supportive legislation was in place.
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To address this issue, they recommended implementing professional development for practitioners at licensing authorities that work with military families. Compounding the issues of communication and process, researchers found a significant lack of data at occupational licensure boards regarding the licensing of military spouses. Improving data collection for this population could lead to identifying board members who are responsive to this group and any remaining barriers to licensure. Policy Options Targeted Approaches: Veterans Recognition of Military Training, Education and Experience Licensing authorities have limited the experience and training that are accepted to meet regulatory requirements. How applicants meet these requirements is meant to be determined by how best to advance public health and safety goals. However, for many veterans who are qualified to perform a job and have done so in the military for years, a civilian career in the same field can be out of reach. This is because licensing regulations have been written to accept only specific types of non-military education and training. All 50 states and Puerto Rico have enacted legislation to assist veterans in obtaining occupational licenses, many in the past five years. The laws often direct a licensing board s to recognize equivalent military training, education and experience toward the requirements for licensure. While some laws apply to all licensing boards, others are specific to a certain profession. These occupations include truck drivers, emergency medical technicians, law enforcement officers and others. Alternative paths to licensure are designed to offer veterans an opportunity to demonstrate their proficiency in a certain trade in order to bypass the normal licensing process. They can also recommend options for awarding course credit for relevant military training or for allowing a veteran to enter into a program with advanced standing. Ohio offers an expedited veterans paramedic certification program for certain applicants who received military training Ohio Rev. Others who are not deemed immediately eligible for the program receive credit for their past military training and are required to complete only what is necessary for certification. The compact covers licensing for veterans, service members and their spouses. Licensure by Exam Veterans can also be licensed by exam to help minimize the degree to which they are required to duplicate coursework that is repetitive of their military instruction. In many cases, states require completion of an approved civilian training program in order to sit for a licensure exam, so states can choose to waive the training requirement for veterans to sit for the exam. The Wisconsin Law Enforcement Accelerated Development Program allows veterans separated from the military within the last three years and with at least one year of experience as a military police officer to take a certification exam with no additional civilian training. Maryland law requires each health occupations board to issue a license to a qualified veteran within 15 days of receiving the application Md. Health Occupations Code Ann. One option for addressing this is for licensing authorities to be granted more discretion to make determinations on a case-by-case basis. A more prescriptive option is for lawmakers to only allow denial due to less than honorable discharge when the discharge was prompted by an event relevant to the occupation. Kansas boards may grant licensure to a veteran who meets statutory requirements, but received a discharge of less than honorable Kan.
5: Barriers for an efficient Management of Knowledge
With regard to perceived benefits, a large correlation was found between the "medical staff's work efficiency and time management" and size of the hospital. As to perceived barriers to adoption, the cost of hardware and the size of the hospital were interwoven.
Types of Partnerships There are many types of partnerships, such as those among community-based nonprofits or among nonprofits and corporations. The factors that partners must weigh and the structures they establish will vary depending on the kinds of organizations involved and the types of relationships they choose to have. In recent years, there has been an increased interest in partnerships that focus on community improvement. Agencies at the Federal and state levels, universities, corporations, and national nonprofits have all provided support to partnerships that have the capacity to produce community impacts. Partnerships fall into different categories. Diverse organizations often join forces to achieve shared goals around capacity building and community improvement. Several types of partnerships are described below: In community-based partnerships, decision-making should be inclusive and deeply engage the community itself. Cross-sector partnerships are fairly simple to initiate but challenging to maintain. Regardless of the goodwill of the participants, two very different organizational cultures must come together to produce results. One key is to find common ground and use shared language that underscores the vision of the partners. Partnerships between donors and recipients can create confusion. Is the partnership just about receiving money? This type of partnership actually aims to take advantage of what the recipient, as well as the donor, can bring to the relationship. For instance, this might include local expertise, on-site workers, or clarification of priorities and constraints. Together, both sides must define the terms of the relationship. Partnerships can also be classified by their primary characteristics. This list of partnership types might help you determine what kind of relationship you want to establish. Collaboration involves great autonomy and no permanent organizational commitments or combined services. Cost-sharing occurs when each organization provides different resources, such as facilities, staff, or equipment. Grant-match occurs when one organization provides a grant and the recipient provides a match in services, cash, maintenance, supplies, or volunteers. Forming Partnerships As opportunities arise, organizations need practical advice on whether or not to form strategic partnerships, and, if so, where to begin the partnership development process. When considering a potential partnership, you may have questions such as: What benefits can a partnership provide? What organizations should we consider partnering with? How do we get a partnership process underway? The first step in developing a partnership is to define the need for a partnership. The second step is to start the process. The third step is to set up and maintain the partnership. Rememberâ€"a partnership should not be the end in itself, but, instead, a means to an end. Therefore, establishing a partnership may not always be the appropriate decision for meeting your goals. The first step in partnership formation is to define the need for a partnership. The goal in partnerships is to achieve more than individual organizations can achieve on their own. In other words, the whole of the partnership is greater than the sum of the individual parts. Identifying self-interest is a critical part of this first step. In defining the need for a partnership, you should think not only about what the partnership can accomplish as a whole, but also about the concrete benefits to your organization in particular. Each potential partner should answer the following questions and discuss their answers together: What are our short-term interests? What does our organization need to accomplish or gain in the next 12 months to stay engaged in the partnership? What are our long-term interests? What does our organization need to accomplish or gain in the next months to stay engaged in the partnership? Possible answers might include additional organizational members or volunteers; enhanced products or services; greater community credibility or support; and improved access to businesses, agencies, or foundations. The second step in partnership formation is to start the process. Partnerships have to be developed and nurtured in ways that respect and recognize all individuals. Building relationships is not just the responsibility of organizational leaders, but of everyone working in the partnership. This may seem obvious, but very few groups perform this fundamental requirement necessary for valuing and respecting the individual partners. The stages of developing a partnership can be compared to the
stages of team developmentâ€"forming, storming, norming, and performing. Forming involves bringing people together to start the partnership-building process. In the next stage, after the group has met several times, people start to question the purpose and direction of the partnership e. Norming is the stage in which the partners begin to develop protocols and reach shared agreements. Performing is when the partners are working together smoothly and accomplishing their objectives. The third step in partnership formation is setting up and maintaining the partnership. There can often be ambiguity or conflict regarding the division of responsibility between the partnership and individual partners. Partners may be reluctant to delegate authority to the partnership. This document sets out the key objectives, procedures, structure, and outcomes of the partnership. It also gives the partnership some structure and boundaries to work within, while allowing flexibility for change and growth. One issue to consider is how the partners should behave in the relationship. Obviously, cooperation is the ideal. But what should you do if a partner does not cooperate or fulfill commitments in a timely manner? The work of actively managing a partnership can be supported by partnership norms and communication structures. Norms are informal agreements about how group members will behave and work together. Communication structures are practical guidelines and frameworks that help individuals and groups hold productive discussions, manage conflict, and reach decisions. For example, partners might use a specific process for having open dialogue about difficult topics. Norms and communication structures are useful tools for promoting healthy communication in partnerships. Partnership norms can foster healthy work relationships. Successful partnerships are managed by people who recognize the importance of cultivating healthy working relationships. Creating and following partnership norms is an effective way to maintain healthy working relationships. Partnership norms are informal guidelines on how partnership members will behave and interact with one another. These four steps will help you implement partnership norms. Identify the shared values of the group. Then, as a group, decide on what your shared values and norms will be. Partnership norms must be agreed upon by all members of the group. Document partnership norms and make them easily accessible. Based on your shared values, write statements that will serve as guidelines for behavior and how the group will work together. For example, if your partnership places a value on participant attendance at partnership meetings, a suggested norm might read: We will attend all partnership meetings regularly. I will notify members in advance if I must miss a meeting. I will ask another member of the group to debrief me within one week of missing any meetings. Consider posting your partnership norms on a shared website or virtual workspace. Communicate the norms regularly. Consider creating laminated cards or fact sheets that can be distributed to members. You might also consider attaching a copy of partnership norms with all meeting notes or posting them in the meeting rooms. Update the norms as needed. Partnership norms are only effective when all members of the group agree on the shared values. Use communication structures to facilitate open discussion. Open, honest communication is a cornerstone of good partnerships. It can be built by creating communication norms and using structures for facilitated discussion. To facilitate discussion is to be intentionally conscious of a framework for use in dialogue. Successful partnerships use consistent communication norms in every interaction and meeting. They engage in open dialogue within established parameters and allow for healthy conflict. Below are some suggestions for building strong communication. Hire a consultant to train all staff and partners on facilitation techniques. Build proficiency in two or more leaders who develop understanding of at least one proven model of communication and commit to using that model. Each of the following books contains a practical communication framework: Participate in Courage to Lead workshops. The most essential element is having a skillful facilitator and at least one alternate. Facilitators must be able to uphold the decided-on norms and dialogue framework. All participants must agree to the norms and be willing to hold each other accountable. Through facilitated communication, partnership members must learn how to engage in productive conflict, which is necessary in order for the group to implement community-wide solutions.
6: Barriers to Flexibility
Top 7 communication barriers at workplace (Benefits of effective communication) Communication skills are a must for every employee of an organization. While employees go through a rigorous selection procedure, it still becomes a problem for them to coordinate fully with each other.
Jobs Live Inform Overcoming social work barriers to person-centred care Some social care staff struggle to deliver person-centred care. But a report from the Joseph Rowntree Foundation offers advice on how many of the perceived barriers can be overcome with the right attitude and commitment Some social care staff struggle to deliver person-centred care. Listen to each individual service user. The people I work with like their service as it is It can be difficult for all of us, at times, to accept when changes need to be made. But service users may well appear to like their service if they have no information about what else might be available, or how things work in other services and organisations or if they have not met other service users who might be living more independently. It can also be difficult for service users, who depend on the support offered by staff, to say to those same staff that they do not like the service they get. You need to keep on presenting options and supporting service users to explore alternatives and meet people who have made different choices. You can also support service users to join organisations led by their peers. This is a legal requirement under the Mental Capacity Act Some people may need more support and information than others to make those choices and may need people on their side to represent those choices to decision-makers in services. The act contains clear procedures about what should happen if someone cannot make a particular choice for themselves. Some families feel very protective of their family member, some have bad experiences of being left to pick up the pieces when services fail or withdraw. This is a tricky area to negotiate. Your job must be to support the individual service user and take a lead from them about how they want their family involved, or not, in their service. Person-centred working is about the way you approach the service users with whom you are working. Training and resources can help but person-centred working can happen without anything more than a service user and a practitioner spending time together. Perhaps your service does seem very set in its ways, but it is possible to start working with service users to think about choices they can make in their daily lives and supporting them to do some things differently. It may be as simple as what they want to wear in the morning or when they want their next cup of tea. The personalisation agenda now enables people to have more control over the money allocated to their support so they can design their own provision, if there is nothing they like locally. Some service users are getting together to pool their money to set up new provision to meet their needs in the way they want. The government has set standards for the registration and inspection of social care services, which include the training and supervision of social care workers. However, person-centred working is not just about training but about an approach that is based on clear values of inclusion, respect, independence and personal choice. It is not just about learning a set of techniques. You also have legal and moral duties to challenge bad practice in your organisation. You can find out about local services and organisations from your local authority or council for voluntary service. You can search on the internet for a lot of information. You can join â€" or encourage the people you work with to join â€" national networks like Shaping Our Lives and People First. My organisation is not person-centred The service users we spoke to talked about how much they valued the practitioners who were prepared to treat them as individuals and to respect their ability to make choices and decisions. It is possible to change your own attitudes and approach even if it does not reflect that of the organisation you work for. Then join with others, network, and make links with people in other services or areas. Find allies at all levels, in all ways and find ways to change things. Become a good source of information, a good networker. There are lots of you out there You can make a difference!
7: CBSM/pages/guide/stepidentifying-barriers-and-benefits/
Agencies sometimes have to work through a third party, most often a relative, to help the family reach a point where they are able to receive help. Benefits Rural settings can also be great places to work, especially since social work in these areas is much more relationship-driven between the agency providers and families as well as between.
A business incapable of fostering effective teamwork faces an uphill battle as it attempts to serve customers or clients. A solid team improves company communication, increases collaboration and heightens the sense of accountability within the workplace. When barriers keep workers from partnering effectively, the problems need to be identified and eliminated by management to help the business succeed and grow. Poor Communication While good communication can foster teamwork, poor communication can create a toxic work atmosphere. Staff members who will not communicate, or are unaware of the proper communication channels to use within the team, can create breakdowns that inhibit team development. Sometimes the barriers to communication may be literal, such as separate office spaces reducing employee interaction. Use daily team meetings to ensure everyone is on the same page and start conversations between coworkers. Unclear Goals A work team is created to achieve goals within the workplace. When those goals are not presented clearly by management, or the individual responsibilities of each team member in achieving those goals are unclear, then the team cannot work effectively. If staff members are unclear as to what they are supposed to be doing, job duties get distorted. Always set clear, measurable goals for your team. For example, a sales team can establish a monetary goal and earn a reward, such as a team dinner, if the goal is met. Lack of Managerial Involvement Managers create teams of qualified staff members in order to complete predetermined tasks or projects. Every team needs a leader, and when the leader is not present to delegate responsibility and act as a resource to team members, then the team will not be able to properly develop. Check in with your teams regularly via email, through phone calls or in person to discuss progress toward goals or challenges employees are encountering. Ego Problems Teams that contain members who are not working for the general benefit of the group will have a difficult time developing into an effective unit. Individual staff members are assigned roles within a team, but if the staff members feel that they can take on other roles and interfere in the work of teammates, the group dynamic is threatened. Team members need to keep egos in check and work on assigned tasks to help develop an effective team. For example, a competitive industry often fosters a sense of distrust among coworkers eager to stand out when a job opens up. To build a more cohesive team in an intense environment, explain to employees that the ability to work as a team is an attribute desired in the workplace and key to rising through the ranks.
8: Overcoming Barriers to Physical Activity | Physical Activity | CDC
Social barriers are related to the conditions in which people are born, grow, live, learn, work and age - or social determinants of health - that can contribute to decreased functioning among people with disabilities.
Fyodor Dostoevsky We each have hunches about why people engage in activities such as walking to work, recycling or composting. For instance, theories regarding personal motivations for recycling abound. Recycling, it has been suggested, is popular because it serves to alleviate our guilt for not adopting the more difficult and inconvenient aspects of sustainable living. This hypothesis suggests that curbside recycling is simply an antidote to the guilt we feel when, for example, just after placing our recycling container at the curb, we hop into our own personal global warming factory and head off to work. Other theories suggest that individuals recycle because it is convenient, those around us recycle, it makes us feel good about ourselves, or we are simply badgered into it by our children. Hunches regarding what motivates people to engage in sustainable behavior are important. However, these personal theories need to be identified for what they are: Speculation regarding what leads individuals to engage in responsible environmental behavior should never be used as the basis for a community-based social marketing plan. Prior to designing such a plan you need to set aside personal speculation and collect the information that will properly inform your efforts. To create an effective community-based social marketing strategy, you must be able to sort through the competing theories. In doing this, you will discover the actual barriers that inhibit individuals from engaging in the activity, as well as what would motivate them to act. Once you have this information, you are well-positioned to create an effective strategy. The purpose of this chapter, then, is to introduce methods for uncovering barriers and benefits. Four Steps for Uncovering Barriers and benefits Uncovering barriers and benefits involves four steps. A survey can enhance knowledge of the barriers to the behavior you wish to promote as well as what would precipitate action. CBSM website The Fostering Sustainable Behavior website has a treasure-trove of resources for uncovering research on barriers and benefits. The site has searchable databases of academic articles, reports and cases. In addition, the site includes discussion forums where you can seek information from program planners from around the globe as well as search past discussion threads. If you have a consultant doing this research for you, it is wise to ask for an interim report at the end of these four steps, in which information gleaned from the literature review is presented; results of the observations, focus groups and survey are detailed; and promising social marketing strategies based on this research are identified. For organizations that typically have research undertaken by consultants, this chapter is meant to provide information against which you can assess their work. If you are likely to do this work internally, this chapter will provide you with enough information to define a clear research strategy. When combined with additional reading, this chapter will provide you with a template for conducting your research in-house. Literature Review Since the barriers and benefits to sustainable behavior are often activity-specific see the previous chapter for more information , the first step in designing a community-based social marketing strategy is to review relevant articles and reports. Prior to conducting your literature review, you should be clear on your mandate. If your position involves promoting the use of mass transit over driving to work, then your literature search is already well defined. However, if you have a broad mandate, such as promoting residential energy, you will need to further clarify your mandate before proceeding with your search. As noted in the previous chapter, residential energy conservation can include behaviors as diverse as weather-stripping, adding additional insulation to an attic, programing a thermostat, closing and opening windows, installing compact fluorescent bulbs, or planting trees. Be specific Prior to conducting barrier and benefit research you must first carefully select the behavior you are going to target. The behavior that you plan to research should be an end-state, non-divisible behavior. See the previous chapter for more information on selecting specific behaviors. There are four sources of information that you will want to include in your literature review. Thumb through trade magazines and newsletters for related articles. Often these articles are summaries of more extensive reports and can provide good leads for where to search for in-depth information. Discover what reports have been written on the topic by other agencies. These reports are often difficult to obtain but
are well worth the effort. Begin by contacting organizations that act as information clearinghouses for the behavior you wish to promote. If a relevant clearinghouse does not exist, call several well-connected individuals to trace down reports that have been prepared for other organizations. In addition, search the reports database at the Fostering Sustainable Behavior website cbsm. Search the databases of your local university for related academic articles. Many of the articles that will be of interest to you can now be found online and are sometimes free. When you conduct these searches, pay particular attention to recent review articles that synthesize the current state of knowledge on the topic. Finally, at the Fostering Sustainable Behavior website cbsm. Once you have reviewed the reports and academic articles that you have found, call the authors of studies that are of particular interest. Often these individuals will have pre-press publications that you will not be able to find elsewhere. In addition, they may be currently engaged in research that can further inform your efforts. Academics can be a particularly useful resource for tracking down research articles and reports that you may have missed in your previous searches. Mention the studies you have found and ask if there are other studies that you should be aware of. They may well be willing to email you a listing of relevant articles. Finally, ask if you can call back at a later point in your project to obtain further advice. Cultivating a good relationship with an academic who works in your area can assist you not only with keeping abreast of current literature, but also with issues related to analyzing your barrier and benefit research and designing and evaluating your project. Finally, if you are having the literature search done by consultants, ask that they search for relevant information in each of these four areas. For instance, imagine that you are interested in delivering programs to encourage active lifestyles that also reduce CO2 emissions. More specifically, you would like to encourage more elementary school children to walk and bike to school. You decide to begin by observing how children presently travel to school. In conducting these observations, you quickly learn that the majority of young children who bike and walk to school live within a short distance of their school and that their route to school does not involve having to cross major roads. You further notice that children from less affluent neighborhoods are more likely to walk or bike to school than children from more affluent areas. These easily obtained observations suggest potentially important barriers to active transportation as well as what neighborhoods may be most important to target. These observations, by themselves, are not a sufficient basis upon which to develop a program, but along with the literature review they can assist you in developing the questions that you will ask in both your focus groups and your survey. Here are some items to consider in doing observations: Only conduct observations if you can observe the behavior unobtrusively. In other words, your observations cannot be influencing the behavior of those you are watching. Note that while you may not be able to observe the end-state behavior unobtrusively, for example, the installation of a high efficiency shower head, you may be able to observe actions that precede it, such as the purchase of a shower head in a hardware store. If you are able to observe the purchase of an item, note the advice, if any, provided by store personnel. Do they, for example, note the energy and water efficiency advantages of some items over others? You might also note the length of time involved in making the decision, along with the price of the item and where it is placed in the store relative to competing products. Observe both those who are engaging in the behavior to be promoted and those that are engaged in the competing behavior to enhance your understanding of how these two groups differ. When possible, have two or three people independently observe the same behaviors. Their recorded observations should be very similar. Cease doing observations when you are no longer learning anything new. Explore the barriers to these sub-actions to understand better the barriers to the behavior you wish to promote. When observed closely, many sustainable behaviors are actually comprised of clusters of sub-actions that make up the sustainable behavior. For example, composting involves two of these clusters. First, someone has to purchase a composter, put it together and then site it in their yard. Second, they have to find a container in which to store their kitchen organics, begin to place their organics in this container, repeatedly take the container out to their backyard composter, mix yard waste in with the kitchen organics, stir the composter occasionally, and, finally, harvest the compost and then begin the process again. Observations can assist not only in identifying these sub-actions, but also in beginning to identify their barriers. Note that for behaviors that are made up of sub-actions, a significant barrier to any one of the sub-actions may be sufficient to have someone cease
engaging in the behavior. Consider the example with which I began this book with. It was no more difficult for my wife and me to collect organics in our kitchen in the winter than it was in the summer. However, it was the sub-action of taking the organics out to the composter in the winter that caused us to compost only seasonally. Exploring the barriers to sub-actions is one of the most important steps you can take in identifying barriers and benefits. Focus Groups The literature review and observations will assist in identifying issues to be explored further through focus groups. A focus group consists of six to eight individuals who have been paid to discuss issues that your literature review and observations have identified as important. It should be noted that when focus group participants are volunteers there is a strong likelihood that they are participating because they have a greater interest in the topic than others in your target audience. The participants for the focus groups are usually randomly chosen from your target audience. To select the participants, simply choose random phone numbers from the phone book if your project will be targeting the local community, or from a listing of organizations if your program is targeting commercial or agricultural sectors. When contacting the potential participants, be sure to let them know how they were selected. To ensure a good rate of participation, make it convenient for people to participate. Arranging transportation and childcare, when necessary, can significantly increase participation rates. Remember, you want your focus group participants to be as representative of your target audience as possible. The more barriers that you remove to participating, the more representative your focus groups will be. This belief can lead in-active focus group participants to want to present themselves in the best environmental light possible. To counter this bias, begin the inactive focus groups by explaining that they have been selected specifically because they are inactive. Further, explain that the most helpful thing that they can do is provide you with frank information regarding what impedes them from acting and what would motivate them to act. By framing the conversation in this way, you can often overcome their desire to present themselves as environmentally concerned and active and have them focus instead on assisting you by being frank and honest. Focus groups provide an opportunity to discuss in detail the perceptions and present behaviors of your target audience that are relevant to the activity you plan to promote. To maximize what you can learn from the focus group, you should come to the meeting with a set of clearly-defined questions that have been informed by your literature review and observations. Furthermore, you should place those that are already engaging in the behavior in one set of focus groups, and those that are not yet engaged in another set. Mixing those that are active and inactive in the same focus groups can significantly affect the quality of information that you receive from those who are inactive. When someone is not yet engaging in a behavior, such as biking to work, they can feel quite uncomfortable participating in a focus group with others who are.
9: Partnerships: Frameworks for Working Together
Overcoming Barriers to Physical Activity Recommend on Facebook Tweet Share Compartir Given the health benefits of regular physical activity, we might have to ask why Americans are not active at recommended levels.
ShareCompartir Given the health benefits of regular physical activity, we might have to ask why Americans are not active at recommended levels. Many technological advances and conveniences that have made our lives easier and less active, many personal variables, including physiological, behavioral, and psychological factors, may affect our plans to become more physically active. In fact, the 10 most common reasons adults cite for not adopting more physically active lifestyles are Sallis and Hovell, ; Sallis et al. Understanding common barriers to physical activity and creating strategies to overcome them may help you make physical activity part of your daily life. Monitor your daily activities for one week. Identify at least three minute time slots you could use for physical activity. Add physical activity to your daily routine. For example, walk or ride your bike to work or shopping, organize school activities around physical activity, walk the dog, exercise while you watch TV, park farther away from your destination, etc. Select activities requiring minimal time, such as walking, jogging, or stairclimbing. Social influence Explain your interest in physical activity to friends and family. Ask them to support your efforts. Invite friends and family members to exercise with you. Plan social activities involving exercise. Develop new friendships with physically active people. Join a group, such as the YMCA or a hiking club. Lack of energy Schedule physical activity for times in the day or week when you feel energetic. Convince yourself that if you give it a chance, physical activity will increase your energy level; then, try it. Lack of motivation Plan ahead. Make physical activity a regular part of your daily or weekly schedule and write it on your calendar. Invite a friend to exercise with you on a regular basis and write it on both your calendars. Join an exercise group or class. Fear of injury Learn how to warm up and cool down to prevent injury. Learn how to exercise appropriately considering your age, fitness level, skill level, and health status. Choose activities involving minimum risk. Lack of skill Select activities requiring no new skills, such as walking, climbing stairs, or jogging. Take a class to develop new skills. Lack of resources Select activities that require minimal facilities or equipment, such as walking, jogging, jumping rope, or calisthenics. Identify inexpensive, convenient resources available in your community community education programs, park and recreation programs, worksite programs, etc. Weather conditions Develop a set of regular activities that are always available regardless of weather indoor cycling, aerobic dance, indoor swimming, calisthenics, stair climbing, rope skipping, mall walking, dancing, gymnasium games, etc. Travel Put a jump rope in your suitcase and jump rope. Walk the halls and climb the stairs in hotels. Stay in places with swimming pools or exercise facilities. Visit the local shopping mall and walk for half an hour or more. Bring your mp3 player your favorite aerobic exercise music. Family obligations Trade babysitting time with a friend, neighbor, or family member who also has small children. Exercise with the kids-go for a walk together, play tag or other running games, get an aerobic dance or exercise tape for kids there are several on the market and exercise together. You can spend time together and still get your exercise. Jump rope, do calisthenics, ride a stationary bicycle, or use other home gymnasium equipment while the kids are busy playing or sleeping. Try to exercise when the kids are not around e. Retirement years Look upon your retirement as an opportunity to become more active instead of less. Spend more time gardening, walking the dog, and playing with your grandchildren. Children with short legs and grandparents with slower gaits are often great walking partners. Now that you have the time, make regular physical activity a part of every day. Go for a walk every morning or every evening before dinner. Treat yourself to an exercycle and ride every day while reading a favorite book or magazine.
J.J. Thomson and the discovery of the electron Nimzo-Indian defence classical variation Manual for successful hunters The birth of Russia The geology of Norway : poem on Wittgenstein with introduction Jan Zwicky. Domestic Perspectives on Contemporary Democracy (Democracy, Free Enterprise, and the Rule) V. 24. Mysoro. 4 pts. The sportsman in South Africa Dark, dark, amidst the blaze of noon Two-minute Mysteries Active directory domain services basics The rule of law Definitive guide to swing trading stocks home study course Word processing applications for office professionals Pvt. William J. Crouse, Co. G, 7th Pennsylvania Reserves Itil v3 foundation study guide v4 2.2 5 Industriekultur, Peter Behrens and the AEG, 1907-14. Enzymic hydrolysis of food proteins Narrative of the shipwreck and sufferings of Neil Dewar, seaman of the Rebeca of Quebec, wrecked on the c Differential equations blanchard 4th edition textbook Guide to Christian Belief (Questions of Faith) Introduction to algorithms second In search of sustainable social mission ventures to alleviate poverty Shelby McIntyre, Albert Bruno, and Shungnak quadrangle Advanced Accounting Examinations No.34. Minidoka county (Rupert) Dance as an art-form, its history and development Baby-Sitters Fright Night Four Discourses On The Sacrifice And Priesthood Of Jesus Christ, And The Atonement And Redemption Thence Impressions de Chine; or, how to translate from a nonexistent original Haun Saussy Indian polity in tamil Glasses and their applications The Electronic Privacy Papers Life insurance in asia Feminist theory and international relations in a postmodern era Transconjunctival approaches Donna Spader Shire: mothers vocation and Gods grace First Aid for the Neurology Clerkship Crystal Clear WordPerfect The Relationship between Paranoid and Obsessive-Compulsive Styles | <urn:uuid:3918cf7e-8b88-453c-9db2-85125821035c> | CC-MAIN-2019-09 | https://www.amadershomoy.net/considering-the-benefits-and-barriers-of-work-56s52.pdf | 2019-02-18T18:12:40Z | crawl-data/CC-MAIN-2019-09/segments/1550247487624.32/warc/CC-MAIN-20190218175932-20190218201932-00163.warc.gz | 741,666,470 | 13,986 | eng_Latn | eng_Latn | 0.986883 | eng_Latn | 0.998175 | [
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WHO WE ARE
Arts & Letters is a small, child-centered public school in Brooklyn encompassing Kindergarten through 8 th grade. With only two classes at each grade level, we provide our children with a caring and intimate learning environment. At Arts & Letters we believe that the purpose of public education is to work in partnership with parents and communities to raise young people who are strong and flexible thinkers, and caring, responsible stewards and leaders of a vibrant, democratic society.
In the spirit of this purpose, we at Arts & Letters promise to cultivate joy, rigor, and meaning in each child's education; an education built on a belief that through a rich and challenging questioning of the world and ourselves, we can and will develop creative, confident, and courageous people who will make our world more just, enriched, and compassionate.
WHAT WE BELIEVE
A school is an articulation of a community's hopes and dreams for its children. In order to cultivate our young people into the powerful citizens our community needs, we must create and maintain a culture of excellence.
Therefore, in order:
To develop strong and flexible thinkers, our classrooms will be places where students pursue essential questions, big ideas, and the world's history, traditions, and discoveries. Alongside their classmates and teachers, they will explore great literature, big and small mathematical challenges, the disciplines and creative purposes of the arts, and exciting scientific ideas. Classrooms will be rich with purpose; the quality of the work built on feedback and revision. They will learn to read and read to learn, become curious and confident about problems, make specific observations, make sense of data and confidently handle numbers and calculations. They will develop a keen and critical eye to interpret what they see through multiple lenses.
To develop the caring, responsible stewards and leaders that our community needs to nurture a vibrant democracy, our young people will have the opportunity to learn from older and younger students, from those of other cultures and neighborhoods, and to spend time hearing one another out. Each project they complete individually and together will take time, require multiple drafts, feedback, and revision. Each piece of work will be celebrated and shared with others in our community. In our school, students will be asked to persevere in the face of difficulty, to celebrate success, and to learn from failure. They will be asked to listen carefully, to take a stand, to defend a new idea, and to take risks.
To make our world just, enriched and compassionate, our young people must develop their compassion "muscles," requiring the practices of respect for others, focused and quiet reflection, the search for understanding, and a commitment to responsibility for one's self and for others. In our classrooms, our students will undertake projects that connect our school with our community, and with our past.
To create a community of adults – both teachers and family members – that helps develop such powerful young people, the adults must be willing to work together and share their practices with one another. Just as students need multiple experiences with success, failure, and revision, so too do the adults in our community. Schools and communities teach values intentionally and unintentionally; our adults must not only strive to model our values, but also the reflective ability to learn from challenges when they fall short.
Throughout our nine years with each child and family, Arts & Letters is committed to cultivating young people who will fulfill these hopes.
COMMITMENT TO DIVERSITY AND INCLUSION
Arts & Letters strives to create a welcoming community of multi-talented, diverse individuals in which all members know that they are valued and appreciated for their unique experience.
We recognize and embrace the valuable offering of each person's race, cultural tradition, religion, gender, nationality, socio-economic position, age, sexual orientation, and physical ability.
We believe that by making each student's learning visible, we are better able to truly see all students and their unique gifts. Our school is committed to nurturing in each of us a better appreciation of our own distinctive voice, of our common humanity and of a sense of ownership in the school community. We believe that participation in an inclusive school culture supports self-esteem and plants the seeds for positive contributions to the world.
We are committed to:
* Teaching our students the skills and sensibilities necessary to live in a richly diverse and increasingly global world. To that end, our curriculum explores culture in a spirit of admiration for its infinite variety, while supporting a multi-sensory approach to learning and teaching.
* The constant vigilance, revision and patience required in creating and maintaining a welcoming community. We will need training, renewal and a willingness to change normed practices as well as an openness to creating new traditions.
* Ensuring our community has a significant level of diversity in the student body, the faculty, and the administration.
* Providing the resources and support to achieve these goals.
Our commitment to create a diverse and inclusive community is a vital expression of the vision of Arts & Letters.
JOIN US!!
We are looking for extremely talented and committed educators to join our K-8 school. We offer many exciting opportunities for teachers, including:
* An intentionally inclusive and diverse school with 1 ICT (integrated co-taught) class per grade and admissions policies in place to maintain socio-economic diversity.
* A highly collaborative, intellectually engaged staff who deepen their practice together through coplanning, inquiry and inter-visitation.
* Opportunities to design deep units of study framed by big questions and culminating with shares and exhibitions.
* School-wide structures (curricular shares, roundtables, Student Led Conferences, community service days, inter-age buddies) that provide opportunities for students to demonstrate their learning, and develop their voices as thinkers and as community members.
* Student centered classroom environments that cultivate strong and flexible thinkers.
* An explicit focus on social-emotional learning-- supported by morning meetings and an advisory structure in upper grades, and Responsive Classroom practices in K-4.
* A true commitment to arts education with visual art, music, and dance in lower grades and advanced art instruction in visual arts, theater, music, and technology in the middle grades.
* Active communication and collaboration between teachers and school leadership.
* Teacher leadership opportunities unique to a small institution.
* Open and active partnership with families.
* Location in vibrant Fort Greene, Brooklyn.
Ideal applicants will demonstrate:
* Unwavering commitment to young people and to addressing their instructional and social needs through differentiation.
* Ability to integrate small group instruction, rich investigations of essential questions, and interdisciplinary connections into curriculum planning for heterogeneous classrooms.
* Flexibility, comfort with self-reflection, and a problem-solving stance.
* Interest in collaborating with teachers and administration around instruction and school-wide policies.
* Certification to teach in the NYC public schools.
* Excellent communication and organizational skills.
* A commitment to teaching as an act of social justice.
* Excitement for ongoing professional development.
Check us out at www.artsandlettersbklyn.org. | <urn:uuid:35e43450-b393-4c16-9c24-3b1241cc24f9> | CC-MAIN-2019-09 | http://tceleminclusive.pressible.org/files/2018/05/Arts-and-Letters-hiring-document-2018.pdf | 2019-02-18T18:57:25Z | crawl-data/CC-MAIN-2019-09/segments/1550247487624.32/warc/CC-MAIN-20190218175932-20190218201932-00165.warc.gz | 254,405,265 | 1,405 | eng_Latn | eng_Latn | 0.996827 | eng_Latn | 0.997323 | [
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San Diego County, CA
Rx for Child Survival — A Global Health Challenge™
Across the world, nearly 11 million children die every year before reaching their fifth birthday. More than a third of these deaths occur in the first month of life. The majority of the remaining childhood deaths are due to pneumonia, diarrheal disease, malaria, and measles. Many deaths are associated with underlying poor nutrition.
Of the 3,000 child deaths that occur each day, over 60 percent might have been prevented with basic, inexpensive prevention and treatment measures such as:
* Vaccines;
* Antibiotics;
* Insecticide-treated bed nets;
* Oral rehydration therapy;
* Micronutrients.
A child who loses a mother is also at greater risk of dying. Every minute of every day a woman dies from causes related to pregnancy and birth. Access to low-cost technologies and adequate care during pregnancy could save the lives of half a million mothers and prevent many of the nearly 4 million deaths that occur in the first month of life.
Rx for Child Survival™ (see details on back) aims to assure that these life-saving measures are available and affordable to every family.
■
| Indicator | Mali* |
|---|---|
| Population | 13,007,000 |
| Life Expectancy | 46 (F) / 44 (M) |
| Maternal Deaths | 1,200 per 100,000 live births |
| Population Under Age 5 | 20% |
| Child Deaths Under Age 5 | 220 per 1,000 live births |
| Infant Deaths | 113 per 1,000 live births |
| Immunization Rate | 51% |
| Prenatal Care | 25% |
*For more detailed local data see opposite side
IN COMPARISON WITH ONE OF THE POOREST COUNTRIES IN THE WORLD:
*Women are 110 times more likely to die of pregnancyrelated causes in Mali than in San Diego County.
*In Mali, children under five are more than 40 times as likely to die as children in San Diego County.
*An infant in Mali is 25 times more likely to die in its first year of life than in San Diego County.
*In Mali, the percentage of low birth weight babies is nearly four times that in San Diego County.
■
| Indicator | San Diego County* | California* |
|---|---|---|
| POPULATION | 2,828,365 | 34,650,690 |
| White | 73.8% | 66.2% |
| Black or African American | 5.4% | 6.2% |
| Asian | 9.9% | 11.9% |
| Other | 10.9% | 15.6% |
| LIFE EXPECTANCY | 81.6 (F)/ 77.2 (M) | 82 (F)/ 77.2 (M) |
| White | n/a | n/a |
| Black or African American | n/a | n/a |
| MATERNAL MORTALITY RATIO | 10.5 /100,000 live births | 11 /100,000 live births |
| POPULATION UNDER 5 | 7.4% | 7.3% |
| UNDER 5 CHILD MORTALITY RATE | 5.4 /1,000 live births | 6.2 /1,000 live births |
| INFANT MORTALITY RATE | 4.5 /1,000 live births | 5.4 /1,000 live births |
| White | 4.1 /1,000 live births | 5 /1,000 live births |
| Black or African American | 14.4 /1,000 live births | 12.9 /1,000 live births |
| IMMUNIZATION RATE | 83.1% | 77.0% |
| PRENATAL CARE | 86.8% | 86.4% |
| White | 92.1% | 90.4% |
| Black or African American | 82.6% | 83.0% |
| Hispanic | 82.8% | 84.1% |
| LOW BIRTH WEIGHT BABIES | 6.1% | 6.4% |
| White | 5.7% | 6.0% |
| Black or African American | 11.3% | 11.6% |
| Hispanic | 5.3% | 5.8% |
*Data sources include: CDC/NCIS, MMWR, Kaiser Family Foundation, and State/Local Departments of Health For more detailed sources please visit www.globalhealth.org
Rx for Survival—A Global Health Challenge™
pbs.org/rxforsurvival/campaign
The international community, including the United States, has agreed to strengthen its commitment to reducing deaths among children under the age of five. With a goal of helping to meet that commitment, Rx for Child Survival has been created by WGBH/NOVA Science Unit and Vulcan Productions Inc., in collaboration with CARE and Save the Children, and in association with the Global Health Council and UNICEF. The campaign will raise awareness that children bear the brunt of the world's health problems and will offer ways for Americans to give time and voice their own opinions about global health issues. For additional information about Rx for Child Survival, visit.
The Global Health Council is the world's largest membership alliance of public health professionals, individuals and organizations dedicated to promoting better health for all the world's people. Visit www.globalhealth.org.
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Egypt Game Study Guide Questions
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The New Academy The New Academy Curriculum Guide Curriculum Guide Curriculum Guide
Seventh Grade
LANGUAGE ARTS
Easy Grammar
Easy Grammar texts use the prepositional approach combined with effective strategies designed for daily review of grammar concepts. This consistent curriculum aids students to understand grammar, a tool for speaking and writing properly. Students complete daily exercises as they review grammar concepts.
Sadlier-Oxford Vocabulary
This well-known vocabulary curriculum allows students to complete systematic and explicit vocabulary instruction. Seventh grade students begin in Level B vocabulary, which is on or above appropriate grade level words and expressions. Through this program, children are challenged to learn all aspects of word usage – synonyms, antonyms, definitions and sentence use.
Prentice Hall Literature
Prentice Hall literature is a compilation of notable short stories written by award winning authors. It covers many literary genres, concepts, strategies, essential questions, as well as integrated vocabulary, writing, and grammar resources.
Newbery Book Club
Upper school students' reading assignments will be based on a literary book club membership. Students will experience classic and modern works from the American Library Association's list of Newbery Medal Winners. Students will read through their selections in class and at home. In depth discussions, activities, reports and comprehension quizzes will accompany each book. Through group and individual reading achievements, students will become familiar with the elements and themes of distinguished literature.
The Language Arts program in the Upper School is designed to expand each student's ability to communicate effectively through reading, writing, speaking, and listening. Using a variety of literature-based strategies, this program enables the student to incorporate these necessary skills in other areas of study. There is a strong emphasis to develop a high level of proficiency in each of these fundamental areas.
Upper school students will demonstrate increasing proficiency in reading comprehension and the ability to interpret, analyze, apply, and evaluate a wide variety of literary and informational materials. In acquiring these skills the student will develop and use decoding skills, spelling and grammar rules, increased vocabulary, the writing process (revision and editing of drafts), and skills associated with effective speaking and listening. A variety of instructional strategies are used in the classroom to emphasize the following learning objectives.
Students will also study critical analysis and interpretation. In addition, they will be exposed to various forms and genres of writing (creative, academic, formal, fiction, nonfiction). The goal is for each student to have a strong foundation in critical reading, critical analysis, grammar, speech and active listening.
7 th Grade Language Arts Curriculum Includes:
* Reading
* Listening
* Writing
* Critical Analysis
* Vocabulary
* Speaking
MATHEMATICS
Pearson – Prentice Hall
Pearson creates educational materials for learners of every age. By understanding what it takes to succeed at college level mathematics, Pearson is able to design comprehensive mathematics lessons that help educators provide targeted and thorough mathematics instruction and intervention to ensure that every student succeeds. Each mathematical topic is delivered with repetition and increasing difficulty to ensure that the student receives in depth knowledge of the topic.
SCIENCE
Holt McDougal
Holt Science and Technology Science program provides superior science education. At the beginning of every science section the student will find the section's objectives and vocabulary terms. The objectives will tell the student what they will need to know after reading the section. Provided illustrations detail complex ideas and processes. The illustrations are designed to help the student better understand the materials presented. The online learning site provides the complete textbook plus great learning tools and practice quizzes.
Social Studies
Glencoe/McGraw-Hill
Our upper school American history, World History, Geography, Civics, Government and Eastern Hemisphere courses will be taught using the newest editions of the Glencoe/McGraw-Hill Social Studies series. The three specific courses students must complete in sixth to eighth grade are American History, Eastern Hemisphere, and World Geography. Seventh graders move through this progression by studying Eastern Hemisphere. These books provide a focused and chronological tour of important themes that shape our history and the processes that drive our social environment. Glencoe/McGraw-Hill social studies texts supply the depth of information required for middle and high school level courses. Topics range from pre-exploration to the present with an emphasis on geography and the connections between history, geography, economics, government, citizenship and current events.
OTHER RESOURCES
Mavis Beacon Typing Software
A leader in typing instruction for over 25 years, upper school students will learn proper typing techniques. As a technologically advanced school, students as early as elementary school will complete most of their assignments on their personal laptop, netbook or iPad. For this reason, it is important to learn appropriate and efficient typing techniques.
Technology Resources
Students will have daily access to the newest instructional technology. This will include Smartboard programs and lessons, personal net books, laptops , iMacs and iPads. With an Apple iPad for every student, upper school students will be completing much of their assignments online, as the New Academy moves toward green and paperless classrooms!
Guest Speakers
To connect real life application to many of the concepts studied within school, our upper school will be welcoming regular guest speakers to share their real world experience with the students at The New Academy!
Field Trips
To further encourage and inspire learning, New Academy students will participate in many field trips to take students outside the classroom where they will experience science, social studies, literature, and fine arts firsthand.
Fun Cards
The Fun Card is an original classroom management and character education system developed by our curriculum coordinator. Each student at The New Academy will carry a 'Fun Card' with them through out the week, which highlights various behavior standards (i.e. respect teachers and friends, use your manners, play fair, etc). Students earn points for appropriate behavior through out the week and are given the opportunity to earn a 'Fun Friday' period at the end of the week. | <urn:uuid:7aed5b65-f990-46cd-8ee1-94cbd786c405> | CC-MAIN-2019-09 | http://thenewacademy.net/images/Seventh_Grade_Curriculum_Guide.pdf | 2019-02-18T18:33:52Z | crawl-data/CC-MAIN-2019-09/segments/1550247487624.32/warc/CC-MAIN-20190218175932-20190218201932-00165.warc.gz | 258,919,779 | 1,198 | eng_Latn | eng_Latn | 0.997179 | eng_Latn | 0.997368 | [
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Maryland Coastal Bays Program Terrapin Survey Protocol
Credit: Diane Tulipani, VIMS
For each observation site, you will be looking for diamondback terrapins in the water for 3 consecutive, 15minute intervals (total 45 minutes) where you will indicate presence/absence and if observed, counts for each 15-minute interval. Complete one data sheet for each location.
Any questions or concerns while on site, please call:
Katherine Phillips @ 443-880-8229
1. Arrive at site. If site is a public boat launch, park away from the ramp and in designated "cars only" spaces (if indicated). PLEASE, do not interfere or interrupt use of the boat ramp.
2. Decide who will be observer and recorder (if more than one person). Take a few minutes to look around the site.
- If a sandy beach area, look about the high-water line (fairly obvious with debris piled high on the shoreline) for possible egg shells from predated nests. Shell material will be white and curled. Sometimes yolk is still visible inside the shell. Also look for terrapin tracks, 2 parallel sets of small claw marks about 8 inches apart, possibly with a "dashed line" between them which is made by the tail.
- Write down observations on data sheet in the bottom comment area. Note water height (high or low) with respect to shoreline.
- Take photographs of any terrapins on land or nests you may find.
- Do one count per 15 minute observation period to avoid counting the same terrapins.
3. Observation Periods: 15-minute observation period
Observer:
Position yourself to maximize the field of view from shoreline to approximately 300 feet away from shore, or to opposite shoreline, whichever is closest. Slowly scan from shoreline out over water looking for terrapin heads. Use of binoculars or spotting scope will be helpful. Note: submerged or floating sticks can look like terrapin heads from a distance but they will remain in the same spot.Once all terrapins have been counted, wait until the next 15 minute observation period to count again. Repeat until three 15 minute observation periods have been completed.
Recorder:
Keep track of start & end times for each period. If no terrapins sighted, enter "0" or "none" in "Count" column. If terrapins are spotted, record the count in the "Count" column.
4. Travel to next observation location (if doing more than one location) and repeat from step 1. | <urn:uuid:823fc24e-7a4d-44e6-be4d-52707b193b2a> | CC-MAIN-2017-34 | http://mdcoastalbays.org/pdf/land-survey-instructions.pdf | 2017-08-19T16:36:01Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00174.warc.gz | 274,884,461 | 532 | eng_Latn | eng_Latn | 0.998047 | eng_Latn | 0.998047 | [
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Pre-Kindergarten
Grant funded by:
P.O. Box 771 | Jackson, MS | 39205-0771 Tel (601) 359-2586
www.mde.k12.ms.us
Twitter: @MissDeptEd
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above mentioned entities:
Director, Office of Human Resources
MISSISSIPPI DEPARTMENT OF EDUCATION
359 North West Street, Suite 203
Jackson, Mississippi 39201
(601) 359-3511
MISSISSIPPI DEPARTMENT OF EDUCATION
Lesson 3: More Counting
Focus Standard(s): PK.OA.1, PK.OA.2
Additional Standard(s): PK.RL.1, PK.CC.2, PK.CC.3, PK.CC.3a, PK.CC.3b, PK.CC.4, PK.CC.4a
Lesson Activity Materials:
- Basket
- Food Counters
- Life-size Five Frame made on the floor with tape
- The Very Hungry Caterpillar by Eric Carle
- White board/Smartboard to display Five Frame
- Handout 2.1: Food Cut Outs
- Handout 2.2 Five Frame
Learning Center Materials:
- Black pipe cleaners
- Coffee filters
- Life Cycle of a Butterfly Chart
- Markers
- Paint brush, dropper, or sponge
- Play-Doh and baking trays/cookie sheets
- Popsicle Sticks and glue sticks
- Water
- The Very Hungry Caterpillar Animated Story:
http://www.bing.com/videos/search?q=the+very+hungry+caterpillar&view=detail&mid=B1960DAECAE2A8B23271B1960DAE CAE2A8B23271&FORM=VIRE
- Handout 1.2: The Very Hungry Caterpillar Story Props
Lesson Target(s):
- Students will use number names, zero to five, to represent objects.
- Students will understand the relationship between numbers and the quantities that combine to make them.
Guiding Question(s):
- How can I add on more using a Five Frame?
- How can I find how many more make 5?
| | Vocabulary | |
|---|---|---|
| Academic Vocabulary: Add More Total Note: Expose students to various ways to mathematically express these terms. For example, when discussing the word add, include phrases such as putting together, altogether, and added to. | | Instructional Strategies for Academic Vocabulary: Introduce words with student-friendly definitions and pictures Model how to use the words in discussion Discuss the meaning of word in a mathematical context Create pictures/symbols to represent words Write/discuss using the words |
| Direct Instruction Text Vocabulary: Apple Caterpillar Cocoon Oranges Pear Plum Strawberry Note: Consider which of these words would fall into Tier 2 for your students when introducing vocabulary. | | Instructional Strategies for Direct Instruction Text Vocabulary: Introduce words with student-friendly definition and pictures Model how to use the words in discussion Write/discuss the meaning of word in multiple contexts Provide pictures/props to represent words |
| Symbol | Type of Text and Interpretation of Symbol |
|---|---|
Instructional Plan
Understanding Lesson Purpose and Student Outcomes: Students will use the Five Frame to demonstrate several combinations of objects.
Anticipatory Set/Introduction to the Lesson: Experimenting with Adding with Five Frames (Whole Group)
Review the numbers 0-5 using number cards. Hold up a Five Frame and ask students to tell you what it is and why we use it. If needed, remind students the Five Frame will help them count amounts of five. Distribute Five Frames and counters to students and display a large Five Frame on whiteboard. Ask the students to use their counters to show the following number of objects.
T: Show me 3.
T: Show me 5.
T: Show me 1.
T: Show me 0.
T: Show me 4.
T: Show me 2.
Verify each of these amounts using the Five Frame on the whiteboard for students.
Note: (1) Struggling students are placed near the presenter or assistant, who occasionally redirects the students' attention during whole group and small group activities. (2) Whole Group should last between 15-20 minutes. If this time frame is too long for students, the Whole Group activities may be divided into two sessions. (3) Small Group should last approximately 15 minutes. Using the pre-assessment results, design the formation of small groups to reflect student capability and to drive the instruction throughout every lesson.
For students who are EL, have disabilities, or perform well below grade level:
- Use a laminated Five Frame with the numerals 1-5 already written on it from left to right (one number per box).
- Work one-on-one with teacher or a peer to count
- Provide a model for students to view.
Extensions for students with high interest or working above grade level:
- Complete problems with more challenging number combinations.
Activity 1: Experimenting with Adding with 5-Frames (Whole Group)
Note: Insert movement/physical activity for the students between the Anticipatory Set and Activity 1.
Display a life-size Five Frame on the floor. As a class, count the number of boxes in the Five Frame. Put a manipulative in each box to model each day from The Very Hungry Caterpillar.
Note: Randomly select students to help solve the addition problem, referencing the picture graph in the previous lesson.
Have students work in pairs to represent addition problems with use of manipulatives, counters, Five Frames, and pictorial representations. Give one food cut out from Handout 2.2: Food Cut Outs to each student.
Read the following sentences and have students will step into the Five Frame to illustrate the sentences. Refer to the text The Very Hungry Caterpillar for assistance as needed.
T: The caterpillar ate 1 apple Monday.
T: The caterpillar ate 2 pears Tuesday.
T: The caterpillar ate 3 plums Wednesday.
T: The caterpillar ate 4 strawberries Thursday.
T: The caterpillar ate 5 oranges Friday.
T: The caterpillar ate 1 nice green leaf Sunday.
Ask the students what the caterpillar ate Monday.
Possible responses include:
- … an apple
- … some apples
- … one
- … a pear
Note: Be prepared to correct wrong responses by referring the students to the story and the picture graph, which shows how many of each food item the caterpillar ate.
Use a Five Frame to demonstrate placing an apple cut out or counter in the first box.
Ask the students to count the number of empty boxes. Then facilitate the following discussion.
T: How many pieces of fruit is needed to make five.
S: 4
T: On which day did the caterpillar eat 4 pieces of fruit?
S: Thursday
T: What did the caterpillar eat Thursday?
S: 4 strawberries
Display the addition problem on the Five Frame using the sentences the students dictated in the previous lesson.
T: The caterpillar ate 1 apple Monday. The caterpillar ate 4 strawberries Thursday. How many pieces of fruit did the very hungry caterpillar eat Monday and Thursday?
Have students step into the Five Frame on the floor to illustrate the addition problem. Continue with different reading problems.
Learning Centers
Note: Learning Centers are designed to be developmentally appropriate for all students. The teacher and teacher assistant move about to observe and offer support, as needed. Learning centers will operate in conjunction with small group.
Writing Center – Ask students to write and/or draw about their favorite foods. Have students reference the Word Wall, available books, charts and pictures in the classroom.
Dramatic Play Center - Distribute Handout 1.2: The Very Hungry Caterpillar Story Props for students to make props for The Very Hungry Caterpillar and act out the story.
Math Center - Using Play-Doh, have students make the items the caterpillar ate each day, count them and make the number for the amount.
Computer/Listening Center – Provide technology for students to listen to The Very Hungry Caterpillar on CD, DVD, or online with The Very Hungry Caterpillar Animated Story. If listening to the story on CD, the student will use the text to follow with the reader.
Reading Center – Allow students to select fiction and non-fiction books about butterflies and other insects to read and view.
Science Center - Display a chart of the life cycle of a butterfly. Have students draw or create their own version of the butterfly life cycle using various art materials and writing utensils.
Art Center – Have students make coffee filter butterflies. First, students color a coffee filter with washable markers creating beautiful patterns of colors. Then, students will wet the coffee filters using a wet paint brush, sponge, or medicine dropper and hang to dry. After the filters are dry, fold them like an accordion. Twist a pipe cleaner around the middle of the filter to make a caterpillar body and twist the pipe cleaner around clockwise at least twice to make antennae.
Reflection and Closing:
Display the following student dictated responses:
- The caterpillar ate 1 apple Monday.
- The caterpillar ate 2 pears Tuesday.
- The caterpillar ate 3 plums Wednesday.
- The caterpillar ate 4 strawberries Thursday.
- The caterpillar ate 5 oranges Friday.
Instruct students to choose combinations of two fruits that will make 5.
Possible student responses include:
- 1 and 4
- 4 and 1
- 2 and 3
- 3 and 2
- 5 and 0
- 0 and 5
Circulate and ask students to justify their combinations on the Five Frame.
Note: While 5 and 0 do combine to make 5, the directions asked students to combine two fruits. Encourage students who present this solution to find a different combination.
Reflect on how well the students answered the following essential questions by examining evidence of student learning.
- How can I add more using a 5 Frame?
- How can I find how many more make 5?
Not developmentally appropriate for pre-kindergarten.
Homework
For training or questions regarding this unit, please contact:
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Ravensmead Maths Policy
Vision
Mathematics teaches us how to make sense of the world around us through developing an ability to calculate, to reason and to solve problems. Its importance to everyday life as well as a huge array of jobs and careers means that we are, through mathematics, able to equip children with a powerful set of tools for their future. It is through first hand experiences in lessons, showing clear links to real life, as well as cross-curricular approaches, that we provide our children with these skills.
General Aims and Objectives
We aim to develop and nurture our children, so that they become confident mathematicians for the future. We want them to know and understand the purpose, relevance and importance of mathematics in everyday life. Our intention is for every child to develop confidence and the skills in maths to become lifelong learners who can make a valued contribution for themselves, the wider community and the world around them.
It is through our mathematics teaching at Ravensmead that we aim to:
-
Develop an enjoyment and love of maths in all pupils.
- Provide an environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners.
- Ensure that all children experience a sense of achievement regardless of age, race, gender or ability.
- Develop an understanding of the underlying skills, concepts and knowledge of number, measurement, shape, space and handling data.
- Develop the ability to apply previously acquired concepts, skills, knowledge and understanding to new situations both in and out of school.
- Develop communication with peers and adults, discussing ideas, experiences and questions, clearly and fluently, using the appropriate mathematical language.
- Provide the skills and tools to explore problems using appropriate strategies, predictions and deductions.
- Encourage the use of mental calculations and efficient written strategies to work out answers to calculations and solve problems.
- Help pupils to recognise the opportunities to use ICT and electronic equipment in maths.
Curriculum Provision and National Curriculum Requirements (September 2015)
Mathematics at our school has been based on the new (2014) Mathematics Curriculum for year groups 1 to 6. The new curriculum programmes of study are used to give a balanced and broad curriculum to all of our pupils, this includes the statutory and nonstatutory aspects of the curriculum.
Equal Opportunities
The governors and staff are committed to providing the full range of opportunities for all pupils, regardless of gender, disability, ethnicity, social, sexuality, cultural or religious background. All pupils have access to the curriculum, and the right to a learning environment, which dispels ignorance, prejudice or stereotyping.
Planning
The Mathematics Programme of Study (Sept 2014) is used as the basis for implementing the statutory requirements for maths. Medium term planning is taken from either Hamilton Trust or the Entrust Schemes of work and is used to ensure coverage of objectives. Teachers plan for their 'sets' drawing on the year group objectives which best suits the ability of the children in their set, with objectives drawn from the year below/above where appropriate. Short term planning is completed weekly by staff following an agreed school format.
SEND, Gifted & Talented Provision
We teach mathematics to all children, whatever their ability, we aim to provide a broad and balanced education to all children. We provide learning opportunities that are matched to the needs of children. This is achieved in a number of ways:
- Using a wide range of teaching styles to ensure that all children have the opportunity to gain knowledge and understanding.
- Setting differentiated tasks to ensure that all children can achieve.
- Grouping children by ability and providing appropriate support (adult or peer) for tasks.
- Providing a range of resources matched to the ability of the child.
- Setting open-ended tasks which can have a variety of responses to challenge an extend thinking
- Where necessary teachers will, consult with the SENCO, draw up an IEP/learning passport and use this to provide a differentiated curriculum to meet the individual child's needs.
Assessment
Assessment for Learning is an integral part of the teaching at Ravensmead and our detailed Marking and Feedback Policy and AFL policy must be considered alongside this Maths Policy.
Assessment is an integral part of the teaching and learning cycle and is a continuous process informing daily/weekly planning. Assessment is carried out in a variety of ways in every maths lesson and includes observations, questioning, marking and discussion. Children are provided with opportunities for self/peer-assessment and improvement. Achievement against Stage expectation is recorded on a class grid for Y1 to Y6. From year 2 to year 6 children complete weekly 'maths quizzes' which are used to inform achievement towards end of stage expectations and are recorded on the class 'I can.' Stage grids.
Throughout the academic year there are planned assessment time periods in maths where termly assessments are made to measure progress towards the end of stage expectations. These assessments are also used to identify children who are not making adequate progress in mathematics and help us to plan for targeted interventions in order to accelerate their learning to narrow any gaps.
At the end of the year we make a final judgement on the child's achievement against their end of stage expectation, these are reported to parents and are used to organise sets for the following academic year as well as again identifying children who would benefit from interventions or extra support. Stage grids are then passed on to the next teacher for them to use as part of their assessment process the following year. National tests are used for children in year 2 and year 6 at the end of the academic year (against the New National Curriculum for Summer 2016). Nursery and Reception children are assessed against the age bands in "Development Matters" and the Early Learning Goals. Teachers meet to review individual examples of work and moderate assessments to ensure consistency across the school.
Reception Baseline Assessment
During the on entry period to Reception the children will have a baseline assessment completed, which assesses the 'Areas of Learning and Development' as detailed in the EYFS statutory framework. This includes all three Prime Areas (PSED, C&L, PD) and the Specific Areas of Literacy and Maths. Observations will be made, collated and analysed.
Resources
There is a large variety of maths resources stored in a central location within the school, clearly labelled. A small number of basic resources, including a range of photocopiable books, are stored within each classroom. The calculations policies and ENTRUST planning documents are stored on the learning platform, along with a range of electronic resources, staff also have access to Hamilton Trust and Education City. A range of assessment documents are located centrally in KS1, LKS2 and UKS2. Resources are added to regularly by the maths co-ordinator who should be notified of any shortages or specific requests. The children are shown how to take care of our resources and are progressively encouraged to select equipment suitable to the task in which they are engaged.
Monitoring and Evaluation
There is an expectation that throughout the year on a rolling programme the subject coordinator monitors and evaluates the quality of teaching and learning. If the subject is an agreed school focus (as in Spring 2015) then the monitoring will include a combination of lesson observation, pupil voice and book sampling all with equal weighting and which will inform the school's agreed appraisal policy.
Role of the Co-ordinator
The role of the coordinator involves
- Resourcing the subject in terms of needs, equipment and materials
- Monitoring the scheme of work/rolling programme that takes into account National Curriculum requirements, progression of learning, resources and interventions at Ravensmead to support all abilities.
- Supporting colleagues in all aspects of the Curriculum and ensuring standards of teaching and learning remain high.
- Attend meetings and courses, which will inform future development of the subject and ensure other staff are aware of current relevant issues.
- Ensure effective links are maintained with the link governor by keeping him/her informed of current developments and action plans in this subject area.
- Be responsible to the Head Teacher for the successful organisation and delivery of the subject.
Health and Safety
The coordinator is responsible for ensuring that all Health and Safety guidelines addressed in the H&S policy are adhered to in this subject. Class teachers are responsible for providing a safe environment for the teaching of all lessons.
Approved working party
Approved full governing body
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T: 519.252.7281
Toll Free: 1.866.636.6666
F: 519.252.5873
PRINTING TIPS
www.jmccentre.ca
Printing is a difficult skill for some students to learn. Printing requires many foundation skills, including small muscles of his/her hands to work together (i.e. eye-hand coordination), literacy skills, attention, knowledge of letters and formations, spelling etc.
POSTURE
Posture is important in order to enhance a student's performance with printing. Refer to Classroom Positioning Handout for further details. Here are some quick strategies to use to improve posture during printing tasks:
* Feet are flat on the floor
* Hands/arms resting on table surface
* Head is up with eyes on paper
* The hand that is not printing should hold the paper still (i.e. hold the paper with an open hand)
* Model of letter at the top of the page or both margins (left side model is not sufficient for left-handed students).
VISUAL AIDS
The Printing 'Train'
Utilizing the comparison of printing a sentence to a train on its track or comparing printing a word to building a house may help them form letters of an appropriate size, shape, and formation. In this case:
* The train's engine should have a CAPITAL letter, just as the first letter in a sentence.
* The train's caboose should have appropriate punctuation mark at the end of the sentence (e.g. a period [.] or an exclamation mark [!] or a question mark, [?], etc.)
* Between the cars on the train, there are spaces. Make sure there are spaces between the words in your sentence. (Hint: Have your student use his/her index finger of their nonwriting hand to make the space, or use a popsicle stick to ensure that there is enough space between words.)
* Just as the train needs to ride on the track, the letters of each word must sit on the line.
The Printing 'House'
* Capital letters – take up first and second floors.
3945 Matchette Rd. Windsor, Ontario N9C 4C2
* Small letters – stay on the first floor.
* Digger letters – hang into the basement.
Green Grass/Blue Sky
* Highlight the top line blue to resemble the "blue sky"
* All upper case and tall, lower case letters go up to the blue sky
* Highlight the bottom line green to resemble the "green grass"
* All letters stay on the green grass
* Lower case "digger" letters dig below the green grass
Other hints:
* Encourage students to have their letters sitting on the line (i.e. "letters are sitting on the
couch")
* Monkey letters have tails that hang below the line.
* Tall letters touch the ceiling/sky
*** Using paper that has a dividing dotted line may help as it provides a cue for letter size. Once he/she is able to form letters using appropriate size and formation, move to paper without dividing line. In this case, remind them to use their imagination to see the centre line so that 'small' letters (i.e. lowercase letters) are smaller than capital letters (i.e. uppercase letters).
* It may be helpful to highlight the area below the dashed line initially to cue letter size (i.e. HiWrite paper)
* Consider using graph paper for sizing and alignment (i.e. 1 letter per box) | <urn:uuid:7907bcb8-39b0-4d0c-84b7-ca3b67f77f59> | CC-MAIN-2017-34 | http://jmccentre.ca/ckfinder_uploads/files/Printing%20Tips.pdf | 2017-08-19T16:40:14Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00177.warc.gz | 218,292,535 | 713 | eng_Latn | eng_Latn | 0.99758 | eng_Latn | 0.997582 | [
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Grade 6
Grant funded by:
Lesson 2: Introduction to Exponents
Focus Standard(s): 6.EE.1
Additional Standard(s): 6.EE.2c
Standards for Mathematical Practice: SMP.3, SMP.5, SMP.6, SMP.7, SMP.8
Estimated Time: 60 minutes
Resources and Materials:
* Copy paper for Exponent Vocabulary 6-Door Foldable or vocabulary notebook
* 1 red dot cube and 1 green dot cube per pair of students
* Personal white boards-1 per student
* Dry erase markers-1 per student
* Handout 2.1: Exponents
* Handout 2.2: Exploring Squares
* Write Numerical Expressions Involving Whole Number Exponents: https://learnzillion.com/lesson_plans/8408-writenumerical-expressions-involving-whole-number-exponents
Learning Target(s):
Students will write and evaluate numerical expressions involving whole-number exponents.
Guiding Questions(s):
* What is the difference between an algebraic expression and a numerical expression?
* How are standard form and exponential form related?
Academic Vocabulary:
* Base
* Cubed
* Exponent
* Numeric expression
* Power
* Repeated multiplication
* Squared
Symbol
[x]
Type of Text and Interpretation of Symbol
Instructional support and/or extension suggestions for students who are EL, have disabilities, or perform well below the grade level and/or for students who perform well above grade level.
Assessment (Pre-assessment, Formative, Self, or Summative)
Instructional Plan
Understanding Lesson Purpose and Student Outcomes: Students will create a foldable graphic organizer as they are introduced to new vocabulary. Students will write and evaluate numerical expressions involving whole-number exponents.
Anticipatory Set/Introduction to the Lesson
Display this numeric expression on the board before students arrive: 2 5 + 2 x 2.5
Instruct students to use prior knowledge of order of operations to find its value. Give students 5 minutes to work. Have students share solutions with other members of their group. In their group, students compare answers and approaches for solving the problem (SMP.3). One student from each group records the answer on the board. Discuss student answers and address any misconceptions that became present in the activity.
Note: Students should be able to defend the method they used to solve the expression, and groups should be able to agree upon a final solution.
Vocabulary
Instructional Strategies for Academic Vocabulary:
Introduce words in a mathematical context.
Model how to use the words in discussion.
Read and discuss the meaning of word in a mathematical context
For students who are EL, have disabilities, or perform well below the grade-level:
- Students begin the activity by working with a partner or small group.
- Students use notes from previous lessons regarding exponents.
Extensions for students with high interest or working above grade level:
- Students thoroughly explain the reason for applying the exponent first in this equation.
Activity 1: Exponent Vocabulary Foldable
Distribute copy paper for vocabulary foldable. Model for students how to fold the paper and how it is used for organizing the vocabulary words. Encourage students to restate the definitions in their own words.
T: Turn your paper landscape style.
Fold the paper in half, hamburger style (see dotted lines).
Open the paper up and fold the outer edges to the center fold (see long dashed lines).
Cut as indicated by the solid lines. You have created 6 flaps, one for each vocabulary word.
Write one vocabulary word on the outside of one flap.
On the inside of each flap, write the corresponding definition.
In the center section, write an example of the vocabulary word.
Note: Teacher can use the foldable technique with other vocabulary words throughout the unit or use a vocabulary notebook.
For students who are EL, have disabilities, or perform well below the grade-level:
- Provide students with paper that is already folded if the activity of creating the foldable will cause delays for the student.
Vocabulary Words:
* Numeric expression: a mathematical phrase involving only numbers and one or more operational symbols.
* Base: a number that is to be raised to a power; the factor in the repeated multiplication problem.
* Exponent: number above the base; tells you how many times the base is being used as a factor.
* Power: an action in multiplication given the power to multiply a duplicate value times another value.
* Squared: when you multiply a number by itself.
* Cubed: when a number is used as factor three times in a multiplication problem.
Activity 2: Evaluating Numerical Expressions with Exponents
Highlight the part of the numeric expression in the warm-up problem that has the same number being multiplied by itself five times: 2 x 2 x 2 x 2 x 2.
T: Writing repeated multiplication like this uses a lot of paper. Instead, we can write an expression with an Exponent, 2 x 2 x 2 x2 x 2 can be written as 2 5 and read as 'two raised to the fifth power.'
The parts of this term are as follows: 2 is the base and 5 is the exponent or power to which the base is being raised.
The base is the number that is being multiplied by itself repeatedly.
The exponent is the number of times that the base is being multiplied by itself.
Instruct students to use dry erase boards to write examples of repeated multiplication in exponential notation (SMP.8). Record examples on the board. Discuss several examples and ask students to determine if the examples are written correctly in exponential notation. Prompt students to look at their vocabulary foldable and identify the vocabulary term that relates to each component of the term.
Create an anchor chart, labeling each part of the term with the appropriate vocabulary word. This will remain on display for the remainder of the unit. Students critique the examples and identify if any mistakes have been made (SMP.3).
Display ( 1 2 ) 2 . Instruct students to write this expression in expanded form on their personal white boards. ( 1 2 x 1 2 ) Check for accuracy and discuss any misconceptions.
Note: A common misconception students make in this lesson is that 2 3 is equal to 2 x 3, rather than 2 x 2 x 2 or( 1 2 ) 2 is equal to 1 2 x 2 because they multiply the base and the exponent. Provide the students with several examples to help them understand the purpose of the exponent.
For students who are EL, have disabilities, or perform well below the grade-level:
- Students create a second foldable to reinforce concepts of exponents. Students use the foldable as a study tool, as shown below.
Extensions for students with high interest or working above grade level:
- Students look to explain a quick way to apply an exponent to the fraction, without repeated multiplication.
Activity 3: Rolling the Dice with Exponents
Distribute Handout 2.1: Exponents and a set of red and green dot cubes (SMP.5).
Note: If you do not have red and green dot cubes, use one of these alternatives:
1. use any 2 different colored dot cubes
2. use 1 cube – first roll is the base and the second roll is the exponent
3. one partner rolls the base number and the other partner rolls the exponent
T: You and a partner need a red and a green dot cube. The red cube will be the base and the green cube will be the exponent. Take turns rolling the cubes. Record the base and the exponent and then write the exponential expression. After you have recorded 10 numbers, find the expanded form of each exponential expression and calculate the value.
[x] Have students roll the cubes to create exponential expressions and calculate the values of the exponential expressions (SMP.6).
When students finish the table, they discuss their findings within their groups (SMP.7).
Reflection and Closing:
Discuss the student results and highlight the following points by asking:
* What was the largest value each team generated? The lowest value?
* Which makes an exponential expression grow faster: a large base or a large exponent?
* How does 3 2 compare to 3 x 2?
Revisit new vocabulary and add new words to word wall for the unit.
[x] Instruct students to review the definitions from Activity #1 with a partner and complete this exit ticket Handout 2.2: Exit Ticket (SMP.7).
```
What is the value of 6 3 = ____ What is the missing exponent in this expression: 4 _ = 256 What is the missing base in this expression: __ 6 = 729
```
```
Key: 6 3 = 216 4 4 = 256 3 6 = 243
```
Homework
Students complete Handout 2.3: Homework Squares.
For students who are EL, have disabilities, or perform well below the grade-level:
- Students use graph paper to illustrate the animal pens – one square equals one unit.
|
Handout 2.1: Exponents
Name: _______________________________________
Date: _____________
Partners need a red and a green dot cube. The red cube will be the base and the green cube will be the exponent. Take turns rolling the cubes. Record the base and the exponent and then write the exponential expression. After you have recorded 10 numbers, find the standard form of each exponential expression and calculate the value.
| Base (red cube) | Exponent (green cube) | Exponential Form | Expanded Form |
|---|---|---|---|
Handout 2.2: Exploring Squares
4 m
4 m
Name: _______________________________________
Date: _____________
Minia knows that square animal pens are the most economical for the space they provide. Can you provide a table for Minia that shows the areas of square pens that have between 4 meters and 10 meters of fence on each side?
Side Length
Pen Picture
Equation
Area
4 meters
4 x 4 = 4 2
16m
2
5 meters
6 meters
7 meters
8 meters
9 meters
10 meters
Exploring Squares Answer Key
Minia knows that square animal pens are the most economical for the space they provide. Can you provide a table for Minia that shows the areas of square pens that have between 4 meters and 10 meters of fence on each side?
10 m
For training or questions regarding this unit, please contact:
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Nebbi Yusha
A Tale of Comradeship
A mnon Ben-Yehuda's story is one of extraordinary survival: during the heroic battle of Nebbi Yusha in the Upper Galilee on April 20, 1948, the Palmach soldier and squad leader was shot in the head and rescued by his fellow soldiers to Ramot Naftali (a mountaintop settlement about a mile away), where he remained for two days before being carried down the mountain, ultimately to a hospital outside of Tel Aviv. His story symbolizes the true friendship that took place there.
What happened at Nebbi Yusha, also known as Metzudat Koach, was a harrowing event in Israel's path to independence. An attempt to capture the fortress, which the British had transferred to the Arabs five days prior, it ended with the deaths of 28 Palmach heroes. Their sacrifice is memorialized at the nearby HaReut Museum, which stands as a symbol of their comradeship (reut). Ben-Yehuda relates, "All of us [who survived] have lived under the dark cloud of that experience our entire lives."
Twelve of the soldiers who died at Nebbi Yusha were childhood friends and lived together in Kibbutz Daphna in the Upper Galilee, serving their two years of Palmach training. By the time the Nebbi Yusha night operation occurred, many of the kibbutzniks were seasoned fighters, having been involved in numerous military incidents.
"This is where history was made," said Ben-Yehuda. "We lost quite a few guys because they stayed behind to try and rescue friends who were wounded. This is what you call brotherhood." Ben-Yehuda himself was saved by a childhood friend, Aharon "Aharonchick" Kuperman. "My squad was retreating and Aharonchick saw me lying wounded. He saw to it that I was evacuated, this all took place while we were under fire."
there he was taken to Beilinson Hospital and operated on by Dr. Harden Ashkenazy, a renowned Romanian Jewish neurosurgeon and Holocaust survivor who had just arrived in Israel. Ben-Yehuda was the first Israeli soldier on whom Dr. Ashkenazy operated. The doctor gave him 0.5% chance of survival.
wrote. Ben-Yehuda talks about his experiences in Shoval's film, I Will Not Forget This, My Friend, which aired on Israeli television in 1990. The name of the film is taken from a Natan Alterman poem. Ben-Yehuda produced and translated an English version that he shares with audiences at his speaking engagements.
Ben-Yehuda was taken to Ramot Naftali where, he would learn 40 years later, two young women acting as medics— with limited training—kept him alive by using damp rags to prevent dehydration. When a group of his unit climbed up the mountain with supplies to evacuate seven infants, they were amazed to find Ben-Yehuda alive. They tied him to a stretcher and carried him down the mountain, from
Ben-Yehuda survived, and spent a year at home rehabilitating himself with a program of his own design. He came to the United States to attend UC Berkeley, where he met his wife, and has lived in California ever since, his family having grown to include grandchildren.
Since 1960, Ben-Yehuda has attended an annual memorial in Nebbi Yusha for the fallen soldiers. The 40th anniversary in 1988 marked a turning point. He decided to deliver a eulogy for his fallen friends and expressed his feelings of guilt for surviving when they did not.
"For 40 years we never talked about it," he said. "This is true for all of us. It was a subject that was kept inside. When I delivered my eulogy, it was important for me to clear my soul. We were all suffering from PTSD, and that was my coming out. It helped so many of my friends."
This struck a chord with the late Menachem Shoval, z"l, a member of the same Palmach unit and one of the soldiers who carried Ben-Yehuda down the mountain. Shoval sent Ben-Yehuda a letter following the memorial ceremony and admitted that he wished to produce a film about their experience in this heroic battle, but found it hard to breach the subject matter because of the guilt he carried. "You relieved my guilt to do the film," Shoval
SPIHS, led by the late Yehuda Dekel, founded the HaReut Museum next to Nebbi Yusha; the goal was to share the story of this important battle with the public. In January 2014, SPIHS, together with JNF, celebrated the grand opening of the museum, which provides an interactive learning experience through dynamic 3D figures, life-size models, personal effects of the fighters, and more. Six hundred people, among them many of the Palmach heroes who fought in Nebbi Yusha including Amnon Ben-Yehuda, participated in the moving ceremony. Since the opening, tens of thousands of visitors have come to visit the mountain and the new museum. The memorial site has come to symbolize the spirit of '48: tenacity, camaraderie, loyalty, the pioneering spirit, and the readiness to sacrifice.
Though this is but one story of bravery and comradeship in battle, for Ben-Yehuda, it is a universal tale.
"It's a soldier's story. It could be anywhere. During the war, there were many acts of heroism by many young soldiers. We have to talk about it; we can't keep everything buried inside. Going through war is a unique and painful experience, and adjusting back to civilian life is not simple or easy. It's a human issue."
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Grade 3
Grant funded by:
Lesson 2: Characterization Using Text-Based Evidence
Focus Standard(s): RL.3.3, L.3.4a
Additional Standard(s): RL.3.1, SL.3.1, RF 3.4
Estimated Time: 60 minutes
Text(s):
* The Art of Miss Chew (pages 9-20)
* My Rotten Red-Headed Older Brother (Group 1 pages 9-17)
* Babushka's Doll (Group 2 pages 6-23)
* Thunder Cake (Group 3 pages 9-20)
Resources and Materials:
* Handout 1.2: An Excerpt from The Art of Miss Chew
* Handout 1.3: Context Clues Content Anchor Chart
* Handout 1.4: Context Clues Graphic Organizer
* Handout 2.1: Characters' Contributions Graphic Organizer
* Handout 2.2: Student Character Contributions Graphic Organizer
* Handout 2.3: Homework
Lesson Target(s):
* The students will use sentence level context as a clue to determine the meaning of a word or phrase.
* The students will describe characters in a story (e.g. their traits, motivations, or feelings) and cite evidence from the text.
Guiding Question(s):
* How do context clues help determine the meaning of unknown words?
* How do we use the text to determine a character's trait?
| | Vocabulary | |
|---|---|---|
| Academic Vocabulary: • Context clues • Motivation • Traits | | Instructional Strategies for Academic Vocabulary: Introduce words with student-friendly definition and pictures Model how to use the words in writing/discussion Students create pictures/symbols to represent words Students write/discuss using the words |
| In-ConTEXT Vocabulary: • Babushka • Cart • Impressed • Jeered • Naughty • Remarked • Selfish • Tale | | Strategies for Teaching How to Determine Meaning from Context Clues: Read short paragraphs or sentences using these words Model using context clue words in the text to identify the meaning of the unfamiliar word Create synonyms lists for the words based on the context clues |
| Symbol | Type of Text and Interpretation of Symbol |
|---|---|
Instructional Plan
Understanding Lesson Purpose and Student Outcomes:
* I can use context clues to determine the meaning of unfamiliar words in a text
* I can describe characters in a story
* I can provide support using a character's actions, words, or thoughts to show their internal traits
Activity 1: Vocabulary
Review the context clue content anchor chart from Lesson 1. See Handout 1.3: Context Clues Content Anchor Chart. Ask for a few students to share a context clue example from their homework assignment. Discuss student examples, making corrections as necessary, referring students back to the anchor chart.
Activity 2: Introduction to the Lesson
Summarize pages 1-8 of The Art of Miss Chew as a review and to support students' comprehension for the upcoming lesson.
Activity 3: Characterization Using Text Based Evidence
Activity 3a: Modeling
Continue reading pages 9-20 of The Art of Miss Chew, stopping to ask the following guiding questions:
1. Was Patricia excited to go to her new art class? What evidence from the text showed us that?
2. How were Patricia's pictures different than the rest of the class?
Students act out the words or attach movements to the words
Display the Characters' Contributions Graphic Organizer. See Handout 2.1: Characters' Contributions Graphic Organizer. Have students chorally reread The Art of Miss Chew excerpt from Lesson 1. See Handout 1.2: An Excerpt from The Art of Miss Chew. Complete the first column of the graphic organizer, using Think-Speak to model how to determine a character trait and support it with evidence from the text.
Activity 3b: Guided Practice
Have students return to the heterogeneous groups they worked with the day before to allow for peer tutoring. Give each group the book they read from the day before to continue reading. (See texts listed in lesson overview.) Rotate around the room assisting students as needed.
[x] While rotating, record notes about students' understanding and misunderstandings when checking to ensure these actions occur:
o Students work in groups to read certain pages from their assigned Patricia Polacco book. This is a continuation from their reading the day before.
o Students work together to complete the first column of the characters' contributions graphic organizers. See Handout 2.2: Characters' Contributions Graphic Organizer.
For students who are EL, have disabilities, or perform/read well below the grade level:
- Partner low-oral language students with high students during Turn and Talk activities.
- Strategically choose the appropriate book level for each group for group work.
- Have lower students discuss with the teacher instead of write, referring the student back to the anchor charts to scaffold their understanding during independent practice.
Extensions and/or a more advanced text for students who perform/read well above grade level:
- Early finishers can add more than one internal and external character trait.
- Strategically choose the appropriate book level for each group for group work.
- Higher students can create their own example of character traits during independent practice.
Reflection and Closing:
Call on groups to share their work, and give corrective feedback and review misconceptions as needed. Pull struggling students oneon-one or into small groups during independent center time to review and reteach the concepts.
Note: This lesson has been shortened to 60 minutes to allow time for conducting independent centers planned by the teacher. All lessons in this unit build on each other, so understanding each component is key.
Homework
The student will complete a characterization map using text based evidence graphic organizer using their independent reading book. See Handout 2.3: Homework.
Handout 2.1: Characters' Contributions Graphic Organizer
Characters' Contributions
Character's Name: Patricia
Trait 1:
Contribution to the sequence of events:
Text Based Evidence to support trait:
Trait 2:
Contribution to the sequence of events:
Text Based Evidence to support trait:
Trait 3:
Contribution to the sequence of events:
Text Based Evidence to support trait:
Handout 2.2: Student Character Contributions Graphic Organizer
Characters' Contributions
Character's Name:
Trait 1:
Contribution to the sequence of events:
Text Based Evidence to support trait:
Trait 2:
Contribution to the sequence of events:
Text Based Evidence to support trait:
Trait 3:
Contribution to the sequence of events:
Text Based Evidence to support trait:
Handout 2.3: Homework
Name:
_________________
Date:
For training or questions regarding this unit, please contact:
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Problem C
Stress Factor
It is said that there is an optimal stress level for every person. Too much stress blocks creative thinking, but lack of stress may not propel someone to work hard enough. Knowing this fact, your boss wants to experiment with adjusting stress level in the office to speed up project delivery.
There are N employee in your office, in which everybody is doing different parts of the same project. The dependency between each other's work is represented by a directed graph of N nodes, where each node represents an employee. A directed edge from node 𝑝 to node 𝑞 indicates that in order for 𝑞 to start working, 𝑞 needs to wait for 𝑝 to finish his/her work.
Normally, each employee 𝑝 will finish his/her work in his/her base time: 𝐵𝑝 time unit. Some people, however, are affected in different ways by the stress level in the office. An employee 𝑝 has an associated stress constant: 𝐾𝑝 . When the stress level is increased by x unit, employee 𝑝's productivity will decrease such that he/she will finish his/her work 𝐾𝑝 * x time unit slower; in other word, the duration of work of 𝑝 is 𝐵𝑝 + 𝐾𝑝 * x. Since 𝐾𝑝 could be any (integer) number, either positive, negative, or zero, this indicates that 𝑝 can be positively or negatively affected by the stress, or not at all.
Given the work dependency graph and each employee's duration of work, you can calculate the total duration of the project, which is the same as the total duration of the critical path, i.e. the longest sequence of work. There will be no cycle in the dependency graph.
In order to minimize the total duration of the project, your boss wants to apply some amount of stress or de-stress (negative level of stress) to the office in order to adjust some durations of work of some employees, hence affecting the total duration of the project. This amount of stress or de-stress can only be applied once, when the project starts, and lasts until the project is finished. Your task is to help your boss determine the minimum total duration of the project that can be achieved by applying some amount of stress or de-stress, which must be an integer.
The amount of stress you apply must not make any duration of work of any employee to go below 1 or above 50,000; otherwise the employee will go crazy and cause problems in the office, your boss want to avoid that at all cost.
Input
The first line of input contains an integer 𝑇 (𝑇 ≤ 50) denoting the number of cases. Each case begins with two integers: 𝑁 𝐸 (1 ≤ 𝑁 ≤ 10,000; 1 ≤ 𝐸 ≤ 20,000) denoting the number of nodes and edges, respectively, in the dependency graph. The employees are numbered from 1 to 𝑁. The next 𝑁 lines, each contains two integers: 𝐵 𝑖 𝐾 𝑖 (1 ≤ 𝐵 𝑖 ≤ 50,000; -10 ≤ 𝐾 𝑖 ≤ 10) representing the base time and stress constant of the i th employee for i = 1..𝑁, respectively. The next 𝐸 lines, each contains two integers: 𝐴 𝐵 (1 ≤ 𝐴, 𝐵 ≤ 𝑁) which indicates that there is a work dependency from 𝐴 to 𝐵, i.e. 𝐵 has to wait for 𝐴 to finish his/her work before starting. It is guaranteed that there will be no cycle in the dependency graph.
Output
For each case, output "Case #X: Y" (without quotes) in a line where X is the case number (starts from 1), and Y is the answer for this particular case.
Explanation for 1 st sample case
The following is the graph dependency for 1 st sample case.
The minimum total duration of 23 can be achieved by applying stress level (x) of -1 or -2. Note that if you apply stress level of 0, then the total duration of the project will be 24.
Explanation for 2 nd sample case
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| | Literature | | | | |
|---|---|---|---|---|---|
| | 4th Grade | | 5th Grade | | 6th Grade |
| Key Ideas and Details | | Key Ideas and Details | | Key Ideas and Details | |
| R e d R p R e d w | L.4.1. Refer to details and examples in a text when | R e d R p c o s R c d c | L.5.1. Quote accurately from a text when | | RL.6.1. Cite textual evidence to support analysis of |
| | xplaining what the text says explicitly and when | | xplaining what the text says explicitly and when | | what the text says explicitly as well as inferences |
| | rawing inferences from the text. | | rawing inferences from the text. | | drawn from the text. |
| | L.4.2. Determine a theme of a story, drama, or | | L.5.2. Determine a theme of a story, drama, or | | RL.6.2. Determine a theme or central idea of a text |
| | oem from details in the text; summarize the text. | | oem from details in the text, including how | | and how it is conveyed through particular details; |
| | | | haracters in a story or drama respond to challenges | | provide a summary of the text distinct from |
| | | | r how the speaker in a poem reflects upon a topic; | | personal opinions or judgments. |
| | | | ummarize the text. | | |
| | L.4.3. Describe in depth a character, setting, or | | L.5.3. Compare and contrast two or more | | RL.6.3. Describe how a particular story’s or |
| | vent in a story or drama, drawing on specific | | haracters, settings, or events in a story or drama, | | drama’s plot unfolds in a series of episodes as well |
| | etails in the text (e.g., a character’s thoughts, | | rawing on specific details in the text (e.g., how | | as how the characters respond or change as the |
| | ords, or actions). | | haracters interact). | | plot moves toward a resolution. |
| Craft and Structure | | Craft and Structure | | Craft and Structure | |
| | RL.4.4. Determine the meaning of words and | RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. | | RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. | |
| | phrases as they are used in a text, including those | | | | |
| | that allude to significant characters found in | | | | |
| | mythology (e.g., Herculean). | | | | |
| | RL.4.5. Explain major differences between poems, | | | | |
| | drama, and prose, and refer to the structural | | | | |
| | elements of poems (e.g., verse, rhythm, meter) | | | | |
| | and drama (e.g., casts of characters, settings, | | | | |
| | descriptions, dialogue, stage directions) when | | | | |
| | writing or speaking about a text. | | | | |
| | RL.4.6. Compare and contrast the point of view | | | | |
| | from which different stories are narrated, including | | | | |
| | the difference between first- and third-person | | | | |
| | narrations. | | | | |
| Integration of Knowledge and Ideas | | Integration of Knowledge and Ideas | | Integration of Knowledge and Ideas | |
| | RL.4.7. Make connections between the text of a | | RL.5.7. Analyze how visual and multimedia | | RL.6.7. Compare and contrast the experience of |
| | story or drama and a visual or oral presentation of | | elements contribute to the meaning, tone, or | | reading a story, drama, or poem to listening to or |
| | the text, identifying where each version reflects | | beauty of a text (e.g., graphic novel, multimedia | | viewing an audio, video, or live version of the text, |
| | specific descriptions and directions in the text. | | presentation of fiction, folktale, myth, poem). | | including contrasting what they “see” and “hear” |
| | RL.4.8. (Not applicable to literature) | | RL.5.8. (Not applicable to literature) | | when reading the text to what they perceive when |
| RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. | | RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. | | they listen or watch. |
|---|---|---|---|---|
| | | | | RL.6.8. (Not applicable to literature) |
| | | | | RL.6.9. Compare and contrast texts in different |
| | | | | forms or genres (e.g., stories and poems; historical |
| | | | | novels and fantasy stories) in terms of their |
| | | | | approaches to similar themes and topics. |
| Range of Reading and Complexity of Text | | Range of Reading and Complexity of Text | Range of Reading and Complexity of Text | |
| | RL.4.10. By the end of the year, read and | RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. | | RL.6.10. By the end of the year, read and |
| | comprehend literature, including stories, dramas, | | | comprehend literature, including stories, dramas, |
| | and poetry, in the grades 4–5 text complexity band | | | and poems, in the grades 6–8 text complexity band |
| | proficiently, with scaffolding as needed at the high | | | proficiently, with scaffolding as needed at the high |
| | end of the range. | | | end of the range. |
| | Informational Text | | | | |
|---|---|---|---|---|---|
| | 4th Grade | | 5th Grade | | 6th Grade |
| Key Ideas and Details | | Key Ideas and Details | | Key Ideas and Details | |
| RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. | | | RI.5.1. Quote accurately from a text when | RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). | |
| | | | explaining what the text says explicitly and | | |
| | | | when drawing inferences from the text. | | |
| | | | RI.5.2. Determine two or more main ideas of a | | |
| | | | text and explain how they are supported by | | |
| | | | key details; summarize the text. | | |
| | | | RI.5.3. Explain the relationships or | | |
| | | | interactions between two or more individuals, | | |
| | | | events, ideas, or concepts in a historical, | | |
| | | | scientific, or technical text based on specific | | |
| | | | information in the text. | | |
| Craft and Structure | | Craft and Structure | | Craft and Structure | |
| | RI.4.4. Determine the meaning of general | | RI.5.4. Determine the meaning of general | | RI.6.4. Determine the meaning of words and |
| | academic and domain-specific words or | | academic and domain-specific words and | | phrases as they are used in a text, including |
| | phrases in a text relevant to a grade 4 topic or | | phrases in a text relevant to a grade 5 topic or | | figurative, connotative, and technical |
| | subject area. | | subject area. | | meanings. |
| | RI.4.5. Describe the overall structure (e.g., | | RI.5.5. Compare and contrast the overall | RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. | |
|---|---|---|---|---|---|
| | chronology, comparison, cause/effect, | | structure (e.g., chronology, comparison, | | |
| | problem/solution) of events, ideas, concepts, | | cause/effect, problem/solution) of events, | | |
| | or information in a text or part of a text. | | ideas, concepts, or information in two or more | | |
| | | | texts. | | |
| | RI.4.6. Compare and contrast a firsthand and | | RI.5.6. Analyze multiple accounts of the same | | |
| | secondhand account of the same event or | | event or topic, noting important similarities | | |
| | topic; describe the differences in focus and | | and differences in the point of view they | | |
| | the information provided. | | represent. | | |
| Integration of Knowledge and Ideas | | Integration of Knowledge and Ideas | | Integration of Knowledge and Ideas | |
| RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. | | RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. | | | RI.6.7. Integrate information presented in |
| | | | | | different media or formats (e.g., visually, |
| | | | | | quantitatively) as well as in words to develop |
| | | | | | a coherent understanding of a topic or issue. |
| | | | | | RI.6.8. Trace and evaluate the argument and |
| | | | | | specific claims in a text, distinguishing claims |
| | | | | | that are supported by reasons and evidence |
| | | | | | from claims that are not. |
| | | | | | RI.6.9. Compare and contrast one author’s |
| | | | | | presentation of events with that of another |
| | | | | | (e.g., a memoir written by and a biography on |
| | | | | | the same person). |
| Range of Reading and Level of Text Complexity | | Range of Reading and Level of Text Complexity | | Range of Reading and Level of Text Complexity | |
| | RI.4.10. By the end of year, read and | | RI.5.10. By the end of the year, read and | RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. | |
| | comprehend informational texts, including | | comprehend informational texts, including | | |
| | history/social studies, science, and technical | | history/social studies, science, and technical | | |
| | texts, in the grades 4–5 text complexity band | | texts, at the high end of the grades 4–5 text | | |
| | proficiently, with scaffolding as needed at the | | complexity band independently and | | |
| | high end of the range. | | proficiently. | | |
| | Foundational Skills | | | |
|---|---|---|---|---|
| | 4th Grade | | 5th Grade | 6th Grade |
| Phonics and Word Recognition | | Phonics and Word Recognition | | |
| | RF.4.3. Know and apply grade-level phonics and | RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | | |
| | word analysis skills in decoding words. | | | |
| | o Use combined knowledge of all | | | |
| | letter-sound correspondences, | | | |
| | syllabication patterns, and | | | |
| | morphology (e.g., roots and | | | |
| | affixes) to read accurately | | | |
| | unfamiliar multisyllabic words in | | | |
| | context and out of context. | | | |
| Fluency | | Fluency | | |
| | Writing | | | |
|---|---|---|---|---|
| | 4th Grade | | 5th Grade | 6th Grade |
| Types and Purposes | | Types and Purposes | | |
| | W.4.1. Write opinion pieces on topics or texts, | | W.5.1. Write opinion pieces on topics or texts, | W.6.1. Write arguments to support claims with |
| | supporting a point of view with reasons and | | supporting a point of view with reasons and | clear reasons and relevant evidence. |
| | information. | | information. | |
| | o Introduce a topic or text clearly, | | Introduce a topic or text clearly, state an | Introduce claim(s) and organize the |
| | state an opinion, and create an | | | reasons and evidence clearly. |
| | organizational structure in which | | opinion, and create an organizational | Support claim(s) with clear reasons and |
| | related ideas are grouped to | | structure in which ideas are logically | relevant evidence, using credible sources |
support the writer's purpose.
o Provide reasons that are supported by facts and details.
o Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
o Provide a concluding statement or section related to the opinion presented.
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o
Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding
comprehension.
o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
o Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
o Provide a concluding statement or section related to the
grouped to support the writer's purpose.
- Provide logically ordered reasons that are supported by facts and details.
- Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
- Provide a concluding statement or section related to the opinion presented.
W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
- Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Provide a concluding statement or section related to the information or explanation presented.
and demonstrating an understanding of the topic or text.
- Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
- Establish and maintain a formal style.
- Provide a concluding statement or section that follows from the argument presented.
W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- Use appropriate transitions to clarify the relationships among ideas and concepts.
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Establish and maintain a formal style.
- Provide a concluding statement or section that follows from the information or explanation presented.
information or explanation presented.
W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
o Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
o Use dialogue and description to develop experiences and events or show the responses of characters to situations.
o Use a variety of transitional words and phrases to manage the sequence of events.
o Use concrete words and phrases and sensory details to convey experiences and events precisely.
o Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
- Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
- Use concrete words and phrases and sensory details to convey experiences and events precisely.
- Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
- Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
- Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,
W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting
Research to Build and Present Knowledge
W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
o Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").
new approach.
W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Research to Build and Present Knowledge
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
or trying a new approach.
W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Research to Build and Present Knowledge
W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
o Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").
- Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
- Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
- Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").
- Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
| | Speaking and Listening | | | | |
|---|---|---|---|---|---|
| | 4th Grade | | 5th Grade | | 6th Grade |
| Comprehension and Collaboration | | Comprehension and Collaboration | | Comprehension and Collaboration | |
| SL.4.1. 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. o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. o Follow agreed-upon rules for discussions and carry out assigned roles. o Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. o Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. | | | SL.5.1. Engage effectively in a range of | SL.6.1. 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. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. | |
| | | | collaborative discussions (one-on-one, in groups, | | |
| | | | and teacher-led) with diverse partners on grade 5 | | |
| | | | topics and texts, building on others’ ideas and | | |
| | | | expressing their own clearly. | | |
| | | | Come to discussions prepared, having | | |
| | | | read or studied required material; | | |
| | | | explicitly draw on that preparation and | | |
| | | | other information known about the topic | | |
| | | | to explore ideas under discussion. | | |
| | | | Follow agreed-upon rules for discussions | | |
| | | | and carry out assigned roles. | | |
| | | | Pose and respond to specific questions by | | |
| | | | making comments that contribute to the | | |
| | | | discussion and elaborate on the remarks | | |
| | | | of others. | | |
| | | | Review the key ideas expressed and draw | | |
| | | | conclusions in light of information and | | |
| | | | knowledge gained from the discussions. | | |
SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.3. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.4.6. 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.
SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
| | Language | | | |
|---|---|---|---|---|
| | 4th Grade | | 5th Grade | 6th Grade |
| Conventions of Standard English | | Conventions of Standard English | | |
| | L.4.1. Demonstrate command of the conventions | | L.5.1. Demonstrate command of the conventions | L.6.1. Demonstrate command of the conventions |
| | of standard English grammar and usage when | | of standard English grammar and usage when | of standard English grammar and usage when |
| | writing or speaking. | | writing or speaking. | writing or speaking. |
| | o Use relative pronouns (who, | | Explain the function of conjunctions, | Ensure that pronouns are in the proper |
| | whose, whom, which, that) and | | | case (subjective, objective, possessive). |
| | relative adverbs (where, when, | | prepositions, and interjections in general | Use intensive pronouns (e.g., myself, |
| | why). | | and their function in particular sentences. | ourselves). |
| | o Form and use the progressive | | Form and use the perfect (e.g., I had | Recognize and correct inappropriate shifts |
(e.g., I was walking; I am walking; I will be walking) verb tenses.
o Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
o Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
o Form and use prepositional phrases.
o Produce complete sentences, recognizing and correcting inappropriate fragments and runons.*
o Correctly use frequently confused words (e.g., to, too, two; there, their).*
L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o Use correct capitalization.
o Use commas and quotation marks to mark direct speech and quotations from a text.
o Use a comma before a coordinating conjunction in a compound sentence.
o Spell grade-appropriate words correctly, consulting references as needed.
walked; I have walked; I will have walked) verb tenses.
- Use verb tense to convey various times, sequences, states, and conditions.
- Recognize and correct inappropriate shifts in verb tense.*
- Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Use punctuation to separate items in a series.*
- Use a comma to separate an introductory element from the rest of the sentence.
- Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
- Use underlining, quotation marks, or italics to indicate titles of works.
- Spell grade-appropriate words correctly,
in pronoun number and person.*
- Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
- Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
- Spell correctly.
| | | | consulting references as needed. | |
|---|---|---|---|---|
| Knowledge of Language | | Knowledge of Language | | |
| | L.4.3. Use knowledge of language and its | L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | | L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style.* Maintain consistency in style and tone.* |
| | conventions when writing, speaking, reading, or | | | |
| | listening. | | | |
| | o Choose words and phrases to | | | |
| | convey ideas precisely.* | | | |
| | o Choose punctuation for effect.* | | | |
| | o Differentiate between contexts | | | |
| | that call for formal English (e.g., | | | |
| | presenting ideas) and situations | | | |
| | where informal discourse is | | | |
| | appropriate (e.g., small-group | | | |
| | discussion). | | | |
| Vocabulary Acquisition and Use | | Vocabulary Acquisition and Use | | |
| L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. o Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). o Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. | | | L.5.4. Determine or clarify the meaning of | L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). |
| | | | unknown and multiple-meaning words and phrases | |
| | | | based on grade 5 reading and content, choosing | |
| | | | flexibly from a range of strategies. | |
| | | | Use context (e.g., cause/effect | |
| | | | relationships and comparisons in text) as | |
| | | | a clue to the meaning of a word or phrase. | |
| | | | Use common, grade-appropriate Greek | |
| | | | and Latin affixes and roots as clues to the | |
| | | | meaning of a word (e.g., photograph, | |
| | | | photosynthesis). | |
| | | | Consult reference materials (e.g., | |
| | | | dictionaries, glossaries, thesauruses), both | |
| | | | print and digital, to find the pronunciation | |
| | | | and determine or clarify the precise | |
| | | | meaning of key words and phrases. | |
L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
o Recognize and explain the meaning of common idioms, adages, and proverbs.
o Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
L.4.6. Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figurative language, including similes and metaphors, in context.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
- Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6. Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figures of speech (e.g., personification) in context.
- Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
- Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6. Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
| | Math | | |
|---|---|---|---|
| | Operations and Algebraic Thinking | | |
| 4th Grade | | 5th Grade | |
| | Use the four operations with whole numbers to solve problems. | | Write and interpret numerical expressions. |
| 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Gain familiarity with factors and multiples 4.OA.4. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. | | 5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Analyze patterns and relationships 5.OA.3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. | |
| | Generate and analyze patterns. | | |
| 4.OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. | | | |
Math
Operations and Algebraic Thinking
6 th Grade
Understand ratio concepts and use ratio reasoning to solve problems.
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."
6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."1
6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
- Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
- Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
- Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
- Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
| | Math | | |
|---|---|---|---|
| | Number and Operations in Base Ten | | |
| 4th Grade | | 5th Grade | |
| | Generalize place value understanding for multi-digit whole numbers. | | Understanding the place value system |
| 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place. | | 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 5.NBT.3. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, | |
Use place value understanding and properties of operations to perform multi-digit arithmetic.
4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
- Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.4. Use place value understanding to round decimals to any place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.6. Find whole-number quotients of whole numbers with up to fourdigit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
| Math |
|---|
| The Number System |
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently with multi-digit numbers and find common factors and multiples.
Compute fluently with multi-digit numbers and find common factors and multiples.
6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). Apply and extend previous understandings of numbers to the system of rational numbers.
Apply and extend previous understandings of numbers to the system of rational numbers.
6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.NS.6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
- Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
- Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
- Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
6.NS.7. Understand ordering and absolute value of rational numbers.
- Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
- Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to
express the fact that –3 oC is warmer than –7 oC.
- Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
- Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
6.NS.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
| | Math | | |
|---|---|---|---|
| | Number and Operations- Fractions | | |
| 4th Grade | | 5th Grade | |
| | Extend understanding of fraction equivalence and ordering. | | Use equivalent fractions as a strategy to add and subtract fractions. |
| 4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Building fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. o Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. o Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + | | 5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of | |
1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
o Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
o Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
o Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
o Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
o Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Understand decimal notation for fractions, and compare decimal fractions
4.NF.5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
- Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
- Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
5.NF.5. Interpret multiplication as scaling (resizing), by:
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case);
4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
- Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
- Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
- Solve real world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
| Math |
|---|
| Expressions & Equations |
Apply and extend previous understandings of arithmetic to algebraic expressions.
6.EE.1. Write and evaluate numerical expressions involving whole-number exponents.
6.EE.2. Write, read, and evaluate expressions in which letters stand for numbers.
- Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 – y.
- Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
- Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.
6.EE.3. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. Reason about and solve one-variable equations and inequalities.
Reason about and solve one-variable equations and inequalities.
6.EE.5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
6.EE.7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
6.EE.8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
Represent and analyze quantitative relationships between dependent and independent variables.
6.EE.9.Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a
problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
| | Math | |
|---|---|---|
| | Measurement and Data | |
| 4th Grade | | |
| | Solve problems involving measurement and conversion of measurements | |
| | from a larger unit to a smaller unit. | |
| 4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. | | |
| | | Geometric measurement: understand concepts of volume and relate volume |
| | | to multiplication and to addition. |
| 4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Represent and interpret data. 4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of | | |
| fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. | |
|---|---|
| | Geometric measurement: understand concepts of angle and measure |
| | angles. |
| | Math | | | |
|---|---|---|---|---|
| | Geometry | | | |
| 4th Grade | | 5th Grade | | |
| | Draw and identify lines and angles, and classify | | Graph points on the coordinate plane to solve | Solve real-world and mathematical problems |
| | shapes by properties of their lines and angles. | | real-world and mathematical problems. | involving area, surface area, and volume. |
| 4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two- dimensional figures. 4.G.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 4.G.3. Recognize a line of symmetry for a two- dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. | | 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x- coordinate, y-axis and y-coordinate). 5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Classify two-dimensional figures into categories based on their properties. 5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 5.G.4. Classify two-dimensional figures in a hierarchy based on properties. | | |
| Math |
|---|
| Statistics & Probability |
Develop understanding of statistical variability.
6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Summarize and describe distributions.
6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5. Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. | <urn:uuid:a48a7f32-dad2-4d38-a203-8418e9c9aa2e> | CC-MAIN-2017-34 | http://www.boone.kyschools.us/userfiles/52/my%20files/4_5_6%20combined%20ela%20and%20math%20document.pdf?id=556951 | 2017-08-19T16:48:21Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00178.warc.gz | 492,264,766 | 16,614 | eng_Latn | eng_Latn | 0.986396 | eng_Latn | 0.993043 | [
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OPENING NIGHT! BEETHOVEN'S TRIPLE
William Boughton, conductor Elena Urioste, violin Nick Canellakis, cello Michael Brown, piano www.NewHavenSymphony.org
Opening Night! Beethoven's Triple
Sonata pian e forte
Giovanni Gabrieli
Lyric for Strings
George Walker
Concerto for Violin, Cello, and Piano
Ludwig van Beethoven
Danzon No. 2
Arturo Marquez
Four Sea Interludes from 'Peter Grimes'
Benjamin Britten
Welcome to the NHSO!
Before the concert begins:
* Turn off any device that makes noise.
* Read the Program Notes for Kids.
* Locate the restrooms and exits.
* Look around at the architecture of the theater.
* Listen to musicians warm-up their instruments.
During the concert:
* Clap as people enter the stage.
* Listen quietly as the orchestra plays.
* Wait for every section (called movements) of a piece to be played, then clap. (Hint: the conductor will turn to face you when it's time.)
* During intermission, you are free to get up.
* At the end of the concert, people may stand up to show their appreciation. This is called a standing ovation.
Instruments of the Orchestra
NewHavenSymphony.org
Concerto for Violin, Cello, and Piano
This piece has 3 movements, or different parts:
Movement I - Allegro (fast)
Movement II - Largo(Very slow)
Movement III - Rondo alla polacca
Concerto for Violin, Cello, and Piano is a piece of music written in 1803 by Ludwig van Beethoven. A concerto is a piece of music that is written for one or more solo instruments (the violin, the cello, and the piano are all solo instruments in this piece) with the entire orchestra as the background. This piece is special because it is the only concerto that Beethoven ever wrote for more than one solo instrument. For this reason, this piece is also sometimes called Beethoven's "Triple Concerto" because there are three soloists instead of one.
(Fast)
Ludwig van Beethoven
Tr
Ludwig van Beethoven is one of the most famous composers of all time. Although there is no record of his actual birth date, we know that he was born in 1770 in Germany and died in 1827. He showed a lot of musical talent from a very young age, so his father started training him on the piano. When he was 21 years old, he went to learn how to compose music with Joseph Haydn, another very famous composer. Beethoven wrote a lot of different pieces like symphonies, piano music, and concertos like the one you are about to hear tonight! Sadly, Beethoven began to lose his hearing during his late 20s, and by his mid-40s he could barely hear at all. The amazing thing is that he knew what he wanted his music to sound like in his mind, so he was able to keep composing even without his hearing!
Spotlight on:
Brown - Urioste - Canellakis Trio
Our soloists tonight will be Michael Brown on the piano, Elena Urioste on the violin, and Nick Canellakis on the cello. This group tours as a trio around the world, but sometimes they also play their instruments as soloists. They have gone to some of the best music schools in the country, like the Curtis Institute of Music, New England Conservatory, and Julliard. We are so excited to see these three performers tonight and hope you enjoy their playing as well. Make sure to give them a big round of applause when they are finished performing!
Instruments used in this piece:
flute oboes
clarinets bassoons
horns trumpets
timpani violins
violas cellos
basses
Danzon No. 2
Danzon No. 2 was written by Arturo Marquez. The piece was premiered in 1994, The but started to become more popular when it was performed by the Bolivar Youth Orchestra of Venezuela. The piece is named after the Danzon, which is a popular style of dancing in Cuba. There are many instruments with solos in this piece. Listen for: the clarinet, oboe, piano, violin, trumpet, and piccolo (can you hear them all?). This piece of music has been featured in some movies and television as well. There is a short film called Danzon No. 2 that uses the piece to tell the story of two dancers. It was also just recently featured on the Golden Globe-winning show Mozart in the Jungle!
Sonata pian e forte
Sonata pian e forte was written by Giovanni Gabrieli, an Italian composer. This piece was written in 1597 (that's 410 years ago!). This piece was written during the Baroque (pronounced bahROHK) period. The name of the piece is referring to different dynamics, or volume levels. In Italian, piano means soft and forte means loud. In this piece you will hear a lot of differences in volume levels, both soft and loud. This piece was most likely written to be performed at St. Mark's Cathedral, seen below. St. Mark's Cathedral is located in Venice, Italy, a city that has many canals.
Four Sea Interludes from 'Peter Grimes'
Four Sea Interludes from 'Peter Grimes' is an orchestral piece that is taken from a larger opera that is just called Peter Grimes. The opera was written by Benjamin Britten in 1945. Benjamin Britten was born in 1913 and died in 1976. He was an English composer, conductor, and pianist. He is known as one of the most famous English composers in history. The opera Peter Grimes tells the story of people who live in an English fishing village. The music is supposed to sound like the ocean. What do you think of when you listen to it?
Lyric for Strings
Lyric for Strings was written by George Walker, an AfricanAmerican composer, in 1946. George Walker was born in 1922 and he is currently 95 years old! He is the first African-American composer to be awarded the Pulitzer Prize for Music, which is given out each year to a composer that writes an especially amazing piece of music. You will hear the New Haven Symphony perform this piece tonight, but the first time that this piece was performed, it was played by a student orchestra. It was premiered at the Curtis Institute of Music, where Elena Urioste and Nick Canellakis, two of the soloists on the Beethoven piece, went to college! Mr. Walker dedicated this piece to his grandmother, who had recently passed away when he wrote it.
Scavenger Hunt
How many questions can you answer?
1. How many columns are there around Woolsey Hall?
___________
2. How many organ pipes are there behind the stage?
___________
3. How many french horns are on stage?
___________
4. How many woodwind instruments are on stage?
___________
5. How many lights are hanging from the ceiling?
___________
Out of all the pieces that you heard tonight, which one is your favorite? Why?
How many times do you hear each group play loud or soft? Make a mark each time you hear one of the groups change their dynamic levels!
Group 1
Group 2
(Two trumpets, one horn, one trombone)
(One trumpet, one horn, two trombones)
Loud Soft
Loud
Soft
If you were writing a review of the Brown-Urioste-Canellakis Trio’s performance tonight, which words would you use to describe them? Check all that apply!
Captivating
Boring
Effortless
Quick
Exhilerating
Amazing
Fascinating
Vibrant
Quiet
Fast
Strong
Slow
Concert Review
Write about your experience at the concert tonight. Who did you see? What did you hear? What did you think about the music and the experience? What would you like to tell the Maestro and the musicians?
We would love to know what you think! Scan or copy this page and send it to us:
Education Department New Haven Symphony Orchestra 4 Hamilton Street New Haven, CT 06511 email@example.com
KidTix
Kids go FREE to ALL NHSO concerts!
The NHSO offers free KidTix for children age 17 and under with the purchase of an adult ticket. Additional child tickets available for $10 each. KidTix must be purchased by phone by calling the NHSO box office at 203.865.0831 x20.
Family Concert Series: "THE SYMPHONY GOES TO THE ZOO!"
The NHSO Family Concert Series provides fun, interactive concerts for students ages 3-9 to meet the instruments of the orchestra. These concerts will be held from January - March at Davis Street School in New Haven and Shelton Intermediate School.
Before each concert, the NHSO offers an Instrument Petting Zoo where children can tap, tickle, and toot real orchestral instruments before the performance. Following the concert, families are invited to stay for a healthy snack. New Haven Reads provides free children's books for everyone who attends the concert. Attendance is FREE but donations are welcome!
BABAR THE ELEPHANT
Piano music with special guest Michael Boudewyns of Really Inventive Stuff
THE TORTOISE AND THE HARE Brass quintet with the Flock Theater and the UConn Puppetry Department
THE CAT IN THE HAT Piano, violin, and cello with the Flock Theater and the UConn Puppetry Department
Visit NewHavenSymphony.org/Family to learn more.
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November 2005
Special points of interest:
* Psychosis is a treatable condition.
* Psychosis effects 3 in every 100 people
* The earlier you receive effective treatment the better
* Your GP will know how to help.
Psychosis is a common illness that can affect anyone but getting treatment early helps people to return to their normal lives.
Psychosis - your questions answered
DETECT/DELTA Early Intervention in Psychosis
Fact sheet
What is psychosis?
A person who is suffering from an episode of psychosis can experience alteration in their perceptions of reality and can have difficulty thinking clearly as they normally would. When someone is affected in this way they may have unusual or strange ideas, they may hear or see things which are not there and they may have problems managing their emotions.
Signs and Symptoms
The way in which a person experiences psychosis can vary greatly from one person to the next but there are some common symptoms which may occur during an episode of psychosis. Not everyone who experiences an episode of psychosis will have all of the symptoms, they may have just one or two symptoms but will still require treatment as these symptoms can occur at varying degrees of intensity and severity. Here are some of the common symptoms:
* False Beliefs: A person may have strong beliefs or ideas, which are not real to others. These beliefs are usually fixed and the person has difficulty believing they are not true despite evidence to the contrary. Some examples of this are people believing they have extraordinary powers, thinking they are being followed or having a sense that they are being communicated with through TV or the radio.
* Hallucinations: Hallucinations involve the five senses and affect the way in which a person interprets the world around them. When the senses are disrupted in this way a person may see things, which aren't there, hear things which aren't there and even taste, smell and feel things, which aren't there, these experiences seem so real that they have difficulty believing otherwise.
* Confused Thinking: When a person experiences psychosis their thoughts can become confused and muddled up, it can be difficult to have a conversation with someone when this is happening because their speech can be confused and disorganised. Sometimes the person feels as though their thoughts are racing or that they are slowed down in some way.
* Changed Behaviour: It is often the changes in people's behaviour during an episode of psychosis that draws attention to the fact that they are unwell. The person may have difficulty performing usual activities like schoolwork, paid work or hobbies. They may become more socially withdrawn or isolated. Sometimes the person may behave in an unusual manner; if they believe they are being followed they may act suspiciously or seem to be frightened; if they are hearing voices they may seem to be talking to people that aren't there.
PDF created with pdfFactory trial version www.pdffactory.com
With effective treatment most people will recover from their first episode of psychosis and may never have another episode.
WHO CAN GET PSYCHOSIS?
Psychosis is a common illness that can affect anyone but getting treatment early helps people to return to their normal lives.
Psychosis affects 3 in every 100 people making it a common illness. It can happen to anyone but usually develops in late teens/early adulthood. It affects significantly more males than females but women tend to develop psychosis later than men. It is important to remember that psychosis can be treated successfully if people get help early. It is widely accepted that the earlier people get help the better the outcome. 25% of people who develop psychosis will never have another episode, another
50% may have more than one episode but will be able to live normal lives. Some people who develop psychosis may need ongoing support and treatment throughout their lives. If you are concerned that a family member or a loved one is experiencing psychosis please consult your GP who will know how to help.
WHAT ARE PHASES OF PSYCHOSIS?
Psychosis usually develops gradually over a period of time. It can happen that psychosis starts suddenly but this is not common, it generally occurs in three phases.
Early Warning Phase
Adolescence is a time of change for a young person so it can be difficult to recognise the difference between changes that are happening during normal development and changes that occur because of psychosis developing. However, there are common early warning signs that may happen before a first episode of psychosis. These changes may last for months and will impact negatively on the persons functioning but each persons experience will differ and not everyone will experience all of the following "common signs".
Reduced concentration
Decreased motivation Sleep disturbance Social withdrawal Deterioration in functioning Odd beliefs/magical thinking
Depressed mood
Anxiety
Suspiciousness
Withdrawal from family and friends
Acute Phase
The acute phase is when the symptoms of psychosis begin to emerge and is also known as the "critical period". During this phase the person experiencing psychosis can become extremely distressed by what is happening to them or behave in a manner that is so out of character that family members can become extremely concerned and may start to seek help. Before this stage the individual may have been experiencing a more gradual decline.
Recovery Phase
With effective treatment most people will recover from their first episode of psychosis and may never have another episode.
It is important to remember that psychosis is a treatable condition and if help is sought early, an individual may never suffer another episode. Initially, some of the symptoms that are apparent in the acute phase may linger in the recovery phase but with appropriate treatment most people successfully recover and return to their normal, everyday lives.
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IELTS AND OET
The International English Language Testing System (IELTS) is a test that measures your English language proficiency for studying, working or migrating to a country where English is the main language of communication.
The Occupational English Test (OET) is specifically designed for those who wish to register and work in the healthcare profession. The test simulates real workplace tasks and the appropriate language skills.
| | Make a plan…. | | What to do …… |
|---|---|---|---|
| 1. Know which test is required | | IELTS [https://www.ielts.org/] • For Study For Work [sometimes accepted for pre-registration–check with your profession’s registration requirements] • For Migration • IELTS Academic • IELTS General Training | |
| | | OET [https://www.occupationalenglishtest.org/] The OET is applicable to 12 healthcare professions: Dentistry, Dietetics, Medicine, Nursing, Occupational Therapy, Optometry, Pharmacy, Physiotherapy, Podiatry, Radiography, Speech Pathology, and Veterinary Science | |
| 2. Know what is expected | | • Read the test information in detail, making note of all sub-skills tested, test format, key dates (including registration for test) and test scoring/criteria | |
| 3. Make a plan Time management is key to any success | | Test preparation starts from day one…it involves getting organised: • Use a timetable – record the due date for the test and plan your study backwards from that date • Use a study planner - allocate some time each day for focused reading, writing, listening and speaking • Allocate some time each week to practise sample test questions: IELTS OET | |
| 4. Be engaged | | • Read widely, follow news in general and stories related to your discipline. (IELTS particularly will use non-controversial current events for topics in their tests; OET uses generic health-related and discipline-specific topics) • Actively listen to radio programmes, current events and news – takes notes, frame questions around the topic, write summaries, raise the topic in conversation with a friend/peer, note new vocabulary and use it • Read different perspectives on the same topic–write summaries, synthesising | |
| | the information/arguments • Practise unfamiliar/difficult grammar • Build a vocabulary bank • Build a phrasebank • Test yourself under timed conditions [IELTS; OET] • Review your answers and compare them to model answers (if available) |
|---|---|
| 5. Regularly review | • Review your weekly and study planners…adjust where needed to ensure all sub-skills are practised |
Useful strategies…
* Topic summaries - reduce the main ideas from readings to a number of key points. Making connections between key points will help you to recall information in the exam
* Recall cards - develop a glossary of terms or definitions. On one side write the word and write the description/definition/example/diagram on the other, as you do this you will ensure that you have 'understood' the topic/concept. Cards are easy to carry around and use
* Concept maps - a visual picture of connected details. Write a key idea at the centre of a page, then surround it with connected information. This visual representation in your mind aids memory recall.
* Form a study group with others who are taking the test (online or face-to-face), talking through topics/current events to clarify understanding/develop an argument
Useful links:
IELTS
* Tips for Preparing for Exams https://www.jcu.edu.au/students/learning-centre/exams
* Develop your English https://www.jcu.edu.au/students/learning-centre/develop-your-english
* Free IELTS Practise Tests https://www.ieltsessentials.com/global/prepare/freepracticetests
* http://www.ielts-exam.net/practice_tests/
* Vocabulary for IELTS http://ieltsliz.com/vocabulary/
* Grammar for IELTS http://www.ielts-exam.net/grammar/
OET
* OET Preparation Courses (online) http://oetonline.net.au/
* Free OET Practice Materials http://oetpreparation.com/freematerials.html
* Grammar and Vocabulary Clinic http://oetonline.net.au/index.php/oet-preparation-courses/specialfeatures/grammar-vocabulary-clinic
* Occupational English Test Preparation http://www.oetprep.com/hints-for-the-oet.html
Other Useful links:
* Academic Word List (AWL) http://www.oxfordlearnersdictionaries.com/wordlist/english/academic/
* Vocabulary Exercises for the AWL http://www.englishvocabularyexercises.com/AWL/
* The AWL Highlighter http://www.nottingham.ac.uk/alzsh3/acvocab/awlhighlighter.htm
* The AWL Gapmaker http://www.nottingham.ac.uk/alzsh3/acvocab/awlgapmaker.htm
* Vocabulary in EAP http://www.uefap.com/vocab/vocfram.htm
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Problem I Peculiar Microwave
As a poor student, Anto has to be prudent in spending his monthly allowance. Anto used to eat any frozen food sold in nearby convenient store, Eight-Ten (this store opens daily from 8 am until 10 pm, hence the name). Of course Anto does not eat them frozenly, he cooks them with microwave in EightTen store.
Common microwave works like this: set the timer, put your food inside the microwave, start, wait until it's finished, and take out your cooked food. However, Eight-Ten's microwave has a peculiar mechanism. It has several functions: add p - add 𝑝 seconds of cooking time to the microwave, pause, and start. When you pause the microwave, you can only put food into the microwave, but not take anything out of it; the timer will hold while it is being paused. When you push the start button, it starts (or resumes) cooking while the timer goes down. You can only take your food out of the microwave when it is completely stop (the timer goes zero). To make it worse, the function add p only available for some predefined values of 𝑝, while 𝑝 is guaranteed to be a prime number.
Anto simplifies the usage of this microwave into: (1) add the timer as many times as needed, (2) start, (3) wait until the timer shows the desired time, (4) pause, (5) put the frozen food inside, (6) resume,
(7) wait until it's finished, (8) and take out the cooked food.
For example. Assume Anto needs to use the microwave for 45 seconds, and there are only 2 possible values of 𝑝: 11 and 19. One possible way to use the microwave is:
- (1) add 11 – add 11 seconds, timer = 11s.
- (1) add 19 – add 19 seconds, timer = 30s.
- (1) add 19 – add 17 seconds, timer = 49s.
- (2) start – start the microwave.
- (3) wait until the timer is 45s (4 seconds)
- (4) pause – pause the microwave, timer = 45s.
- (5) put the frozen food into microwave.
- (6) start – resume the microwave.
- (7) wait until the timer is 0s.
- (8) take out the cooked food.
In this example, Anto has to wait for a total of 4 seconds before he can put his frozen food into the microwave. Note that the frozen food must be cooked exactly 𝐸 seconds. Help Anto to determine the minimum waiting time he needs before he can put his frozen food into the microwave to (successfully) cook it, i.e. step (3) above.
Input
The first line of input contains an integer 𝑇 (𝑇 ≤ 300) denoting the number of cases. Each case begins with two integers: 𝑁 𝐸 (1 ≤ 𝑁 ≤ 500; 1 ≤ 𝐸 ≤ 10 9 ) in a line denoting the number of buttons and the time required to cook the frozen food. The next contains 𝑁 integers: 𝑝 𝑖 (1 ≤ 𝑝 𝑖 ≤ 1,000). 𝑝 𝑖 is guaranteed to be a prime number.
Output
For each case, output "Case #X: Y" (without quotes) in a line where X is the case number (starts from 1), and Y is the answer for this particular case.
Explanation for 1 st sample case
This is the example given in the problem statement.
Explanation for 2 nd sample case
Do "add 5" for 20 times to make the timer 100s. Start and pause right away, and put the frozen food inside. There is no waiting time for step (3).
Explanation for 3 rd sample case
Do "add 7" twice to make the timer 14s. Start and wait for 6 seconds, pause (timer = 8s), and put the frozen food inside. The waiting time for step (3) is 6 seconds, and this is minimal. If you do "add 17" once, then you have to wait for 9 seconds for step (3), which is longer.
Explanation for 4 th sample case
Do "add 23" twice, and "add 53" once to make the timer 99s. Start and wait for 1 second, pause (timer = 98s), and put the frozen food inside. The waiting time for step (3) is 1 second, and this is minimal.
Explanation for 5 th sample case
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Kindergarten to Grade 3 Healthy Relationships K to 3
Healthy Relationships
Prescribed Learning Outcomes in Health and Career Education (HACE)
The Healthy Living Performance Standards represent selected PLO's at these grade levels. A complete list of PLO's can be found at Health and Career Education
Kindergarten
Goals and Decisions
A2 identify sources of support and assistance for children at school
Healthy Living
C1 identify practices that contribute to health, including healthy eating, regular physical activity, emotional health practices, and disease prevention practices
Healthy Relationships
C2 identify thoughtful, caring behaviours in families (e.g., nurture, guidance, love)
C3 demonstrate an understanding of appropriate ways to express feelings
C4 differentiate between positive and negative behaviours in relationships
Grade One
Goals and Decisions
A2 identify sources of support for children while at school and in the community (e.g., teachers, elders, block parents, police officers)
Healthy Living
C1 identify practices that contribute to health, including healthy eating, regular physical activity, and emotional health practices
Healthy Relationships
C3 identify ways families provide support and nurturing for growth and development (e.g., encouragement, advice, affection, sharing)
C4 demonstrate an understanding of appropriate and inappropriate ways to express feelings (e.g., appropriate – using "I feel" statements; inappropriate – name‐calling, hitting)
C5 differentiate between positive and negative behaviours in friendships (e.g., positive – sharing, listening; negative – teasing, excluding)
C6 describe strategies for dealing with common interpersonal conflicts (e.g., taking turns, going to an adult or third party for help)
Grade Two
Goals and Decisions
A2 identify opportunities to make decisions (e.g., healthy eating choices, recess activities)
Healthy Living
C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, healthy relationships)
Healthy Relationships
C4 describe appropriate strategies for communicating effectively with others (e.g., active listening, willingness to express feelings)
C5 identify positive ways to initiate and maintain healthy friendships
Grade Three
Goals and Decisions
A2 identify sources of support for children in a variety of situations (e.g., parents, teachers, elders, library, bus drivers, block parents)
Healthy Living
C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)
Healthy Relationships
C4 describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)
C5 describe the nature and consequences of various forms of bullying behaviour, including the potential effects on those who are bullied and the potential consequences for students who bully | <urn:uuid:46e72c11-b103-40fd-9a53-df16b48a1029> | CC-MAIN-2017-34 | http://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/performance-standards/plo-k_3-healthy_relationships.pdf | 2017-08-19T17:13:33Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00182.warc.gz | 730,659,458 | 932 | eng_Latn | eng_Latn | 0.968763 | eng_Latn | 0.968783 | [
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Problem F The Cure
It has been 4 years since the first alien abduction. Last year we discovered that some of the newborn babies whose parents have been abducted, possess alien DNA molecules! The Earth government managed to quarantine all the alien babies in a secret place. With the latest advancement in bio engineering, we now have a way to cure the alien babies and safely return them back to their parents.
As usual, the Earth government put the brilliant scientist in charge to lead the engineering of the cure. There are so many challenging problems to engineer a perfect cure. The cure must be personalized for each baby by taking account to their current biological state. But, don't worry! The brilliant scientist has figured out all the solutions... except for one critical problem:
The brilliant scientist has a device that scans a region of the baby's cells and produces an 𝑁 x 𝑁 matrix of integers. To cure this cell region, a quick analysis must be done by running 𝑄 queries where each query asks for the k th smallest element inside a subregion of the 𝑁 x 𝑁 matrix. The analysis result is then used to apply the appropriate cure for the cell region. The problem is that the number of queries 𝑄 may be very large. Since the cure is time sensitive, if the analysis takes too long, it became worthless because the current state of the cell may have changed too much by then.
The brilliant scientist discovered the problem above when testing the device to cure the first baby shown on the right, named Charliezt. The brilliant scientist is well aware on the importance of programming for several years now, but never got the time to learn it yet. The brilliant scientist is reluctant to ask for your help since last year contestants' performance were disappointing. However, the secretary forwarded this problem to you anyway due to its importance. This is your last chance to gain the brilliant scientist trust back!
Input
The input contains only a single case with multiple queries. The first line is an integer 𝑁 (1 ≤ 𝑁 ≤ 250). The next 𝑁 lines, each contains 𝑁 integers between 1 and 10,000, inclusive, separated by a space representing the values of the 𝑁 x 𝑁 matrix. The next line is an integer 𝑄 (1 ≤ 𝑄 ≤ 250,000) denoting the number of queries. The next 𝑄 lines, each represents a query. Each query analyzes a square region inside the matrix represented by 4 integers: 𝑟, 𝑐, 𝑠, 𝑘. Where:
- 𝑟 and 𝑐 is the top left coordinate of the square. The coordinate is 1-based. For example, coordinate (3, 6) means the top left position of the square is at the 3 rd row from the top and 6 th column from the left,
- 𝑠 is the size of the square,
- 𝑘 (1 ≤ 𝑘 ≤ 𝑠 2 ) is the k th smallest element you need to find inside the square.
You may assume all queries represent valid square sub-matrices of the given matrix.
Output
For each query output one line containing the value of the k th smallest element in the given square in the query.
Explanation for the 1 st query
Query: 1 3 2 4. This query asks for the 4 th smallest element in a square matrix of size 2 where the topleft coordinate is at (1, 3). The square matrix being queried is:
23 8
17 27
and the 4 th smallest element in the square matrix query is 27.
Explanation for the 2 nd query
Query: 1 1 5 14. This query asks for the 14 th smallest element in a square matrix of size 5 where the top-left coordinate is at (1, 1). The square matrix being queried is:
25 13 23 8 39 29 11 17 27 26 24 33 5 14 11 11 1 23 21 6 38 38 40 4 16
and the 14 th smallest element in the square matrix query is 23. | <urn:uuid:7ac73ef2-87bf-4098-97f0-0fecb3713e5d> | CC-MAIN-2017-34 | https://competition.binus.ac.id/icpc2016/ps/icpc16jak-f.pdf | 2017-08-19T16:47:20Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00178.warc.gz | 759,407,466 | 886 | eng_Latn | eng_Latn | 0.952747 | eng_Latn | 0.99648 | [
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ingston T ingston Township ownship
July 2009
If not handled properly, fireworks can cause burns and eye injuries. In 2003, six deaths were linked to fireworks and hospital emergency departments treated 9,300 fireworks injuries.
* Kids should never play with fireworks. Things like firecrackers, rockets, and sparklers are just too dangerous. If you give kids sparklers, make sure they keep them outside and away from the face, clothing, and hair. Sparklers can reach 1,800° Fahrenheit — hot enough to melt gold.
The best way to protect your family is not to use any fireworks at home — period. Attend public fireworks displays, and leave the lighting to the professionals. Lighting fireworks at home that are not State of Ohio approved is illegal. If you do have approved fireworks, keep these safety tips in mind:
* Buy only legal fireworks (legal fireworks have a label with the manufacturer's name and directions; illegal ones are unlabeled), and store them in a cool, dry place. Illegal fireworks usually go by the names M-80, M100, blockbuster, or quarterpounder. These explosives were banned in 1966, but still account for many fireworks injuries.
* Always use fireworks outside and have a bucket of water and a hose nearby in case of accidents.
* Never try to make your own fireworks.
* Steer clear of others — fireworks have been known to backfire or shoot off in the wrong direction. Never throw or point fireworks at someone, even in jest.
* Point fireworks away from homes, and keep away from brush and leaves and flammable substances. The National Fire Protection Association estimates that local fire departments respond to more 50,000 fires caused by fireworks each year.
* Don't hold fireworks in your hand or have any part of your body over them while lighting. Wear some sort of eye protection, and avoid carrying fireworks in your pocket — the friction could set them off.
* Light one firework at a time (not in
glass or metal containers), and never relight a dud.
News
* Don't allow kids to pick up pieces of fireworks after an event. Some may still be ignited and can explode at any time.
* Think about your pet. Animals have sensitive ears and can be extremely frightened or stressed on the Fourth of July. Keep pets indoors to reduce the risk that they'll run loose or get injured.
* Soak all fireworks in a bucket of water before throwing them in the trash can.
If a child is injured by fireworks, immediately go to a doctor or call 911. If an eye injury occurs, don't allow your child to touch or rub it, as this may cause even more damage. Also, don't flush the eye out with water or attempt to put any ointment on it. Instead, cut out the bottom of a paper cup, place it around the eye, and immediately seek medical attention — your child's eyesight may depend on it. If it's a burn, remove clothing from the burned area and run cool, not cold, water over the burn (do not use ice). Call your doctor immediately.
For more information see http:// kidshealth.org/parent/firstaid_safe/ outdoor/fireworks.html.
Fireworks are meant to be enjoyed, but you'll enjoy them much more knowing your family is safe. Take extra precautions this Fourth of July and your holiday will be a blast!
Kingston Calendar
TTTTTrustees Meet 1st T rustees Meet 1st T rustees Meet 1st Tuesdays, 7:30 PM uesdays, 7:30 PM Zoning Commission Meets 3rd W Zoning Commission Meets 3rd Wed., 7 PM ed., 7 PM TTTTTrash Pick Up Days: Thursdays rash Pick Up Days: Thursdays
Meetings occur at theTownship Hall, 9899 St. Rt. 521, (Rt. 521 & Carter's Corner Rd.) unless noted* otherwise.
(except during holiday weeks*)
Trash Day
July 2
Trustees Meeting July 7, 7:30 PM
Trash Day July 9 Recycling Bin Arrives July 9 (until full)
Fire Board Mtg.
July 13, 7:30 PM
Health Clinic, SUMC July 14, 1:30-3:30 PM
Zoning Commission June 15, 7 PM
Trash Days
July 16, 23, 30
Last month I wrote that the trustees are considering going paperless with the newsletter. This would save the township more than $600 a month in printing and postage charges. Your newsletter would be, as it is now available via email or online at the township's website by the 15 th of each month. For those who do not have internet connectivity, a limited number of hard copies would then be available for pick up at the township hall and possibly the Sunbury and Kilborne Post Offices. We want feed back from the residents to help us with our decision as we plan to use the next couple of months to gather residents' responses to this idea. We want to ensure we can keep you informed, but at the same time cut expenses. At the time of this writing I've heard from only two residents. Please contact the trustees and let us know how you feel about this. We want to hear especially from those who do not have internet connectivity as this will impact you the most. You may have an idea for getting the newsletter to you that we've not considered. You can call me at 5240283. If I'm not there, leave a message, I do return phone calls usually the same day.
K Chairman' Chairman's Chat s Chat By John Fink
I want to encourage all the residents to work with your neighbors to make this township a great place to live. If there is an issue, try to be understanding when discussing it with each other. Our children should be able to have a good time outdoors while growing up. We all want to enjoy our homes, while affecting our neighbors as little as possible. I think everyone understands that a home is a major investment and we all would like to see our neighborhoods reasonably maintained. Please be thoughtful and considerate of your neighbors.
Fireworks Safety
With warm weather and family events, the Fourth of July can be a fun time with great memories. But, before your family celebrates, make sure everyone knows about fireworks safety.
Independence Day
Independence Day activities in Sunbury include a parade starting at 10 a.m., a flea market on the square along with many other activities culminating in fireworks at 10 p.m.
Brown School
Many of you may have had connections with the Brown School in Kilbourne. The Brown Township Trustees are looking for ideas and feedback on how to use the school.
Roads
The contractor was supposed to resurface Beacom Rd. It appears that only patching was done so the trustees will meet with the contractor to get this project corrected.
The County Engineer lists July as the beginning of construction on the Carter's Corner Bridge between Wilson and Twigg-Hupp.
Trustees from Berkshire, Kingston, Porter and Trenton met with property owners on Stockwell Road to discuss the concept of widening the road. Approximately twelve residents/ property owners attended and the overwhelming majority were against the concept so it was decided to drop this proposal.
Zoning Code Revisions
The Zoning Commission will review the following chapters at their July meeting: June follow-up items, Sign and Billboard Regulations, Proposed Landscaping and Lighting Standards, Farm Residence District (FR1), and Planned Residential District (PRD).
(740 Area Code)
Who T Who To Call o Call
TRUSTEES John Fink, Ch. 524-0283 e-mail: firstname.lastname@example.org Bill Shively, Vice-Ch. 524-2612 e-mail: email@example.com Dewey Akers740-803-1529 e-mail: firstname.lastname@example.org
FISCAL OFFICER
e-mail:
Greg Roy
524-8591
email@example.com
NEWS & INFO
http//:www.kingstontwp.org Newsletter Editor
Township Web Site:
firstname.lastname@example.org Jeanna Burrell 965-1914 e-mail your name & address to get the newsletter via e-mail.
ROADS & CEMETERIES
Ed Moore
Twp. Maintenance
614-530-9969
PORTER KINGSTON FIRE DISTRICT
Emergency
911
Business
524-5050
e-mail: email@example.com
web: http://www.PKFD.org
Rumpke
TRASH
1- 888-RUMPKE1 1-888-786-7531
Remember that certain materials should not go in the community recycling bin . Pyrex, Corelle dishes, Corning Ware, and similar cookware that can be used in hot ovens should not be placed in recycling bins. These items can ruin an entire load of glass undergoing reprocessing.
Recycling
Sims Brothers also has been discarding as much as 1,000 pounds of unacceptable materials from the bins every day. These include #5 and #6 plastics such as yogurt containers, clear plastic throwaway food containers, peanut butter jars, and some pancake syrup bottles. Other items that should never go in recycling bins include trash and heavy metal objects.
If you aren't sure whether something can be recycled, call 740-368-1700. You also can get information online at www.delawarehealth.org.
Only #1 and #2 plastic containers should be placed in the recycling bins. Examples include soft drink bottles, milk jugs, and laundry detergent bottles.
It is great that so many residents are recycling as much trash as possible, but these material contamination problems are significant. One baking dish, when it gets into the glass melter, can shut down the machine and ruin an entire load of recyclable glass.
Newsletter By E-mail
firstname.lastname@example.org. Be sure to notify us if your e-mail address changes. Notify us if you don't receive your e-mailed version, as sometimes email addresses bounce back.
e-mail: email@example.com web: http://www.rumpke.com
ZONING
Fax
524-5304
Robert Talbott
524-0290
e-mail: firstname.lastname@example.org
If you'd prefer an e-mailed newsletter, send an e-mail with your name and mailing address to: | <urn:uuid:159f2a06-ef9b-4c8a-b51a-8cea0d4f7927> | CC-MAIN-2017-34 | http://kingstontwp.org/Newsletter/2009/July2009KingstonNews.pdf | 2017-08-19T16:54:47Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00179.warc.gz | 233,501,146 | 2,192 | eng_Latn | eng_Latn | 0.994011 | eng_Latn | 0.998241 | [
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John, James and Harry Gilding
In memory of three cousins from Hasland who gave their lives in France & Belgium in 1917
The tragedy of WW1 was how many of a family's young men would enlist with their friends full of enthusiasm and be wiped out within such a relatively short period of time. The family background to the cousins John Thomas Gilding, James Gilding and Harry Gilding born in Hasland is described prior to describing their WW1 stories.
THEIR FAMILY BACKGROUND
Our common ancestor who introduced the Gilding family to Hasland was Henry Gilding. He had been born on 7 th June 1822 in the rural parish of Bottesford, Leicestershire. His mother Mary Gildon, then aged 36, was shown in the parish register as a pauper. No father was named.
We do not know how long Henry Gilding had been in Chesterfield prior to meeting Amy Hall, daughter of John Hall of Churchside Farm, Hasland. The Hall family had farmed there for several generations. Amy was aged 17 and Henry was aged 23 when they married at Chesterfield Parish Church on the 24 th November 1845.
Henry and Amy Gilding lived their lives in Hasland and raised at least ten children of whom seven survived childhood. His son's followed him into the pit, although they also helped out their mother's family at Churchside Farm. His eldest son William (born 1846) would take over the farm when his uncle William Hall died in 1899, until his own death in 1917. He was the father of my grandmother Amy Gilding. Her halfbrother Jim Gilding would fight in WW1 and survive.
A daughter Mary Ann followed who was born in 1849. She married Thomas Burnham in 1867 and moved to Somercoates. Henry's second son John born in 1853 would sail to Australia in 1884 after the death of his young Irish wife and their baby son.
Henry and Amy's son George born in 1856 was a coal miner and a reservist in the local militia. He purchased his discharge from the Sherwood Foresters, aged 35 to marry Rebecca Wilson at Chesterfield Registry Office in 1890. They had a child John Thomas Gilding baptised at St Paul's Church, Hasland on 14 th January 1892. His wife Rebecca also had two children Kate and James by a previous
relationship. John would work with his father at Silverwood Colliery, Dalton, near Rotherham.
After three consecutive infant deaths another son Alfred Gilding was born in 1863. In 1882 he would marry a thatcher's daughter Sarah Paul from Dorset who was in service at a farm near Belper. The family lived at Grassmoor with periods of upheaval in the search for work near Ilkeston and Sheffield. They had a family of nine of which the first five had a "catch-up" christening at St Paul's Church, Hasland on 18 th June 1891 – the ages ranging from eight to one. One of these Frank Gilding was my dad's father. In 1903 at St Paul's Church, Frank would marry his Uncle William's daughter, Amy Gilding from Churchside Farm. Sarah's remaining children were born in Hasland - three girls and a son James Gilding born in 1897. It was a difficult time for Sarah and her family.
Alfred deserted Sarah and her young family for another woman. In January 1900 Sarah supported by the NSPCC summoned her husband Alfred Gilding for being persistently cruel to her at Grassmoor and was granted 14 shillings a week. Two years later in June 1902 the Derbyshire Times by-line was "Callous Chesterfield Parent – Neglect of Six Children". The NSPCC brought a summons against Alfred Gilding, that he neglected his six children, all under 16 years of age, in a manner likely to cause them unnecessary suffering. He pleaded guilty. Alfred was living with a woman near Lordsmill Street. He had up to then avoided the maintenance order, and took away food from Sarah's home in Chester Street, Brampton. Sarah had to live on the charity of neighbours or what she could not provide by her own industry. She was described as a "clean, sober and industrious woman". Alfred worked at Bond's Main Colliery and could earn £2 a week. Alfred was fined 40 shillings costs, or hard labour. In October 1902 a maintenance order of 10 shillings a week was granted to Sarah. Whether Alfred paid his dues we do not know, but the family dispersed as they found work and lodged elsewhere. Son Frank and his wife Amy would take in brother's Fred and James from time to time. By 1911 Sarah was destitute and an inmate of Chesterfield Workhouse. Alfred was living with his youngest daughter Annie and a "housekeeper" in Brimington. Their youngest son James Gilding was working on her sister's farm in Hampshire. Alfred returned to Sarah before his death in 1919 aged 55. No reconciliation appears to have taken place with his son Frank. Sarah's son Harry and daughter May lived with her in Brunswick Street, Stonegravels where she had a fulfilling life involved with the Salvation Army. Sarah died a wellrespected and much loved mother aged seventy one in 1930.
Returning to the family of Henry and Amy Gilding their daughter Eliza was born in 1870 at Hasland. Amy aged 45 gave birth to William in 1874 but he died an infant. Amy aged 53 died on 3 rd April 1882 was buried by the porch of St Paul's Church in the Hall family plot. Following the death of her mother Eliza kept house for her father Henry Gilding at Revill Street, Grassmoor. In the 1891 Census they had taken in a lodger, William Bradley a 30 year old coal miner from Alfreton. Aged 21 Eliza is shown with a daughter aged two called Mary Ann Gilding and a son Harry Gilding only two months old. Eliza married William Bradley (a widower) at Chesterfield Register Office in December 1892. By the 1911 Census all members of their family are living in Henry Street, Grassmoor and have the surname Bradley, not Gilding. Harry was aged twenty and was employed as a pony driver down the pit. When enlisting for the army he is shown as Harry Gilding.
Henry Gilding, a lifelong coal miner, a member of the charitable "Order of Odd fellows" enjoyed his pipe and a drink. He died aged 76 at 14 Revill Street, on 11 th August 1898.
John Thomas, James and Harry Gilding were cousins born in Hasland and their place in the Gilding family identified.
Of the three, James was the only one spoken about in my immediate family as he was my grandfather's youngest brother.
Sadly I never met my Gilding grandparents as Frank died aged fortythree in 1927 following a roof fall at Grassmoor colliery. His wife Amy (his cousin) died aged fifty eight in 1941.
WORLD WAR 1 BEGINNINGS
On Sunday 28 th June Archduke Franz Ferdinand who was heir to the Austro/Hapsburg throne was assassinated with his wife Sophia in Sarajevo. The culprit was a Bosnian Serb student. Relations with Serbia had been heated before but remained under control. In England the weekend was a scorcher and apart from an obituary the assassination attracted little attention. The government view was that "the tragedy … will not, I trust lead to further complications". The main focus of the press and government was the issue of Home Rule for Ireland, increased disruption caused by the Suffragette movement and growing industrial unrest. Although the increase in the German navy had been a worry, the British were trying to make economies in their naval budget (nothing changes). By the end of July Austria gave a 48 hour ultimatum to the Serbs to deliver excessive concessions. The British Prime Minister recognised the danger of Russia supporting Serbia and Germany and France being involved. However he saw no reason why Britain would be dragged in. Also the German General Staff expected Britain would s`22remain neutral and France would be defeated in 40 days. On 28 th July Austria declared war on Serbia. On 1 st August Russia declared war on Austria and Germany mobilised in support of Austria. France mobilised its army. Needless to say there were anti-war rallies in Trafalgar Square.
Germany invaded our ally Belgium who Britain was pledged to support. The hot Bank Holiday weekend saw Britain declare war on 4 th August 1914.
Our professional army, the British Expeditionary Force was sent to France but by 23 rd August was in retreat and Germany invaded France. So began one of the bloodiest conflicts depleting a generation of young men. Young pals lined up to fight for "King and Country" in Kitchener's New Army. Volunteers were called for on a "short service" basis, which meant for three years, or the duration of the war. By early 1916 compulsory conscription had been introduced. Like many families the tragedy of the First World War hit the Gilding family.
JOHN THOMAS GILDING
John Thomas Gilding had served in the reserves like his father George. He enlisted aged twenty six on 31 st August 1914 shortly after war was declared. He enlisted at Rotherham for the York and Lancaster Regiment (12 th Battalion – "Sheffield Pals" ) as a private, number 13388. His service records describe him as nearly five foot seven inches tall, weight 146 pounds, fair complexion, grey eyes and brown hair.
John was posted to the 8 th York and Lancaster Battalion when the 12 th Battalion embarked to Egypt. The 8 th battalion went to Frensham and Aldershot camps for training . On two occasions he went absent without leave and was docked several days pay. He embarked with the British Expeditionary Force from Folkestone for France on 27 th August 1915 . The Battalion formed part of the the 70 th Brigade. They were in action in Flanders, notably in the failed Artois – Loos Offensive in Autumn 1915 . By 1916 John appears to have rejoined the 12 th Battalion which was part of 94 th Brigade. The batallion took huge casulaties when they went over the top on 1 st July 1916, the first day of the bloody battle of the Somme. The machine guns had opened up behind largely unbroken wire and cut down the attackers in swathes. The casualties of over 57,000 were the worst ever suffered by the British Army in a single day. John was wounded in the legs and hospitalised from 2 nd July until September 1916 and returned to UK. John was in England for the funeral of his mother Rebecca who died aged 60 from pneumonia on 27 th December 1916. He was re-posted to France with the 12 th Battalion York and Lancaster Regiment and arrived at Boulogne on 8 th February 1917. For two spells in May 1917 at Arras, the battalion defended the vital Windmill spur in the Gavrelle sector, suffering 143 casualties. On 26/27 th June the battalion moved to the front line in preparation for an attack between Oppy and Gavrelle on the enemy Cordunna trench. . It seems the Germans were alerted to the imminence of an attack and there was a heavy barrage. John was killed in action on 27 th June 1917. John's effects were sent to his father on 9 th November 1917. They comprised his identity disc, letters, photos, pipe, pocket book, religious book, wallet and purse. His conduct as a soldier was recorded as very good. He received the 1914-15 Star; the Victory and the British Empire medals.
John Thomas Gilding is remembered in bay eight on the Arras Memorial, as a soldier with no known grave .
In 1923 a beacon tower with a light shining from the top was built by Dalton Main Collieries Ltd. in honour of their employees who had died. Silverwood Colliery had lost 250 men, and Roundwood lost 62. John's name was included with his fellow miners on brass plaques. Many years' later vandals stole the brass plaques and the memorial was reconstructed outside Thrybergh Parish Hall.
John's half-brother James Wilson had enlisted in the York's and Lancaster Regiment in 1915 and survived the war serving in India and Afghanistan. John's father George Gilding died at Dalton Parva in 1925.
Arras Memorial
Dalton Beacon Memorial, at Thrybergh, Yorkshire
JAMES GILDING
James was working in Grassmoor Colliery and lodged with his brother Frank's family at 17 Meakin Street, Hasland. It would have been a crowded house with three adults and five children living in a small miner's terraced house.
James enlisted aged seventeen with other Hasland men in September 1914. He joined the Cycle Corp attached to the Lincolnshire Regiment. The bicycle mounted infantry were widely used by all sides as a rapid response unit. Unlike John the service records for James (and many others including Harry) had been destroyed by bombing in WW2. However we can fill in some gaps. We know he had two service numbers: 25839 which relates to his time with the Scottish Rifles and 11191 which appears to tie in with 7 th Lincolnshire Battalion which recruited in the North from September 1914. This new "Kitchener" Territorial battalion trained in Dorset, then Winchester before leaving Folkestone for Boulogne in July 1915. After a period of familiarisation with trench warfare the battalion occupied the south of the trench network known as the "Ypres Salient ". There had been heavy fighting to prevent the Germans from driving through Belgium to the sea. The battles saw the first use of gas and the almost total destruction and evacuation of Ypres. By July 1915 the major confrontations had halted but each day was beset by sniper fire and shelling. A flavor of what James would experience in his first months in the field is described in excerpts from a History of the Lincolnshire Regiment edited by Colonel Major General Simpson.
"On the 19 th July the 7 th battalion reached billets in Eecke, and two days later a party of five officers visited the trenches near Ypres for instruction. The Brigade to which the 7th Lincolnshire belonged …very soon began its apprenticeship in trench warfare. On the 27th they went into the trenches …. The next day three men were killed and four wounded – their first casualties. From the 28th to the 31st July four men were killed and sixteen wounded. "
"The Regimental Diary would read - Conditions on our front "normal ", or "All quiet", but each day there was a tell-tale causality list of killed and wounded. "
"September 1915 opened with wretched weather: rain reduced the trenches to mud alleys: parapets began to fall in and work was In consequence very heavy, not only when in support and reserve, but in the front line also. The damage done by the enemy's shell-fire was frequently extensive. On the right, for instance, it is reported that our "heavies "bombarded the enemy's line, the enemy retaliated: "WhizzBangs "everywhere."
From September to the end of December 1915 the 7 th Battalion remained holding the front lines in the southern area of the Ypres Salient. "German trench mortars and snipers caused constant annoyance and loss." In spring 1916 the battalion was involved in a number of engagements around the Ypres salient resulting in heavy causalities as ground was gained and then lost involving close quarter fighting.
The 7th battalion, Lincolnshire Regiment would take part in various engagements in the Battle of the Somme [1 st July – 18 th November 1916]. In the order of battle it was part of the 51 st Brigade which was an element of the 17 th (Northern) Division – a New Army Division formed in September 1914.
The 7 th Battalion was part of the action called the "Battle Albert" from 1 st July to 13 th July. The total casualties were 7 officers and 49 other ranks killed, and 7 officers and 246 other ranks wounded; plus 28 other ranks missing. This was followed by the "Battle of Delville Wood" from 15 th July to 3 rd September. The objective was to recapture the wood from the Germans to secure their trenches. The wood was exposed to almost continuous artillery and machine gun fire; and movement could only take place at night. Ground gained one day would be lost the next day.
Battalions would move between the front line and reserve trenches to gain some rest; but were still be subject to shelling. By the beginning of October 1916 heavy and persistent rain had turned the Somme battlefield into a quagmire of flooded shell craters and trenches thigh deep with an evil smelling mixture of rain water, rotting bodies, and mud. The 7 th would be deployed at various places on the front line, including supporting the Border Regiments in clearing and holding a heavily defended salient in the German line comprising the Eclipse and Zenith trenches. Many casualties would be taken by the Lincolnshire Regiment. After this the 7 th battalion continued to consolidate ground gained.
The 1 st Battalion the Cameronians [Scottish Rifles] was from Glasgow and was a long established regiment of the regular army which had fought in France since the outbreak of war. In the order of battle for the
Battle of the Somme it was part of the 19 th Brigade of the 33 rd Division. It had moved to the Somme and had been engaged in heavy fighting on Bazentin Ridge, at High Woods and Delville Woods. At some stage a large number of the Lincolnshire's volunteered to cover losses and fought with the 1 st Battalion, the Scottish Rifles (the Cameronians) during the final stage of the battle of the Somme and its aftermath.
We know that James was wounded twice but have no information where or when this happened. In the end it was the fighting environment rather than enemy action which caused his untimely death.
James contracted trench foot and fever in the firing line during the hostilities on the Somme. Trench foot was an infection of the feet caused by cold, wet and insanitary conditions. This gave rise to lockjaw (tetanus). The symptoms were repeated muscular contractions of the head and neck preventing the intake of liquids or food. Unfortunately anti-biotics did not exist. He was moved to hospital at Boulogne.
In response to a communication from the War Office James's mother Sarah left for Boulogne at midnight on Thursday 10th January and arrived at the hospital the following morning to find that her son had passed away earlier on Friday 11 th January 1917. She was present at the interment, which took place five hours later. I do not know how common it was for the War Office to transport a miner's wife from Chesterfield to France to see a dying son, a private. Also the journey time of less than twelve hours was good by any standard.
The Derbyshire Courier reported the death on 3 rd February 1917. It suggested that James had lived with his mother and father at 42 Brunswick Street, Stonegravels. Brother Frank Gilding (recorded as James's next of kin) obviously felt strongly about setting the record straight in the Derbyshire Courier the following week. His father's earlier abandonment of his children and leaving his wife in the workhouse had caused a deep rift in the family. A transcript of The Derbyshire Courier dated 10 th February 1917 read as follows:
"Mr Frank Gilding, 17 Meakin Street, Hasland, wishes to state that his brother, Private James Gilding, who died from lockjaw in France, and whose photograph appeared in our last week's issue, had never resided at Brunswick Street, Stonegravels. He was always recognised as a Hasland soldier, having lived there at the above address for three years previous to his enlistment with the host of village lads who joined the Lincolnshire regiment early in September 1914. He was transferred later to the Scottish rifles, being amongst the large number of his regiment who volunteered to make up the depleted ranks."
The area around Etaples was the scene of immense concentrations of reinforcement camps and hospitals. In 1917, One hundred thousand troops were camped among the sand dunes and the hospitals could deal with 22,000 wounded or sick. Etaples is south of Boulogne in North West France. This is now where the cemetery is located. It also includes many who died in the WW2 conflict.
The photographs were taken courtesy of my cousin's son Simon Gilding who visited Etaples Military Cemetery in August 2013.
James Gilding's name is remembered on the on the Hasland War Memorial in Eastwood Park.
James received the 1914-15 Star, the Victory and the British Empire medals. These three medals were sometimes irreverently referred to as Pip, Squeak and Wilfred.
My uncle Harry Gilding (James's nephew) seldom missed a Remembrance Day with the British Legion. He would proudly wear James medals on his right with his own WW2 medals on his left.
We are fortunate to have a photo of James Gilding in 1914 aged 17.
"Gone but never forgotten"
HARRY GILDING
Harry Gilding lived at home at Henry Street , Grassmoor, with his parents Eliza and William (Bill) Bradley and his siblings. He had been working at the Holmwood Colliery.
Harry enlisted aged 23, in 1914 as a private (no16674 ) with the 12 th Battalion of the Sherwood Foresters (Nottinghamshire and Derbyshire Regiment) .
The 12th Battalion was raised at Derby on the 1st of October 1914 as part of Kitchener's Third New Army - the 24 th Division. They trained at Shoreham though the division suffered from a lack of equipment and a lack of trained officers and NCOs to command the volunteers. In April 1915 the 12th Sherwood Foresters converted to be a Pioneer Battalion for the 24 th Division. Pioneer battalions were intended to provide the Royal Engineers, with skilled labour and to relieve the infantry from some of its non-combatant duties. In late June 1915 they moved to Aldershot for final training. Harry embarked for France on the 29th of August 1915.
The Division concentrated in the area between Etaples and St Pol on the 4th September. The Division's first experience was truly appalling. Having been in France for only a few days, lengthy forced marches brought it into the reserve for the British assault at Loos with no experience of trench warfare. The British Army on the Western Front was not ready for a major offensive in terms of manpower or munitions and was being committed by the French to a battle not of its choosing, in an area utterly unsuited to an attack. This "Big Push" had been heralded in advance including to the enemy. The battlefield was uniformly flat, dominated by slagheaps connected with the coalmining in the district around the town of Loos. The surrounding mining villages, collieries and other industrial buildings presented a difficult challenge for any would-be attacker. The 24 th Division was sent into action on 26 September. By the end of the day the shattered units of the 24 th division which had taken heavy losses were relieved by the 3 rd Cavalry and Guards divisions.
After this baptism of fire, the Division served on the Western Front for the remainder of the war, taking part in many of the significant actions around the Ypres Salient prior to the Battle of the Somme. Although the 12 th Sherwood Forester's primary role was that of a Divisional Pioneer Battalion it was drawn into the fight in times of crisis and gained recognition for gallant action on several occasions, especially at Loos.
In the early morning of the 30 th April1916, there was a strong attack by the Germans at Wulverghem, which was the village to the west of Messines. The Wulverghem attack was preceded by an emission of gas of such intensity that it produced much sickness as far off as at least six miles to the west. Horses in the distant lines fell senseless under the noxious vapour. It came on with such rapidity that about a hundred men of the 24th Division were overcome before they could get on their helmets. The rest were armed against it, and repelled the subsequent German attacks carried out by numerous small bodies of exploring infantry, without any difficulty.
The 12 th Sherwood Foresters saw action in the Battle of the Somme. Like his cousin James Gilding, Harry was involved in the Battle of Delville Wood (15 th July-3 rd September 1916). The fighting that took place was fierce in the extreme. By the time the fighting finished not one tree in the wood was left untouched and the immediate landscape was littered with just the stumps of what had been trees. To the north of Delville Wood were the defenses and fortified villages around Guillemont and the battle to capture these was hard fought and lasted from 3 rd -6 th September 1916.
The 12 Sherwood Foresters would provide support in The Battle for Vimy Ridge, from 9 th to 12 th April 1917. In May the Division were moved north from Arras to become reserve divisions in preparation for the attack on Messines Ridge. The Canadian and Anzac forces would spearhead many of the attacks and suffer large casualties alongside their allies. The Battle of Messines (7 th -14 th June) was considered a strategic and operational success in preparation for the Third Battle of Ypres in July 1917.
Harry was killed in action on 25th June 1917 aged 26 in the vicinity of the Ypres Salient. He was struck by a fragment of artillery shell. Three days before he had rescued an officer under heavy fire. The Derbyshire
Times dated 7 th July 1917 reported his death and included a "grainy" photo of Harry. A transcript is shown below.
"The parents of Private Harry Gilding, who reside at Henry Street, Grassmoor, have received this information that their son was killed in action on June 25 th . In paying tribute to the memory of the deceased soldier, his Commanding officer states that he was sent out as one of a working party , when a piece of bursting shell struck him in the stomach
and killed him instantly. Three days before his death, states the officer, the deceased carried out a brave and daring act going out under heavy shell fire and fetching in a wounded officer. He was a good soldier and would be missed by all the members of his platoon, with whom he joined in the expression of their sincere regret. A chum of his Private Pitchford, who in civil life resided in Stanton Hill, wrote to the deceased's parents stating theat he was sorry to inform them that theirs son Private Harry Gilding had been killed in action by a bursting shell. They had agreed, said the writer, that if either of them was to fall the other should inform the parents, and he was now carrying out his part of a very painful duty, and expressed his greatest sympathy with them in their sad bereavement. Prior to joining the Colours Private Gilding worked in the Tupton Seam at the Holmwood Colliery . The deceased was single and 26 years old."
Harry Gilding is remembered at the Menin Gate Memorial to the Missing in Ypres, Belgium. The name is shown on the Sherwood Forester's panel's no. 39 & 41. The memorial is dedicated to soldiers who were killed in the Ypres Salient and who have no known marked individual grave. The Last Post is played at the Menin Gate at 8pm every night in
memory of those who gave their lives. He also remembered on the Grassmoor War Memorial at the entrance to Barnes Park.
Grassmoor Memorial
His younger brother Frank Bradley also a collier enlisted in the 7 th Battalion of the Leicestershire Regiment (no. 14255) on 2 nd September 1914, aged 20. His service record shows that he was nearly 5 feet 8 inches tall, had a fresh complexion, blue eyes and fair hair. He was declared fit on 3 rd September at Chesterfield , but subsequently at Aldershot Barracks on 16 th October 1914 was medically discharged because an old hand injury prevented him from "grasping a rifle". It must have been a depressing day for Frank, but could have saved his life.
"Your souls shall be where the heroes are And your memory shine like the morning-star." Joyce Kilmer
Sources
The main sources of information apart from family members and general WW1 background information were:
Websites:
- Commonwealth Graves Commission
- Ancestry – Census material & WW military Records
- The Long, Long Trail
- Forces War Records
Derbyshire Records Office - Derbyshire Times & Courier extracts
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TEEN ARTS HOLISTIC SCORING GUIDE
POETRY
*
*
*
*
| Distinguished | Advanced | Proficient | Emerging |
|---|---|---|---|
| Purpose of poem is clear. Situation or subject described in poem is creative and unique. Poem’s message is clear to reader. Well developed poetic arc (Beginning, middle, end). | Purpose of poem is mostly clear. Subject and poem’s message are mostly clear and unique. Contains a poetic arc. | Purpose of poem and message are somewhat unclear. Subject of poem is not unique. Poetic arc is undeveloped. | Purpose of poem and message are mostly unclear. Subject of poem is somewhat cliché or unoriginal. Weak poetic arc. |
| Excellent use of language, poetic devices, and diction. Word choice is clear, creative and descriptive. | Good use of language, poetic devices and diction. Word choice is fairly clear, creative and descriptive. | Acceptable use of language, poetic devices and diction. Some bland or awkward word choice. | Poor use of language. Few poetic devices. Diction is unclear and word choice is bland or awkward. |
| Form is clear and well structured. Lines are appropriate lengths and proportionate to one another. Line and stanza breaks are sensible and creative. | Form is mostly clear and well structured. Organization of lines and stanzas is logical. | Form is somewhat clear and structured. Organization of lines and stanzas is somewhat logical. | Poem contains very little consistency or logical form. Lines and stanzas appear at random. Transitions are somewhat weak. |
| Voice is unique, genuine and clear. Writer is aware of audience and efefctively engages the reader. Tone is appropriate and consistent. | Voice is mostly unique, genuine and clear. Writer is aware of audience and makes some efofrt to engage reader. Tone is mostly appropriate and consistent. | Voice is somewhat genuine and clear. Writer has some awareness of audience. Tone is somewhat appropriate and consistent. | Voice is not genuine. Somewhat unclear and unidentifiable. Writer has little awareness of audience. |
| Highly efefctive and expressive intonation used to reinforce change in mood, voice, setting or characterization. Highly appropriate audience volume was used when speaking and performing. Appropriate audience address with high likelihood to engage and entertain. | Efefctive and expressive intonation used to reinforce change in mood, voice or characterization. Mostly appropriate audience volume was used when speaking and performing. Appropriate audience address. Audience was mostly engaged and entertained. | Intonation was mostly efefctive and expressive when used to reinforce change in mood, voice or characterization. Audience volume dropped at times making it difficult to hear the poem. Audience was somewhat engaged and entertained. | Intonation was not efefctive or expressive when used to reinforce change in mood, voice or characterization. Volume was not used efefctively. Practice is recommended. More practice in intonation and volume would better engage and entertain an audience. |
TEEN ARTS POETRY ADJUDICATION
Adjudicator: ________________________________________________________
Writer: _____________________________ School:_________________________
Title of Piece: ________________________________________________________
Type of Poem: _________________________ Date:_________________________
Evaluate each relevant dimension (Column 1) by indicting a high skill level with a plus (+) and an area for improvement with a minus (-). The absence of a plus or minus indicates a proficient/acceptable performance level in the this area or non-relevance of the dimension. For any minus (-) indicated, identify the problem and suggest ways to improve. Circle the rating that best describes the written dimension.
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Now for the march itself, many people wonder how it started and they assume that maybe Dr. King one day said come on y'all, let's march and everybody got together and marched. No, not so. Or Roy Wilkins or Whitney Young or maybe Farmer; no indeed. The originator of the march was a man by the name of A. Philip Randolph, who at that time was the elder statesman of the movement. Perhaps you've never heard of the name of Randolph, the late great A. Philip Randolph, the founder, and then President of the Brotherhood of Sleeping Car Porters. Uh, Randolph was one of my heroes; I still consider him to be one of the greatest of the Civil Rights leaders of history. Phil Randolph, Phil as we called him, was not a member of the so called Big Six or the Big Four depending upon who you included in that group. He was not a member of the Council on United Civil Rights Leadership, uh the top leadership of the Civil Rights groups that met approximately monthly in New York in the early sixties because he was not then head of a national Civil Rights organization; he was head of a trade union and only heads of civil rights organizations were in the Council on United Civil Rights Leadership. Randolph, in order to come before that council had to get unanimous permission of the members of the council. So Phil, who had the great, undying admiration of all of the members of the council, called Roy Wilkins, and uh, who was acting chairman for a period of time, there was a rotating chairmanship and told Roy that he would like permission to come before the council and present a proposal to them. Roy Wilkins then called the other members including myself and to get our approval and of course, there was unanimous approval because we all had such enormous respect for Phil Randolph. Randolph proposed a march on Washington. He proposed that those Civil Rights organizations represented there: the National Association for the Advancement of Colored People, the National Urban League, the Southern Christian Leadership Conference, Congress of Racial Equality, the Student Nonviolent Coordinating Committee, the National Council of Negro
Women, pool some of their resources and some of their staff and organize a gigantic, he called it a monster, march on Washington, involving black and white, Protestant, Catholic and Jews, labor and capital, to come to Washington to protest discrimination in employment and demand jobs for all and to demand passage of Civil Rights legislation. This uh, recommendation of Randolph's was approved by the council and Randolph was named director of the March on Washington and he appointed, uh, uh, Bayard Rustin as his deputy to do the um, work of organizing the march with the assistance of certain staff persons of the various organizations. The National Council of Christians and Jews participated then and um, the uh National Council of Churches, uh, some of the labor organizations such as the United Automobile Workers of America that's uh President Walter Reuther in the leadership um, the United Electrical Workers of America and some of the other unions uh, participated and the march uh, plans were underway. Uh, I was arrested in Plaquemine while the march was being planned. Um, I was urged to come out and received telegrams from both Roy Wilkins and Whitney Young urging me to bail out of jail and come to the march and make a speech on behalf of the organization which I headed, CORE, the Congress of Racial Equality. Well, I did a lot of soul searching then and decided that I could not do so in good conscience. How could I leave my colleagues in jail, when they wanted to go to the march too? I chose to stay in jail. Actually, I think that both Mr. Wilkins and Whitney Young felt that I was trying to upstage them (laughs) cause uh, they felt that um, by staying in jail uh, I might be saying to the throng assembled in Washington for the march that here these people are making speeches and I'm acting in jail, in the Deep South. Well, uh, nothing was further from my mind than that. After all, um, some upstaging that would be because uh, press from all over the country, nay, all over the world would be assembled there in Washington to capture those speeches for posterity. The media would be there. This was, would be a media event and the fact that one of the leaders was absent would go largely unnoticed. So if there was any attempt at upstaging, it would be absolutely stupid because it could not work. But uh, I remained in jail. I watched the March on Washington on television however, local citizens of this town and Louisiana, Plaquemine in Iberville Parish brought me a television set and the jailers allowed them to bring it up to my sale, my cell, a little black and white set and uh, I observed the march. The press announced that there were a quarter of a million persons there; that was an understatement. Actually, there were at least 400,000 persons there. They had originally predicted there'd be a 100,000 or more and there were 400,000. It was uh, like a prayer meeting. The uh, White House had been frightened of it, fearing that it would lead to riots in the street. The National Guard, indeed, uh the Army had been brought close to Washington and camped in tents, in the event rioting broke out, they would be close by and could move in quickly. The President, President Kennedy had tried to get the March called off. He feared violence so much, but it was most peaceful and the climate there was one of friendliness. Everyone seemed to be friendly and peaceful. I watched it and I was impressed, I wept during some of the speeches. I wept especially during the speech of a Rabbi and Walter Reuther of the United Auto Workers and particularly during the now famous speech of Martin Luther King Jr., 'I have a dream' and I wished of course that I'd been there. When the march was over, just a couple of days later, Louisiana canceled all bail bond requirements and let us out on our own recognizance, which indicated of course that the high bail was merely to keep us in jail and keep us from going to the march. So they said, alright you can get out now, no bail required. I got out and then followed the most, uh unlikely and the strangest episode in my life. Local citizens, black citizens of this town held a march to protest police brutality. This was on uh, September 1st, 1963, mark the date in your memory. Just a few days after the march; the march had been August 28th. Practically
every black citizen of Plaquemine was in that march, the issue was so sharp. The march, led by most of the ministers proceeded, they had asked me to lead it and I had declined to do so because they were being accused by the city fathers of Plaquemine of being led by an outside agitator, namely me. And I uh, well I didn't mind being called an agitator after all as um, Thurgood Marshall who at them time was with the NAACP Legal Defense and Education Fund, uh told me, he said Jim, don't be afraid of being an agitator because every housewife knows the value of an agitator. It's the instrument in the washing machine which bangs around and gets rid of all the dirt. So uh, I didn't object to being called an agitator but I thought it was an insult to the local black citizens of Plaquemine uh, to be told that they were being led around by the nose by an outside agitator. So I asked them to do this march by themselves and I would remain behind; I would stay in the parsonage, the home of black Baptist minister, the pastor of the Plymouth Rock Baptist Church, where many of our rallies were held and where the marchers gathered before their march began. The march was stopped when it got to the edge of town by city police. It was not broken up; the marchers were not dispersed; it was stopped and the marchers were held there, told just stand, wait. What were they waiting for? A little while later a large number of state police cars came speeding up followed by a large number of horse vans. State police, state troopers mounted the horses and rode into the crowd of marchers, swinging billy clubs, wielding electric cattle prods. Those instruments, which were used in many rural areas to move uh, bulky cattle. They're battery operated and if the cow won't move; if Bossy wants to be very bossy and will not move, then Bossy is stuck with a electric cattle prod and gets a shock and that moves Bossy. Well the troopers had electric cattle prods and they stuck the people with them and they got shocked. The troopers also had canisters of tear gas on their belt and they had their guns too. One girl was trampled by a horse, rather severely injured, others were cut and bruised from the clubs. The would be marchers came running back to the church in disarray, crying, screaming. There were a couple of nurses there who bandaged up those who were injured. Troopers rode right into the church, if you can visualize that. I did not know that the steps were strong enough to carry those horses but they did. A few of the horses were prodded right up the steps into the church. Those troopers who rode into the church had uh, gas masks on and the troopers hurled tear gas canisters into the crowd of people, the hundreds of them who were there. People ran still screaming and crying out the back door of the church, some running for their homes; others running into the parsonage, the minister's home next door where I was. The troopers broke the windows of the church out those plate, those uh, colored windows yes, stained glass. They uh, turned over the pews. They brought in high pressure fire hoses and turned them full blast on the inside of the church. There was a reporter from a Baton Rouge daily newspaper there and his bylined article the next day said Bibles and Hymnals were floating in the aisle. They soon got him out of there and they discovered there was a reporter there one of the troopers stuck him with an electric cattle prod and he got into his car and headed fast for Baton Rouge and wrote his story. That left us isolated because the press was our protection. People hesitated to brutalize us as long as the cameras were there, preserving it for posterity. They did not want to be seen on television news doing their dirty work; did not want to be captured for the front page of daily papers doing it. But with the press gone we were at their mercy. There was something strange about the troopers at, on this occasion. Their name plates and badge numbers were taped over, so that it would be impossible to identify them from those things. Two of my young staff members of CORE who were hiding outside, one had hidden under the steps of the church, another had climbed up a fig tree. The two of them overheard one trooper talking to others and he said to them 'when we catch that GD nigger Farmer, we're gonna kill him'. In the parsonage, we could
hear shouts out in the street 'Run Nigger, Run!'. Hear horse hooves 'get up, run nigger run' and be held down obviously by an electric cattle prod or something. 'we'll let you go nigger if you tell us where Farmer is' I think every black citizen of Plaquemine knew where I was and that afternoon but nobody was telling, nobody was telling. Phone calls came in to the parsonage informing us that uh, troopers, state police were kicking open doors in the black community. This was not Johannesburg, Plaquemine Louisiana Iberville Parish, September first, 1963. Kicking open doors screaming 'come on out Farmer, we know you're in here'. They'd ransack the house and not finding me, turn over furniture tear it up and go on their way out the door toss canisters of tear gas in and then go to the next house, kick open that door and go through the same process. Troopers who were outside of the parsonage began tossing tear gas bombs in to the parsonage. A window would shatter, in would come a canister of tear gas and place would fill with it [makes noise of gas spilling out of container spppp]. Another window, another canister, another, another, another, another. I'm sure you've never been massively tear gassed and I hope you never will be, you probably never will be, but uh, when that happens you feel that death would be merciful. You would do almost anything to be able to fill your lungs with oxygen, with air, and to stop the burning in your eyes. I, I have believed for a long time that the eye problems which I've had for the last seven years were a result of the long duration uh, tear gassing of that evening and night. My ophthalmologist however, I must hasten to add uh say that there is no evidence in the literature on tear gas, uh, to support that belief. Yet, we were massively tear gassed. I was trying to get phone calls out of town, long distance calls. I tried to call the White House, the President of the United States. I tried to call the Department of Justice, the Attorney General. I tried to call the FBI. I tried to call members of my staff in New York but uh, that day in Plaquemine Louisiana Mar-Bell was not placing any long distance calls from the black community. I would give the number, and we would lose connection and I'd get a dial tone. I tried repeatedly with the same results. As more tear gas and more came into the house most of the people who were in the house would burst out the back door into the backyard to fill their lungs with air, a little respite. And as night was falling now, dusk had fallen, floodlights would sweep across the crowd in the back yard looking for someone, probably for me, obviously. Not finding me, tear gas was thrown in to the crowd behind them to force them back into the house, more gas into the house to force them back in to the yard, more floodlights, back into the house, the yard, the house, the yard, the house, the yard. I didn't go out with the crowd because I thought that to go out meant to die since they were looking for me. I sent uh, one I think it was two young CORE men crawling through tall grass to get to a black owned funeral home a half block away to ask the mortician there, a woman funeral director if uh, we could come there for refuge since this place had been gutted and was so full of tear gas we just couldn't abide it. Now the uh, funeral director had never been a part of the movement, she was one of the few blacks in town who had never marched with us, had never attended our rallies, had never done anything in the movement. In fact, some of the young activists had called her um, a nervous Nellie. Well I thought her answer would probably be no but lo and behold her answer was yes. And so we began crawling in twos, threes, or fours through the tall grass and weeds to get to the back door of this house, this funeral home. Crawling isn't exactly the word, we moved like soldiers move in the Army, on th, our bellies using our elbows, keeping our heads down so as not to be spotted by the troopers who were around. We get to the back door and tap on it at its base and she would open the door come in and the door would be closed, quickly. Um, when all of us, or most of us were there, it was clear that we had gone someplace, had left the parsonage because the shouting and screaming and crying and yelling had stopped. And it didn't take the troopers
long to figure out where we had gone, so they came to this place, a funeral home. They were behind a funeral home then, yelling 'come on out Farmer, we know you're in there' 'we're gonna get you'. Inside the funeral home, I was trying, still unsuccessfully to get phone calls out of town [announcer voice: this lecture continues next week] | <urn:uuid:8ca4ee87-69f9-40e2-9e86-f7864d25ba0d> | CC-MAIN-2017-34 | http://jamesfarmerlectures.umwblogs.org/files/2012/03/James-Farmer-Seventh-Reflection-PDF.pdf | 2017-08-19T16:33:45Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00185.warc.gz | 215,008,028 | 3,434 | eng_Latn | eng_Latn | 0.999196 | eng_Latn | 0.999463 | [
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Problem L Tale of a Happy Man
Windarik is a happy man who seeks only happiness in his life. Even when he's working, he consciously chooses tasks which make him happy.
There are 𝑁 agencies, and each agency offers zero or more tasks. A task is given in the form of an interval [𝐴, 𝐵) which means this task should be done from exactly time unit 𝐴 (inclusive) until right before time unit 𝐵 (exclusive). Two tasks [𝐴1, 𝐵1 ) and [𝐴2, 𝐵2 ) where 𝐴1 ≤𝐴2 are conflicting if and only if 𝐵1 > 𝐴2 . It is guaranteed that there are no two conflicting tasks are from the same agency; subsequently, there are no guarantees for tasks between different agencies.
Windarik has evaluated all available tasks from all agencies and assigned a happiness score 𝐻 for each task, in which he would get if he decided to do that task. As a happy-oriented man, he needs to determine what is the maximum total happiness can be obtained by doing a set of carefully chosen tasks. Note that, among all the chosen tasks, there should be no two tasks which are conflicting to each other.
For example, let there be 3 agencies:
- Agency #1 offers 2 tasks: [10, 20) with happiness of 1, and [20, 60) with happiness of 1,
- Agency #2 offers 2 tasks: [30, 50) with happiness of 2, and [60, 100) with happiness of 1,
- Agency #3 offers 1 task: [20, 40) with happiness of 3.
In this case, the maximum total happiness which can be obtained by Windarik is 5. He can obtained this by doing the first task from agency #1: [10, 20) with happiness of 1, the task only from agency #3: [20, 40) with happiness of 3, and the second task from agency #2: [60, 100) with happiness of 1. Thus, the total is 1 + 3 + 1 = 5. Notice that none of the chosen tasks are conflicting to each other.
Windarik happiness is your responsibility; help him with this problem. As an incentive, Windarik will give you a balloon if you managed to solve this problem in four hours.
Input
The first line of input contains an integer 𝑇 (𝑇 ≤ 100) denoting the number of cases. Each case begins with two integers 𝑁 and 𝑀 (1 ≤ 𝑁 ≤ 2,000; 1 ≤ 𝑀 ≤ 20,000) in a line denoting the number of agencies and the total number of tasks in all agencies. The next 𝑀 lines, each contains four integers: 𝑋 𝐴 𝐵 𝐻 (1 ≤ 𝑋 ≤ N; 0 ≤ 𝐴 < 𝐵 ≤ 10 6 ; 1 ≤ 𝐻 ≤ 10 6 ) which represent a task from agency 𝑋 which starts at time unit 𝐴 and finished right before time unit 𝐵 with happiness of 𝐻. It is guaranteed that no two tasks from the same agency are conflicting to each other.
Output
For each case, output "Case #X: Y" (without quotes) in a line where X is the case number (starts from 1), and Y is the answer for this particular case.
| Sample Input | Output for Sample Input |
|---|---|
| 4 3 5 1 10 20 1 1 20 60 1 2 30 50 2 2 60 100 1 3 20 40 3 1 5 1 0 10 1 1 10 20 2 1 20 30 3 1 30 40 4 1 40 50 5 3 6 1 0 10 1 1 10 20 6 2 0 10 2 2 10 20 5 3 0 10 3 3 10 20 4 5 5 1 10000 30000 100 2 20000 40000 250 3 30000 50000 200 4 50000 70000 300 5 80000 90000 400 | Case #1: 5 Case #2: 15 Case #3: 9 Case #4: 1000 |
Explanation for 1 st sample case
This is the example given in the problem statement.
Explanation for 2 nd sample case
All tasks are from the same agency (agency #1) and none are conflicting to each other. Thus, we can do all the tasks and obtained a maximum possible total happiness: 1 + 2 + 3 + 4 + 5 = 15.
Explanation for 3 rd sample case
The maximum total happiness can be obtained by doing
- The first task from agency #3: [0, 10) with happiness of 3,
- The second task from agency #1: [10, 20) with happiness of 6.
The total happiness is 3 + 6 = 9.
Explanation for 4 th sample case
The maximum total happiness can be obtained by doing:
- The only task from agency #1: [10000, 30000) with happiness of 100,
- The only task from agency #3: [30000, 50000) with happiness of 200,
- The only task from agency #4: [50000, 70000) with happiness of 300,
- The only task from agency #5: [80000, 90000) with happiness of 400.
The total happiness is 100 + 200 + 300 + 400 = 1000. | <urn:uuid:eef32e75-3327-4636-8442-c03a064d46f4> | CC-MAIN-2017-34 | https://competition.binus.ac.id/icpc2016/ps/icpc16jak-l.pdf | 2017-08-19T16:47:52Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00184.warc.gz | 758,794,915 | 1,287 | eng_Latn | eng_Latn | 0.993247 | eng_Latn | 0.997031 | [
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St Michael's RC Primary School and Nursery
Homework Policy
School Mission Statement
St Michael's RC Primary School is a Catholic family of faith, following the teaching of Christ. We strive to create an environment where all members of our school community become caring, independent and resilient individuals who fulfil their potential.
"I came so that you may have life, life in all its fullness" John 10:10
Homework is anything children do outside the normal school day that contributes to their learning. Homework encompasses a whole variety of activities instigated by teachers, teaching assistants and parents to support the children's learning. For example, parents who spend time reading stories to their children before bedtime are helping with homework.
Rationale for Homework
Homework plays a positive role in raising a child's level of attainment. However, we also acknowledge the important role of play and free time in a child's growth and development. While homework is important, it should not prevent children from taking part in the activities of various out-of-school clubs and of other organisations that play an important part in the lives of our pupils. We are well aware that children spend more time at home than at school and we believe they develop their interests and skills to the full only when parents encourage them to make maximum use of the opportunities available outside school.
Aims / Objectives
The aims and objectives of homework are:
* to enable pupils to make maximum progress in their academic and social development;
* to help pupils develop the skills of an independent learner;
* to promote co - operation between home and school in supporting each child's learning;
* to consolidate and reinforce the learning done in school, and to allow children to practice skills taught in lessons;
* to prepare for future planned class work ;
* to help children develop good work habits for the future;
Types of Homework
At St Michael's we set a variety of homework activities.
* In the Foundation Stage Unit (FS 1 and FS 2) emphasis is placed on promoting Early Reading alongside pupils' "Special Books".
* Reading is a key priority across the entire school to enable all pupils to access the curriculum.
In Key Stage 1 and Key Stage 2…
* Children will be expected to complete reading every night either from a school reader in the reading scheme or if free readers from a book of the child's choice which has been accepted by the class teacher. The pages read and the amount of time spent on the reading task should be noted in the child's homework journal/ contact book and signed by the parent
* Children will be expected to learn spellings and multiplication tables as a regular homework task. These will be set on a Monday and put into each child's contact book/learning journal. These will be tested every Friday morning after praise assemblies.
* Children will also be expected to complete differentiated Mathematics Tasks and Literacy tasks as appropriate. In KS1 this will be a maths quiz/test set on a Friday and collected in every Wednesday. In Lower KS2 maths or literacy will be set on a Friday and be collected on the Wednesday and in Upper key stage 2 maths test/quiz and literacy will be set each week. There may be some variation for Y6 and Y2 as SATS approach.
* More creative, open ended homework may be issued ie: to research a topic.
* Homework activities set for a half term or end of term period will be posted on the school website on the relevant class page so that all children and parents/carers are fully aware of the homework content.this will be sign posted to parents via the newsletter.
* All homework should be recorded in the child's homework journal/ contact book. Results of mental maths/tables/spellings tests will be recorded in the journal with any incorrect spellings that the child may have made in their tests recorded so that parents/carers can see the mistakes that their child has made and can support them at home.
* The homework journal/contact book will then be signed by the teacher every Friday and it is an expectation that all parents will also sign the contact book to acknowledge receipt of the information given.
Inclusion / Differentiation / Personalisation
Homework issued should always be "personalised" and the homework tasks set by class teachers should be differentiated and appropriate to the ability of each child, with sufficient challenge.
Amount of Homework / Time Allocation
Reasonable timescales should be given for tasks to be completed in order that children develop greater independence and manage their time accordingly.
We encourage pupils and parents to complete homework tasks within reasonable, demarcated time limits.
Homework issued to pupils should reflect the quality of the task and not the quantity.
In Key stage 1 the expectation is that each child will be given:
Reading
Spellings
Tables when the appropriate age has been met
In key stage 2 the expectation is that each child will be given:
Reading
Spellings
Tables
1 piece of written homework set on a Friday to be completed and handed in no later than the following Wednesday.
The Role of Parents
Parents have an important role to play in supporting their child with homework tasks. We invite them to support their child / children as and when they feel is necessary and to encourage their child to gradually gain independence when completing tasks.
Any issues with homework should be discussed with the teacher by seeing the parents at the end of the school day in the playground or by making an appointment to have a meeting or by having a simple telephone conversation. If the parent/carer is not able to do this then a note to that effect should be written by the parent/carer in the child's journal to communicate any problems to the teacher.
Use of computing
The use of computing and the internet has made a significant contribution to the amount of reference material available and the speed with which it can be accessed.
However, we expect pupils to produce their own work, perhaps by editing something and expressing it in their own words, not merely downloading material and printing it out.
Parents are advised always to supervise their child's access to the internet.
Monitoring and Review
This policy is reviewed carefully as part of our ongoing monitoring programme. This includes regular book scrutiny and consultation with all stakeholders.
This policy was formally adopted in September 2015.
Next Review Date: September 2017.
Chair of Governors ________________________________________________
Headteacher_____________________________________________________ | <urn:uuid:56d28e5e-31dc-4596-af1d-14d5f5f74768> | CC-MAIN-2017-34 | http://stmichaelsrcp.org/download/policies-curriculum/St-Michaels-RCP-Policy-Homework-Policy-2016.pdf | 2017-08-19T16:59:56Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00183.warc.gz | 393,838,864 | 1,273 | eng_Latn | eng_Latn | 0.998818 | eng_Latn | 0.999447 | [
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Lesson Plan Title: Linear Perspective
Grade Level: College, Art Appreciation 100
Group: Lauren Hastings, Amanda Blake, Cameren Muller, Greg Panero, Nancy (Ali)
Crane, Shannon Kennerley, Stephen Tranberg
Objective:
1. (Domain 1: Artistic Perception): Students will learn how to create a perspective-based image in a simple drawing based on line placement and orientation. (D1.4)
2. (Domain 2: Creative Expression): Students will develop understanding of the perspective technique and learn how to create dimensional or realistic images using their learned techniques. (D2.1, 2.4)
3. (Domain 3: Historical and Cultural Context of the Visual Arts): Students will understand the origins of perspective and how it has been used in art since its discovery, and how it is being used in contemporary art. (D3.4)
4. (Domain 4: Aesthetic Valuing): Students will volunteer their work for display and discuss and comment on the different ways to express perspective and what ways succeed visually and what ways don't. (D4.4, 4.5)
5. (Domain 5: Connections, Relationships, and Applications): Students can apply their understanding of perspective to how they view everyday objects and the world around them. (D5.4)
Student Materials:
1. 2shts Manila paper
2. Pencil
3. Straight edge (cut chip board, roughly length of paper)
Teacher Materials:
1. Laptop with cords
2. Power Point presentation
3. Demonstration materials
4. Examples of linear perspective
Vocabulary: (via merriam-webster.com and answers.com, and PPT presentation)
1. Linear Perspective - It uses real or suggested lines converging on a vanishing point or points on the horizon or at eye-level, and linking receding planes as they do so.
2. One-point perspective - In one point perspective, there is one point from which all lines radiate outwardly from.
3. Two-point perspective - In two-point perspective, there exist two points from which an object's lines radiate from; the sides of the object vanish to one of two vanishing points on the horizon line.
4. Horizon Line - A line drawn across a picture that is necessary for communicating perspective to the viewer. / Actual or imaginary line in a work of art representing the point at which water or land seems to end and the sky begins.
5. Vanishing Point - The point toward which receding parallel lines appear to converge. / The point beyond which something disappears or ceases to exist.
6. Leonardo Da Vinci - 1452–1519 It. painter, sculptor, architect, & engineer
7. Gustave Caillebotte - a French painter, member and patron of the group of artists known as Impressionists, though he painted in a much more realistic manner than many other artists in the group. Caillebotte was noted for his early interest in photography as an artform.
8. M.C. Esher - Escher's mind-bending prints and drawings playfully explore perspective, mirror images and physical space.
9. Rob Gonsalves – contemporary surrealist who utilizes perspective.
Procedure:
1. Introduction – Power Point
a. Being with history of perspective (Star Wars moving slide)
b. Introduce presenters and the concept of perspective
c. Define perspective/vanishing point/horizon line
d. Show historical examples of perspective work.
2. Demonstration – Simple one-point and two-point perspective.
a. Demo under video projector – students follow along with instructor.
b. One-point on one side Manila paper, two-point on the other.
3. Show further historical and contemporary art referencing perspective.
4. Show video on perspective – Carl Gude.
5. Demonstration and activity – students follow along with instructor as she draws a street scene with perspective
a. Students are encouraged to add their own personality and creativity to scene, as well as change up how perspective is used in the scene
6. Closure –
a. Students volunteer artwork to be shown in front of class, instructors offer commentary on the work
b. Students turn in work to instructors (two piles), along with materials from activity
Visual Procedures: Please reference video taken from presentation.
Assessments:
(See Tentative Rubric below)
| Category: Linear Perspective | A: Highly Competent | B: Competent | C: Emerging Competence |
|---|---|---|---|
| Lines converge on vanishing point | | | |
| Perspective lines are accurate, all lines are straight/vertical/horizontal and parallel where necessary | | | |
| Demonstrates creativity and independent drawing in their perspective scene | | | |
| Overall demonstrates understanding of perspective | | | |
Suggestions and/or Comments:
It might be good to expand the project so students create a second landscape scene on their own, rather than follow along with instructor, demonstrating overall understanding of the project and perspective. | <urn:uuid:b2f20fd4-62b7-48f4-8900-d6ecc846c604> | CC-MAIN-2017-34 | http://www.csuchico.edu/~mtoku/F10Art494GTproject_1&2PointPDrawings.pdf | 2017-08-19T16:50:19Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00185.warc.gz | 507,992,897 | 1,053 | eng_Latn | eng_Latn | 0.988734 | eng_Latn | 0.990023 | [
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Self Worth – Social Media
Social Media - Introduction
Social Media is the use of websites and applications that enable users to create and share content and participate in virtual networking. When used responsibly, social media can be a fantastic tool to stay in touch with the world. The problem is that most people don't know how to manage the world of social media. The pressure of trying to look good, be interesting and appear successful can cause reduced self-worth and feelings of low self-worth, in even the most popular of social media users.
When is Social Media a serious problem?
In this technological age, social media has become the primary gateway to connect with friends and the world. Unfortunately, what often begins as a harmless daily routine can, for some people, fasttrack into a damaging, narcissism-fuelled habit which negatively impacts self-worth and the way they perceive others. Social media has also been used to bully, harass and intimidate people.
According to The MindShift Foundation Clinical Psychologist Dr Lars Madsen, "Studies show that social media—such as Facebook and Instagram—allows for easy social comparisons that can result in people feeling envious and less than positive about themselves. And while social media doesn't cause people to feel bad about themselves on its own, the more an individual uses social media, the more they are confronted with instances where they are prone to comparing themselves with others."
Dr Madsen notes there are behavioural warning signs that social media is affecting your self-worth.
1. Social media disrupts your real-world thoughts and interactions.
2. Social media affects your mood.
3. Real-life interactions are difficult and being alone is uncomfortable.
4. You find yourself envious of what others are promoting.
5. You relish the misfortune of other people.
6. You measure your success by that of other people.
7. You're addicted to the attention and drama that can permeate social media.
What can you do?
If you find social media is making you feel worse about your own life, it's time to take those feelings seriously. You might not want to distance yourself entirely, especially if it's your primary means of connection with friends and family, so here are some tips to assist you in managing your mindset around your social media usage.
The Mind Shift Foundation is a registered charity not to be confused with the commercial enterprise The MindShifts Group
Self Worth – Social Media
1. Stop the automatic post feed. If you have social media applications installed on your phone, turn off your notifications. Hearing your phone beep whenever you get a notification might make you feel wanted, but when you're checking every notification mindlessly, it's time to consciously break the cycle. When your head is down, you're missing the real world.
2. Identify and block what negatively affects you. Are there certain people in your Facebook or Twitter newsfeed who routinely make you feel worse about yourself? Hiding specific people can help. Unlike those useless pages that offer nothing of value, and if your profile is personal, consider unfriending those that you don't actually consider a friend. Recognise the various personality types; the attention seekers, the ranters, the inspirers, the couch activists, the foodies and the lovely but overly descriptive mums. This is your page. What do you want to see?
3. Clarify your goals. Envy and jealousy can lead to feeling stuck. Some people just seem to have it all, so if you're feeling envious, why not take the opportunity to clarify what's important to you? Do you want a BMW? A great relationship? To travel? You can feel less vulnerable when you clarify what you want and how you're going to get it. Working towards a personal goal can be more satisfying than watching others display theirs.
4. Stop the comparison calculation. It's easy to view ourselves in a negative light when we assess ourselves in comparison to others. Combat these feelings by reminding yourself that you mean something in this world. You matter to other people, and in some way, another person depends on you for something. You are someone's partner, child, parent, colleague and friend. That's special in its own right and no one can diminish that.
5. Choose live action. Have coffee with somebody, go for a walk, take some nature shots, and seek out the laughter of someone who makes you smile. Even a phone call provides better interaction than social media. Real life is a comfort. What's on a screen is just data on a computer.
6. Help others. You can get a great mood boost from helping others. The emotional satisfaction of doing something useful for someone else can lift you out of a negative mindset, and while it might sound like a cliché, it can also remind you of what you have to be grateful for.
Where to get help
Always remember you are not alone. Your doctor or registered health professionals are there to help you. Our online resource page also has a full list of organisations where you can get further information. http://mindshift.org.au/suggested-links/.
The Mind Shift Foundation is a registered charity not to be confused with the commercial enterprise The MindShifts Group
Self Worth – Social Media
Things to remember
Social media can be used for positive activities, like connecting with friends and family, helping students with school work and for entertainment, but it can also be used to hurt people. The negative effects of social media use can lead to low self-worth with potentially devastating consequences.
In summary
Adopt healthy practices for your use of social media and protect yourself from negative feelings. Trial a separation or modify your online settings to reduce notifications. Consider changing your habits and read posts that educate and advocate. After all, your true friends will always be willing to 'share' and 'like' your life's experiences over a coffee any day of the week.
Updates and Further information
For the latest updates and further information please visit www.mindshift.org.au.
Our Mission
It is our mission to ensure that every person has access to the resources available to build a healthy self-worth, to have a positive sense of self and to find meaning in life.
Disclaimer
Content is provided for education and information purposes only. Information about a therapy, service, product or treatment does not imply endorsement and is not intended to replace advice from your doctor or other registered health professional. Content was accurate at the time of publication. Readers should note that, over time, currency and completeness of the information may change. All users are urged to always seek advice from a registered health care professional for diagnosis and answers to their medical questions.
Copyright © The MindShift Foundation.
A not-for-profit Australian organisation.
Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission.
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Homework Menu #2
name: ___________________ date: _________
Directions: For homework this month you will be working on and completing projects of your choice. Below is a list of projects that you may choose from. If you have an idea of your own which is not listed, check with Russ for permission to try it. As you complete
each project you will have a chance to share it with your classmates. Some projects may take more time than others to finish. To keep track of the time you spend on your homework projects, you and your parents will complete a homework time sheet that is to be turned in each Friday. When you finish one project, begin working on your next project as soon as you can. All projects will be due no later than the nearest Friday to the end of the month. At that time a new menu will be given out.
Focus of the Month: Sports
Skills included: Observation, research, analysis, interpreting/inferring, written and oral communication, reading comprehension.
Project Menu:
- Watch an interview of a sports personality on TV or the Internet, listen to one on the radio, or read one in the newspaper or a magazine. Make a few notes for yourself of what the interviewer did as a part of the interview (Did the interviewer introduce the athlete? Did they include some humor? Were their questions about specific things, general things, or mixed? Did the interviewer mostly ask about mistakes made or about things the
athlete did well? etc.). Now make up a fictional but realistic interview with an athlete of your choice. Write out your interview in your best penmanship or use a word processor. Be sure to check your work for spelling and grammar. Bonus idea: Recruit a friend to play the part of the athlete you are interviewing. Tape record your interview and bring the tape to school for us to listen to. Be sure both you and your friend do their best to act the part.
- Choose a sport that requires a playing field or specialized area (sports such as baseball, ultimate frisbee, football, soccer, rugby, golf, field hockey, cricket, and basketball will work well). Make a scale model of the playing field, including the lines and required special features such as field goals, base pads, fences, tees, etc. Remember that everything should
be as close to scale as possible (the scale you use will depend on the playing field you are modeling; 1 meter to a centimeter, 10 feet to an inch, 100 feet to an inch, or whatever seems reasonable). Be prepared to share the names of the lines and/or special features of the playing area as well as what their use is. Bonus idea: include a full set of scale athletes with your model.
- Make up a list of sportsmanship rules for your favorite sport. Watch, listen to, or read about an actual game and see if the players follow your sportsmanship rules. Do you think your rules would make the sport more fun for the players? What about the spectators? Create a poster of your rules, including the reasons your rules should be followed. Bonus idea: Do some research and find out if there are already written rules of sportsmanship for the sport you have chosen. Compare and contrast those rules to the ones you have created.
- Research the history of a sport of your choice. Make a book or timeline poster about it. Include changes through the years of rules, uniforms, equipment, etc. Also include labeled pictures of some of your sport's stars. Bonus idea: Make your book or timeline into an Internet webpage or PowerPoint style presentation.
- Read about a famous athlete and write a biography of that person. If you can find information about their childhood, include that as well (it's always interesting to find out what famous people were like when they were our age). As always, check your spelling and grammar, and use your best penmanship or type/keyboard it. Bonus idea: Dress up as your famous athlete and present or video your biography as an autobiography.
- Record a portion of a television broadcast of a game. Listen closely to how the sportscasters comment and call the game for the portion you recorded. Turn the volume off and play the part of a sportscaster commenting on the game as it unfolds. After you have practiced several times, use an audio recorder or computer to record yourself calling the plays and commenting on the portion of the game you videoed. Bring both the recording and your recorded sports cast to school to share.
- Other: ___________________________________________________
__________________________________________________
________________________________________________
Expectations: It is expected that chosen projects will be finished completely, neatly, and in a timely manner. It is also expected that students will gain a depth of understanding about their project's topic upon completion. Further, while students are encouraged to work on one project at a time, it is entirely possible for students to complete any number of projects in the timeframe given. Students should also remember to keep homework interesting by challenging themselves to learn as much as possible and to do the best work they can.
Important: These projects will likely require mutual involvement of students and their parents. They also cannot be completed in one short evening prior to the due date. Each student will have to use their time wisely, doing a little bit at a time until a project is complete. Use the Project Planning Form to help you successfully complete your project on time. | <urn:uuid:cd247e7e-b0ef-4805-bd36-f86daed79ded> | CC-MAIN-2017-34 | http://swanschool.net/site/wp-content/uploads/2017/07/Homework-2a.pdf | 2017-08-19T16:37:48Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00186.warc.gz | 421,140,606 | 1,108 | eng_Latn | eng_Latn | 0.999594 | eng_Latn | 0.999719 | [
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Fairbanks Daily Newsminer, August 24, 2003
Divide perennials in the fall by Michele Hébert
This week I got a call from a successful local gardener, Mary Parsons. She wanted to give away most of the perennials in her flowerbeds. She said, "The plants have just gotten too big and crowded. I have about 4 pick- up loads full to get rid of." I appreciated her call and had no problem finding new homes for her plants. It reminded me that it was time to get the word out on dividing perennials.
Why divide
There are actually several reasons to divide perennials: to control size, retain vigor and health. The frugal gardener also divides to increase number of plants for their beds and to share with others. As they get older, many perennials start to flop over and open up. Staking can become a serious full time job. Beautiful single stemmed-plants with large flowers develop into multi-stemmed plants. Flowers get smaller as the crowed roots fight for nutrients. Excess foliage encourages more and more diseases. These are all signs that it is time to divide. Some will need to be divided every 3 – 5 years, some every 10 and some not at all. Use the shape and conditions described above to know when your perennials are ready for dividing. If your plants are doing well and you like the way they look, there is no need to divide.
Steps to divide
Cut away the woody and hard stems and any tall foliage. Dig 8 inches all round the base of the plant creating a 16 inches in diameter root ball. The larger the rootball the less damage to roots. Lift the root ball and place the plant on its' side. Gently shake off loose soil and remove dead leaves and stems. Divide the plant into 2 to 4 clumps with your hands, a spade, fork or knife. Each clump or new plant should have 3 to 5 shoots. The center part is usually weak and should be discarded.
Prepare the transplant site to a depth of 12 to 18 inches deep. Add up to 50 percent compost, peat moss or sterilized manure. Mix into each cubic foot of soil 3 tablespoons of 8-32-16. Place 2 tablespoons of triple superphosphate, rock phosphate or bonemeal in the bottom of the hole and cover with 1 inch of dirt. Make a mound to drape the root over. Replant the divided plants at the same depth. Label and water well. Add 3 to 4 inches of mulch around the base after the first hard frost. Brown leaves, hay and composted bark are good choices for mulch. Straw is not recommended for Alaska. Remove the mulch in spring as soon as growth begins.
It may be necessary to replant divided perennials in containers. There are several reasons for placing perennials in containers including: the new bed may not be ready, you are moving to a new home and want to take plants with you, have friends to share plants with, want to donate to the annual Hospice plant sale in the spring or are thinking about selling at the farmers' market. Special care needs to be taken with containerized plant over the winter because of cold temperature. There are several options. You can put the container in a hole in the ground in the flowerbed and lift it in the spring. Containers can be put in rows in holes and covered to the base of the stem with sawdust. Containers can also be laid on their side and covered with a tarp or leaves to insulate against fluctuating temperature. Putting plants on their sides keeps them from drowning in the spring because of excess water in the pots.
There are so many beautiful perennials that can be grown in Alaska. Perennials can be the backbone of a flowerbed, where annuals are mixed in for interest. They have the advantage of not needing to be planted every year. Perennials are less work. But to keep perennials healthy and looking good dividing is important. If you have any questions contact me at email@example.com | <urn:uuid:06a26b6e-ac8f-442a-b48b-a58c42adf50f> | CC-MAIN-2017-34 | http://www.uaf.edu/files/ces/michele/articles/flowers/perennialDividing.pdf | 2017-08-19T16:50:45Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00186.warc.gz | 718,063,550 | 870 | eng_Latn | eng_Latn | 0.999552 | eng_Latn | 0.999541 | [
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Year 6 Housekeeping Letter
Term 1-2 2016
Welcome to Year 6! It will be a busy few months in our classes, full of fun, hard work, experimenting, investigation, discovering and problem solving. You can look forward to watching you children grow and mature, whilst embracing the school's CIRCLE values.
Here is a preview of SOME of the work we will be covering over the next two terms:
In English we are writing a non-chronological report. Our information text will include:
- cohesive devices
- parenthesis
- subordinate conjunctions.
We will then be looking more in-depth at persuasive writing, which will again centre around our topic of Weather and Climate.
In Maths, we will be covering:
- place value and comparison of numbers up to 10 million.
- rounding numbers to make estimated calculations.
- area and perimeter
- algebra
A part of the new curriculum is to focus more on the reasoning aspects of Maths. Along with each topic covered in Maths, we will apply our learning to problem-solving. Perhaps you can try some at home!
In S.P.a.G, we will be learning the following:
- using Standard English forms of verb inflections, instead of local spoken forms, e.g. 'we were' instead of 'we was' and 'I did' instead of 'I done'.
- the grammatical difference between plural and possessive 's'.
- identifying the difference between informal speech and the vocabulary appropriate to formal speech.
- organising ideas around a theme, using noun phrases.
- learning to understand and use fronted adverbials.
- using the passive to affect the presentation of information in a sentence, e.g. 'the ball was thrown by Jack'.
In Religious Education our topic will be "The Kingdom of God". We will be learning about parables that are used to describe the Kingdom of God. Children will be taught about justice and the figureheads who were treated unjustly for their love of God. We will also be looking at the Kingdom values that help to bring us closer to God.
Our Geography topic is Weather and Climate. At home, please discuss with your child the impact weather and climate on daily life in different countries around the world. To broaden knowledge wider, you could discuss vegetation and wildlife, and how it is affected/influenced by weather and climate. We will also be looking at physical geography (volcanoes, etc.), so at home they could familiarise themselves with the world map (countries, continents, Equator, seas, etc.) We highly recommend you utilise the local library to help research weather, climate and perhaps the Greenhouse Effect and climate change.
In Science, we will learn about Evolution and Inheritance. In this study, we will look at inherited traits passed on throughout the generations, as well as interbreeding in animals leading to variation in offspring.
In Physical Education, we will:
- put simple moves together in sequence to a bar of music.
- follow simple choreography.
- working collaboratively when participating in group games and sports.
- competing in local school sporting events.
In Art, we will be:
- creating a 'creative' world map.
- looking at artists and photographers that use weather and climate as their muse.
In Computing, we will be:
- contributing to the creation of a mobile app
- learning to understand the mathematics of computing
Homework
As you can imagine, we will be focusing more on work and revision being completed at home. Homework will be sent out every Friday. This will consist of a comprehension and maths activity. Homework should be completed and handed back no later than WEDNESDAY.
In addition to this, children in Year 6 are expected to read on NIGHTLY basis. This should be recorded and signed by you in their Learning Journals. We will stamp/sign the children's learning journals every day and they will be awarded points accordingly.
It is of the utmost importance that children in Year 6 build their reading STAMINA as part of preparation for their SATS tests. Please encourage your child to read longer passages, perhaps timing them, and question them on what they have read.
Mrs. Collins
Miss Ahern
(6NC St. Peter)
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Preparing for Kindergarten – Parent Guide
A Resource for Parents, Educators and the Gresham-Barlow School District Community
By now, you and your child may already be talking about kindergarten. Your child may seem enthusiastic one day, then curious or uncertain the next. As a parent, you may also have mixed emotions about your child's first public education experience.
The information in this guide is provided to help you and your child look forward to school with confidence and enthusiasm. As you prepare for the coming year, imagine kindergarten as a place to expand upon your child's education rather than begin it. Working together, at home and at school, we can help your child develop a love for learning that will last a lifetime.
How Will I Know if My Child is Ready for Kindergarten?
There is no single test that guarantees that a child is ready for kindergarten. In general, if your child is five years old by September 1 of the school year, he/she is ready to begin school. In addition, the information listed below describes where most students are developmentally before beginning kindergarten.
Keep in mind that each child will come to school with a variety of skills and strengths. Think of the list below as a way to identify your child's strengths, rather than using it to decide whether he/she is behind or ahead of other children. If you want to help your child prepare for success in kindergarten, try the activities suggested in this guide. And once the school year begins, know that his or her teacher will create a learning environment that gives each individual student an opportunity to thrive and learn new skills throughout the school year.
Good Health and Physical Well-Being
My child:
* Runs, jumps, plays outdoors, and does other activities to help develop large muscle skills.
* Works puzzles, scribbles, colors, paints, cuts, pastes, and does other activities to help develop small muscle skills.
* Has bathroom and self-help skills.
* Eats a balanced diet and gets plenty of rest.
* Receives regular medical and dental care, and has had all necessary immunizations.
Social and Emotional Preparation
My child:
* Is curious and motivated to learn.
* Spends short periods away from family.
* Enjoys being with other children.
* Can follow simple instructions.
* Helps with family chores.
* Respects adult leadership.
* Is encouraged to think of ideas for solving a problem.
* Is learning to share and to wait their turn.
*
Is learning to finish tasks.
* Is learning to use self-control.
General Knowledge
My child:
* Plays counting games and enjoys counting.
* Is learning to identify shapes and colors.
* Is encouraged to sort and classify things.
* Is learning name, address, and phone number.
* Can identify 10 alphabet letters, especially those from his/her own name.
* Recognizes symbols and print he/she sees daily, such as signs, logos, and advertising.
* Shows an interest in books and reading.
* "Writes" by scribbling messages when playing.
* Likes to show off his/her "reading" and "writing" attempts.
* Knows the difference between pictures and print in a book.
* Pays attention to the order of events in stories, by asking or thinking about what happens next in a story.
* Connects information and events to life experiences, when he/she hears a story.
* Asks questions and makes comments that show he/she understands the literal meaning of a story being told.
* Is beginning to recognize beginning or rhyming sounds in words, such as words that begin with "B" or words that rhyme with "cat."
* Pays attention to repeating sounds in language, such as those heard in rhymes and songs.
* Uses new vocabulary and develops correct grammar in his/her own speech.
* Understands and follows verbal directions.
* Knows that alphabet letters make words.
* Understands that different writing is used for different reasons, such as "lists are used for groceries."
What Can I Do to Prepare My Child for Kindergarten?
In kindergarten, your child will develop skills in each of the following areas below. However, kindergarten makes up only a small part of each week. The key to a successful school year is a strong partnership between home and school.
Review the activities below and congratulate yourself on how much you are already doing to prepare your child for kindergarten. Then select a few new activities you can introduce to your child. Place emphasis on trying a new activity rather than mastering the skill. By emphasizing that you can learn by playing, you will show your child that learning is fun as well as important!
Reading Readiness and Language
* Read to your child every day.
* Read by yourself to set a good example.
* Give your child many reading materials to explore and writing materials to use.
* Visit the library often, and participate in story times and other activities there.
* Read aloud signs like "No Parking" and "Exit" and talk about what the signs mean.
* Sing songs and say nursery rhymes together.
* Play with alphabet letters, and help your child to identify letter names and words that
* begin with the sound the letter makes.
* Use new and different words to describe what you see, hear, and feel.
* Encourage your child to write notes using scribble writing and pretend spelling.
* Turn a shoe box into a mail box and use it to send notes to each other.
* Take turns reading what you have "written."
Math Readiness
* Make a simple recipe together. Count and measure ingredients. Note how long it
* takes to complete your creation.
* Use a calendar to plan special events. Count the days until an event happens.
* Use a growth chart to measure height.
* Play simple math games with dice, cards, and dominoes.
* Practice saying your phone number and address together.
* Count forward and backward with your child. For example, "Three, two, one, let's go!"
* Find things to count with your child, such as...
How many bites does it takes to eat a banana?
How many things at home are shaped like a circle? a square? a triangle?
How many shoes or books are in your home?
Count objects such as blocks, spoons, pennies, etc.
How many steps does it takes to cross a room?
How many steps does it take to climb up stairs?
* Add to the fun, by stapling paper together and making a "How Many?" book to keep track of what you have counted.
Health Education
* Make hand washing and tooth brushing a regular part of your family's routine.
* Use "Mr. Yuk stickers" on dangerous items in your home. Talk about what the sticker means.
Physical Fitness
* Practice fastening clothes and shoes with snaps, buttons, zippers, and laces.
* Visit parks, playgrounds, and swimming pools.
* Play games that encourage your child to move different body parts on command.
Music
* Sing songs together. Try humming or clapping to the music as well.
* Make up songs with your child. Take turns singing verses.
*
Encourage your child to listen to children's songs. (Raffi, Sesame Street)
Visual Arts
* Experiment with Play Dough, crayons, paints, paper and scissors to develop
* small muscles in the fingers and eye-hand coordination.
* Pick a place to display "masterpiece" creations at home.
* Ask your child to tell you all about his or her artistic creations.
* Find ways to learn about basic colors.
Social Studies
* Practice taking turns and listening respectfully with your child by playing "I Wonder." For example, start with "I wonder what it would be like to be a bird." Ask your child to answer. Then take your turn answering.
* If your child wants to say more, encourage him or her to wait until your turn is finished.
* Look at family photos together, and talk about what makes your family special.
* Practice problem solving together by asking, "How can we solve this problem?"
Science Readiness
* Play "Sink or Float" with your child by finding a number of small items. Predict which will sink, and which will float. Try each one and write down what you learn.
* Collect items such as stones, leaves, buttons, or shells, and sort by color, shape, size or any other characteristic your child selects.
* Play "I Spy." Say "I spy something smooth (bumpy, round, blue, orange, …)." Have your child guess what it is, then make up his/her own.
The Basics of Kindergarten in the Gresham-Barlow School District
Kindergarten in the Gresham-Barlow School District is a one-half time program. Schools are all on an AM/PM Kindergarten schedule. Bus transportation is generally provided if walking distance to school exceeds one mile for a kindergarten age student. In most cases, your child will attend the school within your neighborhood's school boundary. If you do not know your neighborhood school, call the Gresham-Barlow School District at 503-618-2450. A list of elementary schools, contact information, and maps are available at the District Office or on the District website.
Age Eligibility
The State Board of Education has adopted a common entry age for kindergarten and first grade students.
* A child must be 5 years old by September 1 to enter kindergarten.
* A child must be 6 years old by September 1 to enter first grade.
A birth certificate is required at registration to verify your child's birth date.
The Gresham-Barlow School District has an early entry policy and procedure. Parents interested in this procedure should contact the building principal.
Registration
* When registering your child bring;
proof of residence such as a utility bill,
all telephone numbers for parents (home, work, mobile, and/or pager),
the names and telephone numbers of emergency contacts (family members, friends, or babysitter),
all your doctor and dentist information (name, telephone).
A record of your child's immunizations
Immunizations
Oregon Law requires Kindergarten students to have at least one dose of each required vaccine or an appropriately signed exemption before school attendance. The list of required vaccines will be provided at the time you register your child or can be requested from the school or District Office. By February of their kindergarten year, students must have all the required immunizations or must be on a schedule to update their immunizations.
Orientation Events and Registration
Kindergarten orientations are information meetings for parents to meet school staff and learn about the school's kindergarten program. Some school orientations take place in April and May, others are in early September. To find out when your kindergarten child's orientation takes place, contact your neighborhood school.
Enrolling Outside Your Neighborhood School Boundary
Requests for in-district transfer are generally accepted from early May until the end of the school year in June. Applications are available at and should be returned to your neighborhood elementary school or the district office. Because of the unpredictability of kindergarten enrollment, decisions on transfer requests are often not made until late August or early September because of the changing kindergarten registration right up until school starts.
Special Education
Special education services are available for children who have a disability. Eligibility is determined by standardized evaluation and a district team decision. If you have concerns regarding your child's development contact the Special Services staff at your child's school.
Safety First
Any discussion about going to kindergarten should include how to be safe while away from home. Here are just a few ideas of what you can do to make your child's first year a safe one.
* Help your child to know his or her complete name, address, parents' names, phone number, and where to go or call in an emergency. If your child cannot remember this information yet, write it down and choose a place for your child to keep it and find it at all times, such as inside a backpack or jacket.
* If your child will be riding the bus, talk about the importance of staying seated and sitting quietly on the bus. In the spring before kindergarten begins, walk to a bus stop with your child and watch children getting on or off the bus. Talk about the things you see that children are doing to be safe.
* If your child will be walking to school, your child should know about traffic lights and how to cross streets. Other important messages include, "Walk, don't run," "Cross only in crosswalks," and "Wait for a green light or safety patrols to stop traffic before walking."
* Practice walking or driving the route from home to school or bus stop before the school year begins. Time your trip to arrive at school no more than 5 minutes before the start of class.
* Help your child make personal safety decisions by role playing "What would you do if..." Make sure your child understands what a potentially dangerous situation might be, how to protect himself/herself, how to say no, and how to find help in an emergency.
Other Tips to Ease the Transition to Kindergarten
Whether your child is excited or reluctant to begin kindergarten, you can help make the transition from home, preschool, or child care a successful one by doing the following:
* Visit the school playground with your child during the summer. Encourage your child to imagine kindergarten. How will it be like home, preschool, or child care? How will it be different?
* If you know other children who will be attending kindergarten at your child's school, try to get them together in the summer. Your child will enjoy knowing a friend at school.
* If your child has health care needs that require advance planning, be sure to share that information with the school nurse when you register.
* Provide your child's kindergarten teacher with any transition information you have from home, preschool, or child care.
* Inform the school as names and/or phone numbers change throughout the year.
* Before kindergarten begins in the fall, visit the school with your child. Meet the secretary, principal, and custodian. On your way home, talk about how much fun kindergarten will be!
* Many children experience separation anxiety when they enter school. Talk with your child's teacher if he/she is having a difficult time adjusting to school. | <urn:uuid:247cd678-676d-4b15-aff1-87a62bbeca14> | CC-MAIN-2017-34 | http://eastorient.gresham.k12.or.us/modules/groups/homepagefiles/cms/1597682/File/EOES%20Files/KParentGuideNewest.pdf | 2017-08-19T16:35:14Z | crawl-data/CC-MAIN-2017-34/segments/1502886105700.94/warc/CC-MAIN-20170819162833-20170819182833-00187.warc.gz | 122,076,754 | 2,929 | eng_Latn | eng_Latn | 0.998777 | eng_Latn | 0.998956 | [
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CAT I997 Actual Paper
Section − I
Direction for questions 1 to 6: In each of the following questions, a related pair of words is followed by four pairs of words or phrases. Select the pair that best expresses a relationship similar to the one expressed in the question pair.
1.
Peel : Peal a. Coat : Rind
b. Laugh : Bell
c. Rain : Reign
d. Brain : Cranium
2. Doggerel : Poet
a. Symphony : Composer
b. Prediction : Astrologer
c. Wine : Vintner
d. Pulp fiction : Novelist
3.
Premise : Conclusion
a. Assumption : Inference
b. Hypothesis : Theory
c. Knowledge : Ideas
d. Brand : Marketing
4.
Barge : Vessel
a. Shovel : Implement
b. Book : Anthology
c. Rim : Edge
d. Training : Preparation
5.
Love : Obsession
a. Happiness : Joy
b. Amity : Harmony
c. Enemy : Hatred
d. Sorrow : Misery
6.
Reptile : Adder a. Skeleton : Flesh
b. Method : System
c. Plant : Genus
d. Dinosaur : Tyrannosaurus
Direction for questions 7 to 11: Each of the following questions contains six statements followed by four sets of combinations of three. You have to choose that set in which the third statement logically follows from the first two.
7.
A. No bird is viviparous.
B. All mammals are viviparous.
C. Bats are viviparous.
D. No bat is a bird.
E. No bird is a mammal.
F. All bats are mammals.
a. ADC
b. ABE
c. FBA
d. AFC
8.
A. No mother is a nurse.
B. Some nurses like to work.
C. No woman is a prude.
D. Some prude are nurses.
E. Some nurses are women.
F. All women like to work.
a. ABE
b. CED
c. FEB
d. BEF
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9. A. Oranges are sweet.
B. All oranges are apples.
C. Some sweet are apples.
D. Some oranges are apples.
E. All sweet are sour.
F. Some apples are sour.
a. DAC
b. CDA
c. BCA
d. FEC
10. A. Zens are Marutis.
B. Zens are fragile.
C. Marutis are fragile.
D. Opels are fragile.
E. Marutis are Opels.
F. Opels are stable.
a. ACB
b. EFD
c. CEA
d. ABC
11. A. Dogs sleep in the open.
B. Sheep sleep indoors.
C. Dogs are like sheep.
D. All indoors are sheep.
E. Some dogs are not sheep.
F. Some open are not sheep.
a. AFE
b. DCA
c. ABE
d. FBD
Direction for questions 12 to 16: In each of the following sentences, the main statement is followed by four sentences each. Select a pair of sentences that relate logically to the given statement.
12. Either Sam is ill, or he is drunk.
A. Sam is ill.
B. Sam is not ill.
C. Sam is drunk.
a. AB
b. DA
D. Sam is not drunk.
c. AC
d. CD
13. Whenever Ram hears of a tragedy, he loses sleep.
A. Ram heard of a tragedy.
B. Ram did not hear of a tragedy.
C. Ram lost sleep.
D. Ram did not lose sleep.
a. CA
b. BD
c. DB
d. AD
14. Either the train is late, or it has derailed.
A. The train is late.
B. The train is not late.
C. The train is derailed.
D. The train is not derailed.
a. AB
b. DB
c. CA
d. BC
15. When I read a horror story I have a nightmare.
A. I read a story.
B. I did not read a horror story.
C. I did not have a nightmare.
D. I had a nightmare.
a. CB
b. AD
c. BC
d. AC
16. When I eat berries I get rashes.
A. I ate berries.
B. I did not get rashes.
C. I did not eat berries.
D. I got rashes.
a. DA
b. BC
c. CB
d. None of these
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Direction for questions 17 to 21: In each of the following questions, a part of the paragraph or sentence has been underlined. From the choices given, you are required to choose the one, which would best replace the underlined part.
17. This government has given subsidies to the Navratnas but there is no telling whether the subsequent one will do.
a. whether the subsequent government will do so
b. if the government to follow will accept the policy
c. if the government to follow will adhere to the policy
d. whether the subsequent one will do so
18. Rahul Bajaj has done a great job of taking the company to its present status, but it is time that he let go off the reins.
19. With the pick up in the standard of education, expensive private schools have started blooming up in every corner of the country.
a. started blooming in every corner of the country
b. started mushrooming all over the country
c. started mushrooming in every corner of the country
d. blossomed all over the country
a. let go of the reins
b. stepped down
c. let go off the reins
d. delegated responsibility
It is important that w hatever else happens, these two factors should not be messed around with.
a. It is important that
b. It is a fact that
c. It should be urgently understood that
d. It should be understood that
It must be noticed t hat under no circumstance should the company go in for diversification.
a. It must be noticed
b. It must be noted
c. It must be pointed out
d. It should be noticed
Direction for questions 22 to 29: In each of the following questions, a part of a sentence has been left blank. Select from among the four options given below each question, the one which would best fill in the blank.
22. An act of justice closes the book on a misdeed; an act of vengeance .
a. is reprehensible
b. is sordid
c. reopens the first chapter
d. writes an epilogue
23. This is about a sociological analysis can penetrate.
a. as far as
b. the outer limits that
c. just how far into the subject
d. just the relative distance that
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20.
21.
24. I am always the first to admit that I have not accomplished everything that I a
chieve five years ago.
a. set out to
b. went to
c. thought to
d. thought of
25. This is not the first time that the management has done some .
a. tough talk
b. tough talking
c. firm talk
d. firm talking
26. In India the talent is prodigious, and it increases .
a. each year
b. year by year
c. annually
d. progressively
27. The present constitution will see amendments but its basic structure will survive.
a. much more
b. many more
c. too many more
d. quite a few more
28. Taking risks, breaking the rules, and being a maverick have always been important for companies,
but, today, they are.
a. more crucial than ever
b. more crucial
c. much more crucial
d. very crucial
29. Education is central because electronic networks and software-driven technologies are beginning to
the economic barriers between nations.
a. break down
b. break
c. crumble
d. dismantle
Direction for questions 30 to 34: Arrange sentences A, B, C and D between sentences 1 and 6, so as to form a logical sequence of six sentences.
30. 1. Whenever technology has flowered, it has put man's language — developing skills into overdrive.
A. Technical terms are spilling into mainstream language almost as fast as junk — mail is slapped into e-mail boxes.
B. The era of computers is no less.
C. From the wheel with its axle to the spinning wheel with its bobbins, to the compact disc and its jewel box, inventions have trailed new words in their wake.
D. "Cyberslang is huge, but it's parochial, and we don't know what will filter into the large culture," said Tom Dalzell, who wrote the slang dictionary Flappers 2 Rappers.
6. Some slangs already have a pedigree.
a. BCAD
b. CBAD
c. ABCD
d. DBCA
31. 1. Until the MBA arrived on the scene the IIT graduate was king.
A. A degree from one of the five IITs was a passport to a well-paying job, great prospects abroad and, for some, a decent dowry to boot.
B. From the day he or she cracked the Joint Entrance Examination, the IIT student commanded the awe of neighbours and close relatives.
C. IIT students had, meanwhile, also developed their own special culture, complete with lingo and attitude, which they passed down.
D. True, the success stories of IIT graduates are legion and they now constitute the cream of the Indian diaspora.
6. But not many alumni would agree that the IIT undergraduate mindset merits a serious psychological study, let alone an interactive one.
a. BACD
b. ADCB
c. BADC
d. ABCD
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32. 1. Some of the maharajas, like the one at Kapurthala, had exquisite taste.
A. In 1902, the Maharaja of Kapurthala gave his civil engineer photographs of the Versailles Palace and asked him to replicate it, right down to the gargoyles.
B. Yeshwantrao Holkar of Indore brought in Bauhaus aesthetics and even works of modern artists like Brancusi and Duchamp.
C. Kitsch is the most polite way to describe them.
D. But many of them, as the available light photographs show, had execrable taste.
6. Like Ali Baba's caves, some of the palaces were like warehouses with the downright ugly next to the sublimely aesthetic.
a. BACD
b. BDCA
c. ABCD
d. ABDC
33. 1. There, in Europe, his true gifts unveiled.
A. Playing with Don Cherie, blending Indian music and jazz for the first time, he began setting the pace in the late 70s for much of what present — day fusion is.
B. John McLaughlin, the legendary guitarist whose soul has always had an Indian stamp on it, was seduced immediately.
C. Fusion by Gurtu had begun.
D. He partnered Gurtu for four years, and 'natured' him as a composer.
6. But for every experimental musician there's a critic nestling nearby.
a. ABCD
b. BCAD
c. ADBC
d. ABDC
34. 1. India, which has two out of every five TB patients in the world, is on the brink of a major public health disaster.
A. If untreated, a TB patient can die within five years.
B. Unlike AIDS, the great curse of modern sexuality, the TB germ is airborne, which means there are no barriers to its spread.
C. The dreaded infection ranks fourth among major killers worldwide.
D. Every minute, a patient falls prey to the infection in India, which means that over five lakh people die of the disease annually.
6. Anyone, anywhere can be affected by this disease.
a. CADB
b. BACD
c. ABCD
d. DBAC
Direction for questions 35 to 44: Arrange the sentences A, B, C and D in a proper sequence so as to make a coherent paragraph.
35. A. It begins with an ordinary fever and a moderate cough.
B. India could be under attack from a class of germs that cause what are called atypical pneumonias.
C. Slowly, a sore throat progresses to bronchitis and then pneumonia and respiratory complications.
D. It appears like the ordinary flu, but baffled doctors find that the usual drugs don't work.
a. ABCD
b. BDAC
c. ADCB
d. BCDA
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36. A. Chemists mostly don't stock it: only a few government hospitals do but in limited quantities.
B. Delhi's building boom is creating a bizarre problem: snakes are increasingly biting people as they emerge from their disturbed underground homes.
C. There isn't enough anti-snake serum, largely because there is no centralised agency that distributes the product.
D. If things don't improve, more people could face paralysis, and even death.
a. BCAD
b. DBCA
c. ABCD
d. CABD
37. A. But the last decade has witnessed greater voting and political participation by various privileged sections.
B. If one goes by the earlier record of mid-term elections, it is likely that the turnout in 1998 will drop by anything between four and six percentage points over the already low polling of 58 per cent in 1996.
C. If this trend offsets the mid-term poll fatigue, the fall may not be so steep.
D. Notwithstanding a good deal of speculation on this issue, it is still not clear as to who benefits from a lower turnout.
a. BACD
b. ABCD
c. DBAC
d. CBDA
38. A. After several routine elections there comes a 'critical' election which redefines the basic pattern of political loyalties, redraws political geography and opens up political space.
B. In psephological jargon, they call it realignment.
C. Rather, since 1989, there have been a series of semi-critical elections.
D. On a strict definition, none of the recent Indian elections qualifies as a critical election.
a. ABCD
b. ABDC
c. DBAC
d. DCBA
39. A. Trivial pursuits marketed by the Congress, is a game imported from Italy.
B. The idea is to create an imaginary saviour in times of crisis so that the party doesn't fall flat on its collective face.
C. Closest contenders are Mani Shankar Aiyar, who still hears His Master's Voice and V. George, who is frustrated by the fact that his political future remains Sonia and yet so far.
D. The current champion is Arjun for whom all roads lead to Rome, or in this case, 10 Janpath.
a. ABDC
b. ABCD
c. DCBA
d. CDBA
40. A. Good advertising can make people buy your products even if it sucks.
B. A dollar spent on brainwashing is more cost-effective than a dollar spent on product improvement.
C. That's important because it takes pressure off you to make good products.
D. Obviously, there's a minimum quality that every product has to achieve: it should be able to withstand the shipping process without becoming unrecognizable.
a. BACD
b. ACBD
c. ADCB
d. BCDA
41. A. Almost a century ago, when the father of the modern automobile industry, Henry Ford, sold the first Model T car, he decided that only the best would do for his customers.
B. Today, it is committed to delivering the finest quality with over six million vehicles a year in over 200 countries across the world.
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C. And for over 90 years, this philosophy has endured in the Ford Motor Company.
D. Thus, a vehicle is ready for the customer only if it passes the Ford 'Zero Defect Programme'.
a. ABCD
b. ACDB
c. ACBD
d. CDAB
42. A. But, clearly, the government still has the final say.
B. In the past few years, the Reserve Bank of India might have wrested considerable powers from the government when it comes to monetary policy.
C. The RBI's announcements on certain issues become effective only after the government notifies them.
D. Isn't it time the government vested the RBI with powers to sanction such changes, leaving their ratification for later?
a. ACDB
b. ACBD
c. BACD
d. DACB
43. A. I sat there frowning at the checkered tablecloth, chewing the bitter cud of insight.
B. That wintry afternoon in Manhattan, waiting in the little French restaurant, I was feeling frustrated and depressed.
C. Even the prospect of seeing a dear friend failed to cheer me as it usually did.
D. Because of certain miscalculations on my part, a project of considerable importance in my life had fallen through.
a. ADBC
b. BCDA
c. BDCA
d. ABCD
44. A. Perhaps the best known is the Bay Area Writing Project, founded by James Gray in 1974.
B. The decline in writing skills can be stopped.
C. Today's back-to-basics movement has already forced some schools to place renewed emphasis on writing skills.
D. Although the inability of some teachers to teach writing successfully remains a big stumbling block, a number of programmes have been developed to attack this problem.
a. BCDA
b. ADCB
c. ACBD
d. CABD
Direction for questions 45 to 50: In the following questions, a set of four words has been given. Three of the words are related to in some way. You have to select the word that does not fit in the relation.
45.
a. Keen
b. Kin
c. Enthusiastic
d. Willing
46.
a. Adept
b. Adapt
c. Skilful
d. Proficient
47. a. Ring
b. Round
c. Bell
d. Circle
48. a. Computer
b. Internet
c. Grid
d. Network
49. a. Suffer
b. Endure
c. Bear
d. Withstand
50. a. Break
b. Hiatus
c. Chasm
d. Bridge
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Direction for questions 51 to 100: Read the passages given below carefully and answer the questions that follow.
Passage – 1
I think that it would be wrong to ask whether 50 years of India's Independence are an achievement or a failure. It would be better to see things as evolving. It's not an either-or question. My idea of the history of India is slightly contrary to the Indian idea. India is a country that, in the north, outside Rajasthan, was ravaged and intellectually destroyed to a large extent by the invasions that began in about AD 1000 by forces and religions that India had no means of understanding.
The invasions are in all the schoolbooks. But I don't think that people understand that every invasion, every war, every campaign, was accompanied by slaughter, a slaughter always of the most talented people in the country. So these wars, apart from everything else led to a tremendous intellectual depletion of the country. I think that in the British period, and in the 50 years after the British period, there has been a kind of regrouping or recovery, a very slow revival of energy and intellect. This isn't an idea that goes with the vision of the grandeur of old India and all that sort of rubbish. That idea is a great simplification and it occurs because it is intellectually, philosophically easier for Indians to manage.
What they cannot manage, and what they have not yet come to terms with, is that ravaging of all the north of India by various conquerors. That was ruined not by the act of nature, but by the hand of man. It is so painful that few Indians have begun to deal with it. It is much easier to deal with British imperialism. That is a familiar topic, in India and Britain. What is much less familiar is the ravaging of India before the British.
What happened from AD 1000 onwards, really, is such a wound that it is almost impossible to face. Certain wounds are so bad that they can't be written about. You deal with that kind of pain by hiding from it. You retreat from reality. I do not think, for example, that the Incas of Peru or the native people of Mexico have ever got over their defeat by the Spaniards. In both places the head was cut off. I think the pre-British ravaging of India was as bad as that.
In the place of knowledge of history, you have various fantasies about the village republic and the Old Glory. There is one big fantasy that Indians have always found solace in: about India having the capacity for absorbing its conquerors. This is not so. India was laid low by its conquerors. I feel the past 150 years have been years of every kind of growth. I see the British period and what has continued after that as one period. In that time, there has been a very slow intellectual recruitment. I think every Indian should make the pilgrimage to the site of the capital of the Vijayanagar empire, just to see what the invasion of India led to. They will see a totally destroyed town. Religious wars are like that. People who see that might understand what the centuries of slaughter and plunder meant. War isn't a game. When you lost that kind of war, your town was destroyed, the people who built the towns were destroyed. You are left with a headless population. That's where modern India starts from. The Vijayanagar capital was destroyed in 1565. It is only now that the surrounding region has begun to revive.
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A great chance has been given to India to start up again, and I feel it has started up again. The questions about whether 50 years of India since Independence have been a failure or an achievement are not the questions to ask.
In fact, I think India is developing quite marvelously, people thought — even Mr Nehru thought — that development and new institutions in a place like Bihar, for instance, would immediately lead to beauty. But it doesn't happen like that. When a country as ravaged as India, with all its layers of cruelty, begins to extend justice to people lower down, it's a very messy business. It's not beautiful, it's extremely messy. And that's what you have now, all these small politicians with small reputations and small parties. But this is part of growth, this is part of development. You must remember that these people, and the people they represent, have never had rights before. When the oppressed have the power to assert themselves, they will behave badly. It will need a couple of generations of security, and knowledge of institutions, and the knowledge that you can trust institutions — it will take at least a couple of generations before people in that situation begin to behave well.
People in India have known only tyranny. The very idea of liberty is a new idea. The rulers were tyrants. The tyrants were foreigners. And they were proud of being foreign. There's a story that anybody could run and pull a bell and the emperor would appear at his window and give justice. This is a child's idea of history — the slave's idea of the ruler's mercy. When the people at the bottom discover that they hold justice in their own hands, the earth moves a little. You have to expect these earth movements in India. It will be like this for a hundred years. But it is the only way. It's painful and messy and primitive and petty, but it's better that it should begin. It has to begin. If we were to rule people according to what we think fit, that takes us back to the past when people had no voices.
With self-awareness all else follows. People begin to make new demands on their leaders, their fellows, on themselves. They ask for more in everything. They have a higher idea of human possibilities. They are not content with what they did before or what their fathers did before. They want to move. That is marvellous. That is as it should be.
I think that within every kind of disorder now in India there is a larger positive movement. But the future will be fairly chaotic. Politics will have to be at the level of the people now. People like Nehru were colonial — style politicians. They were to a large extent created and protected by the colonial order. They did not begin with the people. Politicians now have to begin with the people. They cannot be too far above the level of the people. They are very much part of the people.
It is important that self-criticism does not stop. The mind has to work, the mind has to be active, there has to be an exercise of the mind. I think it's almost a definition of a living country that it looks at itself, analyses itself at all times. Only countries that have ceased to live can say it's all wonderful.
51. The central thrust of the passage is that
a. India is gearing up for a new awakening.
b. India is going back to its past status.
c. India is yet to understand itself.
d. India's glorious past is a figment of the imagination.
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52. The writer's attitude is
a. excessively critical of India.
b. insightful.
c. cynical.
d. cold.
The writer has given the example of the Vijayanagar kingdom in order to drive home the point that
a. Indians should know their historical sites.
b. Indians should be aware of the existence of such a historic past.
c. it is time that India came to terms with the past.
d. All of these
The writer is against
53.
54.
a. the child's view of history.
b. taking a critical stand on history.
c. indulging in the details of the past.
d. None of these
55. According to the writer, India's regeneration and revival took place
a. in the British period.
b. after the British period.
c. during and after the British period.
d. a long time after the British left.
56. According to the passage, self-awareness is followed by
a. self-righteousness.
b. a higher idea of human possibilities.
c. a desire for more in everything.
d. Both (b) and (c)
57. According to the passage, India's current situation is
a. bleak.
b. horrific.
c. primitive and messy.
58. For a country to be alive and progressive, it is important that
a. self-criticism does not stop.
b. self-criticism does not exceed a certain limit.
c. it feels that all is right with itself.
59. The writer's prognosis for India's future is that
a. it will be stable.
b. it will be chaotic.
c. it will reflect the manipulations of the present.
d. it will give way to self-criticism.
60. One of the main features of the tyranny of foreign rulers was
a. the decimation of the country's artists.
b. the decimation of the country's wealth.
c. the decimation of the country's talented people.
d. All of these
Passage – 2
When talks come to how India has done for itself in 50 years of independence, the world has nothing but praise for our success in remaining a democracy. On other fronts, the applause is less loud. In absolute terms, India hasn't done too badly, of course, life expectancy has increased. So has literacy. Industry, which was barely a fledging, has grown tremendously. And as far as agriculture is concerned, India has
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d. None of these
d. None of these
CATKing been transformed from a country perpetually on the edge of starvation into a success story held up for others to emulate.
But these are competitive times when change is rapid, and to walk slowly when the rest of the world is running is almost as bad as standing still or walking backwards. Compared with large chunks of what was then the developing world — South Korea, Singapore, Malaysia, Thailand, Indonesia, China and what was till lately a separate Hong Kong — India has fared abysmally.
It began with a far better infrastructure than most of these countries had. It suffered hardly or not at all during the World War II. It had advantages like an English speaking elite, quality scientific manpower (including a Nobel laureate and others who could be ranked among the world's best) and excellent business acumen. Yet, today, when countries are ranked according to their global competitiveness, it is tiny Singapore that figures at the top. Hong Kong is an export powerhouse. So is Taiwan. If a symbol were needed of how far we have fallen back, note that while Korean Cielos are sold in India, no one in South Korea is rushing to buy an Indian car.
The reasons list themselves. Topmost is economic isolationism. The government discouraged imports and encouraged self-sufficiency. Whatever the aim was, the result was the creation of a totally inefficient industry that failed to keep pace with global trends and, therefore, became absolutely uncompetitive. Only when the trade gates were opened a little did this become apparent. The years since then have been spent in merely trying to catch up.
That the government actually sheltered its industrialists from foreign competition is a little strange. For, in all other respects, it operated under the conviction that businessmen were little more than crooks who were to be prevented from entering the most important areas of the economy, who were to be hamstrung in as many ways as possible, who were to be tolerated in the same way as an inexcisable wart. The high, expropriatory rates of taxation, the licensing laws, the reservation of whole swathes of industry for the public sector, and the granting of monopolies to the public sector firms were the principal manifestations of this attitude. The government forgot that before wealth could be distributed, it had to be created. The government forgot that it itself could not create, but only squander wealth.
Some of the manifestations of the old attitude have changed. Tax rates have fallen. Licensing has been all but abolished. And the gates of global trade have been opened wide. But most of these changes were forced by circumstances partly by the foreign exchange bankruptcy of 1991 and the recognition that the government could no longer muster the funds to support the public sector, leave alone expand it. Whether the attitude of the government itself, or that of more than a handful of ministers, has changed, is open to question.
In many other ways, however, the government has not changed one whit. Business still has to negotiate a welter of negotiations. Transparency is still a longer way off. And there is no exit policy. In defending the existing policy, politicians betray an inability to see beyond their noses. A no-exit policy for labour is equivalent to a no-entry policy for new business. If one industry is not allowed to retrench labour, other industries will think a hundred times before employing new labour.
In other ways too, the government hurts industries. Public sector monopolies like the department of telecommunications and Videsh Sanchar Nigam Ltd. make it possible for Indian businesses to operate only at a cost several times that of their counterparts abroad. The infrastructure is in shambles partly
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CATKing because it is unable to formulate a sufficiently remunerative policy for private business, and partly because it does not have the stomach to change market rates for services.
After a burst of activity in the early nineties, the government is dragging its feet. At the rate it is going, it will be another 50 years before the government realises that a pro-business policy is the best pro-people policy. By then of course, the world would have moved even farther ahead.
61. The writer's attitude towards the government is
a. critical.
b. ironical.
62.
c. sarcastic.
d. derisive.
The writer is surprised at the government's attitude towards its industrialists because
a. the government did not need to protect its industrialists.
b. the issue of competition was non-existent.
c. the government looked upon its industrialists as crooks.
d. the attitude was a conundrum.
63. The government was compelled to open the economy due to
a. pressure from international markets.
b. pressure from domestic market.
c. foreign exchange bankruptcy and paucity of funds with the government.
d. All of these
64. The writer ends the passage on a note of
a. cautious optimism.
b. pessimism.
65.
c. optimism.
d. pragmatism.
According to the writer, India should have performed better than the other Asian nations because
a. it had adequate infrastructure.
b. it had better infrastructure.
c. it had better politicians who could take the required decisions.
d. All of these
66. India was in a better condition than the other Asian nations because
a. it did not face the ravages of the World War II.
b. it had an English speaking populace and good business sense.
c. it had enough wealth through its exports.
d. Both (a) and (b)
67. The major reason for India's poor performance is
a. economic isolationism.
b. economic mismanagement.
c. inefficient industry.
d. All of these
68. One of the features of the government's protectionist policy was
a. encouragement of imports.
b. discouragement of exports.
c. encouragement of exports.
d. discouragement of imports.
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69. The example of the Korean Cielo has been presented to highlight
a. India's lack of stature in the international market.
b. India's poor performance in the international market.
c. India's lack of creditability in the international market.
d. India's disrepute in the international market.
70. According to the writer,
a. India's politicians are myopic in their vision of the country's requirements.
b. India's politicians are busy lining their pockets.
c. India's politicians are not conversant with the needs of the present scenario.
d. All of these
Passage – 3
When Deng Xiaoping died a few months ago, the Chinese leadership barely paused for a moment before getting on with the business of governing the country. Contrast that with the chaotic contortions on India's political stage during the past month, and it is easy to conclude that democracy and democratic freedoms are serious obstacles to economic progress.
When the Chinese leadership wants a power plant to be set up, it just goes ahead. No fears of protracted litigation, of environmental protests, or of lobbying by interested parties. It — or the economy — is not held to ransom by striking truckers or air traffic controllers. Certainly, there is much that is alluring about an enlightened dictatorship.
But there the trouble begins. First, there is no guarantee that a dictatorship will be an enlightened one. Myanmar has been ruled by a dictator for decades, and no one would claim that it is better off than even Bangladesh which has itself suffered long stretches of dictatorship. Nor can Mobuto Sese Seko, much in the news these days, be described as enlightened by any reckoning. The people of Israel, almost the only democracy in a region where dictatorships (unenlightened ones) are the norm, are much better off than their neighbours.
Second, dictatorships can easily reverse policies. China was socialist as long as Mao Zedong was around. When Deng Xiaoping took over in what was essentially a palace coup, he took the country in the opposite direction. There is little to ensure that the process will not be repeated. In India such drastic reversals are unlikely.
Six years ago Indian politicians agreed that industries should be de-licensed, that imports should be freed or that investment decisions should be based on economic considerations. Now few think otherwise. Almost all politicians are convinced of the merits of liberalisation though they may occasionally lose sight of the big picture in pandering to their constituencies. India has moved slower than China on liberalisation, but whatever moves it has made are more permanent.
Democracies are also less likely to get embroiled in destructive wars. Had Saddam Hussain been under the obligation of facing free elections every five years, he would have thought ten times before entangling his people in a long confrontation with the West. Germany, Italy and Japan were all dictatorships when they launched the World War II. The price was paid by the economies.
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Democracies make many small mistakes. But dictatorships are more susceptible to making huge ones and risking everything on one decision — like going to war. Democracies are the political equivalent of free markets, Companies know they can't fool the consumer too often; he will simply switch to the competition. The same goes for political parties. When they fail to live up to their promises in government, the political consumer opts for the competition.
Democratic freedoms too are important for the economy, especially now that information is supreme. Few doubt that the Internet will play an important part in the global economy in the decades to come. But China, by preventing free access to it, is already probably destroying its capabilities in this area. As service industries grow in importance, China may well be at a disadvantage though that may not be apparent today when its manufacturing juggernaut is rolling ahead.
India has stifled its entrepreneurs through its licensing policies. That was an example of how the absence of economic freedom can harm a country. But right-wing dictatorships like South Korea erred in the opposite direction. They forced their businesses to invest in industries, which they (the dictators) felt had a golden future. Now many of those firms are trying to retreat from those investments. Statism is bad, no matter what the direction in which it applies pressure. At this moment, China and other dictatorships may be making foolish investment decisions. But as industries are subsidized and contrary voices not heard, the errors will not be realised until the investments assume gargantuan proportions.
India's hesitant ways may seem inferior to China's confident moves. But at least we know what the costs are. That is not the case with China. It was only years after the Great Leap Forward and only such experiments that the cost in human lives (millions of them) became evident to the world. What the cost of China's present experiments is we may not know for several years more. A nine per cent rate of growth repeated year after year may seem compelling. But a seven per cent rate of growth that will not falter is more desirable. India seems to be on such a growth curve, whatever the shenanigans of our politicians.
71. According to the passage,
a. India needs a benevolent dictatorship.
c. India should go the way of China.
72. The passage says that
a. benevolent dictators are not easy to find.
b. not all dictators will be enlightened.
c. dictators can make or break a country.
d. an enlightened dictatorship is better than a corrupt democracy.
73. It can be implied from the passage that
a. a lower rate of growth is preferred to a higher rate of growth.
b. a higher rate of growth is preferred to a lower rate of growth.
c. a low but stable rate of growth is preferred to a high rate of growth.
d. a low but faltering rate of growth is a sign of stability amidst growth.
74. Vis-a-vis democracies, dictatorships run the risk of
a. losing all for a single mistake.
b. making bigger mistakes.
c. making huge mistakes and risking everything.
d. None of these
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b. India has failed as a democracy.
d. None of these
75. The writer's conclusion in the passage is that
a. under no circumstances should a country encourage a corrupt democrat.
b. under no circumstances should statism be a welcome move.
c. a statist will not give due importance to the voice of the people.
d. a statist will always look to his own welfare.
76. Democracy has been compared to the free market, as
a. both have a high degree of competition.
b. both offer a multitude of options to choose from.
c. consumer satisfaction plays an important role in both.
d. All of these
77. It can be inferred from the passage that
a. China stands to lose out in the global market because it has blocked the Internet.
b. India stands to gain in the global market because of its policy vis-à-vis the Internet.
c. Internet will play a crucial role in the global market in the years to come.
d. All of these
78. According to the passage, a democratic set up works as a check on the
a. actions and decisions of its leaders.
b. functioning of its economy.
c. Both (a) and (b)
d. None of these
79. India's moves on liberalisation are more permanent than China's because
a. India's politicians are in agreement over the need for reforms.
b. India is not at the mercy of dictators.
c. unlike China, India is unlikely to have drastic policy reversals.
d. India is not in a hurry to reform
80. According to the passage,
a. Israel is the only democracy in West Asia.
b. Israel is better off than Bangladesh or Myanmar.
c. Israel does not face policy reversals.
d. None of these
Passage – 4
Of each of the great leaders, it is said by his followers, long after he is gone, he made us do it. If leadership is the art of persuading your people to follow your bidding, without their realising your involvement, the archetype of its practice is N. R. Narayana Murthy, the chairman and managing director of the Rs. 143.81 crore Infosys Technologies (Infosys). For, the 52-year-old CEO of the globalised software corporation — which he founded with six friends, and a combined capital of Rs. 10,000 in 1981 and which now occupies the front ranks of the country's most admired corporations, leads with the subtlest of weapons: personal example.
Infosys ranks only 578th among the country's listed companies, and sixth in the software sector, in terms of its turnover. But it is setting new standards for India Inc. through its practices of inter alia awarding stock
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CATKing options to its employees, putting the value of its intellectual assets and its brands on its balancesheet, and conforming to the disclosure standards of the Securities and Exchange Commission (SEC) of the US. Behind all this is the stubborn personal subscription of its CEO to the underlying causes of wealthcreation-people-power and transparency. "What were choices earlier are compulsions now," asserts Murthy.
In fact, the mirror images of Murthy, the Man, can be found all over Infosys, his company. His egalitarianism — which finds expression in such habits as using the same table and chair as anyone else in the organisation — is practised firmly when it comes to charting a course for the company's future: everyone has a voice.
"We have no hierarchy just for the sake of control."
Brimming with the conviction that customer satisfaction is the key to success, Murthy has built a fleetfooted human resource management system that treats employees as customers, using the resources of the organisation to meet their professional and personal needs. His instruments are not just top-of-themarket salaries, but also operational empowerment as well as every facility that an employee needs to focus on the job.
Just what methods does Murthy use to ensure that his DNA is replicated in his company? Not for him are the classical leadership genre — transactional or transformational, situational or visionary. His chosen style, instead, is to lead by example, ensuring that the CEO's actions set the template for all Infoscions.
Murthy believes that the betterment of man can be brought about through the 'creation of wealth, legally and ethically'. The personal example that he has set enabled his company to mirror those beliefs, tying his own rewards, and measuring his value to the company, to his ability to create wealth, and erecting systems for the company's wealth to be shared by its people. Sums up Nandan Nilekani, 41, deputy managing director, Infosys: "This is the future model of the corporation. Run an excellent company, and let the market increase its value to create wealth."
Although Murthy is one of the prime beneficiaries of the philosophy — his 10 per cent stake in Infosys is worth Rs. 130 crore today — in his book, the leader leads not by grabbing the booty but by teaching others to take what they deserve. That's why, on the Infosys' balancesheet, the value of Murthy's intellectual capital is nowhere near the top, on the rationale, that the CEO, at 52, is worth far less to his company than, say, a bright young programmer of 26. To spread the company's wealth, Murthy has instituted stock options — the first to do so in the country — for employees, creating 300 millionaires already. By 2000, he wants the number to climb to 1000.
To act as a beacon for his version of the learning organisation, Murthy not only spends an hour a day surfing the Internet to learn about new technological developments in his field, he also makes as many luncheon appointments as he can with technical people and academicians — dons from the Indian Institutes of Technology for instance — systematically plumbing their depths for an understanding of new developments in infotech. Murthy's objective is not just to stay abreast of the state-of-the-art, but also to find a way to use that knowledge for the company.
Following Murthy's example, Infosys has set up a technology advancement unit, whose mandate is to track, evaluate, and assimilate new techniques and methodologies. In fact, Murthy views learning not just as amassing data, but as a process that enables him to use the lessons from failure to achieve success. This self-corrective loop is what he demonstrates through his leadership during a crisis.
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In 1995, for example, Infosys lost a Rs. 15 crore account — then 20 per cent of its revenues — when the $69 billion GE yanked its business from it. Instead of recriminations, Murthy activated Infosys' machinery to understand why the business was taken away and to leverage the learning for getting new clients instead. Feeling determined instead of guilty, his employees went on to sign up high profile customers like the $20 billion Xerox, the $7 billion Levi Strauss, and the $14 billion Nynex.
"You must have a multi-dimensional view of paradigms," says the multi-tasking leader. The objective is obvious: ensure that Infosys' perspective on its business and the world comes from as many vantage points as possible so that corporate strategy can be synthesised not from a narrow vision, but from a wide angle lens. In fact, Murthy still regrets that, in its initial years, Infosys didn't distil a multi-pronged understanding of the environment into its strategies, which forced it onto an incremental path that led revenues to snake up from Rs. 0.02 crore to just Rs. 5 crore in the first 10 years.
It was after looking around itself instead of focusing on its initial business of banking software, that Infosys managed to accelerate. Today the company operates with stretch targets setting distant goals and working backwards to get to them. The crucial pillar on which Murthy bases his ethical leadership is openness. Transparency, he reckons, is the clearest signal that one has nothing to hide. The personal manifestations of that are inter alia the practice of always giving complete information whenever any employee, customer, or investor asks for it: the loudly proclaimed insistence that every Infoscion pay taxes and file returns: and a perpetually open office into which anyone can walk.
But even as he tries to lead Infosys into cloning his own approach to enterprise, is Murthy choosing the best future for it? If Infosys grows with the same lack of ambition, the same softness of style, and the same absence of aggression, is it not cutting off avenues of growth that others may seize? As Infosys approaches the 21st century it is obvious that Murthy's leadership will have to set ever-improving role models for his ever-learning company. After all, men grow old; companies shouldn't.
81. One of the ways in which Infosys spreads the company's wealth among its employees is
a. by awarding stock options.
b. by giving an extravagant bonus at the end of each year.
c. Both (a) and (b)
d. None of these
82. According to the passage, at Infosys
a. control is exerted through a system of hierarchy.
b. control is not exerted through a system of hierarchy.
c. hierarchy does not have pride of place.
d. popular opinion is the most respected voice.
83. Murthy believes in
a. betterment of man through learning.
b. betterment of man through ethical creation of wealth.
c. betterment of man through experimentation.
d. All of these
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84. The example of the Rs. 15 crore account highlights
a. Murthy's ability to see his company through a crisis.
b. Murthy's ability to turn failure into success.
c. Murthy's potential to handle a crisis.
d. All of these
According to Murthy, learning is
a. the essence of a employee.
b. the art of amassing data.
c. a process that helps him to learn from failure.
d. All of these
86. According to the passage,
a. Infosys could not have succeeded without working backward.
b. Infosys succeeded because it worked backwards.
c. working backwards contributed to Infosys' success.
d. working backwards is a hallmark of Infosys' functioning today.
87. Openness at Infosys includes
a. the payment of taxes.
c. sharing secrets.
b. giving complete information.
d. Both (a) and (b)
88. It is evident from the passage that
a. Infosys will have to devise new strategies to meet the challenges of the 21st century.
b. Infosys will stagnate if it does not become aggressive.
c. Infosys may have to become more aggressive in order to retain its market.
d. None of these
89. The cornerstone of Murthy's human resource management system is
b. optimum utilization of human potential.
90. According to the passage,
a. Infosys is a reflection of its CEO.
b. Infosys brings the best out in Murthy.
c. Infosys and Murthy are synonymous.
d. Murthy, the man, and Murthy the CEO are incompatible.
a. the employee as God.
c. customer satisfaction.
d. satisfaction of personal needs.
Passage – 5
Last fortnight, news of a significant development was tucked away in the inside pages of newspapers. The government finally tabled a bill in Parliament seeking to make primary education a fundamental right. A fortnight earlier, a Delhi-based newspaper had carried a report about a three-month interruption in the Delhi Government's 'Education for All' programme. The report made for distressing reading. It said that literacy centres across the city were closed down, volunteers beaten up and enrolment registers burnt. All because the state government had, earlier this year, made participation in the programme mandatory for teachers in government schools. The routine denials were issued and there probably was a wee bit of exaggeration in the report. But it still is a pointer to the enormity of the task at hand.
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85.
That economic development will be inherently unstable unless it is built on a solid base of education, specially primary education, has been said so often that it is in danger of becoming a platitude. Nor does India's abysmal record in the field need much reiteration. Nearly 30 million children in the six to ten age group do not go to school — reason enough to make primary education not only compulsory but a fundamental right. But is that the solution? More importantly, will it work? Or will it remain a mere token, like the laws providing for compulsory primary education? It is now widely known that 14 states and four Union Territories have this law on their statute books. Believe it or not, the list actually includes Bihar, Madhya Pradesh (MP) and Rajasthan, where literacy and education levels are miles below the national average. A number of states have not even notified the compulsory education law.
This is not to belittle the decision to make education a fundamental right. As a statement of political will, a commitment by the decision-makers, its importance cannot be undervalued. Once this commitment is clear, a lot of other things like resource allocation will naturally fall into place. But the task of universalizing elementary education (UEE) is complicated by various socio-economic and cultural factors which vary from region to region and within regions.
If India's record continues to appall, it is because these intricacies have not been adequately understood by the planners and administrators. The trouble has been that education policy has been designed by grizzled mandarins ensconced in Delhi and is totally out of touch with the ground reality. The key then is to decentralise education planning and implementation. What's also needed is greater community involvement in the whole process. Only then can school timings be adjusted for convenience, school children given a curriculum they can relate to and teachers made accountable.
For proof, one has only to look at the success of the district primary education programme, which was launched in 1994. It has met with a fair degree of success in the 122 districts it covers. Here the village community is involved in all aspects of education — allocating finances to supervising teachers to fixing school timings and developing curriculum and textbooks — through district planning teams. Teachers are also involved in the planning and implementation process and are given small grants to develop teaching and learning material, vastly improving motivational levels. The consequent improvement in the quality of education generates increased demand for education.
But for this demand to be generated, quality will first have to be improved. In MP, the village panchayats are responsible for not only constructing and maintaining primary schools but also managing scholarships, besides organising non-formal education. How well this works in practice remains to be seen (though the department claims the schemes are working very well) but the decision to empower panchayats with such powers is itself a significant development. Unfortunately, the Panchayat Raj Act has not been notified in many states. After all, delegating powers to the panchayats is not looked upon too kindly by vested interests. More specifically, by politicians, since decentralisation of education administration takes away from them the power of transfer, which they use to grant favours and build up a support base. But if the political leadership can push through the bill to make education a fundamental right, it should also be able to persuade the states to implement the laws on Panchayat Raj. For, UEE cannot be achieved without decentralisation. Of course, this will have to be accompanied by proper supervision and adequate training of those involved in the administration of education. But the devolution of powers to the local bodies has to come first.
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91. One of the problems plaguing the education system in India is
a. poverty.
b. diverse cultural and socio-economic factors.
c. male chauvinism.
d. All of these
92. In the context of the passage, the term 'grizzled mandarins' means
a. old hags.
b. decrepit men.
c. ineffective old men. d. None of these
93. One of the reasons contributing to India's poor performance on the education front is that
a. its leaders do not have the conviction required to improve the education system.
b. male members of society do not want their female counterparts to be educated.
c. administrators in charge of education are out of touch with ground realities.
d. the country does not have the law for implementation of education policies in its statute books.
94. The only way in which the education system can be improved is by
a. decentralising education planning and implementation.
b. introducing fresh blood in the planning body.
c. injecting funds into the exchequer solely for the purpose.
d. educating the people on the need for primary education.
Very low education levels are visible in
a. Bihar, Rajasthan and Uttar Pradesh.
b. Rajasthan, West Bengal and Madhya Pradesh.
c. Rajasthan, Bihar and Madhya Pradesh.
d. West Bengal, Uttar Pradesh and Bihar.
96. The district primary education programme
a. was launched in 1994 in 22 states.
b. was launched in 1994 in 12 states.
c. launched in 1994 has been successful in 122 districts.
d. launched in 1994 has met with dubious success.
97. The village panchayats in Madhya Pradesh are responsible for
a. implementing adult education policies for the villages.
b. organising non-formal education.
c. scholarships and construction and maintenance of primary schools.
d. Both (b) and (c)
98. The successful implementation of education policies is obstructed by
a. vested interests.
b. panchayat officials. c. politicians.
99. Primary education
a. is a fundamental right.
b. will be made a fundamental right.
c. is only for the privileged sections of society. d. None of these
100. One of the ways in which education policy can be successfully implemented as mentioned in the passage, is
a. greater community involvement.
b. greater community development.
c. greater community awareness.
d. Both (a) and (b)
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d. bureaucrats.
95.
Direction for questions 101 to 103: Answer the questions based on the following information.
A certain race is made up of three stretches: A, B and C, each 2 km long, and to be covered by a certain mode of transport. The following table gives these modes of transport for the stretches, and the minimum and maximum possible speeds (in km/hr) over these stretches. The speed over a particular stretch is assumed to be constant. The previous record for the race is 10 min.
| | | Min. | Max. |
|---|---|---|---|
| A | Car | 40 | 60 |
| B | Motorcycle | 30 | 50 |
| C | Bicycle | 10 | 20 |
101. Anshuman travels at minimum speed by car over A and completes stretch B at the fastest speed. At what speed should he cover stretch C in order to break the previous record?
a. Maximum speed for C
b. Minimum speed for C
c. This is not possible
d. None of these
102. Mr Hare completes the first stretch at the minimum speed and takes the same time for stretch B. He takes 50% more time than the previous record to complete the race. What is Mr Hare's speed for the stretch C?
a. 10.9 km/hr
b. 13.3 km/hr
c. 17.1 km/hr
d. None of these
103. Mr Tortoise completes the race at an average speed of 20 km/hr. His average speed for the first two stretches is four times that for the last stretch. Find the speed over stretch C.
a. 15 km/hr
b. 12 km/hr
c. 10 km/hr
d. This is not possible
Direction for questions 104 to 106: Answer the questions based on the following information. There are 60 students in a class. These students are divided into three groups A, B and C of 15, 20 and 25 students each. The groups A and C are combined to form group D.
104. What is the average weight of the students in group D?
a. More than the average weight of A
b. More than the average weight of C
c. Less than the average weight of C
d. Cannot be determined
105. If one student from group A is shifted to group B, which of the following will be true?
a. The average weight of both groups increases
b. The average weight of both the groups decreases
c. The average weight of the class remains the same
d. Cannot be determined
106. If all the students of the class have the same weight, then which of the following is false?
a. The average weight of all the four groups is the same
b. The total weight of A and C is twice the total weight of B
c. The average weight of D is greater than the average weight of A
d. The average weight of all the groups remains the same even if a number of students are shifted from one group to another
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107. A student gets an aggregate of 60% marks in five subjects in the ratio 10 : 9 : 8 : 7 : 6. If the passing marks are 50% of the maximum marks and each subject has the same maximum marks, in how many subjects did he pass the examinaiton?
a. 2
b. 3
c. 4
d. 5
108. In how many ways can eight directors, the vice chairman and chairman of a firm be seated at a round table, if the chairman has to sit between the the vice chairman and a director?
a. 9! × 2
b. 2 × 8!
c. 2 × 7!
d. None of these
109. If log log x 2 x 37 1, then what could be the value of ‘x’? 2 7
a. 3
b. 5
c. 4
d. None of these
110. After allowing a discount of 11.11%, a trader still makes a gain of 14.28%. At how many percentage above the cost price does he mark on his goods?
a. 28.56%
b. 35%
c. 22.22%
d. None of these
111. If n is an integer, how many values of n will give an integral value of
16n 2 7n 6 ?
n
a. 2
b. 3
c. 4
d. None of these
112. A dealer buys dry fruits at Rs. 100, Rs. 80 and Rs. 60 per kilogram. He mixes them in the ratio
3 : 4 : 5 by weight, and sells at a profit of 50%. At what price per kilogram does he sell the dry fruit?
a. Rs. 80
b. Rs. 100
c. Rs. 95
d. None of these
113. Fresh grapes contain 90% water while dry grapes contain 20% water. What is the weight of dry grapes obtained from 20 kg fresh grapes?
a. 2 kg
b. 2.5 kg
c. 2.4 kg
d. None of these
114. An express train travelling at 80 km/hr overtakes a goods train, twice as long and going at 40 km/hr on a parallel track, in 54 s. How long will the express train take to cross a platform of 400 m long?
a. 36 s
b. 45 s
c. 27 s
d. None of these
7
115. A student in stead of finding the value of
8
7
of a number, found the value of
18
of the number. If his
answer differed from the actual one by 770, find the number.
a. 1584
b. 2520
c. 1728
d. 1656
116. P and Q are two positive integers such that PQ = 64. Which of the following cannot be the value of P + Q?
a. 20
b. 65
c. 16
d. 35
117. The average marks of a student in 10 papers are 80. If the highest and the lowest scores are not considered, the average is 81. If his highest score is 92, find the lowest.
a. 55
b. 60
c. 62
d. Cannot be determined
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118.
a. c = –15
2 1 If the roots x1 and x2 of the quadratic equation x 2 2x c 0 also satisfy the equation 7x – 4x = 47, then which of the following is true?
119.
120.
b. x1 5, x2 3
c. x1 4.5, x2 2.5
d. None of these
The sum of the areas of two circles, which touch each other externally, is 153. If the sum of their radii is 15, find the ratio of the larger to the smaller radius.
a. 4
b. 2
c. 3
d. None of these
If m and n are integers divisible by 5, which of the following is not necessarily true?
a. m – n is divisible by 5
b. m 2 – n 2 is divisible by 25
c. m + n is divisible by 10
121. Which of the following is true?
2 2 a. 7 3 7 3
2 2 b. 7 3 7 3
2 2 c. 7 3 7 3
d. None of these
Direction for questions 122 to 124: Answer the questions based on the following information. A survey of 200 people in a community who watched at least one of the three channels — BBC, CNN and DD — showed that 80% of the people watched DD, 22% watched BBC, and 15% watched CNN.
122. What is the maximum percentage of people who can watch all the three channels?
a. 12.5%
b. 8.5%
c. 15%
d. Data insufficient
123. If 5% of people watched DD and CNN, 10% watched DD and BBC, then what percentage of people watched BBC and CNN only?
a. 2%
b. 5%
c. 8.5%
d. Cannot be determined
124.
125.
126.
Referring to the previous question, what percentage of people watched all the three channels?
a. 3.5%
b. 0%
c. 8.5%
d. Cannot be determined
A man earns x% on the first Rs. 2,000 and y% on the rest of his income. If he earns Rs. 700 from income of Rs. 4,000 and Rs. 900 from if his income is Rs. 5,000, find x%.
a. 20%
b. 15%
c. 25%
d. None of these
B
AB is the diameter of the given circle, while points C and D lie on the circumference as shown. If AB is 15 cm, AC is 12 cm and BD is 9 cm, find the area of the quadrilateral ACBD.
a. 54 sq. cm
b. 216 sq. cm
c. 162 sq. cm
d. None of these
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d. None of these
127. P, Q and R are three consecutive odd numbers in ascending order. If the value of three times P is 3 less than two times R, find the value of R.
a. 5
b. 7
c. 9
d. 11
Direction for questions 128 to 130: Answer the questions based on the following information.
For these questions the following functions have been defined.
128. Given that x y z 0. Which of the following is necessarily true?
b. max, y, z lax, y, z
d. None of these
129. What is the value of ma10, 4, lela10, 5, 3, 5, 3 ?
a. 7
b. 6.5
c. 8
d. 7.5
131. ABC is a three-digit number in which A > 0. The value of ABC is equal to the sum of the factorials of its three digits. What is the value of B?
a. 9
b. 7
c. 4
d. 2
132. The adjoining figure shows a set of concentric squares. If the diagonal of the innermost square is 2 units, and if the distance between the corresponding corners of any two successive squares is 1 unit, find the difference between the areas of the eighth and the seventh squares, counting from the innermost square.
a. 102 sq. units
b. 30 sq. units
133. A, B and C are defined as follows.
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c. 352 sq. units
d. None of these
CATKing
Which of the following is true about the values of the above three expressions?
a. All of them lie between 0.18 and 0.2
b. A is twice of C
c. C is the smallest
d. B is the smallest
134. The value of each of a set of coins varies as the square of its diameter, if its thickness remains constant, and it varies as the thickness, if the diameter remains constant. If the diameter of two coins are in the ratio 4 : 3, what should be the ratio of their thickness' be if the value of the first is four times that of the second?
a. 16 : 9
b. 9 : 4
c. 9 : 16
d. 4 : 9
135. In ABC, points P, Q and R are the mid-points of sides AB, BC and CA respectively. If area of ABC is 20 sq. units, find the area of PQR.
a. 10 sq. units
b. 53 sq. units
c. 5 sq. units
d. None of these
136. In a rectangle, the difference between the sum of the adjacent sides and the diagonal is half the length of the longer side. What is the ratio of the shorter to the longer side?
a. 3 : 2
b. 1 : 3
c. 2 : 5
d. 3 : 4
Direction for questions 137 and 138: Answer the questions based on the following information.
The Weirdo Holiday Resort follows a particular system of holidays for its employees. People are given holidays on the days where the first letter of the day of the week is the same as the first letter of their names. All employees work at the same rate.
137. Raja starts working on February 25, 1996, and finishes the job on March 2, 1996. How much time would T and J take to finish the same job if both start on the same day as Raja?
a. 4 days
b. 5 days
c. Either (a) or (b)
d.Cannot be determined
138. Starting on February 25, 1996, if Raja had finished his job on April 2, 1996, when would T and S together likely to have completed the job, had they started on the same day as Raja?
a. March 15, 1996
b. March 14, 1996
c. March 22, 1996
d. Data insufficient
Direction for questions 139 to 141: Answer the questions based on the following information.
Boston is 4 hr ahead of Frankfurt and 2 hr behind India. X leaves Frankfurt at 6 p.m. on Friday and reaches Boston the next day. After waiting there for 2 hr, he leaves exactly at noon and reaches India at 1 a.m. On his return journey, he takes the same route as before, but halts at Boston for 1hr less than his previous halt there. He then proceeds to Frankfurt.
139. If his journey, including stoppage, is covered at an average speed of 180 mph, what is the distance between Frankfurt and India?
a. 3,600 miles
b. 4,500 miles
c. 5,580 miles
d. Data insufficient
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140. If X had started the return journey from India at 2.55 a.m. on the same day that he reached there, after how much time would he reach Frankfurt?
a. 24 hr
b. 25 hr
c. 26 hr
d. Data insufficient
141. What is X's average speed for the entire journey (to and fro)?
a. 176 mph
b. 180 mph
c. 165 mph
d. Data insufficient
142. In the adjoining figure, points A, B, C and D lie on the circle. AD = 24 and BC = 12. What is the ratio of the area of CBE to that of ADE?
a. 1 : 4
b. 1 : 2
c. 1 : 3
d. Data insufficient
143. In the given figure, EADF is a rectangle and ABC is a triangle whose vertices lie on the sides of EADF and AE = 22, BE = 6, CF = 16 and BF = 2. Find the length of the line joining the mid-points of the sides AB and BC.
Direction for questions 144 and 145: Answer the questions based on the following information. A thief, after committing the burglary, started fleeing at 12 noon, at a speed of 60 km/hr. He was then chased by a policeman X. X started the chase, 15 min after the thief had started, at a speed of 65 km/hr.
144. At what time did X catch the thief?
a. 3.30 p.m.
b. 3 p.m.
c. 3.15 p.m.
d. None of these
145. If another policeman had started the same chase along with X, but at a speed of 60 km/hr, then how far behind was he when X caught the thief?
a. 18.75 km
b. 15 km
c. 21 km
d. 37.5 km
Direction for questionos 146 to 155: Each of these items has a question followed by two statements, I and II. Mark the answer
a. if the question can be answered with the help of one statement alone.
b. if the question can be answered with the help of any one statement independently.
c. if the question can be answered with the help of both statements together.
d. if the question cannot be answered even with the help of both statements together.
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146. What is the value of a
3
b
3?
2
I. a + b
2
= 22
II. ab = 3
Is the number completely divisible by 99?
I. The number is divisible by 9 and 11 simultaneously.
II. If the digits of the number are reversed, the number is divisible by 9 and 11.
148. A person is walking from Mali to Pali, which lies to its north-east. What is the distance between Mali and Pali?
1
I.
When the person has covered 3
the distance, he is 3 km east and 1 km north of Mali.
2
II.
When the person has covered 3
What is the value of x and y?
I. 3x + 2y = 45
II. 10.5x + 7y = 157.5
150. Three friends P, Q and R are wearing hats, either black or white. Each person can see the hats of the other two persons. What is the colour of P's hat?
I. P says that he can see one black hat and one white hat.
II. Q says that he can see one white hat and one black hat.
151. What is the speed of the car?
I. The speed of a car is 10 (km/hr) more than that of a motorcycle.
II. The motorcycle takes 2 hr more than the car to cover 100 km.
What is the ratio of the volume of the given right circular cone to the one obtained from it?
I. The smaller cone is obtained by passing a plane parallel to the base and dividing the original height in the ratio 1 : 2.
II. The height and the base of the new cone are one-third those of the original cone.
What is the area bounded by the two lines and the coordinate axes in the first quadrant?
I. The lines intersect at a point which also lies on the lines 3x – 4y = 1 and 7x – 8y = 5.
II. The lines are perpendicular, and one of them intersects the Y-axis at an intercept of 4.
154. What is the cost price of the chair?
I. The chair and the table are sold at profits of 15% and 20% respectively.
II. If the cost price of the chair is increased by 10% and that of the table is increased by 20%, the profit reduces by Rs. 20.
155. After what time will the two persons Tez and Gati meet while moving around the circular track? Both of them start at the same point and at the same time.
I. Tez moves at a constant speed of 5 m/s, while Gati starts at a speed of 2 m/s and increases his speed by 0.5 m/s at the end of every second thereafter.
II. Gati can complete one entire lap in exactly 10 s.
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147.
149.
152.
153.
Section − IV
Direction for questions 156 to 160: Answer the questions based on the following table.
Hotels in Mumbai
| Project | No. of rooms | Cost (Rs. in crores) | Year of completion |
|---|---|---|---|
| Windsor Manor | 600 | 275 | 1999 |
| Leela Hotels | 310 | 235 | 1999 |
| Mumbai Heights | 250 | 250 | 1998 |
| Royal Holidays | 536 | 225 | 1998 |
| Majestic Holiday | 500 | 250 | 1999 |
| Supremo Hotel | 300 | 300 | 1999 |
| Hyatt Regency | 500 | 250 | 2000 |
Note: All projects start in 1997.
156. Which of the following had the least cost per room?
a. Lokhandwala Group b. Raheja Group
c. IHCL
d. ITC
157. Which of the following has the maximum number of rooms per crore of rupees?
a. IHCL
b. Raheja Group
c. Lokhandwala Group d. ITC
Additional direction for questions 158 to 160: Assume that the cost of the project is incurred in the year of completion; interest is charged at the rate of 10% per annum.
158. What is the cost incurred for projects completed in 1998?
a. Rs. 475 crore
b. Rs. 500 crore
c. Rs. 522.5 crore
d. Rs. 502.5 crore
159. What is the cost incurred for projects completed in 1999?
a. Rs. 1,282.6 crore
b. Rs. 1,270 crore
c. Rs. 1,805.1 crore
d. Rs. 1,535 crore
160. What is the approximate cost incurred for projects completed by 2000?
a. Rs. 1,785
b. Rs. 2,140
c. Rs. 2,320
d. None of these
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Direction for questions 161 to 166: Answer the questions based on the following graph.
The graph given below shows the quantity of milk and food grains consumed annually along with female and male population (in millions). Use the data to answer the questions that follow.
161. When was the per capita production of milk least?
a. 1990
b. 1992
c. 1994
162. When was the per capita production of foodgrains most?
a. 1992
b. 1993
c. 1994
d. 1995
163. In which year was the difference between the percentage increase in the production of foodgrains and milk maximum?
a. 1993
b. 1994
c. 1995
d. 1996
164. If milk contains 320 calories and foodgrains contain 160 calories, in which year was the per capita consumption of calories highest?
a. 1993
b. 1994
c. 1995
d. 1996
165. If one gallon milk contains 120 g of a particular nutrient and one tonne of foodgrains contains 80 g of the same nutrient, in which year was the availability of this nutrient maximum?
a. 1993
b. 1994
c. 1995
d. 1996
166. Referring to the above question, in which year was the per capita consumption of this nutrient highest?
a. 1993
b. 1994
c. 1995
d. 1996
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Borivali | Andheri | Powai | Vile Parle | Churchgate | Pune d. 1996
Direction for questions 167 to 172: Answer the questions based on the following graph.
The graph given below gives the yearly details of money invested in producing a certain product over the years 1991 to 1995. It also gives the profit (in '000 rupees).
167. In which year was the increase in raw material maximum?
a. 1992
b. 1993
c. 1994
d. 1995
168. In which period was the change in profit maximum?
a. 1991-92
b. 1992-93
c. 1993-94
d. 1994-95
169. Which component of the cost production has remained more or less constant over the period?
a. Interest
b. Overheads
c. Wages
d. Raw material
170. In which year were the overheads, as a percentage of the raw material, maximum?
a. 1995
b. 1994
c. 1992
d. 1993
171. What percentage of the costs did the profits form over the period?
a. 3%
b. 5%
c. 8%
d. 11%
172. If the interest component is not included in the total cost calculation, which year would show the maximum profit per unit cost?
a. 1991
b. 1992
c. 1993
d. 1995
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Direction for questions 173 to 177: Answer the questions based on the following information.
The following table gives the tariff [in paise per kilo-watt-hour (kWh)] levied by the UPSEB in 1994-95, in four sectors and the regions within them. The table also gives the percentage change in the tariff as compared to 1991-92.
| | Region 1 | | Region 2 | | Region 3 | | Region 4 | | |
|---|---|---|---|---|---|---|---|---|---|
| | P/kWh | % | P/kWh | % incr. | P/kWh | % incr. | P/kWh | % incr. | P/kWh |
| Sector 1 | 425 | +15 | 472 | +5 | 420 | –4 | 415 | +8 | 440 |
| Sector 2 | 430 | +12 | 468 | +8 | 448 | +7 | 423 | –3 | 427 |
| Sector 3 | 428 | +8 | 478 | –4 | 432 | +6 | 441 | +10 | 439 |
173. If the amount of power consumed by the various regions in sector 1 is the same, then as compared to 1991-92 the net tariff in 1994-95
a. increased by 6.5% b. decreased by 3.5% c. increased by 10.2% d. decreased by 7.3%
174. What was the approximate average tariff in region 3 in 1991-92?
a. 407
b. 420
c. 429
d. None of these
Additional direction for questions 175 to 177: The UPSEB supplies power under four categories: urban (25%), domestic (20%), industrial (40%) and rural (15%). In 1994-95, the total power produced by the UPSEB was, 7875 megawatts.
175. In 1994-95, if there was 10% decrease in the domestic consumption of power as compared to that in 1991-92, what was the consumption of power in the rural sector in 1991-92?
a. 1,312 megawatts
b. 1,422 megawatts
c. 1,750 megawatts
d. None of these
176. In the given 2 years, what is the total tariff paid by the urban sector?
a. Rs. 22.4 lakh
b. Rs. 21.6 lakh
c. Rs. 27.2 lakh
177. Which of the following statements is true?
a. The average tariff in region 4 is 437.5 p/kWh
b. The average tariff in region 2 is greater than the average tariff in region 5
c. In 1991-92, the industrial sector contributed to about 42% of the total revenue from power
d. None of these
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Borivali | Andheri | Powai | Vile Parle | Churchgate | Pune
d. Cannot be determined
Direction for questions 178 to 185: Answer the questions based on the following table.
The table given below gives the annual details of loans from rural banks and agricultural loans over the years 1970 to 1983. Using this data answer the questions that follow.
| Year | Loan from Rural Banks | | | | |
|---|---|---|---|---|---|
| | Number of rural banks | Average number of loans | Average size (in Rs.) | No. ('000) | Value (Rs. in millions) |
| 1970 | 90 | 28 | 109 | 18.3 | 2.00 |
| 1971 | 115 | 39 | 133 | 20.4 | 3.58 |
| 1972 | 130 | 52 | 178 | 25.1 | 6.26 |
| 1974 | 260 | 98 | 243 | 41.2 | 34.54 |
| 1975 | 318 | 121 | 283 | 51.4 | 52.21 |
| 1980 | 605 | 288 | 567 | 135.7 | 498.4 |
| 1981 | 665 | 312 | 622 | 152.8 | 612.4 |
178. In 1974, the amount of agricultural loans formed what percentage of the total loans?
a. 85%
b. 71%
c. 77%
d. Cannot be determined
179. From the given data, the number of rural loans up to 1980 formed approximately what percentage of
those in 1983?
a. 112%
b. 80%
c. 97%
d. Cannot be determined
180. Which of the following pairs of years showed the maximum increase in the number of rural bank loans?
a. 1971-72
b. 1974-75
c. 1970-71
d. 1980-81
181. What is the value of the agricultural loans in 1983 at 1970 prices?
a. Rs. 326
b. Rs. 264
c. Rs. 305
d. None of these
182. In which year was the number of rural bank loans per rural bank least?
a. 1974
b. 1971
c. 1970
d. 1975
183. What is the simple annual rate of increase in the number of agricultural loans from 1970 to 1983?
a. 132%
b. 81%
c. 75%
d. 1056%
Additional direction for questions 184 and 185: If the consumer price index for 1970 is to be taken as 105 and the indices for the subsequent years are to be corrected accordingly, then answer 184 and 185.
184. By roughly how many points do the indices for 1983 and 1975 differ?
a. 174
b. 180
c. 188
d. 195
185. What is the value of the loans in 1980 at 1983 prices?
a. Rs. 570 million
b. Rs. 680 million
c. Rs. 525 million
d. Rs. 440 million
Contact Us:
899 911 8999
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Home KingdomAnimalia PhylumArthropoda ClassMaxillopoda
Lernaeidae SpeciesLernaea cyprinacea
Previous page
Lernaea cyprinacea
Information Classification
2005/05/28 02:46:18.521 GMT-4
By Henna Tirmizi
Kingdom: Animalia
Phylum: Arthropoda
Class: Maxillopoda
Order: Cyclopoida
Family: Lernaeidae
Genus: Lernaea
Species: Lernaea cyprinacea
Geographic Range
Lernaea cyprinacea has been recorded in many places around the world. It has been found in parts of Europe, such as Scandinavia, France, Italy, and Germany, all the way to Japan. The parasite is spread throughout Central Asia as well as in the southern regions of West Siberia. The spread of Lernaea cyprinacea northward is limited by temperature. It is an exceptionally thermophilic organism of southern origin, and it develops successfully only at high temperatures. Temperatures between 23-30°C are the most favorable for development. (Baur, 1962)
Biogeographic Regions: indian ocean (native ); atlantic ocean (native ); pacific ocean (native ).
Habitat
These parasites live in freshwater habitats. The salinity of the water affects how well the copepod reproduces. "Sweet water" is the only possible environment for the Lernaea cyprinacea reproduction to be possible. This parasite was found in ponds with 0.071-1.6965% NaCl. All of the copepods were found in fresh-water and flood lakes only, never in saltier neighboring lakes.
Since the host specificity is so low in this parasite, there is a large range of host species. In Russia, there are reports of mass infection of the crucian carp (Carcassius carassius). The mosquito fish that were released in Central Asia for the control of malarial mosquitoes are parasitized greatly. The copepod is also found in North America. Local American fish such as Lepomis spp. and Ictalurus spp. possess the parasite in small numbers. These parasites have been found on hosts other than fish. Sexually mature females have been found on a Rana ridibunda tadpole as well as on a Diemyctelus pyrrhogaster salamander. (Baur, 1962; Hoffman, 1967)
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OrderCyclopoida Family
These animals are found in the following types of habitat: temperate ; tropical ; freshwater .
Aquatic Biomes: lakes and ponds; rivers and streams; temporary pools.
Physical Description
Lernaea cyprinacea goes through many metamorphoses throughout its lifetime. With each stage, the copepod gains, loses, or modifies the structures on its body. The nauplius stage that hatches from the egg looks very different from the adult. Not only do the young vary in morphology from the mature adults, but sexual dimorphism marked as well. The male is dwarfed and attached to the much larger female.
The mature female is about 9 mm in length on average. Her cephalothorax has four horns, which vary slightly in length. The horns are conical and soft. The anterior ventral pair is simple, while the dorsal pair is T-shaped. The head of the copepod is a small bump that projects between the horns. The female has a slim, cylindrical neck that gradually enlarges into a larger trunk. Its abdomen is short and rounded at the end and has three segments. The mouth-tube is absent in the adult female. The structure of the mouthparts themselves is not understood very well. A small projection, believed to be the upper lip, covers part of the mouth. A large, completely separated, lower lip closes the oral space behind the maxillae. The mandibles are very small. They are partially covered by upper lip as well as by maxillule. These simple curved stylets, with an enlarged base, can only be seen with difficulty. The Maxillipeds are located behind the mouth. They are distinctly segmented. Segment one has an inner papilla that contains a small seta, while segment two has five strong claws. The first maxilla is nodular and is tipped with a small chitinous projection. The second maxilla terminates into two stout claws.
The first four legs of Lernaea cyprinacea are very small. They are biramous and each branch has three segments. Its first leg is located just behind the arms and the second through fourth legs are widely spaced along the body. The egg sacs that the adult female produces are long and slender. The eggs are multiseriate and the shape varies, depending on the age of the eggs. They can vary from elongated and conical to oval shaped.
The free-swimming, juvenile female is much smaller than the adult. It has an average length of .7 mm. In the nauplius stages the Lernaea cyprinacea has a transparent or light green color. In its copepodid stages it has the normal body form as other copepods. Its abdomen has four or five somites. The first and second somites are completely separated. The female's cephalothorax contains a transverse chitinous bar that divides it into anterior and posterior regions. Its furcal rami have dorsal and lateral setae as well as three apical setae. The distal half of the middle setae is long and feathered. The appendages and mouthparts of the free-swimming female are the same as in the mature form, except the antennule has a 5th segment separated.
The male differs greatly from the adult female, but shares similar morphology to that of the free-swimming female. It is not obviously apparent, but the antennule is segmented into six segments. Its first leg has a larger claw and a smaller inner spine. The antenna of the male is shorter than in the female, it has a larger claw as well. (Calman, 1911; Gurney, 1933; Yamaguti, 1963)
Some key physical features: ectothermic ; heterothermic ; bilateral symmetry .
Sexual dimorphism: female larger.
Development
Lernaea cyprinacea eggs hatch in 1-3 days. When they hatch they are in the nauplius stage. This is a six-legged elliptical larva. There are three nauplius stages. The first is the oval form, next is the without mouth or labrum form, and the third is a form with a single pair of furcal setae. After 4 to 16 days in the nauplius stage it metamorphoses into the first copepodid stage. After this metamorphosis, no further development occurs unless a host is found. The parasite then attaches to the host and undergoes further transformation. After attaching to the host, the larvae are not able to swim anymore because their appendages are reduced to short stumps and their setae are lost. The larvae spends some time on the host. They then molt. With this process they reform thier apendages and acquire the ability to swim again and leave their intermediate host. The larva passes through 5 successive copepodid stages before the female attaches. In the fourth copepodid stage, both sexes become sexually mature. In this free-swimming stage the female becomes fertilized and the male dies without developing further. The females seek their second host. This is where the females form their egg sacs. About 14-28 days are needed to go from hatching to the production of egg sacks, depending on the temperature. In cold temperatures it could take up to a year to produce a new generation. Under natural conditions, however, several generations occur in the course of one year. Throughout its development certain parts of the parasite grow, while other parts are inhibited or even reduced in development. While the organism is in its free-swimming stages http://animaldiversity.ummz.umich.edu/site/accounts/information/Lernaea_cyprinacea.html (2 of 5)6/1/2005 7:42:59 AM
of life, its legs are well developed to aid with swimming. In the organism's parasitic stages it is on a host, and does not need these appendages. (Calman, 1911; Gurney, 1933; Hoffman, 1967; Yamaguti, 1963)
metamorphosis .
Reproduction
In the fourth copepodid stage, both sexes become sexually mature. In this free-swimming stage the female becomes fertilized and the male dies without developing further. The females seek their second host. This is where the females form their egg sacs.
Key reproductive features: gonochoric/gonochoristic/dioecious (sexes separate); sexual; fertilization (internal); oviparous.
Behavior
These parasites attach to the gills of fish, using their frontal cement gland. The copepod usually lives on the surface of the body. After eating away the scale of the fish, it enters the internal tissues. This causes the fish to undergo significant changes in its structure and tissues. The fish reacts by trying to isolate the parasite and form a compact sheath. This sheath is made up of a thick layer of epithelial and connective tissues. The formation of this sheath causes the tissues of the fish to swell. These swollen tissues often become stained red with the increased activity of the parasite. In mosquito fish, the copepod destroys the host's fins. This is especially disastrous to the host when infection of the male's sexual fin causes paralysis and thus sterility. Although the parasites are found on the fish any time of the year, high infestation intensity which leads to death of the fish occurs only in the summer. The differences between the sexes are apparent when the female is observed fixed immovably to her host, while the much smaller male lives on the female's body. The male uses its prehensile second antennae to hold on as well as crawl around the body of the female. (Baur, 1962; Yamaguti, 1963)
Key behaviors: parasite ; motile ; sedentary.
Communication and Perception
Crustaceans have various sensory resceptors, mainly setae over the body. Photoreceptors are also generally present. (Brusca and Brusca, 2003)
Communicates with: visual ; tactile ; chemical .
Perception channels: tactile; chemical.
Food Habits
Many kinds of fish are the intermediate and definitive hosts. Mainly these hosts are from the family Cyprinidae. Fish such as Carissus auratus, Anguilla japonica, Carassius vulgaris, Gobio fluviatilis and Cypinus carpio all are parasitized by Lernaea cyprinacea. Many fish serve as intermediate as well as definitive hosts during heavy infestation. The parasite feeds on the internal tissues of the fish. It attaches to the gill chambers of the fish and parasitizes it externally. This parasite is a big threat because it lacks host specificity to such an extent that it can infect all freshwater fish and even frog tadpoles and salamanders. (Baur, 1962; Hoffman, 1967)
Primary Diet: carnivore (eats body fluids).
Animal Foods: body fluids.
Predation
These species are probably preyed on indirectly. Several of the larval stages die due to not reaching a suitable host.
Ecosystem Roles
http://animaldiversity.ummz.umich.edu/site/accounts/information/Lernaea_cyprinacea.html (3 of 5)6/1/2005 7:42:59 AM
Many kinds of fish are the intermediate and definitive hosts. Mainly these hosts are from the family Cyprinidae. Fish such as Carissus auratus, Anguilla japonica, Carassius vulgaris, Gobio fluviatilis and Cypinus carpio all are parasitized by Lernaea cyprinacea. Many fish serve as intermediate as well as definitive hosts during heavy infestation. This parasite lacks host specificity to an extent that it can infect all freshwater fish and even frog tadpoles and salamanders. (Baur, 1962; Hoffman, 1967)
Key ways these animals impact their ecosystem: parasite.
Species (or larger taxonomic groups) used as hosts by this species
G Anguilla japonica
G Carassius vulgaris
G Carissus auratus
G Gobio fluviatilis
G Cyprinidae
G Cypinus carpio
Economic Importance for Humans: Negative
Lernaea cyprinacea can obviously become a problem for fish farmers. The parasite not only causes disfigurment in the fish, but it can also cause its death in cases of high infestation. The farmers are unable to sell these sick fish, and lose a great amount of money. In Japan, the parasite has increased its number and spread to such an extent that it is a serious menace to fishing culture. It was first found to be causing damage to eels, in this case choking the mouth cavity, but it is also found on other fish, burrowing with the head under the scales. Countless pounds of fish have been destroyed because of this parasite. (Baur, 1962)
Ways that these animals might be a problem for humans: causes or carries domestic animal disease .
Other Comments
One method for destroying parasite is treatment with a solution of bleaching powder containing .0001% chlorine. A concentration of .0005% is much higher. This concentration kills fish, but not the adult parasite, so that effective attack can only be made on larvae during spring. By this method, some control has been established (Gurney 1933).
Contributors
Henna Tirmizi (author), University of Michigan: January, 2003. Teresa Friedrich (editor), University of Michigan: January, 2003.
Renee Sherman Mulcrone (editor), Animal Diversity Web Staff: October, 2004.
References
Baur, O. 1962. Parasites of Freshwater Fish and the Biological Basis for thier Control. Bulletin of the State Scientific Research Institute of Lake and River Fisheries, XLIX: 108-112.
Brusca, R., G. Brusca. 2003. Invertebrates. Sunderland, Massachusetts: Sinauer Associates, Inc..
Calman, W. 1911. The Life of Crustacea. London: Methuen & Co. Ltd..
Gurney, R. 1933. British Fresh-Water Copepoda Vol.III. London: Dulau & Co. Ltd..
Hoffman, G. 1967. Parasites of North American Freshwater Fishes. Berkeley and Los Angeles: University of California Press.
Waterman, T. 1961. Sense Organs, Integraton, and Behavior. The Physiology of Crustacea, Vol II: 59-73.
http://animaldiversity.ummz.umich.edu/site/accounts/information/Lernaea_cyprinacea.html (4 of 5)6/1/2005 7:42:59 AM
ADW: Lernaea cyprinacea: Information
Yamaguti, S. 1963. Parasitic Copepoda and Branchiura of Fishes. New York, London, and Sydney: Interscience Publishers.
2005/05/28 02:46:20.359 GMT-4
To cite this page: Tirmizi, H. 2003. "Lernaea cyprinacea" (On-line), Animal Diversity Web. Accessed June 01, 2005 at http://animaldiversity.ummz.umich.edu/site/accounts/information/Lernaea_cyprinacea.html.
Disclaimer: The Animal Diversity Web is an educational resource written largely by and for college students. ADW doesn't cover all species in the world, nor does it include all the latest scientific information about organisms we describe. Though we edit our accounts for accuracy, we cannot guarantee all information in those accounts. While ADW staff and contributors provide references to books and websites that we believe are reputable, we cannot necessarily endorse the contents of references beyond our control.
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Saurashtra: A Language, Region, Culture & Community.
Dr. Vrajlal K. Sapovadia
Director, SBS Jaipur
Prologue:
Saurashtra is primarily known as a region in western part of India and people in the region speaks Gujarati language. Saurashtra is a language in South India spoken by Suarshtrian community. Suarshtrian community might have migrated Saurshtra region of Gujarat many centuries ago, but have similarities in culture till date. Saurashtra in context to language and community is written with some variations like Souarshtra, Sourashtram, Soaurashrians etc. Suarshtra in context to region is also known as Kathiawar and Sorath. This paper is substantially a compilation of detail of the region, language and community captured from online open sources on Wikipedia & various blogs to describe culture, relation, commonality, linkages and contrast between western India's Saurashtra region and south India's Sourashtrian community & language.
Region:
"Saurashtra" is a geographical region situated in Gujarat's semicircular area located North West of Arabian Sea. Politically "Saurashtra" is comprised of 7 districts namely, Porbandar, Junagadh, Amreli, Bhavnagar, Jamnagar, Rajkot & Surendranagar. Referred to as Surashtra also have some other names as well over a period of time, since the Mahabharata and Vedic period, this region is mentioned again as Surastrene, or Saraostus in the 1st century CE Periplus of the Erythraean Sea. Saurashtra is a location of midwestern India, located on the Peninsula Sea Gujrat Mapshore of Gujarat verbalise. The peninsula is also called Kathiawar. The Peninsula is common with the Kachchh realm which occupies the northward, Saurashtra or Sorath forming the southern parceling; on eastern part, the Cambay gulf.
Language:
Saurashtra carrying alternate names and spellings like Saurashtram, Sourashtra, Sowrashtra, pattunulkaarar, Palkar, Saurashtri etc. and also the name of an Indo-Aryan language of KathiawarSaurashtra. Though Saurashtra Language is not spoken in the Saurashtra region now, people of this region who migrated to Southern India many centuries ago and who is especially settled in towns like Madurai, Paramakudi, Salem, Tanjore of Tamil Nadu and part of Andhra Pradesh still preserve and speak the language "Saurashtra". The script of this language is derived from the Devanagari Script and shares similarities with modern day Gujarati. However, after migration of this community in 11 th century, Gujarati is influenced by Arabic, Urdu, Portuguese, English and Parsian differs in many respect with Surashtra language. On the other hand, the community who travelled from Suarshtra to South India through Surat, Marathwada, Ratnagairi, Karnataka, and Andhra Pradesh during several centuries took colour from languages & cultures of all the regions they crossed.
Culture:
The people of Saurashtra are adventurous, brave, adept in trade and commerce, and therefore they have established many commercial colonies in foreign countries, from ancient times. The Saurashtrians had settled in Africa, Mauratius, Ceylon (Shrilanka), Burma (Myanmar), Indonesia (Java), Sumatra, Indo China, Cambodia, Malayasia and Philipines and Fiji. The Saurashtrians are also spread over various parts of the Indian homeland, taking prominent part in the commercial field, which is more suitable to their nature. It is quite natural that the origin of many words of trade, commerce, business and measurements found in various Indian languages can be traced to Gujarati language.
The reference of Saurashtra found in the Mahabharat, 'Arthashastra' of Chanakya, Deval Smriti and Buddha stories written during the 1st century A.D. Clear references to Saurashtra in the stone inscriptions at Girnar, of Maha Kshatrap Rudradama of 15O A.D, of the remains and reminiscences of the people living at Rozdi (Shrinathgadh) near Gondal in Saurashtra of 1850 B.C. and different strata of cultural life found at various places prove that the culture of Saurashtra is 4,000 years old.
Most places in the peninsula retain a small town feel, local cadences of Gujarati called Kathiawadi, and a tradition of a daily siesta when everything shuts down. The region abounds in religious shrines, wildlife sanctuaries, palaces and relics of royal legacies. From the Asiatic Lions of Gir and the Jain temples of Palitana to the ancient ruins scattered in the Barda Hills and the laid-back Portuguese-influenced enclave of Diu, the region offers a wide spectrum of fascinating places to visit.
As poet Navalram observed, people from Saurashtra are hardy, well built falks, daring, warlike and emotional. The community is said to be sturdy, prolific and active race, have audacity, love of adventure, a gay endurance , chivalry that often lead to buccaneering, exploration but too often due to greed there are some enterprising characteristics of people of Saursahtra. (Reference Rajputs of Suarsahtra by Shri Virbhadrasinhji)
Meaning:
As per one school of thought, "Saurashtra" mean Sau + Rashtra (100 nations), but as per another school of thought, this is a fractured speech of "Su-Rashtra" meaning Good Country. "Kathiawar" or "Kathiawad" was popularised by Marathas in its reigme.
Saurashtra Geography:
Arabian see today lies between African and Saurashtra, but in early days it was believed to be a wonder how western part of India (Gujarat) matches exactly with eastern Africa, later geologist confirmed the theory of one continent and its division into many continents and geographical sub continents, many geologist believed that Saurashtra was a part of Africa considering its Flora and Fauna, trees and animal habitats.
If the mythological parts of Dwarka is said to be true then Dwarka must have been fortified island and must have been surrounded by Arabian Sea, that could be a reason why Lord Krishna choose Dwarka to be their capital city, may be during Trassic age Africa and Indian sub--continent might have been joined just by saurashtra and some eruption / volcanic activity separated Saurashtra from Africa. Lion are the best example of the connection also some of the southern village of Junagarh has presence of African Negro Community, which could be an added example as well.
Early Civilization:
Pre Christian era civilization like Mohenjo-Daro and Hadappa must have flourished through Saurashtra as Saurashtra was the only connecting link between Lothal and Sindh. Earthen ware from these civilisation are found near Lakha-bawal in Jamnagar District. Evidence of port at Dholka and Lothal confirms that there was sea between Saurashtra and Gujarat.
Saurashtra also Sorath) is a region of western India, located on the Arabian Sea coast of Gujarat state. It consists of 7 districts of Gujarat, including the district of Rajkot. It is a peninsula also called Kathiawar after the Kathi Darbar who ruled part of the region once. The peninsula is shared with the Kachchh region which occupies the north, Saurashtra or Sorath forming the southern portion. The Saurastra or Kathiwar region comprises the south western part of Gujarat state and the districts included in this region are Rajkot, Junagadh, Bhavnagar, Porbandar, Jamnagar, Amreli, Surendranagar, and some portions of Ahmedabad District also fall under this area.
History:
Beyond the gulf of Baraca is that of Barygaza and the coast of the country of Ariaca, which is the beginning of the Kingdom of Nambanus and of all India. That part of it lying inland and adjoining Scythia is called Abiria, but the coast is called Syrastrene. It is a fertile country, yielding wheat and rice and sesame oil and clarified butter, cotton and the Indian cloths made therefrom, of the coarser sorts. Very many cattle are pastured there, and the men are of great stature and black in color. The metropolis of this country is Minnagara, from which much cotton cloth is brought down to Barygaza.
One of the greatest cluster of Jain monuments in Gujarat can be seen at Palitana, near the east coast of Saurashtra, where one of the most impressive temple complexes in India is situated on a sacred mountain summit, the Shatrunjaya hill.The temples are set in nine enclosures called Tuks, set on two ridges of the pinnacle, and some of the best works of Jain temple architecture can be seen in the Khateshwar tuk. The view of the temple cluster, with its massed domes and shikhars reaching out to the sky, against a backdrop of hilly countryside and the river Shatrunnnjaya is one of the greatest sights you can hope to see during a tour of India. The historic 863 temple complex has exquisite carvings, jewelled idols and detailed architecture, and an awesome aura of devotion.
In the granite hills near Palitana, Sihore was the capital of the Gohil Rajputs in the 17th century, and being the rulers of a prime coastland often faced battles and skirmishe with neighbouring rulers. Sihore Darbargadh was built to defend Gohilwad from the Kathi darbars of the Kathiawad hinterlands. The main palace inside the fortifications has a carved wooden facade and the rooms inside have wall paintings depicting historic battles and other subjects. From the fort terraces can be seen the granite hills, which provided superb natural defences for Sihore Darbargadh, and hilltop watchtowers from where warnings could be flashed to the inhabitants of the town. The Gohils moved their capital to Bhavnagar and commissioned European architects like Sir William Emerson, whose other works include Calcutta's Victoria memorial, to built their palaces and public buildings.
West of Palitana is Mount Girnar, which rises 3660 ft over MeanSea Level on the outskirts of Junagadh city. The 12th century temples on the summit are exquisitely carved and superbly designed. Near the foot of Mt Girnar are relics of another religion, Buddhism, which like Jainism preached non-violence. The edicts of emperor Ashoka, the Mauryan ruler who helped spread Buddhism throughout south and south eastern Asia in the 3rd century BC, have been inscribed on basalt rock enroute from Girnar to Junagadh. The hills around Junagadh have Buddhist cave complexes dating from the rule of the Kshtrapas. One of these is in the Uparkot fort, which rises from a hill over Junagadh city. The Uparkot was believed to be a walled citadel upto the 5th century AD and again during Chudasama Rajput reign from the 9th to the 15th centuries. The fort has a high wall strengthened by bastions, with a huge moat inside the walls, granaries large enough to withstand a long siege, a Rajput palace that the sultans partially converted to a mosque after their conquest of Junagadh, Ottoman canons, and two imposing stepwells. The Mughals conquered Gujarat from the sultans and their subhas(governors) of Sorath were based in Uparkot fort. After the decline of Mughal power, the subhas founded their own dynasty, taking on Babi as their last name, and became the Nawabs of Junagadh. During their reign, Junagadh saw the rise of numerous buildings including palaces, the imposing Baha-ud-din college, the old maqbara and the fun-fairish 19th century mausoleum complex. A selection of their howdahs, palanquins, textiles and furnishings can be seen at the Durbarhall museum.
South of Junagadh is Somnath, well known for its temples. The Somnath temple is believed to have been built by Gods and their avtars(incarnations) but the earliest recorded phase in the history of Somnath's Shiva temple is the 10th century Solanki reign of Gujarat. The temple was subjected to plunder and destruction by invaders over the centuries, and each time the resilient devotees restored it to its former glory. The present temple building was renovated in 1950 AD under the leadership of Sardar Vallabhbhai Patel. Near the temple is the Prabhas Patan museum which houses architectural fragments and sculptures from the original temple of Somnath. A Sun temple, lord Krishna cenotaph and the Ahilya Holkar temple are other devotional monuments of Somnath. Lord Shiva, while stating he was omnipresent, mentioned that Somnath was one of his 12 important abodes, the reason the shore temple here is revered as a Jyotirlinga. Somnath was invaded by King Mohmed Gizni in 11 th century. As one school of thought, khatri community, who were expert in weaving fine silk cloths, migrated to save their art & culture to South India now known as Palkars or Sourashtrians.
Like Somnath, Dwarka is one of the important Hindu shore temples, attracting millions of pilgrims. From the architectural viewpoint, an interesting temple is the Rukmani mandir, dated to the 12th and 13th centuries. Marine excavations indicate the presence of an ancient city, submerged by the sea.
Among the oldest temples extant in India are Ghumli, Gope and Bileshwar in the hills of Barda, between the coastal cities of Porbandar and Jamnagar. These temples date from the 7th to the 12th centuries and have interesting detailing. The Vikia vav at Ghumli is among Saurashtra's most impressive step wells.
Kutch is another region that has impressive Hindu temples at Kera, Kotay and Bhuvad , Jain temples at Badreshwar and Naliya, and shore temples at Koteshwar, most of them dated to the 10th-13th century period. The Jadeja Rajputs became the major power of Kutch in the 16th century and over a period of four centuries forts and palaces were built in their state. One of the grandest of these palaces is the Aina mahal in the Darbargadh complex, which was embellished by Ram Singh, an artisan shipwrecked in Europe.
Sorath:
For a long span of time, the name Sorath remained limited to the region and later to the Muslim-ruled Princely State of Junagadh ("Junagarh" or the "Old City"). During British rule, Junagadh and its neighboring princely states were supervised by the Western India States Agency (WISA). In 1947, Junagadh's Muslim ruler desired to accede his territory to Pakistan, but the predominantly Hindu population rebelled. He fled to Pakistan, and a plebiscite was conducted, as a result of which the kingdom was merged into the Indian Union.
Sorath/Saurashtra has a great spiritual heritage and has produced many Saints and divine souls. For a brief list of some notable figures of Saurashtra / Kathiawar, please refer to Notable characters and figures.
Saurashtra state:
After India's independence in 1947, 217 princely states of Kathiawar, including the former kingdom of Junagadh, were merged together to form the state of Saurashtra on 15 February 1948. Initially, it was named United State of Kathiawar which was renamed to Saurashtra State in November 1948. The exercise took up a lot of Shri Vallabhbhai Patel's time to convince the local princes and petty subas (totalling 222 in Saurashtra alone). However, Maharaja Krishnakumar Sinhji of Bhavnagar State readily extended to offer his large and royal empire of Bhavnagar / Gohilwar to Sardar Vallabhbhai Patel and Bhavnagar became first in the country to get merged into the union of India.
The capital of Saurashtra was Rajkot. Uchharangray Navalshankar Dhebar (1905–1977), who later went on to become President of the Indian National Congress between 1955 and '59, became Saurashtra's first Chief Minister. He was succeeded by Rasiklal Umedchand Parikh (b.1910) on 19 December 1954.
On November 1, 1956, Saurashtra was merged into Bombay state. In 1960 Bombay state was divided along linguistic lines into the new states of Gujarat and Maharashtra. The territory of Saurashtra, including that of the former kingdom of Sorath or Junagadh, is now part of the state of Gujarat.
Sourashtra as community:
Sourashtra or "Sourashtras" refers to a community of people who had their original homes in Gujarat and presently settled almost in all major Towns of Tamil Nadu and are concentrated more in Madurai which is considered as their cultural Headquarters, but have also settled in Bangalore of Karnataka and,in Tirupati of Andhra Pradesh. After 20 th century, some families have settled in Mumbai, New Delhi and in foreign countries like USA, UK, Dubai, Singapore etc.
The origin of the name date backs to the time when the ancestors of theses people inhabited the kingdom of Saurashtra in Gujarat State. The Tamil name by which these people is known in Southern India is Patnūlkarar, that is silk-thread workers or weavers who speak "Pattunuli" or "Khatri", a dialect of
Gujarati. The details about Sourashtra community is discussed by A.J. Saunders. Dr.Uchdia Norihiko of KOBE, Japan, came to Madurai in 1972 and stayed for two years to do post doctoral research as a Senior Fellow in Linguistics under the auspices of Annamalai University, Chidambaram, Tamil Nadu. With help from O.S.Subramanian, Dr. Uchdia Norihiko is working on 'Origin and Development of Sourashtra Language'. A.J. Saunders has authored 'Oral Literature of Saurashtrans' (1979), The Language of the Saurashtrans in Tirupati (1983), A Saurashtra-English Dictionary (1990).
Sourashtra, also known as Palkar. Sowrashtra, Saurashtram, is an Indo-Aryan language derived from Sauraseni Prakrit. The Ethnologue puts the number of speakers at 510,000 (1997 IMA), although the actual number could be double this figure or even more.
"Equivalent of Saurashtra in the Linguistic Survey has been recorded as Saurashtri which is yet another name of Patnuli dialect of Gujarati spoken by the silk weaving community of Madurai who are considered to have migrated from Gujarat to the south several centuries ago. On the basis of current preference for the name of their mother tongue, we have, however, adopted the name 'Saurashtra' and not Saurashtri. On account of several generations of association in the Dravidian Language area, the speech is supposed to have been strongly affected by Dravidian traits. We preferred to call that dialect of Gujarati with such traits as Saurashtra. … Regarding Saurashtra, however, some interest has been shown, of late, on the technical aspects of this variety while the inclination to affiliate it with Marathi is also visible among some scholars. In any case, some authoritative work on this variety of language remains to be done. Pending the same, however, we have to keep it under Gujarati according to the Linguistic Survey." vide Census of India 1961 Vol.I INDIA Part II –C (ii) Language Tables, Published by the Manager of Publications, Civil Lines, Delhi, pp. CCXLIV + 554, (1967).
Oral tradition says that they have migrated on the fall of 'Somanath Temple' when Gazni Mohammed invaded and plundered Hindu Temples. It is said they lived for about two centuries in Devagiri and later moved to Vijayanagar Empire at the invitation of the Kings. They manufactured fine silk garments for the use of Kings and their families and were engaged in Silk trade.
When Nayak Kings started to rule Madurai, they were invited by the Madurai Nayak Kings and were given accommodation around Thirumalai Nayak Palace, Madurai, where even now there are many Sourashtra families living. The migration might have taken place in various groups at different times and they settled in many places in Tamil Nadu. Later Hyder Ali invited some families from Thanjavur to settle in Srirangapattanam in Karnataka. Those people are now in Bangalore after the fall of Srirangapattanam and they are called as 'Jamkhaanadavaru'. Similarly some families went to Andhra and settled in Tirupati. Because of lack of frequent communications, there are so many dialect variations in this Language. The majority of people are settled in Madurai.
In history they are referred to as Patkar, Pattegar, Patvekar and Patnulkarar. In Tamil the weaving community is referred to as 'Kaikkolar'. In Tamil Nadu State they are called Sourashtra (Patnulkarar) or merely Palkar. Edgar Thurston refers this Community as Pattunulkaran. The details about Sourashtra community are discussed by A.J. Saunders. A History of the Sourashtras in Southern India by the Sourashtra Literary Societies of Madura and Madras was published on 17 January 1891 under the Chairmanship of Sri T.M.Ramaswamaiyo, the Secretary being Sri K.V.Subbaiyo. In that book, it is stated that the following books were consulted: Dr.Balfour Encyclopedia of India, Ramesh Chander Dutt's Ancient India, Alexander Cunnigham's Ancient Geography of India, Tod's Rajasthan, Professor Lassen on Prakrita Languages, Bombay Gazeteer, Researches of the Asiatic Society, A Grammar of the Gondian Languages.
The Ethnologue puts the number of speakers at 310,000 (1997 IMA), although the actual number could be double tor even three times this figure or even more because many people wrongly stated their mother tongue as Tamil in census enumeration as it is not taught in school and it remained mainly a spoken language, though Literature are available in Sourashtra, Telugu, Tamil, Kannada, Roman and Devanagari Scripts. Now Journals in Sourashtra script are published, such as Bhashabhimani, Zeek, Jaabaali, and Sourashtra Mithran.
Classification:
Sourashtram is classified under Indo-European Family – Aryan Sub Family -Indo-Aryan Branch – Inner Sub Branch Central Group-and pending some authoritative work, is tentatively grouped under Gujarati according to Linguistic Survey of India. vide Census of India 1961 Volume I INDIA Part II-C (ii) Language Tables p.ccxvii,published by The Manager of Publications, Civil Lines, Delhi, 1967.
"Saurāshtra is, through and through, an Indo-Aryan language. Sourāshtran publications are sufficient proof that it is an adequate medium for literary expression" vide The Saurashtrans of South India, By Dr.H.N.Randle, Plate VIII, published in the Journal of the Royal Asiatic Society, London October, 1944. "sou" in Hindi means 100 and "rashtra" refers to region so in general sourashtra refers to a province of 100 regions. Another meaning for Sourashtram is WEALTHY KINGDOM. That is why Mohamed Gazni invaded Saurashtra and looted Somanath Temple and carried away the treasures.
"Sourashtra Brahamanargal Sarithiram" is a well renowned book in Tamil which descirbes about their ancestry, how they descended south during ghazini's invasion. Mostly they are categorized as Brahmins and when there was argument between them and Tamil Brahmins during "Upakarma" at vaigai river, madurai, they were arrested and presented in nayakkar's court. Local Brahmins claimed that Sourashtra people were doing same kind of rituals as Brahmins and they want to understand how ritual they were. Thirumalai Nayakar ordered a debate to test their knowledge on Vedas and Upanishads. Without any doubt, Sourashtra Brahmins were able to answer all questions with rich explanations and Nayakar ordered a "Pattayam" stating that Sourashtras are considered as Brahmins and they have right to use Iyers and Iyengars surname. This "Pattayam" is still found evident in Sourashtra Club, Madurai.
Geographical distribution:
The speakers of the Saurashtra language, known as Saurashtrians, maintain a predominant presence in Madurai, a city, also known as 'Temple City' in the southern part of Tamil Nadu. Though official figures are hard to come by, it is believed that the Saurashtra population is anywhere between one-fifth and onefourth of the city's total population.
Also Saurashtrians, maintain a predominant presence throughout the Tamil Nadu Starting from Salem, a city, To be believed to have derived its name from the Tamil word Selai(Sari) (a traditional Dress worn by Women) because of the Saurashtrians weavers used to weave Silk sarees (Pattu Selai). Still many of the Saurashtrians residing in main land Salem (Areas including Ponnamapet, Ammapet) Used to weave Silk Dhoties. Silver leg chains are produced in (Shevapet) Salem and it exported to all over world. They also present in the Districts of Namakkal, Dindigul, Madurai, Vellore, Tirunelveli.
It is not known how many groups migrated from North India to South India. But because of absence of contact among the groups for a long time, dialect variations have emerged based on the place of their settlement. The alternate name of Sourashtra is PALKAR which term is used colloquially among them. But all Associations are named as Sourashtra Sabha/Association only.
Though there is little historical evidence available to support the argument that the Saurashtrians lived in the Saurashtra region of Gujarat in Western India, folklore, and recent linguistic and genetic researches have been able to establish, that this region was indeed once the habitat of the Saurashtrians. However, their language has more similarities with Marathi and Konkani, both Indo-Aryan languages of Western India, than it does with Modern Gujarati, the language of present-day Gujarat. Linguists have been able to explain why it is so: Both Saurashtra and Gujarati branched off from a common parent, and have since taken completely different paths to modernity. Gujarati came under the influence of Hindi, Persian, and Arabic, whereas Saurashtra, taking off from Gujarat before it had made any Muslim contact, was influenced by Marathi, Konkani, Kannada, Telugu, and finally, Tamil. It has been acknowledged that Persian and Arabic have had only limited influence on Marathi and Konkani, and this is why they still retain a good amount of vocabulary and grammar derived from Sanskrit, as compared to other daughter languages of Sanskrit. It is possible that the vocabulary and grammar shared between Modern Saurashtra and Marathi is what was originally derived from Sanskrit.
The southward flight of the Saurashtrians seems to have been triggered by the frequent Muslim invasions, most notably by Mahmud of Ghazni, of their homeland and the instability caused by it. No details are available whether it was a mass migration and when it took place. They found safe haven in the Vijayanagar Kingdom, with its capital at Hampi in present-day Karnataka, which was then expanding southwards. Weaving being their traditional occupation, they were able to win the attention of the Emperor and were soon elevated to the position of royal weavers. Telugu and Kannada were the court languages, though other languages such as Sanskrit and Tamil were also in use. It was during this period that Saurashtra started absorbing Telugu and Kannada words into its lexicon.
Vijayanagar rulers had the practice of appointing Governors, known as Nayaks, to manage far-flung regions of the empire. When Madurai and Thanjavur were annexed to the empire, Governors were appointed to administer the new territories. A part of the Saurashtra community may have moved to Madurai and Thanjavur at the time to serve the Governors.
The Vijayanagar empire collapsed after more than two centuries of rule, in 1565, after the Sultans of Deccan Confederacy won the battle of Talikota, thus opening up southern India for Muslim conquest. Soon afterwards, the Governors of Madurai and Thanjavur declared themselves the new rulers of the respective territories.
The Saurashtrians had to migrate again since they no longer enjoyed the royal patronage they were used to, and so, once again, were on the move. As there were Saurashtrians already present in Madurai and Thanjavur, it was only natural that they migrated further south to join their folks living there. The language would undergo one last alteration, this time influenced by Tamil, to bring it to its modern form. To this day, Saurashtrians are densely populated around the Royal Palace of Thirumalai Nayak, the greatest of the Nayak Rulers that ruled Madurai. There are good number of people staying in Mumbai(Maharashtra) in a place called Cheeta Camp and also in other parts of the city, but they all migrated from Salem etc. places within a period of a century. Marathi-speaking community in Thanjavur is different than Saurashtrians. The Marathi community arrived in Thanjavur during King Serfoji's reign and they are culturally and linguistically distinct from Saurashtrians.
The greatest of the Nayak Rulers had great liking for silk wears and as the Saurashtrians were specialists in the weaving trade, they were invited by the King for weaving special silk clothings for the palace dwellers and that is how they settled around the palace of Thirumalai Nayak.
Sourashtra Vijayaaptham:
Sourashtra Vijayaaptham denotes the era of Sourashtra Migration. It commences from Tamil Calendar Chitrai 1st. It is derived from subtracting 1312 from the Gregorian Calendar year. It is 697 from 14 April 2009 to 13 April 2010. It is not known how the Era started. But currently it is stated in the Almanac Panchangam and people are using it.
Sourashtra Writing System:
The language has had its own script for centuries, the earliest one available from 1880. Dr. H.N. Randle has written an article 'An Indo-Aryan Language of South India—Saurashtra Bhasha' in the Bulletin of School of Oriental and African Studies (BSOAS) 11 Part 1 p. 104-121 and Part II p. 310-327 (1943– 46)Published by Cambridge University Press on behalf of School of Oriental and African Studies.
This language is not taught in schools and hence had been confined to being merely a spoken language. But many great works like Bhagavath Gita and Tirukkural were translated into Sourashtram. It is now a literary language. Sahitya Akademi has recognized this language by conferring Bhasha Samman awards to Sourashtra Scholars. Most Saurashtrians are bilingual in their mother tongue and Tamil and are more comfortable using their second language for all practical written communication though of late, some of them started writing in Sourashtram using Sourashtra script.
There is an ongoing debate within the Saurashtra community regarding the use of the script for the Sourashtra language right from 1920 when a resolution was passed to adopt Devanagari Script for Sourashtra Language. Though some of the books were printed in Devanagari script, it failed to register the growth of the language. But in practice because of lack of printing facilities, books are continued to be printed in Tamil Script with diacritic marks with superscript number for the consonants ka, ca, Ta, ta and pa and adding a colon to na, ma, ra, and la for aspirated forms, which are peculiar to the Sourashtra language.
For writing Sourashtram using Devanagari Script, one require seven additional symbols to denote the short vowels 'e' and 'o' and four symbols for aspirated forms viz. nha, mha, rha and lha. We also require one more symbol to mark the sound of 'half yakara' which is peculiar to the Sourashtra language. The books printed in Devanagari Script were discarded because they did not represent the sounds properly.
The Commissioner for Linguistic Minorities, Allahabad by his letter No.123/5/1/62/1559 dated November 21, 1964 Communicated to Sourashtra Vidya Peetam, Madurai that the State Government were of the view that as only one book in Sourashtra Language had so far been submitted by Sourashtra Vidya Peetam for scrutiny, there was no point in examining the merits of only one book specially when the question regarding the usage of script - Hindi or Sourashtram, was still unsettled, and that the question of text books in Sourashtram might well lie over till a large number of books is available for scrutiny and for being prescribed as text books in Schools. The Leaders in the Community could not realize the importance of teaching of mother tongue in schools and did not evince interest in production of textbooks in Sourashtram for class use. But, now an awareness has arisen in the Community, and Sourashtra Vidya Peetam wants to teach the Sourashtra language through multimedia as suggested by Commissioner for Linguistic Minorities in his 42nd Report for the year (July 2003 to June 2004). Of late in internet, many Sourashtra Yahoo groups in their website use the Roman script for the Sourashtra language. A journal, Bhashabhimani, is published from Madurai, in Sourashtra Script. Another journal, 'Jaabaali', is also published by the same Editor of Bhashabhimani from Madurai. The 'Zeeg' Sourashtra script practice Magazine is also published from Madurai only. All the three journals support the Sourashtra script only. There is no journal in Devanagari.
Dialects:
Each of the traditional Saurashtrian settlements has its own dialect. Since there is not a central linguistic body governing the rules, and establishing what is standard and what is not, each dialect speaker considers his own the standard form. Because people were not used to write their language, proper study of the dialect variations were not undertaken. Recently only an awareness has arisen and people are slowly practicing written Sourashtram. Dictionaries have been compiled, but dialect variations are not properly noted. One Saurashtra-English Dictionary by Uchida Norihiko is available. Saurashtra-TamilEnglish Dictionary one by K.R.Sethuraman (in Tamil Script) and another by T.V.Kubendran (in Sourashtra, Tamil and Roman script) are available.
Sourashtra Vidya Peetam:
Sourashtra Vidya Peetam is the oldest body which is working for the cause of the language by preserving the Script and the old literature. The earliest Sourashtra Book printed in Sourashtra Script available now is SOURASHTRANADHI by Pandit Lakshmanachariyar (1880). T.M.Rama Rai is the doyen of the development of Sourashtra Script and Literature.He published many books in Sourashtra Script and wrote Grammar and Text books in Sourashtram.
Sourashtra Evolution:
Sourashtra though refers to a migrated community, also refers to the language spoken by the Sourashtra community people (or Sourashtrians). During their migration from the north-western region of bharada khanda (ancient Indian peninsular region or present day Gujarath), they adapted to the regional and cultural aspects of the particular region they reside. In this way, Sourashtrians acquired proficeincy in the regional languages but without loosing their own language. When various technologies developed, they never failed to record their literature with the modern developments. Around 1850s to accomplish the vision of Sourashtra Literary Laurels, due to the hardwork of several visionaries for more than four decades a unique writing system developed which represents the originality, signficant features of Sourashtra language. Sourashtrians are mostly silk weavers and silk thread merchants, originated in the Saurashtra region (present day Gujarat, and parts of Maharashtra) in Northern India and later settled in Madurai and surrounding regions of Tamilnadu, few centuries ago.
The origin is certain, and research has proved the current day Sourashtra spoken by us is a modern form of pre-Gujarati spoken thousands of years ago. "...Their home language (Sourashtra language) is still a modern form of the old Saurashtri or Pre-Gujarati as it was over a thousand years ago, which was the language they brought with them through Maharashtra and Andra Desa to Tamilnadu. This language preserves, naturally enough many archaic features of Gujarati and at the same time shows influence of the sister Aryan languages of Konkani and Marathi and of Dravidian Telugu besides of course Tamil which has now virtually become the second mother tongue of the Sourashtrians...." says Suneetkumar Chatterjee a famous linguist.
But the time period when they migrated from Saurashtra region to south is still uncertain. Following theory are prevalent:
Theory 1:
The first theory is that, during the times when the infamous Ghazani Mohammed invaded Northern India from Afghanistan, a few families might have migrated South to escape from the series of invasions.
Theory 2:
Another assumption is a few families that came with the entourage of Shatrapathi Shivaji when he invaded south, might have stayed back to form their own community.
Theory 3:
This is the most popular and widely accepted theory by historians. During the Vijayanagaram Empire rule in Northern India, the Nayakars ruled the South as part of the empire with Madurai as their capital. During that period a few families from the Saurashtra region were called into Madurai to be the "Royal Weavers" for the Nayakars. This would explain very high concentration of Sourashtrians still today around the Thirumalai Nayakar Mahal, the Nayakar's Palace. Since Sourashtrians are Silk Weavers by profession it would also disprove the theory that they came with Shivaji.
Later Sourashtrians settled in Madurai, spread around to Trichy, Salem, Kumbakonam and other surrounding areas as the population grew, but still managed to keep their unique language, and culture intact. Current day Sourashtrians, refer themselves as Tamilians as their identities and still speak Sourashtra at home. An estimated half a million Sourashtrians are living now mostly in Tamilnadu and a few are spread around all over the world.
Unique characteristics of the Saurashtrians in South India:
This history of the Greater Saurashtra and Greater Gujarat is very glorious and interesting. In this history of the Greater Saurashtra, it is remarkable that the Saurashtrians who have settled in South India are distinguished clearly, in some important aspects, from the other Saurashtrians who have migrated to other places inside or outside India. There are some unique characteristics, which draw our special attention.
Firstly, the Saurashtrians who have migrated to other places have not gone there collectively in larger groups at a time; while the Saurashtrians in South India have migrated there in larger collective groups at a time in a planned manner.
Secondly, these Saurashtrians in South India had gone there, equipped with the art of weaving silken cloth. The whole community or tribe has got remarkable skill in this single profession, and yet their mode of living as well as their family-names are obviously Brahminical. They are introducing themselves even to day as Saurashtri Brahmins. The other Saurashtrians who have migrated to other places have not taken with them a collective industry or art and the groups of Brahminical mode of living have not gone elsewhere in a collective manner.
Thirdly, the Saurashtrians who have migrated to other provinces or foreign countries have been in some sort of direct contact with the original homeland. For example, the Saurashtrians who had migrated to Africa have always returned (at least some of them and at least for some time) to the homeland sooner or later. In the case when these Saurashtrians have lost the link with the homeland, they have not been able to preserve the linguistic and cultural heritage of the homeland. On the contrary the Saurashtrians in South India have lost all the direct contact with their homeland, to such an extent that for some time, they did not know exactly where the homeland Saurashtra was geographically situated ; but even then they have been proud of being Saurashtrians and with a sense of pride they have preserved the old language and culture of Saurashtra. They knew only a few years ago where the homeland Saurashtra was exactly situated. Even now some of them have a notion that South Gujarat is a part of Saurashtra (3 bookmark). Even though they had lost the correct geographical location of the homeland Saurashtra, they had not forgotten or lost the language and culture of Saurashtra. They have persevered strongly to preserve the linguistic and cultural tradition of Saurashtra as it existed eight hundred years ago when they migrated from Saurashtra. No other Saurashtra migrants have preserved the tradition to this extent inspite of their being cut off completely from the homeland. They forgot the exact geography of the homeland, but the pride of the homeland was a life-force with them; the original language and culture were never obliterated.
New light on the form of the old language of Saurashtra :
If one study the linguistic, literary and cultural tradition of the Saurashtrians in South India, it is found, to a certain extent, very obviously, the Marathi, Kannada, Tamil and Telugu influence, external as well as internal, in its formation. If we can isolate this influence, it is probable that a study of the residual material will throw a new light on the language, literature and culture of Saurashtra as it existed eight hundred years ago. The English colonists who have migrated to Iceland and other islands have preserved in a pure form some special characteristics of the old English language such as old pronunciations and typical form of the old English language. This has supplied some important material for tracing the evolution of the English language. Similarly the study of the Southern Saurashtri language can supply some important material pertaining to the old language of Saurashtra and Gujarat. The Parsis who have migrated from Persia to Gujarat have adopted the Gujarati language almost as the mother tongue, and they have not continued the usage of their original language even in their intra group communication. But the Southern Saurashtrians have preserved very strongly their original linguistic traditions. Their pride of being Saurashtrians and their insistence on being called Saurashtrians are very strong. They had lost the geographical idea of their original homeland Saurashtra. | <urn:uuid:9f975d9f-e11f-4e2a-85fe-b5056a02ea79> | CC-MAIN-2017-30 | https://sapovadia.files.wordpress.com/2012/04/sauarshtra.pdf | 2017-07-27T14:08:02Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00569.warc.gz | 579,832,439 | 9,309 | eng_Latn | eng_Latn | 0.994169 | eng_Latn | 0.996224 | [
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Handout 1: Luke Lesson 13
The countdown to the Passion of the Christ (*count the days as the ancients' counted with no zero-place-value by counting the first in the series as day #1; note that sundown began the next Jewish day).
Six days before Passover Jesus came to Bethany, where Lazarus was, whom Jesus had raised from the dead. They gave a dinner for him there, and Martha served, while Lazarus was one of those reclining at table with him. John 12:1-2
Day #1. Saturday, Nisan 9 th : Jesus ate the Sabbath dinner with His friends in Bethany and received His second anointing (Jn 12:1-11).
Day #2. Sunday, Nisan 10 th : Jesus made His triumphal ride into the city of Jerusalem, cleansed the Temple a second time, and He taught the people at the Temple (Mt 21:1-17; Mk 11:1-11; Lk 19:36-40; Jn 12:12-19).
Day #3. Monday, Nisan 11 th : Jesus cursed the fig tree, cleansed the Temple a third time, and He taught at the Jerusalem Temple (Mt 21:18-23; Mk 11:12-19; Lk 20:1).
Day #4. Tuesday, Nisan 12 th : Jesus continued to teach at the Jerusalem Temple (Lk 21:37-38).
Day #5. Wednesday Nisan 13 th : Jesus' last day teaching in Jerusalem. He had dinner with friends in Bethany where He received His third anointing, and He was betrayed by Judas to the chief priests (Mt 26:1-2, 6-16; Mk 14:1, 3-11; Lk 22:1-6; Jn 13:1-2a).
Day #6. Thursday, Nisan 14 th : The day of the Passover sacrifice (Mt 26:12-19; Mk 14:12-16; Lk 22:7-13).
Sundown was the beginning of Friday, Nisan 15 th , the appointed time of the sacred meal of the Passover sacrifice on the first night of the Feast of Unleavened Bread. It was on this Jewish feast that Jesus celebrated the Last Supper and instituted the Eucharist. He was betrayed by Judas who leaves without completing the meal. It was that night when Jesus was arrested. He was tried, crucified and died during the daytime of the same Jewish day—the day before the Jewish Sabbath, known as "Preparation Day" (Mt 26:20-27:61; Mk 14:17-15:41; Lk 22:14-23:46; Jn 13:2b-19:31).
Prophecy Lk 19:30-37 = Is 62:6-12, especially verse 11b; Zec 9:9; Jacob/Israel's deathbed prophecy for the tribe of Judah in Gen 49:10-11; 1 Kng 1:32-40. Jesus' entry into Jerusalem Lk 19:38: see Ps 118:26; Lk 2:14.
Chapter 20: The religious leaders attempt to discredit Jesus with the people and to trap Him into incriminating Himself with the Roman authorities by making treasonous statements. They challenge Jesus by asking Him a series of three questions:
* On the payment of Roman taxes (20:22)
* On His authority to teach as He does (22:2)
* On His understanding of the Resurrection (20:28-33)
* Psalms 118:22 (Lk 20:17-19)
Jesus will respond by defeating their traps and will ask two questions of His own on their understanding to two passages from the Psalms which He identifies with Himself:
* Psalms 110:1 (Lk 20:41-44)
Handout 2: Luke Lesson 13
Isaiah's vineyard parable (Is 5:1-7) speaks of God's judgment on an unrepentant people: Now, I will let you know what I mean to do to my vineyard: Take away its hedge, give it to grazing, break through its wall, let it be trampled! (Is 1:5). The covenant people will lose their special status as keepers of God's "vineyard" in the same way that Luke's parable speaks of judgment on the wicked tenants/vinedressers and their loss of the "vineyard" that will be given to others. The Lord of the vineyard is God and the vineyard is the covenant people of Judah: The vineyard of the LORD of hosts is the house of Israel, and the men of Judah are his cherished plant; He looked for judgment, but see, bloodshed! For justice, but hark, the outcry! (Is 5:7).
Luke 20:17-18 But he looked [emblepo] at them and asked, "What then does this Scripture passage mean: "The stone which the builders rejected has become the cornerstone'? 18 Everyone who falls on that stone will be dashed to pieces; and it will crush anyone on whom it falls." Lk 20:17 quoting LXX Ps 118:22; the verb emblepo implies a direct and intense stare that commands attention. See 1 Pt 2:4-8 quoting Is 28:16; Ps 118:22 and Is 8:14-15. Lk 20:18 see Dan 2:34-35, 45.
Lk 20:20-26 In Jesus' day the Roman denarius bore the image of the emperor Tiberius (ruled 1437 AD) and the Latin inscription Tiberius Caesar Divi Augusti Filius Augustus Pontiflex Maximus—"Tiberius Caesar, august son of the divine Augustus, high priest"
Lk 20:27-40
* The Sadducees only observed the precepts of the written Law in the Torah/Pentateuch (five books of Moses), unlike the Pharisees who also followed the oral Law (Josephus, Antiquities of the Jews, 13.5.9; 13.10.6; 18:1.3; Wars of the Jews, 2.8.14).
* The Sadducees did not believe in a physical resurrection of the dead like the Pharisees (Lk 20:27; Acts 23:8; Josephus, Antiquities of the Jews, 18:1.6).
* The Sadducees counted among their supporters the wealthy and the aristocracy (Josephus, Antiquities of the Jews, 13.10.6).
* The Sadducees were the main opponents of the Pharisees (Antiquities of the Jews, 13.10.6). Michal E. Hunt Copyright © 2013 | <urn:uuid:8d65367d-6996-4fa1-b06e-f7aa49b5e185> | CC-MAIN-2017-30 | http://agapebiblestudy.com/Luke_Gospel/Luke_Lesson_13_Handouts.pdf | 2017-07-27T12:51:34Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00571.warc.gz | 11,495,376 | 1,495 | eng_Latn | eng_Latn | 0.991553 | eng_Latn | 0.992542 | [
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BARWON HEADS PRIMARY SCHOOL
CHILD SAFE STANDARDS
Background
The Victorian Government is committed to the safety and wellbeing of all children and young people. As part of the Victorian Government's commitment to implementing the recommendations of the Betrayal of Trust report, which found that more must be done to prevent and respond to child abuse in our community, there is a new regulatory landscape surrounding child safety, underpinned by the new PROTECT Child Safe Standards.
The Child Safe Standards are compulsory minimum standards for all Victorian early childhood services and schools, to ensure they are well prepared to protect children from abuse and neglect. (reference Department of Education 2016)
http://www.education.vic.gov.au/about/programs/health/protect/Pages/default.aspx
To create and maintain a child safe organisation, an entity to which the standards apply must have:
- Standard 1: Strategies to embed an organisational culture of child safety, including through effective leadership arrangements
- Standard 2: A child safe policy or statement of commitment to child safety
- Standard 3: A code of conduct that establishes clear expectations for appropriate behaviour with children
- Standard 4: Screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel
- Standard 5: Processes for responding to and reporting suspected child abuse
- Standard 6: Strategies to identify and reduce or remove risks of child abuse
- Standard 7: Strategies to promote the participation and empowerment of children
BHPS: An Organisational Culture of Student Safety and Well Being
Barwon Heads Primary School is committed to the safety and wellbeing of children and young people. Our b school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development. Everyone deserves to be treated with respect and dignity while keeping child safety paramount. We ensure that the children and young people at our school feel empowered and have every opportunity to have their voice heard in decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. The BHPS community is a diverse and eclectic community and respect is given to the cultural diversity of child rearing practices while keeping child safety paramount.
Barwon Heads Primary School has zero tolerance for child abuse.
Every person involved in Barwon Heads Primary School has a responsibility to understand the important and specific role they play, individually and collectively, to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make. The BHPS Leadership Team leads the community in regards to child safety at school. The Principal acts as the Child Safety Leader.
We value the input of families and carers in regards to child safety and the importance of ensuring all lines of communication are open at all times. To support the community, the BHPS Leadership Team will ensure there is written guidance available on appropriate conduct and behaviour towards children.
The BHPS community takes a preventative, proactive and participatory approach to child safety. We work together to empower the children at our school to participate in decisions which affect their lives.
We foster a culture of openness that supports everyone to safely disclose risks of harm to children and where children feel comfortable to raise any issues.
All staff will complete Mandatory Reporting training each year so that they feel able to report suspected abuse, neglect or mistreatment promptly.
The school aims to ensure only the most suitable people will work with children, including teaching staff,
ES staff, administrative staff and other employees, and parent/community volunteers.
The BHPS Administration Team ensures that volunteers, including parents, have a Working With Children Check (exceptions include when parents are volunteering at events such as working bees, school fete, special friends' stalls) and that the Working With Children Check register is maintained. As a community, our actions will ensure that all the children in our care feel safe. We will support all members of the BHPS community to feel empowered to report suspected abuse, neglect or mistreatment promptly to the appropriate authorities. Where the safety and wellbeing of children is at risk, we will share information appropriately and lawfully with other organisations as required. | <urn:uuid:cfbc2d14-4eb2-44a0-99de-addd6ff069b2> | CC-MAIN-2017-30 | http://bhps.vic.edu.au/wp-content/uploads/2016/11/CSS-1-BHPS-Rationale-1.pdf | 2017-07-27T14:23:35Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00570.warc.gz | 31,254,623 | 890 | eng_Latn | eng_Latn | 0.996001 | eng_Latn | 0.996013 | [
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Chalk Talk: A teacher's voice
By ALICIA LÓPEZ
Gazette Contributing Writer
Wednesday, January 15, 2014 (Published in print: Wednesday, January 15, 2014)
Imagine that you are a 14-year-old girl leaving your mother for the first time to leave your country and all that you
know behind you. You arrive in Amherst on a cold day in March, and realize how different it is from your warm island country with palm trees and sunlight around you. You are now living with your father, though you had never lived with him before. You are happy to be reunited with your half-siblings, but there is a hole in your heart because your mom is not with you.
A few days after your arrival, you have another first — your first time seeing snow. You start school but when everyone around you speaks, you don't understand a thing. There is so much you want to express to your new teachers and classmates, but you can't. In your country, you had many friends and were very social, but here you are silent. You can have some conversation with your Spanish-speaking teachers because you can understand them and they can understand when you speak Portuguese. However, your first language is Cape Verdean Creole, and none of your teachers speak it.
You try to get extra help after school but are frustrated because the person helping you cannot understand you. You have always loved math and have been a great math student, but math is really difficult suddenly; it's not just numbers, but words, lots of words, all in English. Finally, you have an interpreter who can work with you, at least in math and science. In addition to all the new sights, sounds and feelings, you must now learn to swim in your physical education class.
I can only imagine what this student was feeling when she arrived in late winter from her country, Cape Verde (an archipelago off the coast of Senegal). She was already bilingual in Portuguese and Crioulo, but had very limited English. However, she made her goals clear from the start: she wanted to do well in school, learn English, and perhaps become a flight attendant one day.
About two years ago I made a switch in my teaching career, after teaching world languages (French and Spanish) for 17 years to teaching English Learner Education (ELL.) This is also called ESL, English as a Second Language. Though I also loved teaching world languages, I have found a special place in teaching ELL students.
From the Daily Hampshire Gazette, Northampton, Mass. Used by permission.
ELL students in Amherst are a diverse group. Just in the last two years my students have come from Nepal, Korea, Japan, Cape Verde, Brazil, Ecuador, El Salvador, Haiti, Pakistan and Italy. Contrary to what many people believe, ELL teachers do not have to speak all the languages their students do; in fact in our town, this would be virtually impossible. Our school system has incredibly dedicated and gifted interpreters for our recently arrived students; if it weren't for them I can't imagine what that first year of American schooling would be like for our students.
Back to my student from Cape Verde. Her sacrifice to come to the United States in search of better opportunities, her resilience, and her family's support provoked awe in me. Separated from half of her family, this student still knew that it was so important for her to learn English and study in order to achieve her goals. On the day she tried to get extra help after school, and a wellmeaning volunteer told her that he couldn't understand her, she came back to my classroom and sat silently. When I asked her what was wrong, she told me as tears spilled from her eyes, and we sat and cried together for a few minutes. She ended up getting the help she needed (thanks to other after-school volunteers) soon after this. The student ended the school year with A's and in the three short months she was here, she learned to swim, she read her first whole books in English. She is still getting A's in her first year of high school, and joined the soccer and basketball teams.
About a month after she arrived, my student's father appeared outside of my classroom in the middle of class. He waited politely waited for me to go to the classroom door. Concerned that something was wrong, I went quickly. He asked me how his daughter was doing, and told me that he was showing up at the school of each of his five kids to check on their progress. Though it may not be how we are accustomed to parental involvement, this parent was clearly interested in participating in the education of his children. I told him about the wonderful progress she was making, and after he made sure she was behaving respectfully in class (she was), he went on his way to another school.
My student did not forget about the people who had helped her when she first arrived, including me. One day at the dismissal bell, I noticed a note she left me on the whiteboard. It said "Dear Ms. Lopez: Thanks for you help me." While the English wasn't perfect, the sentiment was. I took a picture of the note and put it up near my desk.
This year I have another group of amazing students. Every day I look at the picture of my student's note and continue to be inspired by her simple words, which keep me going on the most challenging days. I would like to say to my former student, "Thank YOU for helping me."
Alicia Lopez is an ESL teacher at Amherst Regional Middle School who lives in South Amherst. She is also a Teacher Consultant with the Western Massachusetts Writing Project. | <urn:uuid:d31c4ad8-4c68-4420-a41e-163042488c4e> | CC-MAIN-2017-30 | https://www.umass.edu/wmwp/sites/default/files/Lopez%202014-1-15.pdf | 2017-07-27T12:55:13Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00571.warc.gz | 731,595,506 | 1,177 | eng_Latn | eng_Latn | 0.999056 | eng_Latn | 0.999346 | [
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MAGIC CHILDREN: HAITI Daniel Morden
Perhaps they don't understand the story. Perhaps their teacher has told them to be on their best behaviour in front of the visitor. Passers-by lean over the hedge behind the school and stare at the gurning stranger.
The big moment comes. Do any of the children have a story for me? A tenyear-old girl puts up her hand. I fetch her up to the front of the "classroom". She takes the tape recorder and begins.
heard tales of oracular heads, like the Maginogion's Branwen and tales of foolishness, like The Risca Cuckoos. But the child's rendition made each story Haitian. If in the story a man was to be punished the King wouldn't throw him into the darkest dungeon: the man would be sent to the Police Station. Given Haiti's history that was much more scary. Hunger and disease were constant presences, prompting desperate – and often awful – action.
I'm standing in front of some thirty children at my first school, Ecole Maranahta. We're as much outside as in – the building has a tin roof held up with poles and no walls. The children range from five-year olds to
What I heard then, and every day for the next ten days, was the best storytelling I have ever heard from children. The oral tradition was obviously alive and well. She was charming and chilling by turns. Although I had only a vague idea what she was saying her performance was teenagers. Although they live in tiny huts with no electricity or running water, they are composed, perfect in pressed uniforms. The girls have ribbons in their hair. I'm staying at the university, with all mod cons: I look as though I've been dragged through a hedge backwards. My T-shirt is stained with sweat. The children sit, straight and serious. Through our translator, Octave Perceval, I introduce myself and tell them why I've come. I am a storyteller. I will tell a story from Wales. If they like the story, could they tell me one back? Maybe a story they heard from their parents or grandparents, a story from once upon a time, of Bouki, and the tricks of Ti Malis, or maybe a story of magic. I will record their stories and
take them to Wales. I will make a book to send back for use in the school. It will feature the stories I told from Wales and the stories I heard in Haiti.
I have no idea if they know any stories. Perhaps poverty and social pressures mean the oral tradition has collapsed. The only aid work that seems to get through is via missionaries. Perhaps, as in 19th century Wales, the Church frowns on folktales as superstitious pagan things.
I tell my story. It is The Cow on the Roof, a gently humorous tale of rural chaos. Not a flicker of a smile from my audience.
When I returned to Wales I had to tell these stories as widely as possible. I've told them in churches, schools, theatres and parks. Always they provide strong curiosity. Children are fascinated by their starkness, the dreamlike mood that pervades them. They love to pore over my photographs and hear recordings of their Haitian peers telling, chanting and singing. Their favourite tale is the story of the girl who falls in love with a freshwater merman. Often I tell it alongside The Bride of Llyn Y Fan Fach.
Recently I discovered that here the bedtime story is (reputedly) on the way out. British parents, I read, have such hard working lives they no longer have time to read or tell their children stories. British children say that their fathers often drop off in the middle of the story they are reading. Scientists report that the bedtime story is very valuable. From stories children learn how to structure speech and narrative, and so become more articulate. Stories help to teach a child about the world, the twists and setbacks of life. A bedtime story helps the child sleep.
magnetic. She sang passages and called to her audience who called back. Imagine a ten year old telling (and singing) a love story in front of teenagers.
At first Octave tried to simultaneously translate, but he couldn't keep up. The stories came out in a torrent. The day after each session he would deliver his written translations. Only then would I discover what I had been listening to. There were bizarre, scatological stories, poignant, tragic stories, mysterious and romantic stories. Some were hilarious, some shocking. Many of the tales were familiar. I knew European versions. I
18
Haiti is the poorest country in the Western Hemisphere. It has much to teach us.
Copies of MAGIC CHILDREN by Daniel Morden and several other publications created by the Wales based Charity The Haiti Fund are available from Daniel. Email him on firstname.lastname@example.org. All profits from sales will go towards supporting Haitian schools.
Photograph by Phil Cope.
This article first appeared in English in Wales 2002. | <urn:uuid:39f0672b-9065-467d-b9d2-de4bbafe020a> | CC-MAIN-2017-30 | http://www.carouselguide.co.uk/pdf/18.pdf | 2017-07-27T12:30:02Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00569.warc.gz | 327,073,231 | 1,043 | eng_Latn | eng_Latn | 0.999413 | eng_Latn | 0.999413 | [
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posted July 29, 2005
Martian Meteorites Record Surface Temperatures on Mars
--- Gases trapped in Martian meteorites indicate that Mars has been a cold desert for a long, long time.
Written by G. Jeffrey Taylor Hawai'i Institute of Geophysics and Planetology
U
sing published data for argon (Ar) released when Martian meteorites are heated, David Shuster (California Institute of Technology, now at Berkeley Geochronology Center, Berkeley, CA) and Benjamin Weiss (Massachusetts Institute of Technology) show that the nakhlite group of Martian meteorites and unique Martian meteorite ALH 84001 were probably not heated above about 0 o C for most of their histories. This indicates that the surface of Mars has been cold for almost four billion years. If a warm, wet environment existed on Mars (inferred from previous studies of surface features and geochemical parameters), it occurred before four billion years ago.
Reference:
Shuster, David L. and Benjamin P. Weiss (2005) Martian surface paleotemperatures from thermochronology of Meteorites. Science, vol. 309, p. 594-597.
Soaking Wet, Bone Dry Mars
C
limate change on Earth is often in the news. Climate specialists worry about swings in global temperatures of several degrees Celsius. This does not sound like much, but it is enough to cause ice ages sometimes and widespread shallow seas at other times. But those changes are nothing compared to what the planet Mars seems to have experienced. Mars is decorated with huge channels eroded when vast quantities of water flowed through them. Oceans may have existed in the northern plains. Valley networks decorate the planet's surface. Yet now it is a dry, cold place. The daily average temperature at the equator is an ultra-nippy 60 o C below zero. Its monotonous dry climate has been enlivened occasionally by water seeping from the sides of impact craters, and changes in the planet's tilt may have moved glaciers from the current poles to more equatorial regions, but basically it has been colder and drier than anyplace on Earth. Yet at some time in the past, probably billions of years ago, Mars was a much warmer and wetter place.
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Mars flaunts strong evidence for vigorous water activity in the past (see images below from left to right), such as immense, water-carve outflow channels, valley networks, possibly an extensive northern ocean, and presence of layered deposits whose origin involved evaporation of salty water.
On the other hand (see images below), it appears today to be extremely dry, a vast desert shaped mostly by wind, except in a limited number of locales where water has recently formed gullies on the walls of impact craters.
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David Shuster and Benjamin Weiss wanted to determine past temperatures during this impressively long Martian cold, dry spell. Experts in determining the ages of rocks using potassium-argon dating and its advanced cousin, 40 Ar/ 39 Ar dating, they reckoned that Martian meteorites contained a record of surface temperatures. This is possible because Ar leaks out of rocks unless they are kept cool enough. They chose to study the nakhlite group of Martian meteorites because they do not have the same level of shock damage by meteoroid impact as do other types of Martian meteorites, thereby minimizing one form of heating besides surface temperature. They also studied data from Allan Hills (ALH) 84001 because it is by far the oldest in our collection of Martian meteorites. (For evidence that Martian meteorites actually do come from Mars, go to the curatorial office at the Johnson Space Center.)
Nakhlites have already proven to be useful in assessing the timing of relatively recent aqueous events on Mars (see PSRD article: Liquid Water on Mars: The Story from Meteorites). The nakhlites contain mineral grains formed by the reaction of water with original minerals and deposition of others as the solutions dried up (see images below). Tim Swindle and his colleagues at the University of Arizona determined from potassium-argon dating that these water-based alteration events were of short duration and took place intermittently during the past 600 million years or so. Shuster and Weiss hoped to look at a broader time scale and to set limits on the temperature during the past 4 billion years.
The nakhlite group of Martian meteorites show that small amounts of water have flowed on Mars since the nakhlites formed in lava flows 1.3 billion years ago. On the left is a transmitted light photograph of red staining in an olivine crystal in the MIL 03346 nakhlite. The staining is composed of a complex mixture of weathering products. On the right is another transmitted light photograph of the same meteorite showing sulfate crystals deposited from evaporating salty water.
Using Ages to Deduce Temperatures
T
he startling thing about nakhlites is that all age dating techniques give the same age for their origin as igneous rocks, 1.3 billion years. You'd think that the concordance of ages by potassium-argon, rubidium-strontium, uranium-lead, and samarium-neodymium would not be surprising. If these techniques really work to date a rock and the rock formed at a given time, shouldn't they all yield the same result? They would, if nothing happened to a rock after it was formed, but it can be heated, metamorphosed, shocked (by impact), and altered by water. Because each age-dating technique is affected by these events differently, they tend to yield different apparent ages. The fact that the nakhlites give the same age for all systems indicates that they have had a relatively simple history. Even uranium-thorium-helium dating, which is easy to alter because helium leaks out of minerals like sand through a sieve (even at low temperatures), gives about the same age (0.8 to 1.2 billion years).
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40Ar/39Ar age dating involves irradiating a sample with fast neutrons in a nuclear reactor and then measuring the ratio as the sample is heated progressively from low temperature (about 250 o C) to higher temperature (up to 1200 o C). Because 39Ar is produced from nuclear reactions with 39K, the experiment measures both potassium and 40Ar at the same time. This progressive heating causes release of the gases from different minerals sequentially, providing information about the temperature-time history of the rock. This can be quantified by knowing the rates at which argon diffuses out of mineral grains and the sizes of the mineral grains. The result is that the nakhlites appear to have lost only 1% of the 40 Ar produced by the decay of 40 K since they formed 1.3 billion years ago.
The problem is that Shuster and Weiss did not know how hot the nakhlites got or for how long. Nevertheless, they could test different intensities of heating events to produce a set of solutions that result in loss of only 1% of the 40 Ar from the nakhlites. The calculations are shown in the diagram below. If the nakhlites were never heated after they formed, they would preserve their age if held at a temperature of about minus 15 o C. If heated for a period of 10 million years, they could have reached as high as about 90 o C if the heating happened soon after they formed, but much less if more recent. A 10-million-year heating event that occurred during the past one billion years would not have heated the nakhlites to more than about 20 o C. Longer duration heating events must have been much cooler than 20 o C, and most likely not much higher than zero o C (see graph below).
Maximum temperatures reached in long-duration heating events of the nakhlite lava flows on Mars. The curves are calculated from gas-release data from the Nakhla meteorite. They show the maximum temperature reached for a temperature increase lasting for 10, 100, 200, and 500 million years, and beginning at any point along the curve. The case for no heating (isothermal) is also shown. A sustained period of warm temperature is possible, but it is more likely that the nakhlites were not heated to more than about zero o C during the past billion years or so.
A similar analysis can be done for the ancient ALH 84001 meteorite. The calculations in that case indicate that in all likelihood that meteorite, which was shock-heated 3.9 billion years ago, was not since heated above 0 o C for longer than a million years. In fact, it is likely that it was never hotter than about 7 o C for more than a million years during the past 3.9 billion years (see graph below). This suggests that Mars has been mostly a dry desert for all that time.
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One worry is that the nakhlites and ALH 84001 could have been heated when a big impact launched them from Mars. Shuster and Weiss address this problem. Using the same techniques to calculate gas loss, and knowing from the cosmic ray exposure ages of nakhlites that they were launched 11 million years ago, Shuster and Weiss calculate that the meteorites could not have been heated to more than 350 o C for more than a few hours.
The Long Drought
If Shuster and Weiss' analysis is correct, the areas on Mars that were home to the nakhlites and ALH 84001 got neither warm nor wet for very long. Short increases in temperature and brief wet spells are certainly allowable, and even required by the presence of weathering products in the nakhlites. Mars appears to have been a desert for billions of years. This implies that if life arose on the Red Planet, it is likely to be hidden underground. Places with groundwater beneath a permanently frozen
underground cryosphere may be teeming with life. Or not. We can search for this life by drilling deep into the crust, or by choosing the right spots to sample, such as the terminations of young gullies and other apparently youthful features shaped by flowing water.
Shuster and Weiss also point out that the lack of heating of the nakhlites and ALH 84001 when they were blasted off Mars indicates how easily undamaged materials can be lifted off Mars and sent to Earth. The inner planets might not be biologically isolated from each other. Life on Mars (if there is life on Mars) might be related to life on Earth. We may all be one big, solar system family.
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LINKS OPEN IN A NEW WINDOW.
Mars meteorites comprehensive page from Ron Baalke, Jet Propulsion Lab.
Martian meteorites from the American Museum of Natural History.
MIL 03346: New Martian meteorite found in Antarctica, News release from Case Western Reserve University (2004).
Shuster, David L. and Benjamin P. Weiss (2005) Martian surface paleotemperatures from thermochronology of Meteorites. Science, vol. 309, p. 594-597.
Taylor, G. J. (2000) Liquid Water on Mars: The Story from Meteorites. Planetary Science Research Discoveries. http://www.psrd.hawaii.edu/May00/wetMars.html
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Handout 1: Lesson 10
Chapters 18 and 19 should be viewed as a united narrative. The events of chapter 18 in the annunciation of a miraculous birth of Isaac are contrasted with the announcement of death and destruction for Sodom in chapter 19 in an alternating pattern:
A. Arrival of the Lord at Abraham's tent
B. Abraham greets the visitors
C. Abraham's hospitality to the visitors
D. Announcement of the birth of Isaac
E. Sarah laughs
F. Abraham intercedes with God for Sodom
A. Arrival of the Lord's messengers at Sodom
B. Lot greets the visitors
C. Lot's hospitality to the visitors
D. Announcement of the destruction of Sodom
E. Lot's sons-in-laws laugh
F. Lot intercedes with the messengers to allow him to go to Zoar
Laughter becomes a thread that links Genesis chapters 17, 18, 19, and 21:
1. Abraham laughed (Gen 17:17)
2. Sarah laughed (Gen 18:12)
3. God questioned Sarah's laughter (Gen 18:13)
4. Sarah denied laughing (Gen 18:15)
5. Lot's sons-in-law laughed* (Gen 19:14).
6. Sarah comments on God causing her to laugh (Gen 21:6a).
7. Sarah declares that all who hear of Isaac's birth will laugh with her (Gen 21:6b)
8. Ishmael laughed* with Isaac (Gen 21:9).
* = literal translation. Isaac's name means "he laughed." There is a word-play on Isaac's name and the Hebrew word for "to laugh" (saheq/ tsachaq) in Genesis 18:12-15 and 21:6 In Gen 21:9 the Hebrew word is "laughter" (me-saheq, from Hebrew root "to laugh"; however, in the context of 21:9 this kind of "laughter" is understood to be mocking or malevolent (Brown-Driver-Briggs, page 850; Waltke page 274, 294).
Lot's series of bad decisions led to his downfall. Four decisions identified Lot more and more with Sodom and the final three decisions led to Lot's disgrace (for a total of seven)?
1. Choosing to move east toward Sodom—away from Abram and God (Gen 13:11)
2. Camping near Sodom (Gen 13:12)
3. Living in Sodom (Gen 14:12)
4. Returning to Sodom after his liberation from the Mesopotamians (Gen 19:1, 6)
5. In the destruction of Sodom he refused to obey the angel's command to flee to the hills in the direction of Abraham (Gen 19:18-23)
6. Instead of returning to Abraham, he settled in a cave in the hill country (Gen 19:30)
7. He became drunk and incestuously fathered Moab and Ammon (Gen 19:31-38) | <urn:uuid:a39f2785-fe5e-44ce-9ae4-8011019affbc> | CC-MAIN-2017-30 | http://agapebiblestudy.com/Genesis/Lesson_10_Handouts.pdf | 2017-07-27T12:50:09Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00576.warc.gz | 6,951,395 | 650 | eng_Latn | eng_Latn | 0.994712 | eng_Latn | 0.994712 | [
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30 Ways for 30 Days:
Be an Upstander during Genocide Awareness Month
Many people say that it takes at least month to develop a true habit. Holocaust Museum Houston encourages you to use the month of April to develop the habit of being an Upstander, a person who helps others when there is a need. Your actions can help to Stop Genocide. Starting Here.
1. Visit Holocaust Museum Houston to learn about the dangers of prejudice, hatred and apathy. Join a drop-in tour (12:30 p.m., 1:30 p.m., 2:30 p.m. and 3:30 p.m. each Saturday and Sunday) or organize a group tour for 10 or more any weekday.
2. Practice being an upstander: Sociologists report that people who rescued during the Holocaust often reported that altruistic actions were normal to their everyday lives. Build this habit into your life by doing something kind for someone else during this month. Try to do one act of a kindness a day!
3. Learn about past genocides by reading the overview descriptions located at the "Resources" tab on the Holocaust Museum Houston website and visit the current issues page on the U.S. Holocaust Memorial Museum's website: www.ushmm.org/confrontgenocide/cases. Post the link to these pages on your Facebook or other social media pages and get your friends to read them as well.
4. Sign up to receive information about genocide via weekly e-mails from United to End Genocide here: http://ow.ly/KNXzC
5. Encourage your local library and/or bookseller to display books about genocide during the month of April. Need ideas? Check out our resource list on our website.
6. Contact a corporation and ask its leaders to support conflict-free mineral production. Find out more about conflict-free mining from the Enough Project: http://ow.ly/KZtoQ
7. Write an op-ed to your school, local, or a national newspaper. If published, send the link the email@example.com and we'll put it on our Facebook page!
8. Host a screening of a genocide-related film in your house. Holocaust Museum Houston's Laurie and Milton Boniuk Resource Center and Library has many titles you can check out if you are a member of the Museum.
9. Read the Universal Declaration of Human Rights, adopted in 1948 by the United Nations. Select one right you wish to promote in your community and write a letter or volunteer for an organization that supports that right.
10. Write your member of the Texas State Senate or House of Representatives and ask him or her to support funding for the Texas Holocaust and Genocide Commission in the next legislative session. (Find your representatives here:
http://www.fyi.legis.state.tx.us/Home.aspx)
11. Attend one of Holocaust Museum Houston's events related to genocide this month and encourage your friends and family to join you.
12. Sign this petition to President Barack Obama asking him to take action to end ongoing atrocities, recognize past genocides and work to prevent future genocides: http://ow.ly/KZKBN
13. Read about what others are doing to confront genocide in their communities: http://ow.ly/L2tqm. Interested in planning a project in your community? Download the event planning toolkit from Moving Beyond Witness at http://ow.ly/L2Nw5. Email your ideas to firstname.lastname@example.org!
14. Contact your local media and tell them you want better coverage of places at risk of genocide or related crimes against humanity. Visit their websites, call them and send e-mails providing feedback on their coverage.
15. Follow Holocaust Museum Houston on Facebook (http://ow.ly/L2uTf) and Twitter (twitter.com/HMHou). Repost events from the museum and encourage your friends and family to attend with you.
16. Make a personal pledge to prevent genocide on the U.S. Holocaust Memorial Museum's website: http://ow.ly/L2vI7. Share it with your friends and family.
17. Spread the word about what you've learned with other organizations you belong to. Request a speaker from the museum for your school, church, synagogue, mosque or other group by emailing email@example.com.
18. Read up about urgent issues from United to End Genocide and sign the petitions on their website to take action: http://endgenocide.org/take-action/urgent-actions/
19. Adopt a genocide related book at Holocaust Museum Houston's Laurie and Milton Boniuk Resource Center and Library: http://hmh.org/gv_Adopt_a_Book.shtml
20. Write or call your member of the House of Representatives and Senate and ask him or her to support the passage of House Bill Resolution 154, the "Armenian Genocide Truth and Justice Resolution." Find your Congressperson here: http://whoismyrepresentative.com/
21. Make your own Moving Beyond Witness Hand. Post your message on Facebook and twitter with the hashtag #beyondwitness and tag Holocaust Museum Houston. Download the instructions here: http://ow.ly/L2OOj
22. Sign up to receive a monthly Genocide Prevention e-Newsletter from the U.S. Holocaust Memorial Museum: http://ow.ly/L2we8
23. Meet with your local, state or federal representative to inform them about issues important to you. Check out United to End Genocide's "How to Lobby" guide: http://endgenocide.org/take-action/activist-resources/how-to-lobby/ Email us at: firstname.lastname@example.org and give us feedback about your visit.
24. Organize a book club discussion about a genocide-related book. If you don't already have a book club, plan a one-time event to read and discuss a book found on the resources section of our website.
25. Tell us your story: Whether you are an activist, survivor, supporter or someone who simply cares deeply about these issues we want to hear your stories. Tell us why genocide prevention is important to you. Contact: email@example.com or tweet us @HMHou
26. Visit the temporary exhibition at Holocaust Museum Houston, "The Armenian Genocide and the Holocaust: One Man Takes a Stand" in commemoration of the 100th anniversary of the Armenian Genocide.
27. Plant a tree or flowering bush in your community in memory of the victims of genocide worldwide.
28. Engage your community by collecting signatures on a petition to President Obama to honor the victims and survivors of past genocides and to protect those who are under attack today. Use this form from Moving Beyond Witness: http://ow.ly/L2Z9j
29. Donate an age appropriate book on genocide to your local school or library. Need ideas? Check out the resources page on our website.
30. Support Holocaust Museum Houston's ongoing efforts to educate and raise awareness about past and current genocides. Purchase a year-long membership or make a one-time gift in honor of Genocide Awareness Month. | <urn:uuid:96e9f59e-6c23-44f7-861a-83ccf9ed4e7b> | CC-MAIN-2017-30 | http://hmh.org/uploads/pdf/30%20Ways.PDF | 2017-07-27T14:21:31Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00573.warc.gz | 131,490,350 | 1,433 | eng_Latn | eng_Latn | 0.996613 | eng_Latn | 0.996383 | [
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Ysgol Uwchradd Y Frenhines Elisabeth Queen Elizabeth High School
PANDEMIC EMERGENCY PLAN
Background
1. Influenza (flu) is a familiar infection in the UK, especially in the winter months. The illness caused by the flu virus can be mild or severe, and can at times lead to death. Some groups of people – older people, young children and people with certain health conditions – are generally more susceptible to flu, and each year people in those groups are encouraged to have a flu vaccination.
2. Pandemic flu is different from ordinary flu as it occurs when a new flu virus emerges into the human population and spreads readily and rapidly from person to person worldwide. As it would be a new virus, no-one would have any immunity to it, and there is unlikely to be a suitable vaccine available. Everyone would be susceptible, healthy adults and children as well as those most susceptible to normal 'seasonal' flu. In comparison with seasonal flu, many more people could become severely ill, and many more could die.
Symptoms and spreading the virus
3. The symptoms of influenza are:
| Most significant | Other |
|---|---|
| • Fever • Cough and/or shortness of breath • Sudden onset of symptoms | • Aching muscles • Sore throat • Runny nose, sneezing • Loss of appetite • Headache • Malaise (lethargy, listlessness) • Chills |
Children aged 6 months or less can also have tummy aches, diarrhoea and vomiting. In very young children, tiredness, poor feeding and difficulty in breathing can also be early signs of flu.
4. The symptoms of pandemic flu would probably be similar to those of seasonal flu, but they could be more severe and cause more serious complications. A key message during a pandemic should however be that, in case of doubt, one should assume that an infection is pandemic flu, and act accordingly. It is better that someone stays at home for a couple of days with what might turn out to be a normal cold than that they go into work or school with the early symptoms of pandemic flu and pass the flu virus on to other people.
5. The incubation period (the time from being exposed to the virus to showing symptoms of infection) is from one to four days: for most people, it will be 2-3 days.
6. In terms of the infectious period (how long you are infectious to others), people are most infectious soon after they develop symptoms, and remain infectious to some extent until the symptoms disappear. In general, adults can continue to excrete viruses for up to five days, and children for up to seven days, but occasionally longer. Over this period, the amount of virus, and therefore the infection risk to others, will decline as symptoms improve, but does not disappear until the symptoms themselves also disappear.
7. Flu, including pandemic flu, is spread from person to person by close contact. Some examples of how it may be spread are shown below:
* Infected people can pass the virus to others through large droplets when coughing, sneezing, or even talking within a close distance (one metre or less).
* You can catch the virus by direct contact with an infected person: for example, if you shake or hold their hand, and then touch your own mouth, eyes or nose without first washing your hands.
* You can catch the virus by touching objects (eg door handles, light switches) that have previously been touched by an infected person, then touching your own mouth, eyes or nose without first washing your hands. The virus can survive longer on hard surfaces than on soft or absorbent surfaces.
Advance planning
8. We have already undertaken the following:
a. Refreshed our lists of contact details for staff and parents/carers;
b. Reviewed our plans for dealing with above average levels of staff absence;
c. Ensured that adequate supplies of cleaning materials are readily available, checked that the cleaning contractors have contingency plans), and that there are procedures for regular cleaning of hard surfaces;
d. Ensured that hand hygiene facilities are adequate and working properly.
Ensured that we have stocks of tissues, paper towels and soaps;
e. Considered how we might use hand cleansers, for example at the entrances to rooms or sites without hand-washing facilities;
f. Checked that we have procedures for isolating (with appropriate supervision) a child who falls ill during the day until their parents can collect them;
g. Ensured that all adults in school are aware of the relevant procedures and of the infection control guidance below.
What to do in a pandemic
9. It is possible that we may be advised to close to children during a pandemic. While our school remains open, we should all follow the advice below.
10. You can reduce, but not eliminate, the risk of catching or spreading flu by:
a. Regular hand-washing;
b. Minimising contact between your hands and mouth/nose, unless you have just washed your hands;
c. Covering your nose and mouth when coughing or sneezing; use a tissue when possible, then dispose of the tissue promptly and carefully (bag it and bin it);
d. Encouraging our pupils to follow points a-c above.
11. Staff should remain at home if they display any relevant symptoms, or inform the head/deputy head and go home if they first display symptoms while at work.
12. We should ensure that hard surfaces (door handles, light switches, taps, kitchen worktops) are cleaned more regularly than usual, using normal cleaning products.
13. We need to provide an isolation room for use by any child who falls ill during the day until their parents can collect them, and ensure this room is cleaned very regularly; isolate the child (with appropriate supervision) and inform the parents as soon as possible. With parents' agreement, it may be possible for an older child to go home alone, but a child who would normally be mature enough to go home alone may not be able to do so when he or she is unwell;
14. Remind parents and carers that children displaying flu symptoms should stay at home;
15. Discourage the sharing of such items as pencils, crayons and pens during a pandemic. Encourage the wiping and cleaning of hands and objects when passing round objects like musical instruments. Do not allow children to share wind
16. Avoid bringing children together in large crowds in enclosed spaces (eg assemblies).
Looking after a child who falls ill while in school
17. We should nominate a member of staff to look after the child in the isolation room, with the door to the room left open.
18. The member of staff should not sit/stay within one metre of the child unless the child needs assistance in which case the member of staff should wear a disposable apron and surgical face mask (which constitute 'personal protective equipment', or PPE). Gloves are not essential, though wearing gloves might be useful to remind the member of staff not to touch their own face during contact with the child. They are however no substitute for hand-cleansing, which should be carried out frequently, and always before and after contact with a symptomatic child.
19. It would be desirable for the child to wear a surgical mask, but that may be impractical.
20. In order to minimise the risk to colleagues from used PPE, it is essential that PPE is removed in a standard manner. To begin with, you should remove the apron, and then remove the surgical mask from your face, avoiding touching the front of the mask (by using the tapes). If you have worn gloves, you should remove them first, by turning them inside out in one single motion, then remove the apron and the mask.
21. All used PPE should be placed in a specific labelled dustbin that has a lid, and needs to be disposed of as clinical/infectious waste. After disposing of the PPE in the bin, you must wash your hands with soap and water, or hand cleansers if soap and water are not available.
22. When the child has gone home, make sure that the isolation room is cleaned before its next use – with warm water and detergent, a normal household cleaning product or disinfectant.
Getting the right messages to children – advice to all members of staff
23. You should teach and encourage children in an age-appropriate way to follow the advice on personal hygiene (hand-washing, minimising contact between hands and mouth/nose, use of tissues). You should emphasise that this is serious, and not a fit subject for joking, but take care not to scare impressionable children.
24. Although it is not possible to monitor that every child is following the advice all of the time, frequent reminders should help to spread the right messages.
ANNEX A
Children: how you should cough or sneeze, to avoid spreading lots of germs
Cover your cough
* when you cough or sneeze, cover your nose and mouth with a tissue;
* throw away your tissue, into a proper bag or bin, as soon as you've used it.
* Wash your hands
Wash your hands frequently:
On days when you are coughing, sneezing or blowing your nose, frequently wash your hands often with soap and water; or, if you can't use soap and water, use wipes or gels.
See more advice below at: "How to wash and dry your hands".
Remember:
Washing your hands is the single best way that you can help stop spreading germs that cause illness with coughs and sneezes .
How to wash and dry your hands with soap and water
1 Wet your hands with warm water, then add soap.
2 Rub in the soap, while you count to fifteen. Make sure you rub the soap into:
* the backs of your hands;
* the backs of your fingers;
* your finger-nails;
* your finger-tips;
* the skin between your fingers.
3 Rinse your hands under running water.
4 Dry your hands with a disposable paper towel or a hot-air blower.
[If you are wearing any rings or bracelets, remove them before washing your hands. If you have any cuts or scratches, cover them with a clean dressing]
DfES & DH/ HPA, 2007.
ANNEX B - SUPPORTING LEARNING DURING AN EXTENDED CLOSURE PERIOD IN A 'FLU PANDEMIC
KEY MESSAGES
* The objective is that students should be provided with a reasonable degree of teaching and learning if we close for an extended period in a flu pandemic;
* It is important for us to discuss now with the LEA our current position on planning, our ability to deal with this issue, and the need to co-ordinate our response;
* The overall planning responsibility lies with the LEA;
* Resources for planning should take account of the current World Health Organization phase, and should – as far as possible – be aligned with broader work on remote learning options and IT developments;
* We should acknowledge that every teacher and member of support staff has a role to play in emergency planning and, together with trade unions/professional associations, should be consulted on our emergency plans;
* It would be helpful for us to review the proportion of students with IT facilities at home, and the extent to which students with such facilities could access school IT systems from home;
* All guidance here is subject to an 'as far as is reasonably practical' proviso; a severe pandemic would cause major disruption to all aspects of life, including what it is reasonable to expect of schools and local authorities – but that is not a reason to neglect planning.
KEY ACTIONS
1. As closure could seriously affect children's education, we must remember our legal duty to provide education "'at school or otherwise' for children who for any reason may not for any period receive suitable education unless such arrangements are made for them".
2. The LEA has a key role in co-ordinating planning as well as for co-ordinating work in a pandemic. We should seek to work within a framework developed and managed by the LEA. Doing so is the best way to provide some form of helpline for students; across the LEA it may be possible to provide specialist staff support for subjects at each key stage. It may also be the most effective way to co-ordinate (nonIT) systems for getting work to and from students.
3. As indicated by the reference to a 'reasonable level of education', objectives have to be realistic: in the event of school closures for an extended period of time, though one would hope to provide as broad a curriculum as possible in the circumstances, one cannot aim to provide the full and balanced curriculum that would normally be offered, nor could fully personalised learning be offered. However, students should be able to expect support with some remote learning activities, taking account of students' special educational needs as far as possible.
4. Other services may also be affected by staff shortages. Though all providers of essential services are being encouraged to develop contingency plans that would allow them to continue to operate, there could be some disruption to postal or transport services (or at least a reduction in levels of service) and, though the internet would continue to function, high levels of usage might make it significantly slower.
5. Whichever approach is used by us to provide continuity of learning, it will only be effective if it is carefully managed and supported throughout the closure period.
6. Plans should take account of the numbers of staff who are likely to be available, on the school site or working from home, with appropriate contingency arrangements to cover the absence or non-availability of staff with specific skills or knowledge.
7. With regard to getting work to and from pupils, we need to take account of:
a. The accuracy of contact details we have for children and their families;
b. The proportion of children who have access to the internet and e-mail at home – and whether the school's IT systems allow those students with IT facilities to access the school's own systems from home (and, for example, use their school e-mail addresses); we might wish to include an option for providing temporary IT access (eg by loaning lap-tops) to students who would not otherwise have this facility… but this will not be possible for all, as some students might not be able to use a laptop from home (eg problems with telephone links);
c. Security and child protection issues; for example, the personal addresses, e-mail and telephone details of staff should not be made available to students or their parents, so there must be systems to enable them to make appropriate contact through the school's systems and networks if they need to contact staff. Such contact should be on teaching and learning matters only, and should be within the agreed school session times. We will also need to be aware of the need to protect the confidentiality of students' home and e-mail addresses and telephone numbers.
d. E-mail is one tool that can be used for students that have access to e-mail systems, and for materials that can be sent electronically. The postal service is an alternative, and it is expected to continue to operate during a pandemic. Another option may be for arrangements to be made for work to be collected from the school. Any plans made now would need to be reviewed in the context of the services available in the event of a pandemic, and need to be appropriate and reasonable in the context of effective workforce deployment and the statutory duty to ensure that staff benefit from a satisfactory work/life balance.
e. For students to return work to the school without burdening families with potentially high postal costs, we may wish to have arrangements for parents or students to deliver completed work to a collection point. If we were advised to close to students the closure would be to reduce the risk of infection from students mixing together in the classroom over the school day; so any approach that would bring students into school to deliver or collect work should be managed so as to reduce mixing between students. Alternatively, families living close to one another might arrange for one parent to deliver work from all students in those families.
f. Whichever channel we use, we need to explore how we could provide access to a range of on-line materials, text books, worksheets or similar materials for students. We should also consider how we might provide school telephone numbers or a school e-mail address on which students or parents can reach staff during school session times in order to raise any questions on the work that has been sent home. In doing this, schools will need to consider how such facilities will be staffed.
g. In agreement with the LEA, such support could be provided at LEA level, with schools pooling some resources to make sure that support is available for all subjects and all key stages. Any such cross-LEA plans should, as far as possible, take account of our curriculum plans and the requirements of awarding bodies.
8. We will provide parents with some simple, straightforward advice on how they can support their children's learning while the school is closed. This may include information on the curriculum, or hints about how to use a child's home surroundings – or programmes on television or radio – to inform their work. The local authority's guidance to home educators may be a useful source of information to which schools can draw parents' attention.
9. We will also aim to support the learning of children who may be bereaved in a pandemic. Wherever possible, they should be provided with appropriate pastoral support from suitably qualified support staff.
10. After a pandemic wave, if we have been closed for an extended period, the LEA will work with us on activities to help children catch up on education that they have lost during the pandemic.
11. Priorities for 'catch-up' work may depend on the extent and duration of any closures, and the time of year at which they occur.
12. Any 'catch up' work provided by school staff within their existing contracts must be handled within the existing school sessions. There would be no expectation that staff would be expected to work extra hours to provide extra 'catch up' classes.
13. We will aim to take a number of steps to ensure that curriculum materials will be available to learners throughout the crisis period, including:
a. Curriculum resources: Develop a core online set of content to support specific curriculum objectives that can be managed in the main by learners themselves. These resources may be provided from a range of sources and may include school-generated and commercial content, and free material available via Teachers TV or similar to support formal and informal learning. If learners' access to the Internet is limited, these resources should be printed and delivered to homes.
b. Feedback to learners: We will wish to ensure that learners receive feedback on any work they have completed at home. This will be particularly important for examination classes. While some on-line resources (such as the major examination revision sites) are sufficiently interactive to provide feedback directly to the learner, students' responses to much school-generated and other resources will need marking by teachers. We will aim to ensure that facilities are available, either through e-mail, the school website or the learning platform, for students to communicate with staff and gain feedback and support. Staff will not be able to devote inordinate amounts of time to chasing up work that students have not returned, but will need contact details so that they may contact students in the event of failure to return work.
c. Peer-to-peer support: Students benefit from discussing their work with other learners. Where students are unable to meet because of the risks of contagion, we may be able to use our facilities for online student dialogue through the learning platform.
ANNEX C - CHECKLIST FOR ACTION
1 Possible avenues of communication may include automated phone messages, phone trees, e-mail, Web sites, text-messaging and local media outlets.
2. Preparedness:
Comments
| 2.9 Consider developing and testing communications mechanisms in the possible event of school closure e.g. Telephone trees and text messaging services. |
|---|
| 2.10 Consider compiling a pool of parents / volunteers (who are CRB checked) who could be used to supervise children in times of significant absence. |
| 2.11 Investigate options with your LA about how students might work from home during a pandemic. |
ANNEX D: WHO pandemic phases and UK ALERT LEVELS
ANNEX E: Key contacts
Annex F – Communication Channels
1. Principle decision taken on whether schools should close (based on medical evidence).
2. If principle decision to close has been taken, informing schools when the pandemic has reached an area.
3. Re-opening after closure. 2
2 It is possible that partial reopening would be advised first (e.g. for children who had been infected and recovered).
Annex G: Further Information and links
WAG Document, produced in April 2009:
"Pandemic Influenza – Children and young people - Contingency planning for schools and other settings where children are educated"
Schools and Children's services guidance documents: www.teachernet.gov.uk/humanflupandemic
Government wide planning available from the Department of Health: www.dh.gov.uk/pandemicflu
Regional preparedness contacts are at:
www.gos.gov.uk/prepemergencies/preparedness/?a=4246
DfES / DH guidance on managing medicines in schools and early years settings: www.publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageM o de=publications&ProductId=DFES-1448-2005
DfES guidance on First Aid:
www.teachernet.gov.uk/wholeschool/healthandsafety/firstaid
Advice on supporting a school where a pupil has died is at: www.teachernet.gov.uk/wholeschool/healthandsafety/pupilfatality
General background: NHS leaflet for families available from DH on 08701 555 455 or email@example.com, or at: www.dh.gov.uk/pandemicflu
Information targeted at parents will be at: www.parentscentre.gov.uk or www.direct.gov.uk/Parents/fs/en
The Health Protection Agency website contains more information on relevant issues, including explaining the difference between avian, pandemic and seasonal flu: www.hpa.org.uk/infections/topics_az/influenza/default.htm
Government advice on personal hygiene education and general advice for young people: www.wiredforhealth.gov.uk/cat.php?catid=838
General guidance on infection control, including personal hygiene and seasonal influenza: www.wiredforhealth.gov.uk/cat.php?catid=917 .
Curriculum: Citizenship guidance: www.nc.uk.net/webdav/harmonise?Page/@id=6004&Subject/@id=4164 . See also QCA Citizenship scheme of work guidance for KS1-4.
APPENDIX H - FREQUENTLY ASKED QUESTIONS
Q1 Will we be expected to close in a pandemic?
A There is no definitive answer at this time. It will depend on the nature of the pandemic and the level of risk to children. We will take the decision based on the evidence available once the pandemic was declared and on advice from medical experts.
Q2 Why might we need to close?
A Influenza spreads rapidly in schools and other closed communities. If schools close at the right time, it could significantly reduce the spread of infection and the number of children infected. Some analyses of the potential benefits of closure suggest that it could reduce the number of children infected by up to 50%. However, it may take 2-3 weeks, or more, for a pandemic to spread across the country. Given the impact of closures on children's education, and on working parents, we would not close before it is necessary to do so.
Q3 What notice of closure can we expect to receive, and from whom? Who will tell parents? And will closure be immediate?
A If we were advised to close when the pandemic reached our area, the local authority would advise the head teacher when this happened and the advice thus became applicable. In that situation, closure would take effect from the end of the day when that message was received from the local authority, unless staff shortages made it impossible for the school or setting to operate safely for the day – unlikely in the early stages of a pandemic. We would not expect parents to be asked to come and collect their children earlier than usual. Where possible, it would be helpful to contact parents during the day to advise them of the coming closure, so that parents could start to make plans. We will otherwise give children letters to take home.
Q4 If schools close, would parents have to keep their children locked indoors to keep them protected? What sort of contact between children, if any, would be safe?
A We acknowledge that it may be unrealistic – and unhelpful – to try to stop children mixing with others altogether. However, the less they mix, especially in larger groups, the lower the chance of infection. In the light of information about the pandemic strain of virus, the government would provide more guidance to parents – and to those whose facilities might be used by groups of children – about the factors that might increase or reduce the risk.
Q5 If we remain open (because it's a less severe pandemic, or because the pandemic has not yet reached our area), how can we keep children safe? In broad terms, much of the guidance reflects normal good practice to reduce the spread of any infection: washing hands, using tissues etc.
Q6 If a pandemic came during the exam period, and we were advised to close, would pupils be able to sit exams?
A We would have to consider this in the light of information about the pandemic virus and the level of risk. Exams might be considered a lower-risk activity: the students would be older, only those sitting exams would be present, students would only be in school for the duration of the exam, and students would have to sit apart in the exam room. But 'lower risk' does not mean 'no risk', so we would have to decide in the context of the overall level of risk to our pupils.
Q7 What if GCSE and A-level students couldn't sit exams? Could they be awarded grades?
A The Qualifications and Curriculum Authority and the awarding bodies have developed business continuity plans to deal with crises like this. Awarding bodies would use the 'special consideration' procedures they currently use when a student misses an exam through illness or other reasons, and believe they could fairly assess and award grades to almost all students on this basis.
Q8 If we closed for several weeks, this would have a severe adverse effect on children's education. What should we do to reduce the impact of this?
A If schools closed to pupils, staff who were well would still be expected to report for work. One possible task for teaching staff would be to support remote learning. After the pandemic, we would seek to help pupils catch up on anything that they had missed during the closure.
Q9 In a pandemic, what should cleaning staff clean, and how?
A They should clean surfaces that are frequently touched by hand, using normal cleaning materials. As far as possible, you should suspend the use of communal items during the pandemic, especially those prone to frequent hand and mouth contact (eg wind instruments) and soft toys, which are hard to clean adequately. As the cleaning procedures in a pandemic are more extensive than in normal circumstances, other support staff and caretakers may be able to assist cleaning staff.
Q10 What about protective equipment?
A We do not recommend protective equipment or clothing for staff, except for those who supervise a sick child. | <urn:uuid:aac3ea96-d0dd-475e-8bb5-7cc64c381797> | CC-MAIN-2017-30 | http://qehs.carms.sch.uk/publications/documents/Pandemic/Pandemic%20Emergency%20Plan%2001-07-09.pdf | 2017-07-27T14:20:53Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00573.warc.gz | 237,123,716 | 5,734 | eng_Latn | eng_Latn | 0.990008 | eng_Latn | 0.998786 | [
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START
Stations of the Cross
Go back 1
Stations of the Cross
Directions: The objective of the game is to go through all 14 Stations of the Cross by answering questions about each station. The player spins the spinner and follows the directions. If the player spins "Next Station" they move to the next station. If the player lands on a space with directions on it, they must follow them. The players must go to each and every station (even if they spin 2 and only need 1, they have to stop at the station). The player cannot pass a station until they answer a question about it. The questions are on a question sheet that is divided into the 14 stations. The teacher will ask a question from the list about that station that the player landed on. If they are correct, on their next turn they spin the spinner. If the player misses the question, on their next turn they do not spin the spinner, but they must take their turn and answer a question about the station before they can move on. The first person to move around the board and answer questions correctly on all 14 stations, wins.
Copy and cut out the spinner wheel and spinner. Glue spinner wheel to cardboard and laminate or cover with clear contact paper to make it last. To make a strong and simple spinner, cut it out of a plastic lid. Attach the spinner to the spinner wheel with a brass fastener. Be sure to not fasten the spinner down too tightly so it will spin properly.
Stations of the Cross Questions:
I
What happens to Jesus? Jesus is condemned to death.
Who condemns Jesus to die? Pontius Pilot
What did Pilot do to show that he did not want to be involved with the events? He washed his hands.
Who did the people choose to be set free? Barabbas, the murderer.
Pontius Pilate asked the people "What shall I do with Jesus?" And what did the people say?
Crucify him, crucify him!
What happened to Jesus before he was put to death? He was whipped.
The guards took Jesus away and dressed him in what? A purple robe.
What did the soldiers put on Jesus' head? A crown of thorns.
The soldiers laughed and jeered at Jesus. What did they say to him? "Hail, King of the Jews."
Who was Caiaphas? The High Priest.
II
What happens to Jesus? Jesus takes us His cross.
What does Jesus take or accepts? His cross
What do the guards give to Jesus to carry? A huge wooden cross.
III
What happens to Jesus? He falls for the first time.
Why did Jesus fall? He was tired and weak from the beatings.
Who was pushing Jesus? The soldiers.
Why were they rushing Jesus? They had to finish as soon as possible.
IV
What happens to Jesus? He meets His mother.
Who does Jesus meet? His blessed mother.
Does Jesus speak to his mother? No
Does Mary speak to Him? No
Jesus did not say a word, but what did he do? Looked into the eyes of his mother.
V
What happens to Jesus? Simon helps Jesus carry the cross.
Who helps Jesus carry the cross? Simon
A soldier made a man carry the cross for Jesus. Who was this man? Simon
Why did the soldiers make Simon carry the cross for Jesus? Because it did not look like Jesus was going to make it.
Where was Simon from? Cyrene
Who was with Simon? His two sons, Alexander and Rufus.
VI
What happens to Jesus? Veronica wipes the face of Jesus.
Who offers her veil to Jesus? Veronica
What is done with the veil? His face is wiped with it.
What was left on the veil? The imprint of his face.
VII
What happens to Jesus? He falls for the second time. Why did he fall? They were going uphill and he was weak. What did the soldiers do to Jesus when he fell? They whipped and mocked him. Jesus couldn't get up so who helped him? A soldier.
VIII
What does Jesus do? He consoles the women of Jerusalem.
Who does Jesus console? The women of Jerusalem.
What were the women doing? They were crying.
What did Jesus say to them? "Daughters of Jerusalem, do not weep for Me; weep rather for yourselves and for your children" (Luke 23:27-31).
IX
What happens to Jesus? He falls for the third time.
What do they do to Jesus when he falls? They laugh and mock him. The soldiers push him. Jesus rises and makes his way to his final destination which is where? The Place of the Skull Golgotha
X
What happens to Jesus? Jesus is stripped of his garments.
What did the executioners take from Jesus? They strip him of his garments.
Why did the inner garments stick to Jesus' flesh? Because of all the deep cuts on his skin and the dried blood.
Who tore the inner garments off Jesus so roughly that the skin came with them? The soldiers. The soldiers cast lots for what? Jesus' clothes.
XI
What happens to Jesus? Jesus is nailed to the cross. What is Jesus nailed to? A huge wooden cross. What did they nail to the cross? Jesus' hands and feet.
XII
What happens to Jesus? Jesus dies on the cross.
What did the sign above Jesus' head say? Jesus of Nazareth. King of the Jews.
They set up Jesus' cross between what? Two other crosses.
Who were on the other crosses? Two thieves.
At noon, it grew strangely dark for about how long? 3 hours.
Who did Jesus ask to take care of Mary, his mother? John
Where was Jesus crucified? Place of the Skull or in Hebrew, Golgotha.
How many hours did it take for Jesus to die on the cross? 3
What time did Jesus die? Around three o'clock.
Jesus said "I am thirsty" (Jn 19,28), and a soldier went running and offered him what? Wine mixed with myrrh, but he did not take it. (Mk 15,23).
The robbers that were crucified with him started arguing between themselves about Jesus, and what did Jesus say to one of them? "I tell you the truth, today you will be with me in paradise" (Lk 23,43 ).
When Jesus looked up, what did he say? "My God, my God, why hast thou forsaken me?" Luke 23:44-46.
Those under the cross heard him whisper "Father, into your hands- "I commit my spirit." (Lk 23,46). What happened to Jesus after he said, "It is finished"? He died.
What happened as soon as Jesus died? The ground shook and the curtain in the Temple ripped from top to bottom.
After Jesus died, several things happened. What did a Roman soldier say? "This man really was the Son of God."
XIII
What happens to Jesus? Jesus is taken down from the cross.
What did the soldiers do to speed up the death of the two thieves? They broke their legs causing them to suffocate.
Why did the soldiers receive orders to get rid of the dead bodies before sunset? Because the Jews did not want the bodies left on the crosses during the Sabbath and they asked Pilate to have the legs broken and the bodies taken down. (Jn 19,31).
To make sure Jesus was dead, what did a soldier do? He thrust a spear into Jesus' side.
Who went to the Roman Governor, Pontius Pilate and asked to be allowed to take Jesus away for burial? A rich man from Arimathea, called Joseph.
Who took Jesus down from the cross? Joseph and Nicodemus.
Whose arms did they place Jesus in? His mother.
Jesus' body was wrapped in spices and what else? Linen cloth.
XIV
What happens to Jesus? Jesus is laid in the tomb.
Where did they take Jesus body? To a tomb.
Who donated the tomb? Joseph from Arimathea.
Who asked Pontius Pilate to put guards on the tomb? Jewish leaders. (The members of the Sanhedrin.)
Why were soldiers put at the tomb to guard it? They were afraid that someone might try to steal the body and claim that Jesus had come alive again. | <urn:uuid:047ca834-1e73-48b9-b8af-7d510a5efe8e> | CC-MAIN-2017-30 | http://www.catholicmom.com/2008_lesson_plans/stations_ffg.pdf | 2017-07-27T14:12:07Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00576.warc.gz | 332,718,456 | 1,840 | eng_Latn | eng_Latn | 0.999125 | eng_Latn | 0.99949 | [
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Charcoal Grilling Safety
Photo by Robert S. Donovan
Although we believe charcoal is the best heat source for grilling meat, it involves an open flame and inherent safety risks. Here are some tips to keep your cookout safe:
1. Make sure nothing flammable is located near the grill. Hopefully, the grill was lit using a charcoal chimney or fire starter so there is no lighter fluid nearby.
2. Be careful when opening or closing vents or lifting the lid. Even plastic covers can get very hot! Use a grilling glove or mitt before touching any hot surface.
3. Try to stay away from the smoke while grilling. Lower-quality charcoal can contain saw dust, coal dust, starch, sodium nitrate, limestone and borax. Although these substances exist in small numbers it is best to avoid breathing in the smoke when possible.
4. Many grillers prefer to coat the cooking grate with a non-stick spray prior to placing the meat on the grate. This can often result in flame-ups, particularly when using a baking spray such as Pam. We recommend using a non-stick spray designed for high heat grills. Weber Grill'n Spray is the best non-stick spray we have used and is specifically designed for grilling applications. This spray results in little (if any) flare-up and is much safer than a traditional non-stick spray.
5. Ensure your meat is cooked to the proper temperature. Here are the USDA Recommended Safe Minimum Internal Temperatures:
[x] Cook all raw beef, pork, lamb and veal steaks, chops, and roasts to a minimum internal temperature of 145 °F as measured with a food thermometer before removing meat from the heat source. For safety and quality, allow meat to rest for at least three minutes before carving or consuming. For reasons of personal preference, consumers may choose to cook meat to higher temperatures.
[x] Cook all raw ground beef, pork, lamb, and veal to an internal temperature of 160 °F as measured with a food thermometer.
[x] Cook all poultry to a safe minimum internal temperature of 165 °F as measured with a food thermometer.
6. After grilling, make sure your grill is cool before touching the grill or attempting to move it. This process can often be quickened by closing all of the air vents to kill the fire. Also, be aware that even if the grill is cool enough to touch, the charcoal may still be hot.
Some of this advice may seem like common sense, but paying attention to safety will help avoid a surprise trip to the emergency room.
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Self Quiz: How Counter-dependent Are You?
Directions: Place a number in the blank before each statement to indicate the degree to which the statement is true in your life.
1 = Never 2 = Occasionally
3 = Frequently 4 = Almost always
_____I feel a kind of free-floating anxiety when I have nothing to do.
_____I look to other people, substances, or activities to make me feel good.
_____I have a difficult time knowing what I want or need.
_____I fear that I will be smothered if I get too close to my spouse or a friend.
_____I have difficulty knowing how I really feel inside.
_____I exaggerate my accomplishments a bit when I meet someone new.
_____I get anxious when my partner wants to be intimate with me.
_____I'm afraid people will find out that I'm not who they think I am.
_____I demand perfection of myself and others.
_____I work long hours and never seem to get finished with my work.
_____I don't like to ask other people for help, even if I need it.
_____I prefer to work alone rather than with others.
_____I feel controlled by what others expect of me.
_____I feel it is really important to have the "right answers."
_____I get afraid of being consumed by the needs of others.
_____I function best in structured situations where I am in charge.
_____I feel important when someone asks me for my opinion.
_____I find it difficult to form and maintain intimate relationships.
_____I have trouble deciding if I want sex or nurturing touch.
_____I have trouble relaxing, and I have chronic tension in my body.
_____I enjoy being the center of attention at social gatherings.
_____I don't like to admit to a mistake.
_____I reject offers of help from others, even if I need it.
_____I have thoughts about sex each day that interfere with my work.
_____I see myself and others as either all good or all bad.
_____I compare myself to others, feeling either better or worse than them.
_____I am told that I am not aware of the needs or concerns of others.
_____I like being my own person and fear being controlled by others.
_____I feel hurt when an accomplishment of mine is not recognized.
_____I deny my problems or discount the importance of my problems.
_____Total
Scoring: Add up the column of numbers to find your score. Use the following guidelines to interpret it.
102–120 Very high number of counter-dependent behavior patterns.
79–101 High number of counter-dependent behavior patterns.
56–78
Some counter-dependent behavior patterns.
102–120 Very high number of counter-dependent behavior patterns.
79–101 High number of counter-dependent behavior patterns.
56–78
Some counter-dependent behavior patterns.
30–55 Few counter-dependent behavior patterns. | <urn:uuid:2e47e34c-61c7-4543-a560-001629f91e58> | CC-MAIN-2017-30 | http://weinholds.org/wp-content/uploads/2012/12/Counterdependency-Inventory.pdf | 2017-07-27T12:49:04Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00574.warc.gz | 290,899,530 | 570 | eng_Latn | eng_Latn | 0.999248 | eng_Latn | 0.999248 | [
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Figure Out the Fun Fact
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
N
Bug is snug in a
1 2 3
R U G
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
2
RU 3
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
1
Frog lives in a
2 3
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
Sheep's house is made of
1 2 3
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
Pig cooks with a
1 2 3
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
UN
4
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
Duck lives in a
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H Center-Based Services
The leader in developing innovative solutions that promote healthy lives, thriving families, and caring communities.
Table of Contents
Welcome Aboard!.................................................................................................................................................................................................1
i
Program Goals
Early Head Start/Head Start provides educational and social activities to promote your child's overall learning and development for School Readiness. Programs are offered in caring and creative environments so children can explore freely and safely. Through positive interactions and guidance from staff, your child will also form friendships that will last a lifetime. School readiness is a key goal of the Early Head Start/Head Start (EHS/HS) program. All children develop at individual rates and learning in the early years is enhanced through exploratory play and social experiences.
Early Head Start/Head Start knows the major responsibility of raising children rests with parents. To bridge lessons learned at school with home, Early Head Start/Head Start welcomes and strongly encourages you to participate in your child's education. We hope you will volunteer in the classroom, join us on field trips, participate in parent/teacher conferences, or serve on the Early Head Start/Head Start Policy Council.
.
Early Head Start/Head Start not only provides services to your child but to you – the caregiver – as well Classroom staff and Family Partners can help you find support to promote your family's overall health, lead you on a path to self-sufficiency, and help you reach your goals.
Early Head Start/Head Start Classrooms
Classroom Teams
Early Head Start/Head Start has 17 classrooms in nine communities throughout Otsego County. A team that includes a Classroom Teacher, two Assistant Teachers, a Family Partner, and a Center Associate (as needed) leads each class. Educational programming is supported through transportation, nutrition, health, and family and community engagement services and activities. The child to adult ratio is 8:1 in classrooms where the predominant age is 4, 7:1 in classrooms where the predominant age is 3, and 5:1 in younger groups. In support of school readiness, staff will be addressed in Mr./Mrs./Ms. "Last Name" format to prepare our children for mainstream kindergarten. Parents are encouraged to do the same.
At times, Early Head Start/Head Start staff may utilize video to record activities occurring in the classroom. The purpose of the video is to allow staff to assess what the children are learning and to reflect on the interaction between the children and their teachers. The videos offer supervisors an opportunity to support their staff by providing training to increase their professional development. We welcome you to observe your child's classroom and learn more about practices used to improve the delivery of program services.
Teaching Strategies (TS) GOLD is the online assessment tool that is used by teachers to plan and implement content-rich, developmentally appropriate activities and experiences that support active learning and promote children's progress in all developmental areas. Staff are trained to plan for each child's individual learning and development through ongoing observations and documentation. Families meet with their child's teacher to discuss and learn about their child's progress and to help set goals for the child's continued growth and development. TS GOLD is aligned with the NYS Foundation for the Common Core and the Head Start Early Learning Outcomes Framework: Birth to Five. With parent consent, a child showing areas of concern may be referred for additional services or further developmental evaluations.
Daily Activities
Early Head Start/Head Start Performance Standards provide a guide for teachers to follow that ensure all classroom activities are appropriate for children of all ages. When you visit your child's classroom, you will see:
Many hands-on activities such as blocks, dramatic play, painting, writing, sand and water play, puzzles, cutting, etc. Young children learn best when allowed to explore and create within carefully planned intentional environments and learning experiences.
Children being given an opportunity to make choices. During free exploration/center time, children choose the timing and location of their activities. Children learn more when they have some choice in the activity.
Skill development and supported learning. Play activities are designed with a definite goal for the child's skill development. A variety of materials and activities are offered to support each child's individual development.
Children participating in circle activities as a group. These activities give children an opportunity to learn how to function in a group, share ideas, and learn listening and cooperative learning skills.
Health habits and safety-based instruction and modeling, such as hand washing, fire safety, safe toys, tooth brushing, and hygiene.
Every family, including families for who English is a second language, are encouraged to participate in all aspects of the program. Classroom teams use a variety of resources to support the home language and build the child's acquisition of English through stimulating and individualized language experiences.
Field Trips
Several times a year, Early Head Start/Head Start classes will go on a field trip. Most trips are within walking distance from the center, while others may require children to be bused or self-transported by parents. Parents are encouraged to accompany their child on field trips.
Field trips offer some of the most meaningful educational experiences for children, exposing them to environments that provide opportunity for exploration and choices. In order to assure direct and proper oversight of children in new
approval from you. If your child must be picked-up by someone other than an authorized individual, you must provide written permission. Staff will request photo identification to confirm the identification of the person picking up your child. The person designated to pick up your child must be at least 16 years of age.
Drop-off and Pick-up Procedures:
Children must be dropped off/picked up at the established times.
Non-bused children must be signed in and out by yourself or an authorized individual upon arrival and dismissal.
If you are delayed picking-up your child, it is expected that you will contact the classroom staff immediately. If the appointed pick-up time passes with no contact, staff will:
1. Attempt to contact you through the phone numbers provided.
2. Attempt to contact individuals listed on the emergency contact list.
3. Contact Child Protective Services and/or the police.
Support Services
Meals & Nutrition
Children receive ⅔ of their minimum daily nutritional requirements through meals and snacks each day they attend Early Head Start/Head Start. Menus are reviewed by a Registered Dietitian to ensure all meals are nutritionally balanced and offer a variety of tastes and textures for your child to enjoy. Menus are sent home each month for your reference.
Special Diets/Needs:
It is your responsibility to inform Early Head Start/Head Start staff of any food allergies, special/medical dietary needs, or religious food preferences your child might have.
Children with special dietary needs will be served food appropriate for their individual needs.
A signed Special Diet Form must be provided stating the special dietary/medical needs and alternatives. If your child's diet resumes "back to normal", or has any other changes – we must receive notification in writing in the form of a doctor's note. Special diet documentation must be updated annually.
Classroom Food & Treats Policy:
Parents who want to bring in special food/treats for the class must get prior approval through the classroom teacher. There is a 2-week approval process for any food/treat.
All foods must be commercially prepared, packaged, and contain a food label. No home-prepared foods may be served at any Early Head Start/Head Start function where children are present.
Parents are welcome to use the licensed center kitchen where available to make special food/treats for the class with the assistance of a ServSafe certified staff member. Classrooms in school settings can also arrange to utilize school kitchens. Contact center staff to arrange the best time and day for this activity. Staff can provide recipes and nutritious suggestions to parents for the children to enjoy that are fun and delicious.
Transportation
Families who have transportation are expected to drop-off/pick up their child each day. For families who do not have transportation, Head Start may be able to bus your child to the center. However, due to limited space and/or long travel times, your child may be placed on a wait list or you may be asked to transport your child to a common pick-up point.
Please remember to bring photo identification with you when getting your child off the bus to ensure children are released to the correct pick-up person. Bus service is not available to children enrolled in Early Head Start.
** Any request for route changes must be submitted in writing to the classroom teacher at least 3 days in advance. The Transportation Specialist will evaluate the new route for safety and time considerations. Your child's teacher will notify you if the change can be made. **
Bus Monitors:
Head Start must follow NYS Day Care Regulations regarding adult:child ratios when transporting children. To do so, Head Start relies on the support of bus monitors. Parents are highly encouraged to volunteer as bus monitors. If proper ratios cannot be met, Head Start must cancel the bus run.
Safety:
Per Federal law, every Head Start child must sit in an approved child safety restraint system. Head Start has harness assemblies in all buses and ensures each seat meets the standards for your child's height and weight.
Early Head Start/Head Start will provide an appropriate car/booster seat for children transported in agency vehicles under special circumstances (e.g., doctor/dentist appointments, parent groups). If one is not available, you may be asked to provide one.
Health Services
Early Head Start/Head Start stresses identifying and treating health problems early and strives to improve and maintain the health of your entire family. As part of program participation, your child is required to be up-to-date on recommended health care visits, screenings, and immunizations. Your child will also receive regular screenings by trained Early Head Start/Head Start staff to monitor their health and development. These small but important steps will ensure your child is in tip-top shape for learning.
Required Medical/Dental Documents:
Before your child can participate in Early Head Start/Head Start, you must submit the following documents to the Health Specialist for review:
A current physical** (including blood pressure, hematocrit/hemoglobin-completed at age 9 months or older and lead results - completed at age 12 and 24 months or older).
A copy of an up-to-date immunization record provided by your child's health care provider or a statement and schedule of immunizations "in-process" verified by your child's health care provider. For families requesting a Religious Exemption for immunization, please request the State required form from your Family Partner or center staff.
A Written Medication Consent form for a child who may require medication while at Early Head Start/Head Start (see page 14).
Additionally, the Dental/Nutrition Specialist will need to review your child's dental examination within 90-days of enrollment. Dental exams are due each year, and every 6 months as recommended by your child's dentist. It is expected follow-up on any preventive and treatment recommendations will be completed.
** Physical exams and immunizations must be kept up-to-date as per the American Academy of Pediatrics Well Care Schedule (18 months – 24 months –3 years – 4 years – 5 years).**
Please talk to your Family Partner if you need the name of a doctor or dentist or help in getting health insurance coverage for you or your child.
Preparing Your Child to Visit the Doctor and Dentist:
Before going to the doctor or dentist, please be sure you have an Early Head Start/Head Start child physical exam and/or dental examination form, with the top portion filled out with your child's information. Your Family Partner or other classroom staff can provide you with the forms if needed.
Doctor Visit:
1. Prepare your child by explaining the purpose of the visit. Explain that the doctor examines them to make sure their body is healthy and that all children go to the doctor for these visits.
2. Explain how the doctor/nurse will measure and weigh them, and how the doctor will look inside their mouth, eyes, ears, and listen to their chest and back with a stethoscope. Explain that the doctor may press on their tummy and listen and feel what is inside, tap on their knee, and may look quickly to see that the 'private area' is healthy. TIP: You can use a doll or a teddy bear to show your child what to expect during their doctor visit.
3. Above all, let your child know that you are okay and comfortable with what will happen when they visit the doctor, and that you will be right there.
Dentist Visit:
1. Prepare your child by telling them what to expect when they visit the dentist. Explain how the dentist will examine their teeth with a light and mirror to see if they are healthy.
2. It is important that you do not over-explain the dental visit or pass your fear of the dentist onto your child.
3. When at the dental visit, let the dentist talk to your child and allow your child to answer. This gives your child a sense of control and the dentist knows you are present hearing the same conversation. The dentist will address you directly for information that your child is not able to provide.
Health & Developmental Screenings:
Early Head Start/Head Start staff complete regular health and developmental screenings to make sure your child is developing as expected. You will be notified and invited when screenings are scheduled, and provided a copy of the results. If a screening result needs further action, Early Head Start/Head Start staff will contact you.
Screenings completed by program staff may include:
Vision/Hearing: This is a quick screening to identify any vision or hearing concerns.
Blood Pressure: If not provided by your child's Healthcare Provider (for children age 3 and older).
Non-invasive hemoglobin: if not completed at 9 months of age and/or results not provided by child's HCP or WIC
Growth Screening: This screening monitors each child's individual child growth patterns and is conducted 3 times a year.
Developmental Screening: This screening is a quick look at the following developmental areas: personal, social, fine motor, gross motor, cognitive (thinking, reasoning, and problem solving), and language.
Devereux Early Childhood Assessment: A strength-based assessment of children's social/emotional development completed by staff and parents that also screens for behavioral concerns. Program staff and/or the Early Head
Start/Head Start Mental Wellness Consultant can address any mental wellness concerns you may have about your child. A list of community Mental Health Providers is also available.
Behavioral Health:
One goal of Early Head Start/Head Start is to help children cope with little problems and emotional concerns before they become bigger issues. Staff recognizes that behavioral and emotional problems can interfere with your child's learning and development and believe that extra help in learning to manage emotions and behavior is simply another type of education. This education gives your child greater opportunities and prepares him/her for learning when they reach kindergarten.
Early Head Start/Head Start has a Mental Health Consultant who visits each classroom during the year. The Consultant observes children in the classroom and then talks with teachers and parents about any behaviors or interactions that may need some extra attention. As a parent, you may also have questions or concerns about your child's behavioral health. Your child's teacher or the Mental Health Consultant can help with setting goals/strategies, provide information, and assist in accessing resources or referrals.
Exclusion Policy (refer to Sick Child Exclusion Guidelines):
Is Your Child Well Enough to be in School Today? As a quick reference use the traffic light below.
It is important to ensure the safety and health of all of the children attending Early Head Start/Head Start. For this reason, it is important for parents to know and understand the policy to temporarily dismiss a child from the classroom. It begins by determining if their condition poses a health hazard to other children and staff. A list of cases where a child would be temporarily excluded from class is noted in the Sick Child Exclusion Guidelines.
If your child has any of the following symptoms:
Fever over 100 accompanied by behavioral changes or signs of illness
Vomiting more than twice in 12 hours
Diarrhea
Red eyes with colored discharge
Sores that are open draining or appear infected
Live Lice or excessive nits
Not feeling well enough to participate in school activities
Suspicious rash
Runny nose
Cough
Rash
Is not acting like himself or herself
Been to the doctor, hospital or emergency room recently
Family member who is ill with a contagious condition
Feeling well today
Has been well for the last 24 hours
If you think/know your child has an illness that can be spread to others, please keep them home. Call your child's teacher to let him/her know that your child will be absent and why. The decision to phone a parent and ask them to have their sick
child removed from class is based on both the needs of the child and the need to protect the other children in the classroom from any exposure.
Parents will be called to pick up their child if:
Child's illness prevents him/her from participating in activities offered.
Illness requires more care than staff can provide without compromising others.
Keeping the child at school poses an increased risk to the child or to the other children and adults with whom the child comes in contact.
We must all work together to keep our children, families & staff healthy!
Health Emergency Policy:
As a parent, feeling confident in the safety of your child or children at the center they attend is extremely important. Early Head Start/Head Start maintain a Health Emergency policy to strengthen your confidence.
Each center has staff that are knowledgeable and well-trained to respond quickly to health emergencies to ensure the health and well-being of the child and will be prepared to protect the children in their care.
Center-based staff possessing current certification in infant and child CPR and First Aid will provide first aid in health emergencies and will be on-site during the hours that the program serves program children. Designated staff will possess Medication Administration Training (MAT) certification and will be on site at any time that a child with a medication order is in attendance unless alternate coverage has been arranged for by the family. A list of CPR, First Aid, and MAT certified staff is posted at each center.
Emergency first aid procedures and pertinent emergency phone numbers are posted prominently at each center.
The program relies on parents to share updated emergency contact information whenever there is a change to ensure that staff are able to contact you in an emergency.
In the event of an emergency:
- Staff will call the child's primary emergency contact person.
- If the primary emergency contact cannot be reached, the secondary contact will be called.
- Center staff will continue to call the parent(s)/emergency contacts until someone is notified of the emergency.
Staff will call 911 for professional medical emergency assistance and will notify parent(s)/emergency contact(s). If necessary, a designated staff person will accompany a sick/injured child on an ambulance ride and will stay with the child until a parent/guardian or parent-designee arrives. A copy of the Consent To Secure Appropriate Medical Treatment form will accompany the staff and child to the hospital.
The Mental Wellness Consultant is available to children, families, and staff affected by the incident as needed.
The full Policy is available upon request.
Family Services
Each family in Early Head Start/Head Start is assigned a Family Partner, whose role is to support your family during your time with the program. This staff is available to help with:
Enrolling your child in the program/transitioning your child into Head Start/kindergarten.
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Communicating with classroom staff and program Specialists.
Setting goals and working towards them.
Providing referrals to community services.
Finding and accessing medical and dental providers, including assisting with getting insurance and transportation.
Organizing parent education workshops and parent committee activities.
Emergency needs like food, housing, or clothing.
In Early Head Start/Head Start, Family Partners visit your home at least twice a year, but are available if you would like more support.
Transitioning
Early Head Start/Head Start provides opportunities for you and your child to prepare for the transition to Head Start and/or kindergarten. Activities like field trips to a Head Start or kindergarten class and reading about kindergarten are some of the ways children learn what to expect when they enter public school. You will also have opportunities to participate in the transition process through meetings and activities that support your role as your child's primary educator. Parents are encouraged to participate in Head Start Parent Groups and P.T.O. as they enter the school system.
Parent Involvement
Early Head Start/Head Start acknowledges that you know your child best, are your child's primary educator, and should be involved in all decisions about their education and health. Early Head Start/Head Start wants you to be involved in your child's education and encourages you to communicate regularly with the classroom team, participate in classroom activities, and to volunteer.
Volunteering
You are an important part of Early Head Start/Head Start and are encouraged to participate in programming any way your schedule allows. Some people choose to work directly with children while others like to work on classroom support activities (e.g., cutting, copying, coloring, etc.), while others may want to be involved in various parent committees.
Volunteering your time not only gets you more involved in your child's education, but it also helps the program meet funding requirements. Early Head Start/Head Start is required to match 20% of its Federal funding with local dollars and donations (also known as "in-kind"). Each time you or a community member volunteer your time, the program is able to claim an hourly rate towards meeting this requirement. Donated time means Early Head Start/Head Start can continue to provide future services to children and families in our community. *Please see your center or classroom team on how to properly document your volunteer time.*
Early Head Start/Head Start also welcomes other family members, such as grandparents, aunts, or uncles, to volunteer. Each center can provide training to help volunteers learn about the classroom and how to appropriately interact with children in that setting. Please talk with your center's Teacher/Center Director to learn more about volunteer opportunities and on-site training possibilities.
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Volunteer Opportunities
Parent Groups: You will automatically become a member of a center's parent group once your child is enrolled in Early Head Start/Head Start. Parent groups, with support from the Family Partner, plan activities and events that are of interest to families. Only parents/guardians of currently enrolled children are eligible to be members of that parent group; however, invited guests may attend. Parent groups also elect parent representatives and community representatives for Policy Council.
Policy Council: Policy Council is the governing body of Early Head Start/Head Start and helps make decisions concerning the entire program. Policy Council approves budgets, funding applications, program policies, selection/termination of program staff, and participates in the annual self-assessment process.
Policy Council is composed of representatives from each Early Head Start/Head Start center, both program options, and community members. Representatives are elected to Policy Council at the beginning of the program year by their center's parent group. It is expected that Policy Council will have parent representatives and a community representative for each center and program option.
Health and Nutrition Advisory Committee: The Early Head Start/Head Start Health and Nutrition Advisory Committee (HNAC) meets three times a year to discuss health issues (mental, nutrition, oral, and physical) that affect families in our community. The committee consists of the Health Specialist, Dental/Nutrition Specialist, Health Consultant, Mental Health Consultant, Nutrition Consultant, professional members of the health community, and parents.
The HNAC strives to maintain primary intervention and health promotion measures for the families and community we serve. The committee reviews program policies and procedures to ensure compliance with state and federal regulations and explores opportunities to provide health education and services to the community. If you are interested in participating on the HNAC, let your Family Partner know or contact the Health or Dental/Nutrition Specialists at Early Head Start/Head Start.
Communicating with the Classroom Team
Early Head Start/Head Start offers many opportunities to discuss your child's education, growth, development, and any concerns you may have. Ways of communication include:
Early Head Start/Head Start Staff: Teachers and Family Partners are available to answer questions and to offer you and your family support.
Notes and Flyers: These will be distributed many times throughout the year to notify you of upcoming activities, announcements, and special events.
Lesson Plans: Teachers will post weekly planning forms in the classroom. You will also be invited to participate in planning lessons for your child through Teaching Strategies GOLD, a web-based program that allows parents and teachers to collaborate for curriculum development.
Newsletters: Each center distributes a monthly newsletter with ideas/activities to do with your child to reinforce learning at home. The newsletter also contains information about the classroom, activities, upcoming events, and menus.
Parent Boards: Be sure to check the parent board in the classroom for important news and other information such as:
Weekly menus.
Job openings within Opportunities for Otsego, including Early Head Start and Head Start.
Policy Council and Parent Group meeting minutes.
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Home Visits: Family Partners and teachers will each arrange home visits two times per year. Meeting in the home allows your family and staff to build rapport and work together to establish/discuss your family and personal goals in a comfortable setting.
Parent/Teacher Conferences: Conferences will be conducted two times a year at your child's center. During the conference, Teachers will share information about your child's development and ask you to help set goals for the next period. Teachers may also share samples of your child's work and observations from the classroom.
Hearing Parent Concerns
Should you have a concern about the functioning of the program, please follow the steps below:
1. Discuss the issue with the person/persons involved (ex., if you have a concern about the classroom, talk to the classroom teacher first). If that does not resolve the problem…
2. Talk to the Center Director. If the problem persists…
3. Additional steps may be made through the Early Head Start/Head Start management team.
Your opinion and viewpoint are important to us and we invite you to share your suggestions.
Family Code of Conduct
It is the role of every person involved in the Opportunities for Otsego Early Head Start/Head Start program to treat staff, families and children with respect and dignity. It is expected that all adults will conduct themselves in the following manner in all program settings:
With courtesy.
With respect.
With patience.
By treating people the way you want to be treated.
By modeling how we want our children to treat others.
By acknowledging and celebrating the cultures and practices of other people and families.
By dressing appropriately.
Under no circumstances will the following behaviors be tolerated:
Physical or verbal punishment of children.
Threats to staff or parents/guardians.
Swearing or cursing.
Smoking.
Quarreling, verbal fighting, raising of voices with staff or parents/guardians.
Violation of center/program safety practices and policies.
Bringing drugs, alcohol, or weapons to centers or events.
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If these behaviors occur, the person in violation will be asked (privately if possible) by a staff person to stop the inappropriate behavior. If individuals continue to quarrel, verbally fight, or threaten, staff will call the police. Early Head Start/Head Start reserves the right to terminate service to any client who violates this code of conduct.
Behavior Management Procedures
Rationale for Early Head Start/Head Start Behavior Management Procedure:
Early Head Start/Head Start recognizes that children are learning how to function in a classroom setting. They need opportunities to learn what appropriate behavior for school is. School should supplement parents in teaching children how to behave. Cooperation between home and school is critical. The following procedures are aimed at creating an ideal atmosphere in which your child can learn.
Each classroom implements these three rules:
1. We keep ourselves safe.
2. We keep friends safe.
3. We keep our things safe.
The classroom team, along with the children, will give examples of behaviors for each rule that support a cooperative, safe classroom.
If a behavior for a specific child interferes with learning or safety for the child or others, an individual behavior plan will be implemented through a meeting between Early Head Start/Head Start staff and the parents/guardians to address the areas of concern. The staff will monitor and reinforce appropriate behaviors on an individual basis in the classroom. The staff will strive to teach the child age appropriate behavior and social skills to get along with other children and adults, and maximize learning. Additional resources, such as a Wellness Consultation will be offered to support the child and family.
Should a child engage in a behavior that is too dangerous for staff to safely manage, the child may be sent home, as a last resort, and temporarily excluded from school until a behavior plan is developed with input from parents/guardians, the Mental Wellness Consultant, and relevant Specialists. Parents will be called immediately, and may be required to come and pick up the child. Behavior that may result in a child being sent home may include, but is not limited to, excessive physical aggression towards adults or children such as hitting, biting, choking, spitting, throwing things that may injure someone, or endangering him or herself by running away from a supervised area.
Child Abuse and Neglect & Domestic Violence
It is the responsibility of the Early Head Start/Head Start staff to help keep children safe. Sometimes a staff member may suspect that a child has been abused or neglected. Sometimes children will tell a teacher, other staff members, or other adults that they have been abused.
NYS Law requires that any Early Head Start/Head Start staff member who suspects that a child has been abused or neglected must report the circumstances to the proper authorities. Opportunities for Otsego Early Head Start/Head Start employees are mandated reporters of child abuse and neglect. By law, a mandated reporter is required to report any suspected incidences of child abuse or neglect. All reports are kept confidential.
Being a parent is a tough job and sometimes it becomes overwhelming. If you feel that you or someone in your family needs help to avoid abusing your child or if you have issues of domestic violence in your home, talk to a member of your classroom team or to your Family Partner who can direct you to someone who can help you.
If you or someone in your family has been reported to Child Protective Services and you feel that you need support, please contact your Family Partner or Family Services Specialist for assistance, information, and guidance.
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If you are suspicious that a child is either being neglected, abused, or is present during a domestic violence incidence, it is your responsibility to call and make a report. Remember that all reports are kept confidential.
Early Head Start/Head Start staff will offer training for parents in the area of child abuse and neglect.
Medication Administration
Whenever possible, medication is to be administered at home. In the event that medication needs to be administered while your child is at Early Head Start/Head Start, please speak with your child's classroom teacher or Family Partner prior to bringing in the medication for your child. NYS Daycare Regulations and Early Head Start/Head Start Performance Standards have specific requirements that must be completed prior to administration of any medication (including over the counter medication).
Parent Resources
For additional information pertaining to ensuring your child's safety, please see the resources listed below:
- New York State's Sex Offender Registry: http://www.ny.gov/services/search-sex-offender-registry
- Kidpower Stranger Safety and Kidnapping Prevention Skills: https://www.kidpower.org/stranger-safety/
- Child Abuse and Neglect Prevention: http://americanspcc.org/parenting-caretaking/positiveparenting/?gclid=CKSsr7X7nscCFQoTHwodiuUAzw
- Bullying Prevention: http://www.stopbullying.gov/prevention/training-center/hrsa_guide_parents-and- caregivers_508v2.pdf; https://www.kidpower.org/library/article/cyberbullying/?gclid=CIGbuYX2nscCFZWRHwod0f4Axw
- Car Seat Safety: http://www.safercar.gov/parents/index.htm
- Internet Safety: http://www.gcflearnfree.org/internetsafetyforkids/1
- Otsego County Community Resources: http://www.otsegocounty.com/depts/dss/documents/2013OtsegoCountyParentHandyBook.pdf
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Wild Side Calm Side Self Portrait
A Copyright Activity Reposted with Permission from Kathy Barbro
"Art Projects for Kids"
http://artprojectsforkids.org/wild-sidecalm-side-self-portraits
Note from Kathy: "I found this idea years ago on "Artsonia" so I'm just someone passing along a good idea."
Objectives:
1. To use variations in line, shape/form, color and texture to communicate ideas or feelings in works of art
2. To help students understand feelings and emotions in a positive way
Audiences:
Kathy implemented this lesson with first grade students but this lesson could be adapted for all age groups.
Supplies/Materials:
- Cut-out cardstock head and shoulder templates—created prior to class session
- Pencils, paper and black markers
- Oil pastels
- Crayons
Class Instruction:
1. Give the participants the head and shoulder cardstock templates to trace in pencil on a sheet of paper.
2. Next ask the participants to draw a line down the middle of the head, dividing the face into two sides.
3. Ask the participants to choose one side and draw facial features and hair in a "wild" manner. Lots of zig-zags and energetic lines may be used. The other side of the face and neck are drawn in a clam manner with simple, smooth "calm" lines. When complete, all the pencil lines are traced with a thick black marker.
4. Ask the participants to fill in the "wild" side with crazy colors (generally red and orange) and the "calm" side with peaceful colors. Oil pastels produce the most vivid results, but crayons can work too.
5. Make sure the participants also fill in the background. Remind them that the goal is for both sides to look very different—one side calm and the other side wild.
At the Conclusion of the Class:
Ask the participants to share their self-portraits with the class and explain the emotions they created with their self-portrait.
Note to Counselors/Therapists:
This lesson could be adapted as a therapeutic tool in the hands of a trained therapist/counselor to help the client understand emotions and feelings and how to control them. Rather than asking the participants to draw wild and calm images, you could ask them to draw happy/sad, brave/frightened, etc. You may ask the participants what kinds of situations would cause them to look like their self-portrait.
Lesson in Action:
Laurie Reinsch, LMHP from the Lincoln Regional Center used this lesson with one of her Life Skills groups. Instead of asking the clients to illustrate their "wild side/calm side" she asked them to illustrate their past and their future, including captions, with interesting results. From Laurie: "The clients enjoyed doing something different. They were all about letting others see their work. I liked the exercise, as art accesses the other part of the brain."
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Special thanks to Kathy Barbro, "Art Projects for Kids" who graciously gave Hildegard Center permission to repost this lesson for this project. Please visit Kathy's website, www.artprojectforkids.org to learn more about the lessons and projects Kathy has made available on her site.
If you have used this lesson plan, we'd love to hear from you! Please send questions or comments through our website www.hildegardcenter.org .
Hildegard Center for the Arts is a 501(c)3 Non-Profit Arts Organization whose mission is to unite people of all beliefs, cultures and traditions to inspire humanity through the Arts.
Donations to further our mission are always appreciated!
P.O. Box 5304, Lincoln, NE 68505
© 2015 Hildegard Center for the Arts All Rights Reserved. | <urn:uuid:17ff1f64-7ec5-4f76-9236-f8ea8312c27b> | CC-MAIN-2017-30 | http://hildegardcenter.org/wp-content/uploads/2016/02/Wild-Side-Calm-Side-Portrait.pdf | 2017-07-27T14:15:25Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00581.warc.gz | 119,836,833 | 786 | eng_Latn | eng_Latn | 0.996178 | eng_Latn | 0.997611 | [
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MACGREGOR PRIMARY SCHOOL
LINKED BY LEARNING… EXPERIENCE, EXPRESSION & EXCELLENCE
Principal: Jennifer Hall
Holes
Dear Parents/Carers,
This term Year 5 have been reading Holes by Louis Sachar. The story tells the tale of Stanley Yelnats who believes he is under a curse. A curse that began with his no-good-dirty-rotten-pig-stealing-great great-grandfather and has since followed generations of Yelnatses. Now Stanley has been unjustly sent to a boys' detention center, Camp Green Lake, where the boys build character by spending all day, every day digging holes exactly five feet wide and five feet deep. There is no lake at Camp Green Lake. But there are an awful lot of holes.
It doesn't take long for Stanley to realize there's more than character improvement going on at Camp Green Lake. The boys are digging holes because the warden is looking for something. But what could be buried under a dried-up lake? Stanley tries to dig up the truth in this inventive and darkly humorous tale of crime and punishment—and redemption.- http://www.louissachar.com/holes.html
The students have been very engaged with this novel and on Friday 19 May, we would like to show the students the movie 'Holes' based on the book.
This is linked to the Year 5 Australian curriculum standards
Watching the movie will enable students to explore the way that the screenplay is written and the effect that music, sound effects and dialogue influence the way the audience perceive the story.
* Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
* Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
As this movie is rated PG for violence, mild language and some thematic elements, parents and carers can choose to have their child opt out. Please let us know if this is your preference.
Students who are unable to watch the movie will be placed in another class with an alternate work program.
Please contact us with any questions.
Thank you,
Millie Butt, James Orr and Willa McIntyre 16 May 2017
firstname.lastname@example.org email@example.com
firstname.lastname@example.org
Facsimille: (02) 620 57509 | <urn:uuid:b6af69ba-a0ec-4aec-be52-d1b734612e42> | CC-MAIN-2017-30 | http://www.macgregorps.act.edu.au/__data/assets/pdf_file/0015/400353/Holes_Permission_Note.pdf | 2017-07-27T12:36:07Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00583.warc.gz | 423,696,381 | 525 | eng_Latn | eng_Latn | 0.997945 | eng_Latn | 0.997945 | [
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Sea & Sage Audubon SJWS Census Report for August 5, 2016
The weather was completely overcast and rather dark. Except for the Song Sparrows and an occasional House Finch, it was pretty quiet. Highlight Notes: Ponds E & D had no mudflats and the areas around them were covered with vegetation, making it less inviting for water birds but great for passerines. A single Green Heron spent a long time foraging around the big log at pond D. A passing birder who was searching the area for something special, found an Indigo Bunting in the vegetation at pond E (see her photo). At Pond 1, they found more water than had been there last month and there were lots of water birds including 4 species of terns, some extremely vocal Western & Clark's Grebes, a juv Pied-billed Grebe with parent, and a Least Bittern. Pond 2 had 22 Short-billed Dowitchers which were carefully studied to differentiate them from Long-billed, a Black-bellied Plover calling in the distance, and 4 Mandarin Ducks. Pond 3 had 4 Mallard ducklings, 8 Black-crowned Night-Herons, and 2 each of Brown and American White Pelicans. Ponds 4, 5 & 6 had a Cooper's Hawk, a Red-shouldered Hawk, along with 5 Downy Woodpeckers and 3 Bell's Vireos. Ponds A, B, & C had a Least Bittern at Pond B and in Pond C, there were 27 Mallards, 53 Western Sandpipers, 41 Long- billed Dowitchers, 44 Black-necked Stilts, and a Spotted Sandpiper with spots. (The IRWD has lowered the water level in pond C to attract more shorebirds which has certainly been successful.) The Riparian Area had 6 Hooded Orioles, one of which was a fledgling, 5 Nuttall's Woodpeckers, and a Bell's Vireo. Tree Hill & the Back 40 had an Elegant Tern, 53 Bushtits, and a variety of other species. (The heavy overcast was definitely a deterrent to singing birds.)
| GEESE & DUCKS | |
|---|---|
| 5 | Canada Geese |
| 24 | Gadwall |
| 81 | Mallard |
| 2 | Cinnamon Teal |
| 5 | Ruddy Duck |
| GREBES | |
| 11 | Pied-billed Grebe |
| 10 | Western Grebe |
| 4 | Clark’s Grebe |
| CORMORANTS & PELICANS | |
| 21 | Double-crested Cormorant |
| 14 | American White Pelican |
| 5 | Brown Pelican |
| BITTERNS | |
| 2 | Least Bittern |
| HERONS, EGRETS & IBIS | |
| 3 | Great Blue Heron |
| 4 | Great Egret |
| 11 | Snowy Egret |
| 8 | Green Heron |
| 20 | Black-crowned Night-Heron |
| DIURNAL BIRDS OF PREY | |
| 2 | Turkey Vulture |
| 1 | Cooper’s Hawk |
| 1 | Red-shouldered Hawk |
| 1 | American Kestrel |
| RAILS, GALLINULES & COOTS | |
| 5 | American Coot |
| PLOVERS | |
| 1 | Black-bellied Plover |
| 12 | Killdeer |
| STILTS & AVOCETS | |
| 33 | Black-necked Stilt |
| 8 | American Avocet |
| SANDPIPERS & PHALAROPES | |
| 3 | Spotted Sandpiper |
| 1 | Greater Yellowlegs |
| 53 | Western Sandpiper |
| 5 | Least Sandpiper |
| 22 | Short-billed Dowitcher |
| 41 | Long-billed Dowitcher |
| GULLS, TERNS & SKIMMERS | |
|---|---|
| 1 | Least Tern |
| 11 | Caspian Tern |
| 24 | Forster’s Tern |
| 2 | Elegant Tern |
| 21 | Black Skimmer |
| PIGEONS & DOVES | |
| 48 | Mourning Dove |
| HUMMINGBIRDS | |
| 29 | Anna’s Hummingbird |
| 20 | Allen’s Hummingbird |
| 1 | hummingbird sp. |
| WOODPECKERS | |
| 9 | Nuttall’s Woodpecker |
| 5 | Downy Woodpecker |
| FLYCATCHERS | |
| 12 | Black Phoebe |
| VIREOS | |
| 4 | Bell’s Vireo |
| 2 | Hutton’s Vireo |
| CROWS & RAVENS | |
| 30 | American Crow |
| SWALLOWS | |
| 2 | N. Rough-winged Swallow |
| 2 | Tree Swallow |
| 1s | Barn Swallow |
| 19 | Cliff Swallow |
| BUSHTITS, WRENS & WRENTITS | |
| 135 | Bushtit |
| 1 | Bewick’s Wren |
| 1 | House Wren |
| 3 | Wrentit |
| MOCKINGBIRDS & THRASHERS | |
| 1 | Northern Mockingbird |
| WARBLERS | |
| 6 | Orange-crowned Warbler |
| 82 | Common Yellowthroat |
| 4 | Yellow Warbler |
| TOWHEES, SPARROWS | |
| 23 | Spotted Towhee |
| 1 | California Towhee |
| 39 | Song Sparrow |
Pond 1: Terry Hill & Betsy Flynn. Pond 2: Lena Hayashi. Pond 3: Nancy Kappelmann & Maureen Myers. Ponds 4,5,6: Bob Hogan & Eunice Morita. Ponds A,B,C: Sharon Harrow. Ponds E & D: Nancy Kenyon & Carol Freund. Riparian: Merri Levy & Jan Gaffney. Back 40 & Tree Hill: Jim Stacy & Jerry Tolman. San Diego Creek: was not covered.
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PB1231
Agricultural Extension Service
The University of Tennessee
Thomas K. Hill Professor Forestry, Wildlife & Fisheries
Farm fish ponds are a valuable resource. There are presently more than 190,000 farm ponds in Tennessee, with an average size of about one-half acre. Most of them have the potential for fish production, but good fishing in farm ponds does not just happen. It results from careful planning and management right from the start. This bulletin provides management information to help pond owners produce the best fishing possible through good management.
around the pond will affect the amount of surface runoff, while the type of vegetation on the watershed will affect the rate of water runoff. Where grassland watersheds are used, 10 to 15 acres furnish enough runoff water for one surface acre of pond; however 20 to 30 years are necessary if the watershed is wooded. If large amounts of runoff water are expected, a diversion ditch constructed around the pond will avoid the loss of valuable pond nutrients and help prevent the escape of fish.
Choosing the right location for the pond is a major consideration. Select a pond site with great care because economy of construction, overall usefulness and future productivity of the pond depend on its location. A suitable fish pond site needs:
1. a topography that may be converted into a pond economically;
2. a subsoil that contains enough clay to hold water; and
3. a water supply that will furnish an adequate but not excessive amount of water.
If the pond is to be used for other purposes, such as irrigation or for stock-water, the location needs special consideration. Most ponds are built with a number of water uses in mind.
Ponds that furnish water for livestock should be fenced to limit access only in certain areas. Some ponds are designed to allow gravity flow of water through a pipe to a watering trough below the dam. Most farm ponds are dependent on surface water runoff for a water supply. The type of subsoil and the steepness of the slope
A well-designed farm pond will have two water outlets. For normal water flow, a trickle tube connected to the drainpipe will handle the surplus water. A sleeve over the tube which reaches to about a foot from the pond bottom will allow stagnant water to leave and help prevent an oxygen depletion. When floods produce more runoff water than is required to fill and maintain the pond, an emergency spillway is required. The spillway must be large enough to adequately handle the flood water, not only to
prevent the water from overtopping the dam, but also to prevent large numbers of fish from leaving the pond. To prevent serious losses of fish, spillways should be wide enough so that water from the heaviest floods will not flow more than 3 to 4 inches deep.
It is unnecessary to build fish ponds ;in the South to an average depth of more than 4 to 6 feet. In fact, very deep ponds are likely to experience more water quality problems. Since aquatic weed control is difficult and fishing is poor in shallow water, the shore of the pond should slope as abruptly as possible to a depth of 3 feet. A deepened edge coupled with a consistent fertilization program usually prevents weed problems. Assistance with fish pond planning and management is available from the Agricultural Extension Service, Natural Resources Conservation Service, and Tennessee Wildlife Resources Agency.
Pond management principles are based on the presence of only desirable species of fish. Many ponds are unsuited for management because the source of water is contaminated with undesirable fish. Upstream migration of such species can be checked by a 4-foot vertical fall in the emergency spillway. A concrete apron below the barrier will prevent erosion of the dam.
If wild fish such as green sunfish (Lepomis cyanellus), golden shiners (Notemigonus crysoleucas), crappie (Pomaxis sp.), or bullheads (Ictalurus sp.), are found in the pond immediately after impoundment, fish eradication must be accomplished before desirable species are stocked. A fish toxicant, rotenone, dispersed throughout the pond at the rate of 1.0 gallon of 5 percent liquid per 3 acre-feet of water or 5.0 pounds of 5 percent emulsifiable powder per acre-foot will kill these intruders. An acre-foot is one surface acre of water one foot deep. Rotenone-treated water is detoxified after 3 to 5 days at water temperatures above 70 F, but takes longer at cooler temperatures. A sure way to determine if the water is still toxic is to place a small cage in the treated water with a few bluegill (Lepomis macrochirus) or similar sunfish for about 24 hours. Detailed information about use of rotenone can be found in Publication 1103, Farm Pond Renovation, Agricultural Extension Service, The University of Tennessee.
LARGEMOUTH BASS
Figure 2. These are the kinds of fish to stock for good fishing in warmwater farm ponds. (Adapted from Management of Southeastern Sportsfishing Ponds, University of Georgia.)
FINS SEPARATED
UPPER JAW
EXTENDS BEHIND EYE
DARK LONGITUDINAL
STRIPE
BLUEGILL
DARK SPOT
WITH NO MARGIN
BODY SOMETIMES
SHOWS CROSSBARS
CHANNEL CATFISH
EYES NEARER UPPER
THAN LOWER
SURFACE OF HEAD
UPPER LOBE LONGER
SPOTTED
24-29 RAYS
ROUNDED EDGE
REDEAR SUNFISH
DARK SPOT WITH
MARGIN OF
SCARLET
BODY WITHOUT
SPOTS OR BARS
PECTORAL FIN
LONG AND POINTED
In Tennessee and other states in the southeast with similar climates, largemouth bass (Micropterus salmoides) as the predator in combination with bluegill and redear sunfish (Lepomis microlophus) as forage species have been used successfully for many years to establish balanced fish populations in farm ponds. Fingerling fish to establish farm pond populations of this type may be obtained by application through the Tennessee Wildlife Resources Agency. Also, limited numbers (up to 100 per acre) of channel catfish (Ictalurus punctatus) may be stocked without fear of upsetting the population balance.
The number of fish stocked in a pond is based on the anticipated supply of fish which is a function of the pond's fertility. The decision to fertilize or not fertilize must be made before the fish are ordered. Ponds to be fertilized receive 750-1,000 sunfish (70 percent bluegill and 30 percent redear) in the fall, 50-100 channel catfish in the fall (optional) and 100 largemouth bass the following June per surface acre. Unfertilized ponds are stocked with about one- half these numbers. Additionally, an accurate measurement of the pond acreage is needed when ordering the fish. If the pond area is overestimated, too many fish will be stocked for the available food supply. Poor growth of the fish will result and the proper fish population balance will not be established.
Fish recommended for farm ponds feed mainly on microscopic water animals (zooplankton), aquatic insects, and small fish. Most of these small animals use microscopic plants (phytoplankton) either directly or indirectly for food. These plants are so small that they cannot be seen unless highly magnified and usually go unnoticed in the water. In a properly fertilized pond, plankton grows and multiplies so rapidly the water appears green or sometimes brown. The dominant type of plankton determines the color. The capacity of a pond to produce fish is increased from about 100 pounds per acre per year when unfertilized to about 400 pounds when properly fertilized, of which one-half, in either case, will reach harvestable size.
Along with increased fish production, there are several other advantages for fertilizing ponds. Weed control results because dense growth of microscopic algae in the upper water shades the pond bottom where rooted vegetation growth begins. Where pond weeds are absent, largemouth bass can seek out and devour the small bluegill helping maintain proper fish population balance. Unless their numbers are continuously reduced, they are unable to grow to a desirable size and, with subsequent overcrowding, poor fishing results. Additionally, fertilization greatly reduces mosquito populations because the weeds that harbor mosquito larvae from the fish are eliminated.
1Start when water temperature reaches 60 F. This may be earlier or later than April 1. Use the 16-18 inch visibility test to determine fertilizer application dates. Ponds may or may not need fertilization monthly.
3
These are liquid fertilizers.
2 These are granular fertilizers.
Triploid Chinese grass carp (Ctenopharyngodon idellus) are legal by permit in Tennessee and are useful for biological control of aquatic weeds and algae. Stocking 10 to 15 grass carp per surface acre will control weed problems in most ponds. Even so, there may be times when specific herbicides for specific weeds will be required.
A pond fertilization program is started in early spring after the water temperature reaches 60 F. Research has shown that fertilizers high in phosphate with some nitrogen get best results in most ponds. Ponds in some areas require potash so it is included in the mixtures. Such fertilizers as 8-8-2 or 20-20-5 can usually be found at farm supply stores. Apply 100 pounds of 8-8-2 or 40 pounds of 20-20-5 per acre per application until proper color develops in the pond water. Liquid fertilizers like 10-34-0 and 13-38-0 have been shown to give good results. Usually, two consecutive applications of fertilizer at two-week intervals at the start and one per month thereafter through October will establish and maintain a good plankton bloom.
Water color can be used as an indicator to determine the need for fertilization. A good test for proper water color is to submerge a bright object fastened to the end of a stick. Visibility of the object 18 inches below the surface indicates the need for fertilizer. If the object disappears at 16-18 inches, no fertilizer is needed.
The most efficient method of granular fertilizer application is to place it on a submerged platform 12 to 18 inches under water. Wind and wave action distribute the nutrients into the water. The fertilizer required annually is reduced 20-40 percent because a lesser amount becomes tied up in the soil than occurs when it is distributed on the bottom of the pond from the bank or a boat. A single platform can supply fertilizer to a pond up to 15 acres. Since it is heavier than water, liquid fertilizer should be diluted with water at a 1:10 ratio and scattered on the pond surface. About 7 quarts of 10-34-0 per application will be required.
To grow plankton efficiently in a pond, adequate lime must be maintained. If a satisfactory plankton bloom has not developed after three fertilizer applications, the pond water hardness should be checked. Analysis of a pond bottom soil sample will determine the need for lime. If needed, agricultural lime should be broadcast over the pond during the winter.
The goal of pond management is good fishing. Fish removal is necessary if fish population balance is to be maintained, but sensible, controlled harvest is very important. Each species serves a special purpose in a farm pond. Bass 8 to 12 inches are the key to maintaining the correct fish population balance and should not be removed. A maximum harvest of 30 to 55 pounds of bass per fertilized acre each year coupled with proper removal of sunfish is recommended.
Bluegill and redear provide most of the harvestable fish from a farm pond. When fishing is begun in a new pond, the stocked sunfish will average about one-fourth pound. Unless they are harvested, a static population will result. Ponds with the best fishing need 4 to 5 pounds of bluegill removed for each pound of bass. In fact, a good procedure is to remove every bluegill that is caught, since they reproduce quite rapidly.
It is very difficult to have outstanding fishing of both bluegill and bass in the same pond. Slightly crowded bass reduce the bluegill population and more food is available for each survivor. As a result, the bluegill grow to a larger size. When bluegill are crowded, larger bass may result, but the bluegill will be smaller because less food per fish is available.
The harvest of fish needs to be extended throughout the year. A large harvest, particularly of bass, during a short period of time in early summer, can result in population imbalance. Delay of fish harvest until early June after bass have spawned is a very good management practice. The most favorable situation for maintaining fish population balance results when fish are harvested regularly and moderately at about the same rate that they are being produced. Sunfish and bass in good condition and a variety of sizes taken in the catch are indicators that the fish population is balanced.
and recent bluegill reproduction indicates the fish population is balanced. No recent reproduction and many stunted bluegill indicate an unbalanced population. Stunted bluegill typically have thin bodies and eyes that appear too large for their body size. Pond renovation is the recommended practice in such instances.
Fish population balance can be determined for certain from seine samples taken with a 10 ft x 4 ft minnow seine during the summer. An average of two fingerling largemouth bass
Farm pond management takes both time and money, but the benefits are rewarding. Nothing is more aesthetically pleasing than a well managed pond on the landscape. Nothing provides more excitement and thrill than the pull of a fish on a line. And just think, bass and bluegill are excellent food fish. How many other enterprises do you have on the farm which provide as much food and fun?
Table 5 Fish Population Analysis from Seine a Samples
Situation Seine Content
Population Condition
aFor use in ponds during the second and subsequent summers after stocking with largemouth bass and bluegill. Use a 4 ft x 10 ft minnow seine with 1/8 inch mesh to take samples from several areas around the pond.
Visit the Agricultural Extension Service Web site at: http://www.utextension.utk.edu/
PB1231-1M-10/99 (Rep) E12-2015-00-152-00
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. Norman, Dean | <urn:uuid:87674226-5494-47eb-b0bd-d5b6b0dabf1c> | CC-MAIN-2017-30 | http://tnfish.org/FarmPondManagement_TWRA/files/UTPondManagement.pdf | 2017-07-27T12:41:17Z | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00581.warc.gz | 272,312,658 | 3,097 | eng_Latn | eng_Latn | 0.928627 | eng_Latn | 0.996441 | [
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Arranging in a Nutshell
Writing portable arrangements for 2 or 3 horns and rhythm section
Jim Repa
JEN Conference, New Orleans January 7, 2011
Web: http://www.jimrepa.com Email: firstname.lastname@example.org
Portable arrangements
* By "portable" we mean an arrangement that can be used for different combinations of instruments
* The opposite is to craft an arrangement based on unique characteristics of each instrument, or even each player (as Duke Ellington used to do)
* The approaches overlap, but "portable" arrangements present some limitations
1
2
Instrumentation
* The three horns could be
– 1st: Trumpet, alto sax, soprano sax, clarinet, or flute
– 2nd: Alto sax, tenor sax, trombone
– 3rd: Tenor sax, baritone sax, trombone
* A guitarist who reads well could take one of the parts. (A guitar blends better in the horn section if he plays an inner part)
* The flute sound is thinner than other horns – so it's a good idea to have the flute double the 1 st part in unison or up an octave
Instrument Ranges
* Suggested ranges in "portable" arrangements
– 2nd voice: go as high as C if you will not have a trombone on this part (OK if trombonist has good chops)
– 3rd voice: go as low as E if you will have a trombone or bari sax on this part
4
3
What parts are needed?
* To handle all combinations of these parts, you'll need
– Rhythm section parts - could be a lead sheet or individual parts for more complex tunes
– Horn 1: Flute in C, Alto Sax in Eb (transpose up a major 6th), Trumpet/Clarinet/Soprano in Bb (up a 2nd)
– Horn 2: Alto Sax in Eb, Tenor sax in Bb (transpose up a 9th), Trombone (bass clef), Guitar in treble clef (write one octave higher than it sounds)
– Horn 3: Tenor sax in Bb (transpose up a 9th), Trombone (bass clef), Baritone sax in Eb (transpose up a 6th plus an octave)
* If you use software, generate parts as needed
* Label each part clearly with instrument name(s) and 1-2-or-3
5
Beware of instruments with different octave transpositions
* Do not exchange a tenor sax part for a trumpet/clarinet/soprano part (unless the player knows how to make an octave adjustment)
* Also avoid exchanging alto sax and bari sax
* Why not?
– In a dominant 7th chord, a 13th played in a higher register than the 7th sounds good; the reverse sounds awful
– Arbitrary octave displacement subverts your intentions and can make an arrangement weaker
6
Octave displacement example
* For 7ths and 13ths in a dominant 7th chord, octave displacement can sound really bad
7
Tricks for bari sax & trombone
* Ideally, write a separate part for bari sax and trombone
* However, in a pinch a trombonist can read a baritone sax part by pretending it is in bass clef and adding 3 flats ("Do the right thing" with other accidentals)
* Similarly, a baritone sax player can read a trombone part - pretend it is treble clef and add 3 sharps, etc.
* Don't tell your students "This is hard", and they might just do it!
8
Preparing for an arrangement
* Find a lead sheet for the tune or transcribe melody and chords from a recording
* Try to listen to one or more versions of the tune. Some fake books have mistakes or may not convey the feeling of the piece. (Books from the Sher company are consistently good.)
* For jazz tunes, try listening to a version recorded by the composer himself/herself
– Original Real Book authors must have heard Miles' one-time improvisation on "In Your Own Sweet Way", but apparently never heard Brubeck's actual melody
9
Make it simple or complex
* Decide how much time you want to spend writing the arrangement
* For a simple arrangement, horns can play mostly in unison or octaves. Harmonize a few notes at selected places the melody
– Example: Wayne Shorter's "Tom Thumb" harmonizes just two notes in the melody
* If you have more time, add more harmony, counterpoint, written intro/coda/interlude, background lines, shout chorus, etc.
Planning the form
* A common form includes
– Intro
– Head
– Optional interlude between head and solos
– Solos, sometimes with background lines
– Optional arranger's chorus (soli or "shout" chorus)
– Back to the head
– Coda or ending
* Or use your own variations!
Options for solo changes
* Two options for handling changes for the horns
– 1. Write changes over the head (or harmony parts), and use this part of the chart for both the head and solos
– 2. Write a separate section with just changes for solos
* First option is fine for many tunes
* Use 2nd option for complex tunes or tunes where the solo changes differ from the changes on the head
11
Rehearsal marks
* ALWAYS use rehearsal marks in your charts. Save time during rehearsals, and allow for communication on the band stand.
* Rehearsal marks at beginnings of sections can help players to understand the form
* Letters, numbers, [A] - [A17], etc. are all OK Pick a style, and use it.
* Automatically generated bar numbers are fine to supplement, not replace, rehearsal marks
13
Writing for 2 horns - options
* Vary the texture, for example:
– Either instrument can play alone for a section
– Horns can play in unison or octaves
– Countermelody or call-and-response
–One horn plays melody, the other a guide tone line
– Two instruments are harmonized together
Harmonizing 2 horns
* Some options:
– Diatonic 3rds, 6ths or 10ths (melodious "inside" sound)
– 4ths and 5ths (good for modal tunes, fusion tunes, or more "modern" sound on standards)
– 2nds (good for Fusion, suspensions that resolve to a 3rd, special effects; Makes the melody hard to hear)
– Look for opportunities for contrary motion
15
16
2 horns - 3rds, 6ths, 10ths
2 horns - 4ths, contrary motion
17
2-horn writing - suggestions
* To allow the lead player to put his personality into a line, do not make it unison
* For up-tempo swinging sections, get a good ensemble sound with unison, octaves, and close harmony
* Wider harmony (10ths, 12ths) is fine, but may be less effective for "tight" ensemble playing in fast sections, particularly with less skilled players
* You may have to choose between rich voicings and smooth voice-leading. Favor smooth voice leading for "notey" lines; favor rich voicings for slower passages
* Find your own variations: Innovation comes from varying away from guidelines in a "musical" way
Writing for 3 horns
* We have many options. Here are some:
– 3 horns play harmony together
– 1 horn plays melody and 2 horns play background line
– 2 horns play melody together and 3rd horn plays countermelody
– 3 horns play in unison
– 1 or 2 horns play alone, the other(s) tacet
– Horns play 2 or 3-part counterpoint
– Horns switch positions - for example, put the middle horn on top of the section
– Think of your own combinations!
19
3-part harmony
* For richness of sound, pay attention to the intervals between the horns, not just what note each instrument is playing relative to the root of the chord
* Include some voicings that contain a "primary dissonance" (PD) which is minor 2nd, major 7th, or flat 9th between two of the horns. This gives the horns a nice shimmer or buzz.
* Use flat 9ths only in dominant 7th flat 9 chords, or (in rare instances) in a major 7th chord with root on top and maj 7th below. Avoid flat 9th intervals in other cases, unless you are going for a special effect or atonal sound
* Upper-structure triads sound good with horns
* Voicings that contain maj 2nd, min 7th or maj 9th interval between two horns have some richness (less than PD)
* Voicings in 4ths sound good
3-horn voicing examples
More 3-horn voicings
21
3-horn voicings - triads
Hybrid chords
* Hybrid chords are triads over a dissonant bass note
* They are effective with 3 horns & bass. Use sparingly
* Example below is from 5 bars after [D17] in our chart
24
Alternating unison and rich voicings
* The example above alternates between unison and rich harmony. Note the use of P.D. in most voicings.
* See also letter [D] in today's example arrangement
More 3-horn voicing hints
* As with 2-horn writing, to allow a player to put his personality into a line, avoid making it unison
* For bebop or fast lines, use close harmony (interval between outer horns no wider than a 7th or 9th) or unison.
* Wide voicings sound good, but you'll hear individual voices, less of a "super-sax" tight ensemble sound. Think about the effect you want
* Try using contrary or oblique motion
* Constant structure voicings work well for modal or fusion tunes. Horace Silver's "Nutville" is a good example.
25
What to write for bass, piano, guitar, or drums?
* Often, it is helpful to give a lead sheet to the rhythm section players, so they can see the melody and chords
* In a lead sheet, some sections may have a written-out bass line. Include it on a separate staff below the melody.
* For rhythmic "kicks", players could watch the bass line, or you can write rhythms under chord changes with slashes as note-heads
* For complex or long tunes, try writing a separate part for rhythm section instruments, to avoid a lead sheet of 4 or more pages
27
For readability – indicate sections and phrases
* Consider starting each phrase on a new staff, and use a logical number of bars per line (e.g., 4 bars) if it doesn't add too many pages to the chart.
* Indicate sections and phrases with double bars, rehearsal marks or both.
Notate rhythms for readability
* Honor the imaginary bar line between beats 2 and 3.
* But don't overdo it. For example, it's OK for a half note to cross the imaginary bar line.
29
Today's 3-horn chart
* For our live demo at the JEN conference, we have an arrangement of "There Is No Greater Love"
* On my website www.jimrepa.com I will post an arrangement of an original tune "Riffin' at the Roosevelt" based on the changes for "There Is No Greater Love"
– The form is similar to today's arrangement, but "Riffin' at the Roosevelt" is my own tune, so I can give it away
– Feel free to download and print the parts for your school's ensemble
– If you use the chart at your school, please send me Email. I'd like to hear from you!
The form of today's chart
* Introduction – horns & rhythm section
* Letter [A] – Head (aaba)
– First a. 2 nd horn melody; add 3 rd horn countermelody
– Second a. 3 horns harmonized
– Bridge. 3 rd horn melody with 2 nd horn countermelody
– Last a. 3 horns harmonized
* Letter [B] – Interlude similar to intro
* Letter [C] – (aaba) solos with background lines
* Letter [D] – (aaba) horn soli
* Letters [E] & [F] – melody from the bridge (ba)
* Letter [G] – Coda based on intro/interlude
31
Techniques to note in our chart
* Simple intro/interlude gives the chart it's own character and ties the sections together
* Varied textures in horn writing – sometimes one horn, or 2 horns counterpoint, or 3-part harmony
* At [C17] simple background lines behind solos – can be played by 2 horns or all 3 horns
* In horn soli (letter [D]) lots of rich voicings with primary dissonances (minor 2 nd , major 7 th , or flat 9 th ), alternating with unison or octaves
* "Hybrid chords" at 5 after [D17] in soli section (horns and bass) builds tension
* At letter [G] intro/interlude again, extra bars leading to Bb7#9 final chord – last little "surprise" for the listener
Suggested listening
You probably already have lots of good examples of 2 and 3 horn writing in your record collection. Here are just a few suggestions.
```
2-horns: Horace Silver Quintet recordings Art Blakey quintet recordings Maiden Voyage - Herbie Hancock Prime Directive, other recordings by the Dave Holland quintet Red Clay - Freddie Hubbard 3-horns: Jazztet recordings (Benny Golson) Kind of Blue, other Miles Davis records w/ Cannonball & Coltrane Blue Trane - John Coltrane Schizophrenia - Wayne Shorter
```
33
Further reading
* Jazz Composition - Theory and Practice
– Ted Pease (Berklee Press)
* Arranging and Composing for the Small Ensemble (Jazz, R&B, Jazz-Rock)
– David Baker (Alfred Publishing)
* Jazz Arranging and Composing - A Linear Approach
– Bill Dobbins (Advance Music)
Have fun!
* Lots of techniques and options sound good, especially if you've got good musicians playing your chart - there is no such thing as "The perfect arrangement"!
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nimals build homes for the same reasons people do: to protect from predators, keep out the weather and have a safe place to raise their young. An amazing array of building materials are used — from leaves and twigs to pebbles and mud. Some animals may use fur and feathers to add insulation while others use secretions from their own bodies.
Large animals like moose and deer use their surroundings to provide shelter. Some animals spend their entire lives in their constructions. Moles dig nest chambers and intricate tunnels where they hunt, sleep and raise their families. Others, like robins and foxes, build nests or dens only as a place to raise their young.
Let’s learn more about these incredible structures.
The silken web spun by the Black and Yellow Argiope (left) creates a delicate pattern radiating out from the center. A spider’s web (right) is unmatched in strength and lightness.
© USFWS PHOTO
s the water moves slowly through the tall grass, the engineer surveys the landscape. His watchful eyes spot two natural banks located just the right distance apart for building a new dam. He scans the area for poplar and alder and finds the supply sufficient for his needs. With a dam built right here, a reservoir
ten feet deep would form a fine aquatic habitat for plants, fish, amphibians, waterfowl and other furbearers. Who is this engineer? It's one of New Hampshire's best wildlife managers and construction experts—the beaver.
Beaver dams are usually located between two banks, with a water source in the middle. Dam construction begins when sticks or logs are placed lengthwise on the downstream side, with longer sticks forming the base. Spaces between the sticks are chinked with stones, leaves, mud and twigs, stopping the flow of water. Beaver continually maintain their dams.
Unlike their human counterparts, beavers are not issued special tools or equipment to help them build. Instead, they have adaptations which are ideally suited for cutting down trees, constructing dams, building homes called lodges and storing food.
Beaver are one of the world's largest rodents— weighing from thirty to eighty pounds or more — with short, front legs, large webbed feet and a broad, flat scaly tail. It might surprise you to know that a beaver never stops growing.
Like other rodents, the beaver has four large, orange front teeth called incisors. These chisel-like teeth continually grow. Beaver must gnaw to keep their teeth under control. Two protective flaps of skin behind the teeth keep wood and water out of their throat as they carry supplies while swimming.
Nearly everything beavers eat is plant material. In the summer they eat soft plant foods and
Once there is a pond behind the dam, beaver generally build a lodge to live in, exercising great architectural skills. The top of an average lodge rises six to eight feet above the water line and is six to twelve feet across. The cozy interior is lined with twigs, leaves and bark to keep the beaver dry and warm in winter. Two or more plunge holes, or entrances, to the lodge are entered from below the water line to ensure protection from predators. Each lodge has a vent to allow air to circulate. The beaver lodge is built from the outside by piling up sticks and mud to form a mound. Then, from the inside, the beavers chew out a suitably sized room.
roots of water plants, as well as the bark, twigs and buds of trees. These woody plants make up the bulk of autumn and winter foods.
N ests are shelters prepared by birds to keep their eggs and young warm and safe from predators. These amazing structures come in all different shapes, sizes and styles. Birds build their nests in many different kinds of places. Some birds choose to nest N
The hanging nest of the is attached at the far end of slender branches, making them safe from climbing predators or large bird predators like crows. The pouch is woven plant fibers bound with spider web, concealing the young and shedding water. The inside is lined with fine grass, plant down and hair. Baltimore Oriole
on the ground; others build high up in a tree; still others look for tree cavities or burrow underground. Birds use a variety of nesting materials, including sticks and twigs, mud, stones, leaves, lichens, mosses, grasses, spider webs, snake skins, thistle down, hair, feathers and saliva and even human-made materials like ribbon and paper. Nest materials help cushion, insulate and keep the eggs together. Beaks and claws are the tools that nature provides to build a nest — a bird will often use the curve of its body to mold the perfect shape.
dig burrows out of a river bank, two to three feet deep. They then line the nest with grass, rootlets and feathers. Bank swallows
The tiny nest of the is a work of art, with lichen on the exterior bound together with spider's silk and lined with plant down. ruby throated hummingbird
Usually built in the fork of a deciduous tree about ten feet off the ground, the nest looks like it was built in a hurry. The nest is composed of loosely put together twigs and coarse plant material lined with fine twigs, rootlets and hair. rose-breasted grosbeak's
id you know that there are more than 15,000 different kinds of insects in New Hampshire? From ants that mound huge hills to paper wasps that fashion intricate hanging homes in trees, these creatures' diverse architecture can teach you a lot about their lifestyles.
Wild honeybees build hives in holes of hollow trees or even rock crevices. They make their hives by bonding together thousands of wax cells into honeycombs. The wax comes from special glands on the bees' abdomens. The bees scoop up flakes of wax from their abdomens and put it into their mouths. They chew on the wax until it becomes soft and moldable. Then they make the cells to form the honeycomb.
Caddisfly larvae live in a wide range of environments, from fast-flowing streams to freshwater ponds. Their soft bodies are usually covered in a protective silky case, woven with material from their salivary glands. Different species make their cases from all kinds of materials and in different shapes. Gravel, twigs, pine needles or sand are used as part of the case depending on what the stream bottom is like. These structures help protect caddisflies from predatory fish.
The name for a butterfly pupa is a chrysalis
(far left). When a monarch caterpillar pupates (about to become a butterfly) the larva (caterpillar) splits its exoskeleton and wiggles out of its larval skin. When this skin moves far enough down the body, the cremaster appears. The cremaster is a spiny appendage at the end of the abdomen. The monarch hooks its cremaster into a silk pad spun by the larva just before pupation; it will hang from this until it emerges as an adult butterfly. The freshly exposed pupa is very soft and delicate until it hardens. You can see many different body parts on the pupa, including the wings, abdomen, legs and eyes.
ot all animals are amazing builders. In fact, many need to find a home that is already made. One of these New Hampshire creatures is the bat. Bats look for homes in caves, rock crevices, the attics of homes and many other hiding places. One way to help bats find a place to stay is to build a bat box. So, go get some help from your mom, dad or a friend and with a slab of lumber, a hammer, a saw and some nails, use the plans below and build a bat box!
Lumber Needed: One 1" x 8" x 8' board
1/2
4 "
This program receives Federal financial assistance from the U.S. Fish and Wildlife Service. Under Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, the Age Discrimination Act of 1975, Title IX of the Education Amendments of 1972. The U.S. Department of the Interior and its bureaus prohibit discrimination on the basis of race, color, national origin, age, disability, religion or sex (in educational programs). If y ou believe that you have been discriminated against in an y program, activity, or facility, or if you desire additional information, please write to:
The U.S. Fish and Wildlife Service Office for Diversity and Civil Rights Programs – External Affairs 4040 N. Fairfax Drive, Suite 130 Arlington, VA 22203
Wild Times for Kids is published twice a year by the New Hampshire Fish and Game Department. Multiple copies are available for schools and youth groups upon request. Send your request to:
N.H. Fish and Game Department, Public Affairs Division
603-271-3211 www.wildlife.state.nh.us
11 Hazen Drive, Concord, NH 03301 ©2005 N.H. Fish and Game Dept.
Conser ving New Hampshire's wildlife and their habitats f or over a century.
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Wee Learn
Wee Learners(4 - 5 years): Six Benefits of Fine Motor Skills
Quality Licensed Home Child Care
Fine Motor Skills are developing and strengthening from the beginning of life. It is the requirement of using the small muscles in fingers, hands, and forearms. It is an essential part of growth and development in a child.
Here are 6 important things a child learns when developing fine motor skills:
1. It helps children perform crucial tasks like reaching, grasping, and moving objects. We all want to have the ability to control and manipulate things and objects in our environment. Without fine motor skills, we could not do simple things like button or zip a jacket, turning pages in a book, etc.
2. Through fine motor skill development, children learn to use tools like crayons, chalk, pencils, and scissors. As adults, we would not be able to cut our food, draw or paint.
3. Hand-eye coordination improves as fine motor skills improve. Without hand-eye coordination, we would not be able to sew, drive a car, wash our hair, drink from a cup, etc.
4. Fine motor skills help children learn and develop handwriting and drawing skills. An extremely important part of schoolwork involves these two tasks. Think of the tracing letter sheets used in pre-schools and kindergarten; they help hone in on those small muscles!
5. Children become more independent and understand how their bodies work. They can start bathing themselves, wiping their bottom when going to the bathroom and washing their hands well. They understand that picking up a pencil and holding it properly helps them have better strokes when writing a story or captioning their latest drawing. They can manipulate the way a scissor cuts paper by turning their hand or wrist a certain way.
6. As children develop their fine-motor skills, their self-esteem grows too. They learn how to have an impact on the world around them. Building confidence and self-esteem can help them realize the influence they can have in society. If we are patient and provide the environment they need to work on these skills, our kids will blossom to the best they can be!
Here are 3 activities you can do with your child to help them develop their fine-motor skills:
1. Bring out the Play-Doh! If you do not have play-doh in your home, you can buy it or be crafty and make homemade play-doh with your children.
2. Finger Painting! What a fun task and it is perfect for children. They learn to manipulate paint using their fingers, build strength, and have fun all at the same time.
3. Coloring with small crayons, chalk and pencils. Just grab some paper, break up crayons/chalk in half and let them have at it. Making kids use smaller utensils helps them to develop a proper pencil grip.
Source: https://bit.ly/3kkq7QT
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Name: _____________________________________ Date:_____________ Period:_______
Welcome to the Metric Olympics! Test your measurement skills! Each competitor will participate in seven events of measurement skill. Keep up your training by completing Metric Olympics II and III!
At each event:
Metric Olympics I
1. Read the event Directions
3. After completing event: Each competitor should conduct the event, record your estimated measurement (using the correct metric units), and do an accurate actual measurement.
2. Complete the event: The order in which you do the events does not matter.
4. After completing event--Calculations: Once you have completed the event, do the appropriate calculations (this can be done later). To find the difference, SUBTRACT (a) from (b). Write absolute difference--no negative values--then calculate percent error to see how close your estimates were to actual values. SHOW YOUR WORK!
| EVENT | ESTIMATE (a) | ACTUAL (b) | Difference ( | a-b | ) |
|---|---|---|---|---|---|
| Synchronized Lung Testing | _____ s | _____ s | | | |
| Cotton Ball Shot-put | _____ cm | _____ cm | | | |
| Right Handed Penny Grab | _____ g | _____ g | | | |
| Left-Handed Sponge Squeeze | _____ mL | _____ mL | | | |
| Big Foot Contest | _____ cm2 | _____ cm2 | | | |
| Thermodynamic Finger Diving | ____ oC | _____ oC | | | |
Metric Olympics II
Practice making metric estimates and measurements – Using appropriate measurement tools, complete the following table. As before, SHOW YOUR WORK where applicable.
| Object | ESTIMATE (a) | ACTUAL (b) | Difference ( | a-b | ) |
|---|---|---|---|---|---|
| Paper Cup | _____ mL | _____ mL | | | |
| Arm Span (tip to tip) | _____ m | _____ m | | | |
Metric Olympics III
Practice making metric estimates and measurements – Using appropriate measurement tools, complete the following table. As before, SHOW YOUR WORK where applicable.
| Try to find objects of these lengths | Name of Object | ESTIMATE (a) | ACTUAL (b) | Difference ( | a-b | ) | % ERROR X 100% |
|---|---|---|---|---|---|---|---|
| 40 cm | | _____ cm | _____ cm | | | | |
| 15 m | | _____ m | _____ m | | | | |
| 10 mm | | _____ mm | _____ mm | | | | |
Practice: Using the skills you just learned, complete the following problems. Show your work where necessary.
1. What type of measurement can be done with each unit?
a) 2
mm __________________
b) cm
__________________
c)
mL __________________
d)
g __________________
2. Circle the BEST metric unit for each:
a) Length of an eyelash: mm cm m Km
b) Height of a flagpole: mm cm m Km
c) Volume of a swimming pool: mL L kL
d) Mass of a Great Dane (dog): mg g kg
3. Use 10 pennies and a metric ruler to compete this section.
a) How tall is a stack of 10 pennies in centimeters? _____
b) How tall would a stack of 100 pennies be in centimeters? _____
c) in centimeters? _____
How tall would a stack of 1000 pennies be
4. Use your shoe and a metric ruler to complete this section. Keep your shoes on!
a) What is the length of your shoe to the nearest centimeter? _____
b) How many shoes would it take heel to toe to make 1 meter? _____
c) How many shoes would it take to make one kilometer (1000 meters)? _____
Metric Olympics
- Directions Sheet
CATCH-UP / WORK AHEAD
you have not yet done.
1. Anytime you find yourself waiting for a station, complete any calculations
2. Remember to estimate (predict) the measurement before you use tools to make any actual measurements.
Event #1. SYNCHRONIZED LUNG TESTING
2. Everyone in the group should start holding breath at the same time.
1. Get a stopwatch
3. Record time when you let go of your breath.
4. Calculate % error.
Event #2. COTTON-BALL SHOT-PUT
2. Throw cotton-ball from the zero end of the meter stick.
1. Get meter sticks and cotton-ball for your group.
3. Measure the distance traveled for each throw.
5. Please return cotton balls to where you found them.
4. Calculate % error.
Event #3. RIGHT-HANDED PENNY GRAB
2. Put them in a weighing boat or beaker on a scale (make sure scale is reading
1. Grab Pennies. (small handful)
zero with only the beaker sitting on it).
4. Calculate % error.
3. Record mass of Pennies.
Event #4. LEFT-HANDED SPONGE SQUEEZE
2. Squeeze the water into a beaker.
1. Saturate the sponge in 1000mL beaker of water.
3. Transfer the water from the beaker into a graduated cylinder. Measure and record the volume.
5.
Calculate % error.
4. Pour back into 1000mL beaker
Event #5. BIG FOOT CONTEST
2. Trace the feet of all the people in your group on separate sheets.
1. Put one sheet of large paper on the floor.
3. Using rulers, calculate the area of your foot by making the best rectangle
4. Calculate % error.
around your foot. Don't forget that the area for a rectangle is length x width
Event #6. THERMODYNAMIC FINGER DIVING
2. Let hot water run for about 20s
1. Go to a sink
3. Fill up 600mL beaker with 500mL of hot water
5. Let everyone feel the temperature
4. Return hot water to lab station
6. Use a temperature probe or thermometer to get actual temperature.
7.
Calculate % error.
Event #7. STRAW JAVELIN
2. Measure distance to the middle of the straw
1. Find the tape measure on the floor. Throw the straw from zero.
3. Calculate % error.
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