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Fact sheet
Leptospirosis
What is leptospirosis?
Leptospirosis is a bacterial disease that can infect both humans and animals. It is shed in the urine or tissues of infected animals or humans and may survive in water or moist soil for weeks to months.
How is leptospirosis spread?
Many different kinds of animals, including cattle, pigs, horses, dogs, rodents, and wild animals carry the bacteria. Some become sick and others have no symptoms. A person can be infected when their skin, eyes, mouth, or nose come in contact with urine or tissues from infected animals. Most commonly, humans can get leptospirosis through contact with soil or water contaminated by infected animal urine.
What are the signs and symptoms of leptospirosis?
Early symptoms include high fever, muscle pains in the calves and lower pack, and headache around the eyes and forehead. Vomiting, diarrhea, yellowing of the skin and eyes, swelling of the eyes, and skin rashes may also develop.
How long after infection do symptoms appear?
Who is most at risk?
Anyone who has contact with infected animals or soil/water where the bacteria are present may be at risk. Those who work outdoors or with animals, such as farmers, mine workers, veterinarians, or military personnel are some who may have a higher risk. People involved in outdoor freshwater activities like swimming, rafting, or kayaking may also be at risk.
What type of health problems are caused by leptospirosis?
Without treatment, leptospirosis can lead to kidney damage, inflammation of the membrane around the brain and spinal cord, liver failure, difficulty breathing, and even death.
How is leptospirosis diagnosed?
Leptospirosis is usually diagnosed by testing a blood sample.
How is leptospirosis treated?
Leptospirosis is treated with antibiotics, such as doxycycline or penicillin, which should be given early in the course of the disease. Intravenous (IV) antibiotics may be required for persons with more severe symptoms.
How can leptospirosis be prevented?
Symptoms of leptospirosis can develop anywhere from 2 days to 4 weeks after being exposed to the bacteria.
Avoid contact with potentially infected animals and contaminated water and soil.
Office of Communicable Diseases • 801-538-6191 • www.epi.utah.gov
* Do not swim or wade in water that might be contaminated with animal urine.
* People exposed to potentially infected animals, water, or soil should wear protective clothing, boots, and gloves.
* Do not feed wildlife or attract them to homes or yards.
* Rodent-proof homes and out-buildings.
* Vaccinate pets against leptospirosis.
* Dispose of dead animals properly.
* Drain potentially contaminated waters and soil when possible.
Office of Communicable Diseases • 801-538-6191 • www.epi.utah.gov
Where can I get more information?
* Your personal healthcare provider
* Your local health department
* Utah Department of Health and Human Services
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breakthroughs
findin gfreedomandtruefulfillment in j e s u s
Lesson 8: Strongholds, Part 2
Let's begin this week's lesson with a review of some things that we are learning in Breakthroughs. Reviewing what we are learning will help us remember the material so that we can apply it to our lives. If you are having a tough time absorbing the material then look back at previous lessons.
For review:
What does it take for us to begin to take steps out of darkness?
What are markers and how are they formed?
What is the purpose of arrows formed by the enemy?
What are 'little gods?'
What is the basic definition of a stronghold?
You are starting the 8 th week in Breakthroughs. It is a huge accomplishment to stick to a process that digs into our hearts and life. It is not easy to look at the pain in our lives and to commit to make changes. Be encouraged that you are taking huge steps and have not given up. That is what we call walking in faith!
Last week we were introduced to the topic of Strongholds. Strongholds are very difficult to destroy in our lives, but God teaches us how to destroy them in His Word. We will learn in Lesson 11 how to destroy strongholds in our lives but this week we will focus on a very common but dangerous type of stronghold which is our emotions. Again, this lesson calls for us to think deeply.
Emotions as a stronghold can grip us in such a way that they lead us to other strongholds. For example, if fear is an emotional stronghold then we may run to food or a drug to help us with the fear. As we seek relief from fear with food or a drug we end up making the food or drug another stronghold in our lives. So, we can actually have multiple strongholds at the same time. Before you begin to feel overwhelmed, please remember that we are asking God to direct our steps and help us on this road to healing and freedom in our lives. God usually frees us from one stronghold at a time. As we understand and trust God's path towards healing and freedom, we will walk it with more ease. It will be easier to trust God. It will also be easier to identify the arrows and markers that led us to follow the little gods until they become strongholds.
Those of us who struggle with addictions often have a tough time identifying our feelings. We may have had to ignore our feelings as a child because they were too painful to face, or we did not have anyone to help us deal with them. Disconnecting from our emotions/feelings is often a way we survive painful things in our life.
3
How difficult is it for you to identify your feelings/emotions?
Perhaps you can identify one emotion but not other emotions. For example, some people have a lot of anger and they struggle with losing their temper. They can’t identify the pain behind anger and they rarely cry, but anger comes natural to them.
Do you have one emotion that seems to dominate all other emotions? If so, what is that emotion?
It is very important for us to learn to identify our emotions and then learn to manage them in a healthy way. Our emotions can tell us something about what we are thinking and feeling about ourselves, our lives and others, but our emotions are not always reliable. When we don’t eat properly, get enough sleep and don’t exercise, it will affect us emotionally. Our emotions are influenced by the music we listen to and the shows that we watch. There are a variety of things that influence our emotions on any given day.
Consider your emotions and how they may impact your choice to follow ‘little gods.’ Do you think that your emotions have ever pulled you in a direction that you did not want to go? Describe what that felt like for you.
For us to identify emotional strongholds in our lives, we need to first learn to identify our emotions. This may seem basic but when we turn to little gods for comfort, it is also to escape painful emotions. Our little gods help us gain temporary relief from painful emotions so we learn to disconnect from our emotions. As we seek healing and freedom from Christ, we will begin to connect with those emotions that we tried to push down hoping they would disappear. Remember that God calls us out of darkness (hiding our emotions) and into His light (1 Peter 2:9) so that He can heal and free us of our pain.
Please circle any of the following emotions that you have recently experienced:
Anger
Fear
Guilt
Helplessness
Hopelessness
Jealousy
Self-Pity
Resentment
Shame
Anxiety
Depression
Pride
Loneliness
Desperation
Apathy
Defeated
If you have experienced other painful emotions recently, then please list them.
Do you feel that any of the emotions that you circled seem to control you at times? If so, what emotions would you like help in overcoming?
Strongholds such as drugs, alcohol, food, shopping and pornography are tangible things. Emotions are not tangible (we can't touch, taste or see them), but they are just as real as a tangible stronghold. There is another difference between a tangible stronghold and an emotional stronghold. A tangible stronghold usually produces an immediate pleasurable response, but an emotional stronghold does not usually produce an immediate pleasure response. An emotional stronghold, such as fear, produces an immediate and unpleasant response. You may be wondering how something unpleasant can become a place of refuge (stronghold). Why would we find refuge in an unpleasant emotion? Wouldn't we want to run from unpleasant emotions and not run to them?
This brings us to a place where we must look at how twisted the enemy can work in hearts that have been wounded. When we experience pain in life, either because someone hurt us, we made a poor choice, or we experienced a loss of some sort, our hearts will feel pain. This is normal and a natural part of life. When we are hurt, we feel pain. God's plan is to heal our pain through our relationship with Him and the people He places in our life to help us, such as our parents. However, because we don't go to God for healing and we don't always have people in our life to help us heal, we try to heal our own hearts. We do this by ignoring pain, turning to 'little gods' to help numb the pain, or by allowing an emotion to become greater than the pain. This is how an emotional stronghold is formed. For example, if we are abandoned, we may allow our anger to become a hiding place to keep us from connecting with others as a way of protecting ourselves from getting hurt again. Another example would be if we had critical parents, then we may try to avoid the pain of facing our own weaknesses, so we hide behind pride.
Emotional strongholds can also be formed as a result of traumatic experiences in our lives. For example, if a child grows up in an unstable home where they do not feel secure, then fear will be a natural by-product of that environment. Children who grow up in these unstable homes or children who experience abuse will have deep feelings of insecurity. Feeling insecure is a breeding ground for fear and fear is an emotion that can grip the soul. When fear grips a soul, it feels exactly like a stronghold. The fear has such a strong hold on the individual that they can't free themselves from the emotion. The fear may be less intense at times but it is always near and does not stay away for very long.
So, if our definition of a stronghold is a place of refuge, then how can an emotion like fear possibly be a place of refuge? This is where things get twisted for us and we need to think deeply. Abandonment, abuse, and rejection will cause a person to become fearful. These types of wounds swing the door wide open for fear to walk in and make itself at home. Fear will not be pleasant, like a tangible stronghold, but we will become comfortable with having this unpleasant emotion in our life because we have wounds that welcome the fear. In other words, our unhealed wounds find refuge in painful emotions. Unhealed wounds can't feel comfortable and safe with anything other than painful emotions such as fear and shame. The unhealed wounds and painful emotions can't separate from one another. They are tied to one another until we take our unhealed wounds to God. As God begins to heal our wounds, then emotions such as fear and shame aren't so comfortable for our hearts.
Understanding how emotional strongholds are built in our lives is difficult. We won't get a clear understanding of this overnight and this is not even our goal for this week's lesson. We need to be able to identify the emotional strongholds in our lives so that we can ask God to free us from them. Often we know what emotional stronghold we have because we desperately want to stop feeling a certain emotion. We know exactly how the bondage of an emotional stronghold feels.
It may be a great time to take a break from this week's lesson. You may want to take a break and come back to the lesson tomorrow. If so, may I suggest that when you come back to the lesson, begin by reading it from the start. The remainder of our workbook is not as complex as this week's lesson. Thankfully we have the hardest part of this week's lesson behind us.
If it helps for you to review what we’ve learned so far in this week’s lesson, then summarize by listing the main points in the space provided.
FEAR OF MAN
We have looked at physical strongholds and emotional strongholds. Both types of strongholds build a fortress around our hearts and separate us from God. We will never experience significant change in our lives while being bound by the chains of a stronghold. If you have identified several strongholds in your life, you will experience significant change every time a stronghold is broken off from your life. However, God’s plan is for us to be free from ALL strongholds.
The last type of stronghold we need to identify in our lives is “fear of man.”
We are told in Proverbs 29:25 (NIV) that “Fear of man will prove to be a snare, but whoever trusts in the LORD is kept safe.”
What do you think it means to 'fear man' or to fear a person?
The type of fear that God is describing in Proverbs 29:25 is a fear that involves panic and trembling. To fear man means that we are so afraid of another person's opinion of us, or view of us, that it produces a strong fear of rejection. When we fear that a person may reject us, we will try to please them, hoping to gain their approval. We may say things or do things to try to gain their approval. We learn to hide our true selves to avoid being rejected by those we seek to please. Fear of man is what is more commonly referred to as people pleasing.
There are a few reasons why fear of man seems to affect one person more than another. First of all, God gives us personalities which affect how we respond to situations in life. Secondly, our family of origin deeply affects the degree in which we struggle with fear of man. A child that is raised in a healthy home with a mom and dad who love them and one another, and who is taught God's Word in a loving manner will naturally be more secure than a child who is raised in a broken home or who has experienced abuse or has moved around a lot, etc.
This is not to say that if you struggle with fear of man that you were raised in an unhealthy home. There are plenty of people from healthy homes who struggle with fear of man. The third influence, our culture, feeds us messages that cause us to fear man. We are fed images of perfect looking people who have fancy cars, houses, jobs and relationships, and this can cause the most secure person to doubt themselves. These messages indirectly tell us that we are not good enough so we better change or risk rejection.
It is time to do a little more digging into our heart's soil as it pertains to fear of man. Please take a moment and ask God to help you answer the following questions. These are not easy questions to answer. Again, most of us have learned to hide our hearts, even from ourselves. Take as much time as you need to really think about the questions and your answers.
Do you care about what others think about you?
How much do you care about what other people think about your appearance?
How much do you care about what other people think about your car, home, clothes?
How much do you care about what other people think about your education and occupation?
How much do you care about what other people think about your spouse, parents, and friends?
How does it make you feel when someone says something negative about you?
Do you ever try to impress people? If so, how?
Do you ever lie to keep others from knowing the truth about you?
Do you ever say things about yourself to try to make others think you are special or better than others?
Do you ever talk about your walk with God to impress others?
How much time do you spend wondering what another person thinks about you?
How much time do you spend critiquing something you said or did around another person?
Do you ever say or do things to get other people’s approval or acceptance? If so, give examples.
Who are some people you try to impress?
Who are some people whose approval is very important to you? Why do you think their approval is important?
How has your family of origin and your experiences in life affected your level of fear of man?
How does your personality affect your level of fear of man?
How does the culture and media affect your fear of man?
In summary, what have you learned about yourself regarding fear of man?
If a stronghold is a place of refuge, then how do you think fear of man can become a stronghold?
You just answered a lot of questions. You are doing a great job as looking within our hearts and lives is hard work. I hope you are encouraged because God loves you and is helping you!
Pain, as well as insecurity, can cause a person to become vulnerable to the opinions of other people. When we are hurting or we are feeling insecure, a kind word or an unkind word has greater impact on us than when we are having a good day and feeling secure about ourselves. If we get in a habit of looking for a kind word or approval from people when we are hurting, we can slowly begin to build a stronghold. We do this by seeking man's approval when we are hurting or feeling insecure and at the same time, try to avoid man's rejection. The cycle of seeking
approval and avoiding rejection is exactly what God's Word warns us about in Proverbs 29:25. God tells us that this cycle will get us in trouble, prove to be a snare or trap and disable us.
Think about how much energy it takes to try to gain approval from others and avoid their rejection. Think about what you have to do in order to get their approval and avoid their rejection. It may have a temporary level of comfort, but God tells us that in the end, we will be in trouble.
However, God has a plan for our hearts. He does not leave the hurting heart or the insecure heart alone, but provides the approval that our hearts long to receive. We are told in Proverbs 29:25 that "whoever trusts in the LORD is kept safe." To trust God means to rely on Him, and to put our confidence in Him. This sounds very much like what we do when we run to a stronghold. Do you see the difference in the two strongholds? One is running to man and relying on his/her opinions, and one is running to God and putting confidence in Him. This does not mean that hearing a kind word from another person is wrong. God created us with a need to be encouraged. God also uses people to encourage us. However, we can begin to build a stronghold when we become dependent on man's approval of us instead of looking to God for His approval. It goes back to the messages that we read along the path. Our hearts desperately need to read God's messages – not man's opinions.
We've spent the last two weeks looking intently at the strongholds in our lives. It takes courage to face the physical and emotional strongholds that exist in our lives. It takes honesty to face our fear of man. Our strongholds have been a place of refuge for us but have caused us pain and bondage. For us to experience change, we need to admit to ourselves and to God that our strongholds are more powerful than we are and that we do not have the power to overcome them. When we admit this to ourselves and to God, we are positioning ourselves where we can begin to experience change in our lives.
The change that we need to make in our lives will be to make God our one and only stronghold. This means that we will let go of what is familiar and comfortable, and even pleasant at times, in order to embrace God. This change in direction is not easy and can be scary. Making God our refuge is the single most important change that we can make in our lives. When we make God our refuge, we will experience His presence in our lives. We will experience His peace, His love, His joy and our hearts will be healed and set free.
God knows you and He knows any fears you have about making Him your stronghold. He knows that change is scary and knows you need His help to trust Him. Please close this week's lesson by writing a prayer to God. Tell God any fears you have about making Him your stronghold and making changes in your life. Ask God to help you trust Him and to give you courage to change.
My Prayer
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Year 4 Spring Term
Welcome back. We have a very busy year ahead of us so we would like to share some information with you about this term including important dates and information about the curriculum content we will be covering in the Spring Term. Keep an eye on our Twitter page and class page on the website for regular updates and pictures of what we have been doing in class.
Your support throughout this year is key and I thank you in advance for it.
You can keep track of what our class is doing by following our school twitter account. If you have not already done so, then please download the school's parent app to keep up to date with what is happening in the school this year.
Weekly Events:
Homework:
Homework will be set on Seesaw and is expected to be completed within a week of being set. Generally, there will be 2 pieces set a week including spellings and times tables.
The homework for this term and next may seem simple or easy at first, but this is purely to build up pupil confidence and ensure they have grasped the basics before moving quickly into many more complex subjects and topics.
Reading:
Please make sure your child's reading book and reading log is in school every day. It is really important that you read with your child regularly at home and their book will be changed weekly. We would really appreciate it if you could complete the reading log. We would like to encourage all our children and families to read together as much as they can.
In whole class reading, class 4 will be enjoying The Spiderwick Chronicles and "The Boy Who Swam With Piranhas". This helps to build children's comprehension and confidence in expressing their own ideas and predictions of a story.
English:
In English, we will be using "The Journey" by Francesca Sanna for the first half term to write a refugee narrative and a diary entry. After half term, we will be using the book Arthur and The Golden Rope to develop our skills for writing a Myth Narrative and an Information Text. We will be focusing on the key features of each task throughout the term and learn how to apply them to improve our own writing skills. We will be looking at how to use fronted adverbials, expanded noun phrases, sub headings to help organise our work and the use of figurative language to improve our writing. All our stories make use of new and interesting vocabulary. A lot of work is done to promote new vocabulary within the school and the children are supported to use this new vocabulary in their writing. Our working walls celebrate and support learning.
Maths:
The beginning of the morning (8.55-9:10) is spent doing basic skills. This covers the four operations of number (addition, subtraction, multiplication and division). Please ensure your child is on time, as they will miss valuable maths time if they are late.
This term, children are aiming to be able to recognise what fractions are and to be able to recognize equivalent fractions while learning how to count, add and subtract fractions. Building on this knowledge of fractions, the children will then be calculating fractions of differing amounts and applying these skills to different problems. Extending on this, they will then be expected to be able to convert certain fractions to their equivalent decimal values (eg. ½ = 0.5), be able to recognize tenths and hundredths and be able to divide one and two digit numbers by 10 and 100. We will also begin to measure the length and perimeter of a given area. By the end of year 4, all children should be able to recall multiplication and division facts up to 12x12.
Children will use practical equipment to support their learning and their fluency. Once confident in a particular skill, the children will apply their knowledge through reasoning and problem solving.
Science:
This term, we will be continuing with our topic on sound and then we will start our new topic called 'animals including humans'. This will involve looking at the digestion system and learning about the different types of teeth we have and what their purpose is.
Computing:
Children will be learning how to create and interpret databases in MGL sessions next half term. They will also create their own videos and apply special effects to them. They will use photos, videos and sound to create an atmosphere when presenting to different audiences, become confident to explore new media to extend what they can achieve, change the appearance of text to increase its effectiveness depending on the audience or mood and create, modify and present documents for a particular purpose and audience.
History:
We will be studying The Mayan civilization. This will focus on the area the Mayan civilization originated from. We will look at artifacts and discuss their importance in helping us learn and understand their civilization and way of life. We will learn about Mayan houses and buildings, jobs, clothing, fashion, beauty, hobbies and food. We will look at the important role rulers and gods played in Mayan civilisations and how the Mayan civilization came to an end.
Geography:
For our Geography topic this term, we will be comparing different localities in the North West. We will be having a residential trip to the Lake District where we will be learning about human and physical features of an area, discussing the different uses of land and also analyzing relief maps. We will also be learning about the names of different regions and counties in The United Kingdom.
RE:
Children will be looking at why festivals are important to religious communities. We will look at which times are special and why; how and why we celebrate special and sacred times; discuss whether it is better to express your beliefs in arts and architecture or in charity and generosity and how can people express the spiritual through the arts.
Music:
The children will be learning to play the ukulele with Mrs. Grindley and learning about different musical genres.
Spanish:
The children will continue to learn Spanish phrases and vocabulary with Mrs. Grindley. We will be learning about the weather and linking them with the different months and seasons of the year. After half term, we will be learning about naming and describing different animals and their habitats while reading the Gruffalo Story. Children will also be practicing counting forwards and backwards up to 80.
DT:
The children will research, design, make and evaluate packaging for biscuits. They will explain the strengths and weaknesses of different packages, generate ideas and develop ideas through discussion, develop and use knowledge of nets of cubes and cuboids and, where appropriate, more complex 3D shapes. Finally, children will measure, mark out, cut and shape materials and components with some accuracy.
Art:
In this unit of work the children will be focusing on Islamic Art including tessellation and repeated patterns.
P.E.:
The children will be performing gymnastics. They will be learning different skills and techniques and use them to create their own gymnastic routine. After half term, the children will be focusing on tennis. This will involve learning different techniques of hitting the ball and applying these into game situations.
Useful Vocabulary
If you can discuss these with your child at home, it'll really accelerate their learning this year.
| Computing | CGI, special effects, Green screen, audio, image, sequence, variable algorithm, code, repeat | SPAG |
|---|---|---|
| Music | Pulse, beat, tempo, rhythm, pitch, dynamics, duration, timbre, structure, melody, harmony, texture | Geography |
| History | Civilization, hierarchy, society, drought, deforestation, sacrifice, architecture, terrain, decline, source | Maths |
Please follow our twitter @C4Pleasant for regular updates on our lessons throughout the week. Parental engagement via Seesaw and Twitter will help your child know the work they are doing in school is widely praised and valuable to them.
Thank you for your continued support,
Miss Stocks | <urn:uuid:f2810c7c-39ea-4b42-90a6-7737f57dde4f> | CC-MAIN-2024-42 | https://pleasantstreetprimary.co.uk/wp-content/uploads/2024/02/Curriculum-letter-Y4-Spring-.pdf | 2024-10-08T12:13:13+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00494.warc.gz | 414,095,114 | 1,613 | eng_Latn | eng_Latn | 0.998306 | eng_Latn | 0.998429 | [
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What We Can Do to Reverse Biodiversity Loss
SGHN091 Wakayama Prefectural Hidaka High School
1.Background : We need to reverse Biodiversity Loss
Wherever we live, we are all ultimately connected to the web of life that covers the entire planet. (the message of Ahmed Djoghlaf Executive Secretary of the Convention on Biological Diversity,2011)
･2010 The Aichi Biodiversity Targets (COP10)
･2012 The National Biodiversity Strategy of Japan
2.Efforts and Assessment : According to JBO3 (Japan Biodiversity Outlook 3)
The 4 crises of Japan's biodiversity
Efforts made so far
・are still enormously affecting the loss of biodiversity.
・are decreasing ecosystem services.
In addition to the solutions for direct drivers, a transformative change through solutions to
indirect drivers is necessary.
→ It is significant that the "Leverage Points" , which make solutions most effective, should be focused on.
LEVERAGE POINT 8 : Promote education and knowledge generation and sharing
Ex. ・Children's experience in nature
・Involvement in the interactions between generations and provision of such experience
・
Passing down and utilizing traditional knowledge through local experiences
・Environment education and civic education, etc.
JBO3 pointed out
(Source ipbes_global_assessment_report_ summary_for_policymakers_en.pdf)
There is no perfect solution for Transformative change, but education is one of the solutions with the expectation of a wide range of effects.
This is what we, high school students, can take part in !
3.Our action : Create KAMISHIBAI and spread it all over the world
Outline of our KAMISHIBAI
・The main character is "Reef," the coral.
・Reef lived peacefully with her friends in the ocean but gradually turned pale and died at last.
・What brought about death to Reef were results of human activities such as rising sea temperatures and seawater contamination with soil.
Merits of KAMISHIBAI
・Messages can be delivered effectively through illustrations.
・Messages can be delivered to more people at a time.
・Messages can be understood even by younger children.
・Older children's reading to younger children leads to an understanding of people in more generations.
4.The future we have to create : Living in Harmony with Nature
We all need to understand Biodiversity Loss.
We all need to consider and take actions to reverse Biodiversity Loss.
参考文献
5.
・環境省「生物多様性及び生態系サービスの総合評価 2021」(https://www.env.go.jp/press/files/jp/115844.pdf) ・愛知目標パンフレット「
The National Biodiversity Strategy of Japan2012-2020--」(https://www.biodic.go.jp/biodiversity/about/library/nbsap2012-2020_pamphlet.html)
on BIODIVERSITY AND ECOSYSTEM SERVICES SUMMARY FOR POLICYMAKERS
Living in harmony with nature --
・「
」ipbes(https://ipbes.net/global-assessment) すべて最終閲覧は
The global assessment report
年 2021 月 11 日 5
・have slowed down the speed of the loss of biodiversity.
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Learning Objectives: The Bad Date animation is about ratios and proportions. By watching the animation, completing the activities in the Learner Guide, and completing at least one bonus activity, students learn that:
* Ratios can represent part-whole or part-part relationships.
* 1:1 ratios can be found in everyday situations.
* Ratios can be extended into patterns using proportional relationships.
Learner Guide Page 1
Bad Date
for Instructors
Guide and Answer Key
The Bad Date animation is available on iTunes U (search "Math Snacks") and at mathsnacks.org
Animation Discussion
With your students, watch the 3-minute animation Bad Date at http://www.mathsnacks.org and spend about 10 minutes discussing the big ideas or key points in the animation. Ask:
* What do you think the animation is about?
* What did you learn from it?
* Can you think of situations in your life where ratios are used to compare numbers?
* Why are ratios helpful in these situations?
* What are some different ways of expressing ratios, e.g., 1:7, 1/7, or 1 to 7? Can you think of situations where one expression might be more appropriate to use than another?
Learner Guide Page 2
Bonus Activities
Select one or more of these activities to do with your students after they have completed the Learner Guide.
1. Ask students to imagine that Isabella had a date during which she spoke 64 words and her date spoke 512 words. Ask them to draw a picture, chart or graph that illustrates the ratio of her words to his words.
2. Isabella complains that she has had a lot of bad dates. Her idea of a bad date is someone who talks a lot more than she does or a lot less. Ask students to imagine themselves on a bad date and write a funny story or an animation script about it. They should use ratios to help explain what was so bad about it.
For example, maybe a student's idea of a bad date is someone who eats a lot more or a lot less than he or she does. A student may not consider a 1:1 ratio ideal!
3. Ask students to make up five of their own ratio questions about text messaging. For example, if Derek sent 480 text messages last month and Angelina sent 464, what is the ratio of Derek's messages to Angelina's? Ask them to make an answer key on a separate sheet of paper. If there are several students in the class, they may exchange and answer each other's questions.
4. Complete the following table and have students calculate the ratios.
5. Student-created surveys. Divide students into teams of 2 or 3.
* Have students create a 3-question survey with yes/no questions.
* Have students ask these questions to their classmates and other students in the school.
* Have students create a table of their information similar to the table in #4.
* Have students calculate the ratios of the answers for each question and explain them verbally, in pictures, or in writing.
* Have students calculate the appropriate ratios. Remember to remind them during the discussion how important it is to LABEL their ratios appropriately.
| Question | Yes | No | Ratio Yes:No | Fraction: Yes | Ratio No:Yes |
|---|---|---|---|---|---|
| a. Are you an only child? | | | | | |
| b. Are you wearing red today? | | | | | |
NOTE: If you would like to see additional activities about ratios, please refer to the Instructor Guide for Atlantean Dodgeball.
Page 1
Answer Key
1. On her second date, Isabella spoke 36 words, and Diego spoke only 6, for a 6:1 ratio. In other words, she spoke six times as many words. Find the ratio 6:1!
| Isabella | Diego |
|---|---|
| 6 words | 1 word |
| a. If Isabella spoke 12 words, how many words did Diego speak? | |
| 12 words | Answer: 2 words |
| b. If Diego spoke 20 words, how many words did Isabella speak? | |
| Answer: 120 words | 20 words |
| c. What if she spoke 60 words? | |
| 60 words | Answer: 10 words |
| d. What if he spoke 32 words? | |
| Answer: 192 words | 32 words |
Page 2
Answer Key
2. "My brother watches five hours of TV for every seven hours that I watch. It's a ratio of 5 to 7 (5:7)." Find the ratio 5:7!
| Brother’s TV Time | Sister’s TV Time |
|---|---|
| 5 | 7 |
| a. If the brother watched 10 hours of TV, how much did the sister watch? | |
| Answer: 10 hours | Answer: 14 hours |
| b. If the brother watched 1 hour of TV, how much did the sister watch? | |
| Answer: 1 hour | Answer: 1 hr., 24 min., or 84 min. |
| c. If the sister watched 10.5 hours of TV, how much did the brother watch? | |
| Answer: 7.5 hours; or 7 hours, 30 min. | Answer: 10.5 hours |
NOTE: Please offer some guidance for 2b. and 2c. because students must take into consideration the conversion from hours to minutes before doing the ratio. If this is too difficult, do this as a large group.
3. There are lots of situations in which 1:1 ratios are desirable – or even required. For example, in a basketball game, each team has 5 players on the court, so the ratio of players is 5:5 or 1:1. Likewise, in a football game, each team fields 11 players, so the ratio is 1:1.
Can you think of three other situations in which a 1:1 ratio is desirable?
Answers will vary. Possible answers could include: marriage or dating, a party with boys to girls, piece of dessert for each person eating at a party.
Instructors: There are many possible answers. Ask students to explain why they feel a 1:1 ratio is desirable for the situations they choose.
3
Page 2 Answer Key
4. There are lots of situations in which 1:1 ratios are not desirable or possible. For example, in a bus, there could be 1 bus driver for 44 students, so the ratio of bus drivers to students is 1:44. Can you think of three other situations in which a 1:1 ratio is not desirable or possible?
Answers will vary. Possible answers could include: referees to players, slices of pizza to hungry kids, teachers to students in a classroom
Instructors: There are many possible answers. Ask students to explain why they feel a 1:1 ratio is not desirable for the situations they choose.
5. At the end of the last date, the ratio of words was 57:56.
Why did Harvey say "bread"?
Answer: Harvey said "bread" to make the ratio exactly 57:57, or 1:1.
a. If he had not said "bread," would Isabella still consider it a one-to-one ratio? Explain.
Answer: Yes. The ratio is close enough to 1:1 for this situation.
b. What other ratios would be acceptable for Isabella to consider the date successful? Explain.
Answer: Any ratio that closely resembles a 1:1 ratio would be acceptable. For example, 42:35, when rounded, is close to 40:40, a 1:1 ratio. In some situations, estimation is acceptable as long as students can justify answers or it is reasonable mathematically.
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Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF TANGUB CITY
PANGABUAN INTEGRATED SCHOOL
Project G.R.A.C.E
(Gearing up for the Rendition of Academic Performance in accordance with Learner Competencies in English.)
I. Introduction
Learning in the new normal which is Blended Learning is not wholly new. As educators gear with the "new normal" set-up in this coronavirus pandemic, this is the appropriate time to use our discomfort to forge a new paradigm. This is now the time for schools to ensure that teachers do not just translate what they do inside the classroom but translate them into their online teachings. Teacher-driven discussions and lengthy lectures are no longer the norms in this situation. In online learning, students are almost always having divided focus to their classes and that to their mobile gadgets.
We, as teachers, should innovate to teach online or through selflearning modules by tapping legitimate online tools and resources. By using online learning resources on topics and creating learning playlists or menus, students would be up for an exciting learning process through Project GRACE which stands for Gearing up for the Rendition of Academic Performance in accordance with Learner Competencies in English. Teachers who have the difficulty in teaching will be guided with the prepared lesson plans.
By being not only an insurer of educational content but a master curator of learning resources, teachers like us are designing efficient and effective synchronous and asynchronous learning activities for the continuous engagement of students. These are stated and followed on this Project GRACE which geared up for the rendition of academic performance in accordance with learner competencies especially in English class.
Project GRACE must be followed to address the learners' learning difficulty, attitude, and characteristics in learning. Learners are also provided with worksheets as attached to the lessons that the teacher has followed. This project can assist struggling learners in developing their fundamental basic skills. This extra support can help them catch up to their peers.
Project GRACE (Gearing up for the Rendition of Academic Performance in accordance with Learner Competencies in English) is a learning resource in English that serves as a guide for teachers to improve learner's performance in the lesson. This will serve as a gear for the rendition of the learners performance with the competency in English concepts.
Through Project GRACE, a three-lesson plan guide was developed to address student's difficulty in English lessons. This was validated by the expert evaluators of the said field. The developed lesson plan has five parts: The Objectives, Content, Procedures, Evaluation, and Enrichment or Assignment, that was carefully made for different types of learners.
The objectives are composed of the content standards, performance standards, learning competencies/ learning code, and sub-tasked learning objectives. They indicate the desirable knowledge, skills, or attitudes to be gained. Objectives are the foundation upon which you can build lessons and assessments and instruction that you can prove to meet your overall course or lesson goals. It follows SMART Objectives that identify the level of knowledge this particular grade level has.
The content has concepts, references, and learning resources. The teacher, as well as the learners, will know the lesson to be learned for that particular period. Details, references, and other resources are included for additional information for teachers and learners as well.
The procedure includes preparatory activities to motivate the learners and set them to the lesson. It also guides the teacher in presenting the objectives for the learners to set their target about the topic. It also has developmental activities and lesson proper that follows particular strategies depending on the type of learners you have. The teacher will be guided with the proper concept that will target the purpose of the lesson to gain efficient learning. The bridging of the efficient lesson then takes place with the provided activities, practice exercises, and perform the application. Thus, the transfer of learning will measure if the bridging of these lessons are reflected.
The evaluation, enrichment, and assignment will then be followed if bridging learning is realized. This part gathers information about the individual learner's level of performance or achievement. This determines students' interests to make judgments about their learning process.
The proponent has made three lesson plans with different strategies as a guide to help improve the learners' basic skills as the concern with the lesson stated. This project was designed to develop Lesson Plans which will be made available to help teachers deliver a highly engaging teaching experience and positive student learning outcomes. This project is unique in such a way that it could be used in face-to-face learning (upon declaration of President Duterte) and synchronously or asynchronously.
We are all reconsidering what the new normal school will bring. The future remains unknown, by actively working and supporting this new way of learning, together we can do better.
II. Problem Statement
This research aims to develop a lessons guides aligned to the K to 12 Curriculum which will be used for remedial class.
In particular, it aims to respond to the following objectives:
1. Identify the least-learned skill based on the Phil-IRI result;
2. Develop the lesson guides to improve students' vocabulary;
3. Validate the proposed lesson guides based on:
a. Content and Content Accuracy,
b. Clarity, and
c. Appropriateness;
4. Identify the overall comments/ suggestions/ recommendations made by the validators.
5. Revise the lesson guides based on the evaluation of the expert validators
III. Methods
A. Design Process
The development of the Teaching-Learning Resource (TLR) used the ADDIE Instructional Design (ID) approach to design and improve the lesson plan through Project GRACE. The "ADDIE" stands for Analyze, Design, Develop, Implement, and Evaluate. This sequence, however, does not impose a strictly linear progression through the steps. This method is beneficial to educators, instructional designers, and training developers because having identified stages makes it easier to incorporate successful training tools. Addie Model has gained widespread recognition and uses as an identification model (Kurt, 2018).
The analysis phase can be considered as the "GoalSetting Stage." The focus of the designer in this phase is on the target audience (Brofar, 2019). It is also here that the project matches the level of skill and intelligence that each student shows. This is to ensure that what they already know won't be duplicated and that the focus will instead be on topics and lessons that students have yet to explore and learn. In this phase, Brofar (2019) mentioned that the proponent distinguishes between what the students already know and what they should know after completing the lesson.
Driscoll and Carliner (2005) states that in the design stage, it determines all the goals, tools to be used to gauge performance, various tests, subject matter analysis, planning, and resources. In the design phase, the focus is on learning objectives, content, subject matter analysis, exercise, lesson planning, assessment instruments used, and media selection. The approach in this phase should be systematic with a logical, orderly process of identification, development, and evaluation of planned strategies that target the attainment of the project's goals. It should follow a very specific set of rules, and each element of the instructional design plan must be executed with attention to detail. Being a stickler for the details is crucial to the success of the design stage. This systematic approach makes sure that everything falls within a rational and planned strategy, or set of strategies, that has the ultimate goal of reaching the project's targets.
The development stage starts the production and testing of the lessons being used in the project. In this stage, the proponent makes use of the data collected from the two previous stages and uses this information to create a program that will relay what needs to be taught to learners (Kurt, 2018). If the two previous stages required planning and brainstorming, the Development stage is all about putting it into action. This phase includes three tasks, namely: drafting, production, and evaluation.
Another study conducted by Kurt (2015) states that on the Implementation stage reflects the continuous modification of the program to make sure maximum efficiency and positive results are obtained. Here is where IDs strive to redesign, update, and edit the course to ensure that it can be delivered effectively. "Procedure" is the keyword here. Much of the real work is done here as IDs and students work hand in hand to train on new tools so that the design can be continuously evaluated for further improvement. No project should run its course in isolation, and the absence of proper evaluation from the IDs. Since this stage gains much feedback both from IDs and participants alike, much can be learned and addressed.
The last stage of the ADDIE model is evaluation. Quigley (2019) explained this stage as the project is being subjected to meticulous final testing regarding what, how, why, when of the things that were accomplished (or not accomplished) of the entire project. This phase can be broken down into two parts: Formative and Summative. The initial evaluation happens during the development stage. The Formative phase happens while students and IDs are conducting the study, while the Summative portion occurs at the end of the program. The main goal of the evaluation stage is to determine if the goals have been met and to establish what will be required moving forward to further the efficiency and success rate of the project.
According to Kurt (2018), every stage of the ADDIE process involves formative evaluation. This is a multidimensional—and essential—component of the ADDIE process. Evaluation is done throughout the implementation phase with the aid of the instructor and the students. After the implementation of a course or program is over, a summative evaluation is done for instructional improvement. Throughout the evaluation phase, the designer should ascertain whether problems relevant to the training program are solved and whether the desired objectives are met.
The development lesson plans through Project GRACE are made after identifying the most essential learning competencies. The materials and resources to be used are from the Learning Resources Management and Development System that support access to learning, teaching, and professional development resources.
IV. Action Plan
V. Cost Estimates
PROJECT TITLE: Project G.R.A.C.E.
(Gearing up for the Rendition of Academic
Performance in accordance with Learner
Competencies in English)
PROPONET: MARY GRACE O. DEL FIERRO
SCHOOL: Pangabuan Integrated School
ADDRESS: Pangabuan, Tangub City,Misamis Occidental
PERIOD COVERED: May to July 2023 (Fourth Quarter)
VI. Results and Discussion
Least Learned Skill based on Phil-IRI Result
Least learned skill refers to the skill that has lowest result of adjectival description from Phil-IRI tool. Phil-IRI (Philippine Informal Reading Inventory) refers to the revised assessment tool composed of a set of graded passages administered to the whole class and to individual students, which was designed to determine a student's reading level (Llego, 2018).
Table 1. PHIL-IRI Result
| Mean | MPS | Adjectival Description |
|---|---|---|
| 2.47 | 41.18 | Frustration |
The table above shows that the students' performance in the vocabulary as measured by the PHIL- IRI gathered the mean of 2.47 with an MPS of 41.18 which was adjectively described as frustration. This clearly means that the students did not perform well in their vocabulary competencies; thus, it should be given emphasis in teaching. For this reason, the Project GRACE was encouraged to develop the lesson guides. The three lesson guides developed were on the 'Lexical and Contextual Cues', 'Analogy', and 'Homonymy and Polysemy'.
Development of the Lesson Guide
Each teacher uniquely runs his or her classroom, so it's critical to decide on the procedures you'll need to keep things running smoothly in your classroom, and then teach students about those procedures as well as the lesson's growth. It is not enough to simply post the standards or procedures on the wall, regardless of the age of the students: procedures must be taught, practiced, and reinforced throughout the school year (Sever, et. al.,2020). The lesson guides were developed by the researcher to guide class learning. Details can differ based on the teacher's preferences, the subject being discussed, and the students' needs.
The researcher developed the lesson guides that contained the learning competencies, objectives, concepts, and references. The lessons were based on the K to 12 Curriculum. The three lessons that were developed are on the 'Lexical and Contextual Cues', 'Analogy', and 'Homonymy and Polysemy' were used and were structured by the treatment necessary in the study.
There are five parts to the lesson guide: the objectives, content, lesson process or the procedure, evaluation, and assignment. The content standards, performance standards, learning competencies or learning code, and sub-tasked learning objectives are all included in the objective part of the LG. All of these are covered in the K-12 Most Essential Learning Competencies (MELCs).
The content, on the other hand, includes the LG's concepts or topic; references, which include teacher's guide, learner's material, and textbook pages; and learning resources. The procedure part is where the actual lesson is shown. We'll also know what kind of teaching strategy he teacher employs. This part comprises the preparatory activities, which include drill, review, motivation, and the PowerPoint presentation of the objectives; and the lesson proper, which includes the activities, task, and application. The final two parts are the evaluation, which assesses the extent to which the students have learned from the lesson, and the assignment part, which provides a task to complete as part of the lesson's improvement.
The lesson guide is followed on four motivational phases of instructional development of Keller (2012) that follows (a) Analysis Phase; (b) Design Phase; (c) Development Phase; and (c) Evaluation Phase which include the validation of the developed lesson guide by a pool of experts for the content evaluation. The ADDE Instructional Design (ID) approach has been used by educators and instructional designers to design and improve educational and training programs. "ADDE" stands for Analyze, Design, Develop, and Evaluate. This sequence, however, does not impose a strictly linear progression through the steps where the implementation is not followed from the usual ADDIE Model.
The result of the evaluation was tabulated and interpreted. Their feedback and comments act as a foundation for improving the lesson guides that were created to create appropriate remedial lesson guides. Following the experts' assessment of the developed lessons, a revision was made based on their input and suggestions.
The lessons that were developed were based on the K to 12 curriculum guide for Grade 7 English. These focused on the topic of vocabulary. The lessons consist of the teacher and learners' learning activities.
Validation of the Lesson Guide
Ho (2016) looked at English training to help low-achieving students improve their vocabulary. Remedial Instruction provides teachers with high-demand skills while also filling a gap in our educational system. The remedial instruction activities are simple, yet significant and do not require an excessive amount of preparation
Content and Content Accuracy. Luisa (2012) defines content accuracy into correctness, believability, and currency. Correctness is the extent to which information is reliable in the sense of being free from errors. To the lesson guide, correctness has to do with the content of the lesson that is truly based on the references and activities of the target lesson objectives. Believability is the extent to which information is reputable, objective, and verifiable. Currency is the extent to which the information can be identified as updated.
There were five (5) validators of the study, all of them are in-line in English subject. Table 2 presents the three proposed Lesson Guides on the extent of content and content accuracy.
Table 2 shows that the three lesson guides reached the hypothetical mean range of Average (A) in content and content accuracy as revealed by their overall weighted mean average of 2.24 in this section of the lesson guides.
Table 2. Content and Content Accuracy for Lesson Guide 1, Lesson Guide 2, and Lesson Guide 3
| Items | Mean Average LG1 | Mean Average LG2 | Mean Average LG3 | Total Mean Average | Adjectival Rating |
|---|---|---|---|---|---|
| 1. Leads to understanding of the lessons of vocabulary 2. Provides vocabulary that conforms to K-12 Curriculum prescribed content. 3. Utilizes factual information in text of vocabulary 4. Presents topics and information to heterogeneous types of learners 5. SMART and competency-based in vocabulary topic 6. Developing HOTS of the learners | 2.33 2.33 2.00 2.00 1.89 2.33 2.33 | 2.00 2.33 2.33 2.33 2.33 1.89 2.33 | 2.33 2.33 2.33 2.00 2.33 2.33 2.33 | 2.22 2.33 2.22 2.11 2.19 2.19 2.33 | A A A A A A A |
| 7. Aligned with the instructional outcomes of the lessons in vocabulary 8. Related to the topic of the lesson in vocabulary 9. Provides data/information for improving the level of difficulty of the learners 10. Clear and complete description of the assessment based on the utilized lessons | 2.33 2.33 2.33 | 2.33 2.33 2.00 | 2.33 2.33 2.00 | 2.33 2.33 2.11 |
|---|---|---|---|---|
| Over-all Weighted Mean | 2.22 | 2.22 | 2.27 | 2.24 |
Hypothetical Mean Range:
4.00 – 3.30 = Excellent (E)
3.25 – 2.55 = Good (G)
2.50 – 1.80 = Average (A)
1.75 – 1.00 = Poor (P)
The three lesson guides have an Average result in all the indicators under content and content accuracy. This means that the indicators were significantly of the same level which shows that there is still a room for improvement for all the three LGs. However, as to improvement of these LGs through the indicators rated it is noted that more attention would be given to items 4 (Present topics and information to heterogeneous types of learners) and indicator 10 (Clear and complete description of the assessment based on the utilized lessons) which tied in the lowest rank with an average of 2.11.
On the other hand, the three lesson guides obtained the highest average with a mean average of 2.33 (Average) in terms of providing a vocabulary that conforms to Kto12 Curriculum prescribed content (indicator 2), are aligned with the instructional outcomes of the vocabulary lesson guide (indicator 7), related to the topic of the vocabulary lesson (indicator 8), and this provides data/information for improving the level of difficulty of the learners in vocabulary (indicator 10).
Based on the result it comes out that the lesson guides in terms of content and content accuracy are average. The result shows that all of the areas in content and content accuracy needs to be emphasized in the lesson guides.
The results are similar to those of Richards (2015), who found that lessons should be easy but efficient and that they should not take a long time to prepare. As a result, activities that are appropriate for the level of students should be precise, measurable, attainable, efficient, and timebounded.
On the other hand, teaching, according to Ho (2016), aims to improve students' learning experiences and give them a sense of accomplishment while giving them flexibility in terms of time and material. It is believed to empower students with the motivation and vocabulary competency needed to enrich their learning experience.
Scott and Nagy (2010) demonstrate the activities of the students' skills in the operation to do and think in their ways by not only relying on the context or content but also how these lessons are implemented and experienced in the growth of the learners higher-order thinking skills. Students need explicit instruction on how to apply what they learn in a dictionary entry so that they can transform it into something useful (Texas Center for Reading and Language Arts, 2002).
In the study conducted by Kumar (2016), this claim is also confirmed that the word solution is used in a broader context to connote teaching that is developmental in its scope. While our schools have students who have no clear shortcomings or defects that need to be addressed, there is a community of students who desperately need support in learning improved basic skills and other essential processes.
Gale (2006) on the other hand classified the criteria for preparing the materials needed in the lesson guide. He explained that planning a student's materials is a crucial aspect of corrective teaching. Prepared materials should meet the following criteria: the difficulty of the content should be tailored to the student's capacity and competence in the subject or skill to be improved. A collection of materials should include a variety of problems that span many grades, and the steps should be tailored to the students' specific difficulties.
Clarity. Lesson clarity refers to how clear a teacher's presentation is to the class (Byers, 2014). According to Borich (2010), lesson clarity refers to how clear and precise a teacher's presentation is to the class. There are multiple indicators which teachers can harness in order to be clear in their presentation. Being clear consists of several factors of creating a sound lesson plan as well as understanding the audience whom the lesson will be presented to.
Table 3 shows that all indicators averaged at 2.32 in the over-all weighted mean which has the hypothetical mean range of Average. The table also shows that among all the items for this indicator, items 4(Uses clear and standard-sized print) and 9 (Provides activities in line with the content standards and skills in vocabulary) ranks the highest with the total mean average of 2.44. On the other hand, item number 1 (Provides learning activities in vocabulary that are well-organized and wellsequenced.) ranks the lowest bearing the total mean average of 2.19.
Table 3 presents the three Lesson Guides on the extent of clarity.
| Items | Mean Average LG1 | Mean Average LG2 | Mean Average LG3 | Total Mean Average |
|---|---|---|---|---|
| 1. Provides learning activities in vocabulary that are well- organized and well-sequenced. 2. Has activities in vocabulary that are attainable within its time frame. 3. Is clear and suitable to the vocabulary learner’s comprehension level 4. Uses clear and standard-sized print. 5. Provides directions in vocabulary activities that are clear and easy to follow. 6. Provides directions in vocabulary activities that are complete and written clear and simple language. 7. Provides activities in vocabulary that are consistent with educational theories and principles. 8. Provide text in vocabulary which is suitable to the users’ comprehension level. 9. Provides activities in line with the content standards and skills in vocabulary. 10. Provides assessment in line with the content and skills in vocabulary. | 2.33 2.33 2.33 2.67 2.33 2.67 2.33 2.33 2.67 2.33 | 2.22 2.33 2.33 2.33 2.00 2.00 2.33 2.33 2.33 2.33 | 2.00 2.00 2.33 2.33 2.33 2.33 2.33 2.33 2.33 2.33 | 2.19 2.22 2.33 2.44 2.22 2.33 2.33 2.33 2.44 2.33 |
| Over-all Weighted Mean | 2.43 | 2.26 | 2.27 | 2.32 |
Hypothetical Mean Range:
4.00 – 3.30 = Excellent (E)
3.25 – 2.55 = Good (G)
2.50 – 1.80 = Average (A)
1.75 – 1.00 = Good (G)
Since the data on this indicator points to Average, it compels the researcher to note that there is a need to still improve the LGs on all items but to give more attention to the items on providing learning activities in vocabulary that are well-organized and well-sequenced, inclusion of activities in vocabulary that are attainable within its time frame and providing directions in vocabulary activities that are clear and easy to follow since these three are at the bottom. This shows that the lesson guides develop the need to make their activity more organized and sequenced for Grade 7 learners in English (Chall & Jacobs, 2003).
The result in Table 3 supports the study conducted by Kumar (2016). He stated that lessons must have a broader sense to connote teaching that is developmental in its scope, organization, and sequence. This will bring the student to his level and leads him to improved levels of integrity through intrinsic motivational strategies. Baumann & Kame'enui (2004) and Pearson et al. (2007) also stated that in learning vocabulary, ideas or concepts must be understood. The activities are according to the student's comprehension level.
Lubliner & Scott (2008) also agreed on the degree of awareness that language is simple and may be understood in many ways with an application to motor sense information and language learning techniques (Beck, et.al., 2008). Thus, this was further discussed by Gough and Tunmer (1986) about the significance of vocabulary in comprehension nearly three decades ago and emphasized that although learning vocabulary is significant, it is unfortunately ignored. Since then, the relationship between vocabulary and understanding has accrued significant data; sadly, this relationship is not fully understood: '' We have a lot of details about the complex relationship between vocabulary knowledge and comprehension and may be very little clarity (Ruddell, 1994).
With attainable and clear lesson guides, vocabulary lessons refer to the words we need to comprehend. Reading Rockets (2019) mentioned that learning vocabulary would make sense with the words they see in standardized print. Cunning & Stanovich (2001) claimed that direct vocabulary instruction is important, but research shows that students with a well-developed vocabulary learn indirectly by reading far more words than through instruction and clear directions. Adult and peer discussions about their reading also enhance student word-learning (Biemiller & Boote, 2006).
Appropriateness. Success in the lesson depends on how appropriate the focus, time frame, activities, and assessments are for the students. (Iris Center, 2021). It also depends on the skill with which the teacher is able to match instructional strategies to student learning needs.
Table 4 presents the three Lesson Guides on the extent of appropriateness.
The three LGs have highest mean range average of 2.44 (Average) in terms of helping in enhancing conceptual understanding about least mastered topics in Kto12 Curriculum Grade 7 English (indicator 4), and providing activities in vocabulary that is conceptualized (indicator 5).
Table 4. Appropriateness for Lesson Guide 1, Lesson Guide 2, and Lesson Guide 3
Hypothetical Mean Range:
4.00 – 3.30 = Excellent (E)
3.25 – 2.55 = Good (G)
2.50 – 1.80 = Average (A)
1.75 – 1.00 = Poor (P)
All of the items gained average results in terms of appropriateness. This means that the lesson guides contents are average in terms of suitable for a particular topic concerning the grade level. The lessons are also described as being average in appropriateness for the intent and dependable in any role that addresses the learners' learning needs. With the result, indeed in terms of appropriateness, the proposed lesson guide developed by the researcher needs to be improved.
The findings in Table 4 reiterate the statement of Sughakar (2018) that remedial education is assigned to assist students to achieve expected competencies in core academic skills such as literacy and numeracy. As stated in the appropriateness indicator on providing understandable common language and terminology used. A lesson guide is provided to learners who have a need short-term learning assistance with an appropriate level of difficulty on identified issues of the least mastered topics. Gresham (2009) however added that remedial teaching considers students with an appreciation of their academic qualities, and conceptualized activities that are simple and easy to follow.
Likewise, this is supported by McDaniel (2020), who stated that a remedial activity is one meant to improve a learning skill or rectify a problem area. The aim of remedial teaching includes individualized instruction in specific subject areas of students experiencing difficulties that they may learn independently on the target areas. It must have an appropriate amount of remedial materials designed to address the particular difficulties identified; the remedial materials should be selfdirective (Gale, 2006). Teaching remedial instruction individually or in groups may be appropriate to correct academic weaknesses that can hinder learning. The benefits of remedial teaching activities may include forming the framework for more comprehensive and conceptualized learning of a subject. Such skills must be mastered before students get a comprehensive understanding of the topic of study.
Another item of the lesson guides that results in Table 3 needs to emphasize is the design that will improve the student's participation in the class discussion and activities. Thus, Gale (2006) claimed in his study that on instruction students can vary widely in the teaching of the materials needed to correct their difficulties; the steps must provide for individual progress levels, a need to do and work on their own on the activities; and a process for tracking individual advances should be given. When the student has a chance to record his 1 achievement on a progress sheet, I will be given an extra opportunity to achieve it.
Finally, according to Butler's study (2011), students learn best when they are taught in a communicative environment. This demonstrated that remedial learning is tailored to these students and that it is effective for them because they felt a sense of accomplishment when they were able to complete a simple task within their abilities. As these weak learners had limited attention spans, hands-on tasks were found to be engaging. According to the Texas Reading Initiative (2002), students can read a variety of texts at various stages, including easy and fun texts as well as difficult texts. As noted above, students will not be able to comprehend text that has too many unfamiliar words (more than 10%); students, on the other hand, would not discover many new words if they read the below-grade-level text.
Valuable Comments/ Suggestion by the Contents Validators on the Lesson Guides
Part of the designing and developing instructional materials such as the lesson guide developed by the researcher is the valuable comments and suggestions of the content validators to come up with having a good lesson guide for the learners according to their needs and concerns (Kurt, 2018). The participants commented and gave suggestions on the following aspects of the remedial lesson guide: Grammar, Format, Alignment of activities and References.
Valuable comments given by the validators were not only positive but also negative to open opportunities for refinement of the developed lesson guides.
Grammar is the whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology (including inflections) and sometimes also phonology and semantics (Oxford Languages, 2020). Ultimately, grammar affects sentence construction that's why they always go hand in hand.
It was suggested that the lesson guides be reviewed properly because there were still grammatically erroneous sentences.
This suggestion was emphasized as P2 specified that,
P2: "I am happy that you came up with this study, this will indeed will help sa atong mga students that need remediation especially sa vocabulary. Please check lang ko maam sa mga ginagmay na mga sayop like sa grammar. Well talk it ma'am those things para maklaro. As a whole, nice kaayo ni na instructional materials for our learners wherein ma guided jud si teacher sa lesson"
(I am happy that you came up with this study, this will indeed help our students that need remediation especially in vocabulary. Please check some of the errors like in grammar. We'll talk about these things for clarification. As a whole, it is a nice instructional material for our learners wherein the teachers will be guided on the lesson.)
P3: "Please cut those long sentences, make it short. Please check the sentences construction too."
These statements from P2 and P3 were strengthened by the statement of P8 saying,
P8: "Some sample sentences must be checked, use simple language.", "Use Grammarly to check some grammatical concerns." (Some sample sentences must be checked, use simple language. Use Grammarly to check some grammatical concerns.)
Based on the comment, the researcher corrected the grammar by double-checking all the sentences and the directions in the three LGs. The researcher also identifies the correct word usage to set on those grammatically erroneous words and have these checked in the Grammarly tool application.
According to McKay (2009), since English language has become a global lingua franca, a good command and grammatically correct language is not only a prerequisite for securing jobs, but also allows one to learn new things as it broadens one's comprehension level and vocabulary.
This is why Ho (2016) looked into English remedial training as well as the remedial lessons guides to help improve their grammar, vocabulary, and comprehension level. This aims to transform remedial students learning experiences and give them a sense of accomplishment by giving these students with inspiration and vocabulary skills they need to improve their learning.
Format and Content
Format refers to the lesson planning process through designing the entire learning experience (Johnsons, 2015). Its product is used to guide you through the learning process. It is the way in which the lesson is arranged or set out according to the whole process of teaching.
As to format and content of the LGs, the validators gave positive statements as shown in the following:
P5: "Ma'am, may we ask some copies of these if you may? Makatabang kaayo ni sa lesson nmo ani nga aspects. Ganahan sad me ky detailed siya kaayo. Ma guided kaau ta kung unsay buhaton." (Ma'am, may we ask for some copies of these if you may? This will certainly assist us in these areas during our lessons. We love it since it is detailed; we will be guided through our lesson.)
P6: "As a teacher, upon looking at the Lesson Guide, maka visualized naka og what will happen to your teaching on vocabulary on these lessons. Hoping mahimuan unta ani ang tanan subject. That the teacher could maximized active participation of the students at their own level." (When I looked at the Lesson Guides as a teacher, I could see what would happen to your vocabulary teaching in these lessons. I'm hoping that some
learning areas will follow this. That the teacher could get the most out of the students' active engagement at their own level.)
P7: "Job well done ma'am Grace, and Congratulations in advance. I like very much how you arrange the lessons that show continuity. This may not be attained in one day but at least you emphasized the dates needed for these lessons. The activities to are very clear that it targets the objectives of the lesson. The concepts are being presented too that the teacher may have a guide throughout his/her entire lesson. You can make this as your innovation ma'am and hoping that the teachers could also benchmark your work in other learning areas."
(Job well done ma'am Grace, and congratulations in advance. I really like how you organize or arrange the lessons that show continuity. This may not be attained in one day, but at least you emphasized the dates needed for these lessons. The activities are well-defined and clearly address the lesson's objectives. The concepts are presented in such a way that the teacher can use them as a guide throughout the class. You can use this as an example of your innovation, ma'am, and hope that the teachers will use your work as a pattern for other learning areas.)
For concerns on format and content of the LGs that needs improvement, here are the following comments:
P8: "Vocabulary activities must be contextualized.", "Omit the SCC header/footer.", "As much as possible enhance the layout", "The evaluation part must be checked, vague", "The application part is complicated, if you can think of simpler activity which will still linked with the intended outcome. "Evaluation is 5 items only? For stage 3 it should be 10-15.", "Enhance the "assignment portion"."
(Vocabulary activities must be contextualized, Omit the SCC header/footer, as much as possible enhance the layout, the evaluation part must be checked, vague, In the abstraction part, how will you make this point engaging to students? What strategy will you use?, Use cooperative learning strategies to make learning more meaningful., The application part is complicated, if you can think of simpler activity which will still linked with the intended outcome, Evaluation is 5 items only? For stage 3 it should be 10-15, Enhance the "assignment portion")
Based from the comments on the format and content for the LGs that needs improvement, the researcher followed each of the suggestions in every part of the LGs. The objectives were also checked to align it with the competencies. Activities were contextualized, the layout was enhanced, header and footer were omitted, and every part were checked according to the suggestions needed.
Having an appropriate format in the LG, with a concise and organized structure which provides answers to important questions. Questions about how a teacher can maintain a standard pattern of teaching (Edsys, 2018). A good LG conveys to the teacher as to what is important for students when it comes to learning. And since prepared under the confines of individual comfort, it is easier to perceive. It will include the content and activities to be fulfilled for a set timeline.
Lesson guide provides a step-by-step guide to teachers to delve deep into what he/she is teaching.
Sudhakar (2017) also stated that a lesson format is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan the format of your lesson guide, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. These are the format incorporated in the proposed LGs.
Alignment and Appropriateness of Activities
The alignment and appropriateness of activities refer to how the activities correlate to the objectives as well as the vocabulary lesson and the appropriateness of these activities to the target learners. Generally, this refers to the grade level capacity of activities that should be included in LGs.
Biggs (2014), mentioned that alignment of activities is a design for teaching in which what it is intended students should learn and how they should express their learning is clearly stated before teaching takes place. He also added that alignment occurs when the learning activities that we ask students to engage in help them to develop the knowledge, skills and understandings intended for the unit and measured by our assessment. A constructively aligned unit capitalizes on the powerful effect of assessment on students' learning experiences. If assessment drives students' learning, then students are most likely to achieve our intended outcomes if the assessment is aligned with our intentions.
For the alignment and appropriateness of activities, the following suggestions are stated,
P3: "Please review some of your activities na makaya ra para sa grade 7 na students. And complete what 4As means para sa new teacher. Congratulations for this very comprehensive guide that we will soon be using for our students!"
(Please review some of your activities intended for Grade 7 students, please cut those long sentences, make them shorten. Please checked the sentence construction too. And complete what 4As means for the new teacher. Congratulations on this very comprehensive guide that will soon be using for our students.)
P4: "When you ask the learners to perform a play from the script they crafted I believe that would be heavy for them. Why not write a dialogue then role play the dialogue?" "Make your assignment more specific too." "It's a very nice intervention of instructional materials even the lesson guide is nicely constructed as guide for teachers."
(When you ask the learners to perform a play from the script they crafted I believe that would be heavy for them. Why not write a dialogue then role play the dialogue? Make your assignment more specific too. It's a very nice intervention of instructional materials even the lesson guide is nicely constructed as guide for teachers.)
P8: "Check objectives, check if it aligns with the competency", "In the activity and analysis part is this individual work? Or by group? Please clarify", "In the abstraction part, how will you make this point engaging to students? What strategy will you use?", "In practice activity, only homonyms? How about the polysemous words?", "The application part must be a heavy task they must be able to apply or target your main objective of the lesson. Please do something about this part.", "Improve the assignment part. The Necklace might not be an appropriate literay piece for them to read, assign texts according to their level."
(Check objectives, check if it aligns with the competency, In the activity and analysis part is this individual work? Or by group? Please clarify, In the abstraction part, how will you make this point engaging to students? What strategy will you use? In practice activity, only homonyms? How about the polysemous words? The application part must be a heavy task they must be able to apply or target your main objective of the lesson. Please do something about this part, Improve the assignment part. The Necklace might not be an appropriate literacy piece for them to read, assign texts according to their level.)
On the alignment and appropriateness of activities, the researcher looked over all of the comments made to the LGs and addressed all of the concerns raised to improve activity alignment. The objectives are examined in terms of how well the activities in the lessons are aligned. The exercises are also evaluated based on the level of the student's ability to complete them. Constructively designed the activities and assignments to be thorough and aligned with the skill. Also, specify the part that will be engaging to the student's need.
Because of the necessity of having aligned and appropriate activities in the LG, the lesson guide will be able to provide more precision and consistency in the desired objectives.
As mentioned by Kurt (2020), when a lesson is being designed, it is important to ensure that these components of your lessons are aligned. In order to align various components of the lesson module, we must clearly define alignment itself. Alignment is when there is consistency across the program with precise connections between evaluations, course goals and learning tasks. It is important to align learning objectives with instructional strategies and assessments to ensure that everyone involved is aware of the expectations. Both instructors and students should have a consistent understanding of what is going to be taught and how it will be evaluated.
References
References are the action of mentioning or alluding to something in the form of information or images (Ozford Languages, 2020). In the LGs, these references are the learning material resources (learners and teachers), this also refers to the source of images, and lessons being used in the LGs. Reference could also be term as the citation of sources of the information.
P1 and P8 also made mention on the references concern as they stated,
P1: "The lesson guide you made is good but cite some reference below every picture to where you got those pictures." (The lesson guides you created are excellent, but please include a reference to where you obtained each image underneath each one.)
P8: "In writing the references, use APA." (In writing the references, use APA.)
The researcher double-checked all of the data with citations and other pertinent information provided by the authors. The researcher checked the teacher's and learners' guides for competencies and other materials based on the comments.
According to Oxford Languages (2020), references covered the resources made mention in the lesson guide. Reference is also a relationship between objects in which one object designates, or acts as a means by which to connect to or link to, another object. The first object in this relation is said to refer to the second object. It is called a name for the second object. The second object, the one to which the first object refers, is called the referent of the first object. A name is usually a phrase or expression, or some other symbolic representation. Its referent may be anything – a material object, a person, an event, an activity, or an abstract concept (Treanor, 2006).
The validation result suggests that teachers should take advantage of opportunities to cultivate student interest in words, their subtle meanings, how to have fun with words, and how words and concepts are linked across contexts. Students benefit from hearing language that integrates the vocabulary and syntax (sentence structures) of highquality written English, as stated in the Texas Reading Initiative (2002) literature. Many students may be unfamiliar with the vocabulary and grammatical structures used in literate written English, and reading good literature aloud introduces students to a variety of written English genres.
Juel and Deffes (2004) accepted that vocabulary instruction for words should be analytical and substantial. Teachers must include succinct explanations and examples of the meanings of these terms in a variety of ways, as well as opportunities for students to discuss, evaluate, and apply the terms. In a dictionary, merely looking up a description is not enough. Make students rewrite meanings in their terms, provide examples of contexts where the term might be used, provide synonyms (and, if possible, antonyms), and construct phrases using the word that displays the context.
These useful comments aid the researcher in developing effective remedial lesson guides, as seen in the appendices. Both the positive and negative comments contribute to the success of the RLGs to make teaching and learning more effective and for the student as the end user of the lesson guides.
VII. Conclusion and Recommendation
The current Project GRACE shows lesson guides are average in improving the vocabulary of grade 7 students in the school where the study was conducted. As a result, information and content accuracy, transparency, and appropriateness should be considered in the study based on their general weighted mean in all lesson guides covered in the study that average on any part of the criteria that were used to create the lesson guides.
The result on the comments of the validators also signifies that the lesson guides must be specific, attainable, appropriate and competency-based. The LGs must develop higher-order-thinking skills of the learner in vocabulary which needs to be emphasized in the remedial lesson guides. It is believed to empower remedial students with the motivation and vocabulary competency needed to enrich their learning experience. The lesson guides do not aim to replace existing student-centered methods but to supplement the learning process of learners who lag behind on vocabulary.
The study also found that lesson guides need to provide a wider sense of teaching that is developmental in scope, organization, and sequence to help learners enhance their motivational stages in learning vocabulary. In the analysis, however, ideal and effective lesson guides have ideas or concepts that are substantial, simple, and must be understood by the target grade level of the learners.
It is also notable that in the findings that well-designed remedial lesson guides will make the lesson more interactive with learners participating and not passive recipients in every class discussion and activities while experiencing a sense of fulfillment. With appropriate directions in every activity, it will help enhance conceptual understanding about the least mastered topics in grade 7 English class.
Recommendations
The following recommendations were made, based on the study findings and conclusions:
1. The implementation of the remedial lesson guides may be needed for the incoming face-to-face instruction upon declaration of PRRD.
2. The lesson guides may be recommended to use for grade 7 learners with low performance on vocabulary.
3. A similar study may be used to develop the remedial lesson guides, and interventions on this to cope up with the low-achieving lessons in terms of vocabulary concerns.
4. English teachers may also strive to design lesson guides for students in Grades 8 to Grade 10 to improve vocabulary.
5. The School Administrators and the Department of Education officials may encourage the English Teachers to pave its way to focus on this concern on the students in the K to 12 curriculum, by conducting in-service training. Training involves the development of the remedial lesson guide that will help improve the learner's vocabulary.
VIII. REFERENCES
Brofar, Fiona Alyssa (2019). Week 0: ADDIE Model. Teach and Treasure Learning. www. Wordpress.com.
Driscoll, M., Carliner, S. (2005) Advanced Web-Based Training: Adapting Real World Strategies in Your Online Learning, Pfeiffer. ISBN 0787969796.
Kurt, S. (2015). "Instructional Design Models and Theories," in Educational Technology. Retrieved from design-models-andtheories/.
Kurt, Serhat. (2018). ADDIE Model: Instructional Design. in Educational Technology. https://educationaltechnology.net/the-addie-modelinstructional-design/.
Quigley, Eoghan (2019). ADDIE: 5 Steps to Effective Training. https://www.learnupon.com/blog/.
The Manila Times (2020). Importance of Innovative Teaching in the New Normal.
Tumapon, Teresita T. (2020). Education in the New Normal. The Manila Times. Release on March 9, 2021.
Prepared and Submitted by:
MARY GRACE O. DEL FIERRO
Innovation Proponent
Reviewed by:
RICHEL B. ONGCOL SHIELDON F. HONCULADA
School Head Division Research Coordinator
Noted by:
LORENA P. SERRANO
Assistant Schools Division Superintendent
Concurred by:
NIMFA R. LAGO,PhD. CESO VI
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Welcome Home
A Guide to a Healthy Family Reunion
Making Life "Normal" Again
Now that you've been home a few weeks, the rush of excitement you felt stepping off the plane or ship has probably begun to fade a little.The flags have been put away,the bands have stopped playing, and the newspapers are focusing on other things.Your life has suddenly become very private again, giving you the chance to put things back in order.
Where do you start? How do you begin making life normal again, when "normal" now means something completely different than before you received your orders? You're not the same person you were before you left, and neither are the people you love and work with. How do you make sure your reunion and the time afterward are "mentally healthy"?
Begin by realizing that your reunion is more than just coming home; it's a major event in your life and for those around you—maybe even bigger than the separa-
In fact, most people find that separation and reunion can actually be a constructive experience.
Changes
Although the changes that have taken place in your family members and friends may seem negative or even threatening at first,
tion. In fact, research shows that reunion can cause more stress in people's lives than deployment.That's not to say that returning service members and their family and friends aren't happy about the homecoming—they're usually ecstatic.The stress comes from the changes that have taken place and concern about what life will be like after you have been separated.
Stress is normal, but if it goes unrecognized and unmanaged, it can lead to serious physical and mental health problems, or show itself through alcohol abuse or domestic problems. If handled correctly (which really isn't very hard), it can be turned into a source of energy and enthusiasm about starting a brand-new life with your family and friends.
they're almost always improvements.
Changes to expect:
* More independence. Those at home or at work were forced to become more independent in your absence.They've taken on new responsibilities, made their own decisions, and set their schedules. As a result,they've become more confident and proud of their accomplishments— you might even feel hurt that they did so well on their own.Try to feel proud of their growth, acknowledging it with positive words.
* New rules. Things have changed at home while you were gone, including the rules and procedures the family uses to keep things going. Some were temporary "amendments"to the old rules to compensate for your absence, while others arose because the needs of your family changed. In either case, don't rock the boat.The rules that are no longer needed will fade away and those that stay probably have a good reason.
* New roles. Those at home had to take on your roles, and reversing them immediately to the way they were before the deployment isn't easy or even advisable.Take some time to renegotiate the roles that each of you play in the family or relationship.
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Mixed Feelings
Separation and the changes it brings about can create strong—and what may seem like conflicting—emotions in you and those you care about.You may feel complete happiness about being home and at the same time worried that you might not fit back in.Those at home might be extremely excited about having the family together again, even though they're worried you might resent some of their growth and accomplishments and try to "take over" everything.These mixed feelings are normal, healthy responses to separation and reunion, and usually require nothing more than a little time to sort out.
Common Coping Strategies
Every individual and family will have a unique situation to address. Some of you are returning to spouses, to children, to parents, to civilian jobs, or to all of these things. Each part of the life you're returning to will require special attention from you and those around you. Even so, there are some common strategies you can use to ease this period of transition,regardless of your personal circumstances:
* Communicate. The key to making the transition a healthy one is to discuss everything openly. Communicating openly isn't easy for most people, but it's vital that everyone make an honest effort to talk about (and listen to) each other's experiences while avoiding the "I had it worse" syndrome.
* Approach each other as equals. At home or at work, avoid the "I'm home and I'll take charge" or the "I'm not budging" attitudes.The fact that everybody managed to cope during the deployment doesn't mean that everybody enjoyed it. Focus on the fact that now you can do things together.
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* Find out what new skills everyone has learned. Make a point to learn how everyone has grown during the deployment— and use it as the starting point for new personal (or professional) relationships.
* Be patient. Starting over will be difficult for everyone.
* Arrange quiet time. For the first month or so, set aside a regular time to discuss the past few days and any questions or concerns that have come up. At home, this can be done over dinner with family. At work, schedule a meeting or set aside 20 minutes at lunch to talk things over with your boss or co-workers.
* Stay positive. Keep criticism to a minimum; if it can't be avoided, keep it constructive. Even if you don't agree with decisions that were made during your absence, remember that you probably don't know all of the circumstances, and that these decisions were made under a great deal of stress.
* Don't expect old problems to have gone away. If you were having difficulties with people or situations at home or at work before you left, it's not likely that your being away solved them. On the other hand, being away can give you a chance to look at things from a new perspective.The growth that you and those around you experienced during the deployment may better equip you emotionally and psychologically to face old problems.
Children
Those returning to children probably had a homecoming picture in their minds of their toddlers running toward them shouting "Daddy" or "Mommy," or of their older kids huddling close and begging for field stories. Those with "perfect pictures" may have been disappointed by what sometimes happens— an initial display of happiness followed by sulky, withdrawn, or even hostile behavior.
To understand why, you must first realize that even just a few months seem like a lifetime to a child, and that children instinctively adapt rapidly to new situations. Their behavior doesn't mean that they've stopped needing or loving you; they just need some time to adjust to having you around again. Obviously, the reactions of your child will depend on his or her personality, past experiences, and relationships with other family members.To some degree, the situation will be further
* Change is just as stressful for children as it is for adults—probably more so because they have so little experience in coping with it.
* They've grown physically, emotionally, and socially while you were gone; this is not the same child you left, so don't expect the same behavior.
* There will be a readjustment period (usually
influenced by whether the parent deployed is a mother or father (see the sections on "Returning Mothers" and "New Fathers") but there are several things that all parents ought to keep in mind:
* Children have the same confusing feelings adults have: worry, happiness, fear, excitement, etc. Make sure they know how happy you are to see them again.
* They're unsure what to expect from the returning adult. Because of their brief memories, you might seem like a complete stranger.They may even fear that they will be punished for six months' worth of bad behavior. Put their minds at ease by praising them for helping out while you were gone.
four to six weeks) for the whole family.You can make this easier by reviewing schoolwork, family scrapbooks, or asking about their activities.
* Children don't know how to deal with the stress they're feeling.They may exhibit unacceptable behavior as part of their reaction. Remember this before you punish a child for acting up.
Returning Mothers If you're a mother returning to children or young adolescents, you may find that the special, nurturing role children look for in mothers was disrupted during deployment, causing reactions that might not happen with a returning father.This isn't to say that these reactions are "abnormal" if they happen when a father returns—they're just more likely when it is the mother who is coming home.
For infants or toddlers these reactions might not be obvious at first, but they can escalate into developmental problems if you don't make an immediate effort to reestablish this link with them.You can't cuddle a baby too much!
Preschoolers may act coolly toward you. Acting aggressive or disinterested is their way of showing their hurt and anger at your absence.Their behavior usually doesn't last
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long, but it's still unsettling. Don't try to force positive responses from the child; simply say how much you missed him or her and how you're looking forward to hearing about the things he or she did while you were away.
Older children and adolescents usually have a mature understanding of war, conflicts, and military responsibilities, but this doesn't mean they didn't miss you.This period is turbulent for children anyway. Use strategies similar to those for reestablishing contact with younger children: Express your interest in their lives by discussing schoolwork and social activities, and let them feel they are part of your life by telling them about your own experiences. Again, tell them how much you missed them—it might seem like they know that already, but they need to hear it from you directly.
New Fathers
If you are a father who was deployed at the time your son or daughter was born (or for a good part of the child's first year), you are coming home to a whole new family.There are some obvious changes to the family in these cases, and each of the situations described earlier applies to you, but there are subtle—yet important—dynamics to be aware of as well:
* Baby's needs come first, and they're expensive. Be prepared for a much tighter budget.
* Other children might feel "lost" with the changes and may need help coping with the transition.
* You may feel jealous of the attention given to the infant or guilt for being away during the pregnancy. Accept two facts: The infant's needs will demand attention, and the separation was inevitable.Take an active role in caring for the child as soon as possible.
4
Single Parents
If you're a single parent, you're probably experiencing unique concerns and worries about a reunion with your children. In addition to the combination of joy and stress that a parent feels when returning to a child after a long absence, you may feel particularly anxious about the bond formed by the child and the temporary caregiver, and how it will affect your relationships with both of them.
Strategies for coping with these situations aren't that much different from those used in the situations described earlier. Focus on communicating with both the caregiver and the child and, most importantly, be patient. This period of transition will last several weeks—some of which will be awkward. In the meantime:
* Involve the caregiver with the transition. Forcing the child to suddenly separate from the caregiver can be just as traumatic as their separation from you.
* Ask about how things were done while you were gone. It will help you plan how to ease the child back into the rules and schedules of your home again.
* Ask the child about his or her feelings regarding your "new" relationship and how life at home should be.The changes in caregivers and living arrangements may make them feel as though they have no control over their lives; assure them that you will set up house together again.
Reestablishing Intimacy
One of the first things you and your partner learned during separation is that sex and intimacy are two different things.You and your partner may have succeeded in maintaining a sense of intimacy, or closeness, during the deployment by writing or calling, which let the two of you remain "connected," but the sexual part of your relationship obviously ended when the unit deployed.
Because sex is such a powerful and instinctive way to keep couples feeling intimate, it tends to dominate both partners' thinking and fantasizing during the deployment. As a result, it becomes the focus of the reunion as well.This can lead to disappointment, especially if your expectations and needs are different than your partner's.
For what is probably the single most personal aspect of any individual or couple's lives, there is no one set of
* Understand the differences in male and female sexuality. Some may tend to focus on the sexual act itself, while others might concentrate on the "atmosphere" of the encounter. Both partners should understand and be sensitive to the other's needs.
* Expect to feel strange together at first. It's normal to feel physically and emotionally akward together. If you can both escape
guidelines for rebuilding intimacy, and few people will need help getting the sexual part going again. But to avoid disappointment or hurt feelings down the road, you both should consider several points:
* Be prepared for temporary "performance" difficulties.The tension of the deployment combined with the stress of reunion can lead to temporary impotence.This is a normal reaction. Don't jump to the conclusion that your partner was unfaithful.The problem almost always corrects itself.
* Make intimacy—not just sex—your goal. Sex can resume immediately, but intimacy might take longer to reestablish.Take some time to get to know each another again, and treat the sexual part of your homecoming as a honeymoon.
the anxiety the "strangeness" causes, it can be a very exciting aspect to your relationship.
* Make the most of your homecoming.This is your opportunity to address the things about your relationship that you or your partner didn't like before, or to build upon the intimacy you've always shared.
The Myth of Infidelity Worries about a partner's unfaithfulness are common, though acts of infidelity are not likely. Cheating doesn't happen nearly as often as people are afraid it does. The fear comes not from the frequency of infidelity but the devastating impact it has when it does happen.There is no recommended
procedure for handling the emotional effects of infidelity, but there are some common mistakes to avoid:
* Being totally unprepared for its possibility. This is not to suggest that partners should be suspicious of each other.Work under the assumption that you've both been faithful to one another, but understand that you both have human weaknesses, such as giving into stress and pressure.Those who are completely unprepared for its possibility are subject to overwhelming dismay or shock on those rare occasions that it does happen.
5
* Dumping a confession to relieve guilt. If you've been unfaithful and now feel the need to relieve the guilt by confessing, consider speaking first to a chaplain, family service representative, or other counselor who can help you both work through the problem constructively.
* Thinking that being unfaithful is something that "just happens." Infidelity in a relationship, particularly marriage, is not something to be taken lightly. It may signal a bigger problem that deserves special attention. Again, consider talking to a chaplain or someone else trained to help families and couples through these kinds of problems.
Service Members Who Are Single
Those returning to parents or to lives on their own will face many of the same problems described earlier, only in a slightly different context.The same messages apply, whether dealing with spouses and children or your parents, siblings, or roommates: Focus on communicating, being patient, recognizing and adapting to the changes that have taken place, and not rushing the necessary transition period.
Because single service members may not have a convenient "support system" of close family or friends immediately upon return, it's important that they make extra efforts to plan a relaxed, comfortable return back to their community.
Some tips:
* Go slowly. You deserve a good time after these months away, but trying to fit too much into your plans too soon only adds to your stress level.
* Spend time with your family. One of the most heartbreaking things in the world is for a parent to lose a child, and your parents have been living in fear of this possi-
6
bility for the past few months. Make a special effort to either spend time with them or, if geographically separated, call frequently to support and reassure them.
* Watch what you spend. The "urge to splurge" now that you're back will be strong—don't make any purchases you can't afford.
* Go easy on the alcohol. You may not have had anything to drink for a while and your tolerance will be lower, so drink moderately, if at all.
* Set long- and short-term goals. Coming home marks a new beginning for you. Now is the time to start making plans for tomorrow and ten years from now. For the short run, make a list of all the things that need to be done in the next few weeks, such as banking, making living arrangements, contacting friends and relatives, etc. For longrange plans, begin researching your options to help you grow in the direction that seems best. Possibilities might include going back to school, making a change in jobs, or settling down to make a home—the choices are endless.
Business as Usual: Returning to Work
Going back to your job might cause anxiety and stress similar to that caused by going home.Worries about changes that have taken place, how co-workers will respond to your return, and whether you'll still be interested in the day-to-day activities are common.
Fortunately, the transition is rarely as difficult as it's made out to be, especially if those returning apply the same ideas they used for reunion with family to their return to work. Once again, focus on communicating, being patient, anticipating and accepting changes, and using this as an opportunity to start over.
Other suggestions:
* Before returning, call your supervisor for a briefing on the current situation. Ask about how your responsibilities were handled during your absence, changes in personnel, and any other important developments.
* Avoid "taking charge." Just like at home, your absence may have forced co-workers
to take on new tasks or responsibilities, and they may resent it if they feel you've come back only to "take control" again. Be supportive of decisions that have been made in your absence. And remember that even what appear to be bad decisions were probably made under stress.
* Know your entitlements, both civilian and military. Ask the appropriate person at work to review the status of your benefits and how your absence affected them.You've probably been briefed about your military entitlements, but it's a good idea to keep
Homecoming Letdown
Most, if not all, returning service members will experience something of a "letdown" after homecoming. In most cases, it reflects that you're no longer "running on nerves" and that things are beginning to settle down— the positive feelings will resume as soon as you're rested and comfortable with your new surroundings.
the phone numbers provided at the end of this booklet handy.You might have questions later on.
* Take advantage of EAP or related programs. If your employer provides an employee assistance program (EAP) or if similar services are available in the community, take advantage of them. Such programs often provide excellent resources for making your transition back to work and family a mentally healthy one. Contact your local Red Cross to find out more about these programs.
At other times, the letdown comes from the fact that the problems that existed before the deployment are still there, or because your reunion wasn't the way you thought it would be. In these cases, you may want to consider getting additional assistance from a chaplain or other trained professional, or from a mutual support group to help you during the time of transition.Your local Red Cross can direct you to places that can help.
Occasionally, this letdown may indicate or develop into serious problems that require immediate professional attention:
* Long bouts of depression. Letdowns that last longer than two weeks or so may indicate something more serious called clinical depression.Warning signs of depression include frequent or long-lasting feelings of despair or hopelessness, persistent lack of interest in day-to-day activities or loved ones, and major weight change. In extreme cases, thoughts of death or suicide are common.These should always be taken seriously.
7
* Frequent moments of anxiety or panic. Feelings of extreme fear, even though there's nothing around to cause it, are normal reactions to extremely stressful events.When they persist for several weeks after the event, however, they may indicate something called an anxiety disorder.With professional attention, this disorder is usually treatable.
* Flashbacks and frequent nightmares. Traumatic events such as combat often trigger vivid and sudden memories (called flashbacks) and nightmares of the event. If they persist over several weeks or months, and are accompanied by feelings of indifference or avoidance to people and responsibilities, extremely "jumpy" reactions and panic attacks similar to those described above, they may indicate posttraumatic stress disorder (PTSD).This, too, is usually treatable.
* Alcohol and drug abuse. People often tend to "self-medicate"their problems with alcohol or drugs, almost always resulting in even worse trouble. Intervening as early as possible is the best way to reduce the risk of something worse happening as a result of drinking or drug abuse.
8
* Domestic violence and abuse. Those troubled by their feelings or experiences occasionally want to lash out angrily at spouses or children.When controlled, these feelings are normal reactions to traumatic events or memories, and tend to fade away after a few weeks. In other cases, the frustration is expressed physically in the form of child abuse or domestic violence. As in the cases described earlier, the earliest possible intervention is the best way to minimize the damage and get everyone back on the road to recovery.
For More Information
National Mental Health Association 1021 Prince Street Alexandria,VA 22314-2971 (703) 684-7722, (800) 969-NMHA (Open weekdays 9:00 a.m.–5:00 p.m.)
NMHA offers helpful publications on a variety of mental health topics including depression, anxiety disorders, and posttraumatic stress disorder; and computerized listings of local NMHA chapters, community mental health centers, and private psychiatric hospitals.
National Association of Social Workers (NASW)
750 First Street, NE
Suite 700
Washington, DC 20002-4241
(202) 408-8600
Information on NASW/Red Cross reunion programs.
United Service Organizations (USO) World Headquarters Washington Navy Yard 901 M Street, SE Building 198 Washington, DC 20374-5096 (202) 610-5700
Provides programs for the military community that include travel assistance, child care, libraries, educational workshops, foreign language classes, scholarships, celebrity entertainment, recreation, and child and family services.
National Committee to Prevent Child Abuse
Box 2866L
Chicago, IL 60604
Printed information regarding child abuse prevention.
On Bases or Installations
Contact your post chaplain, family support center, or military hospital mental health clinic.
American Red Cross National Headquarters Armed Forces Emergency Services 8111 Gatehouse Road, 2nd Floor Falls Church,VA 22042-1203 (703) 206-8504
The Red Cross has over 2,000 offices assisting service members and their families. Contact national headquarters or your local Red Cross.
Acknowledgments
The American Red Cross and the National Mental Health Association express sincere gratitude to the following individuals whose personal experience and professional expertise made this publication possible:
Lt.Col. Linda Jellen (Chief,Army Community Service, U.S. Army Community and Family Support Center, Department of the Army), Meg Falk (Deputy Director, Navy Family Support Program, Department of the Navy), Lt.Col. Harry Becnell, Ph.D. (Social Work Service, U.S. Army MEDDAC, Ft. Benning, GA), Lt.Col.Tim Davis (Chief, Social Work Service, U.S. Army MEDDAC, Ft. Benning, GA), Chaplain Chris Xenakis (U.S. Navy), Maj. Nancy Gordon (Headquarters, U.S. Army Reserves), Petty Officer Laura Gibson (U.S. Navy), Dorothy Olgilvy-Lee (Headquarters, U.S. Army National Guard), Lt. Comdr. John Fowler (U.S. Navy), Col. Calvin Neptune (Social Work Consultant to the U.S. Army Surgeon General), Col. Herman Keizer, Jr. (Chief of Chaplains, Department of the Army), Maj. Gene Tyson (Office of Chaplains, Department of the Army), Col. Richard Thompson (Chaplain, U.S.Army), and Gail McGinn (Director, Office of Family Support and Service, Department of Defense).
Special thanks is given to Delores Johnson (Family Advocacy Program Manager, Army Community Service, U.S. Army Community and Family Support Center, Department of the Army) for volunteering her time and expertise through each of the many drafts of this document; to Michael Guerriere, LICSW; and to the staff members of the Hampton Roads Navy Family Service Centers, the Naval District of Washington Navy Family Service Center, and the Mayport (FL) Navy Family Service Center for developing much of the original materials upon which this publication is based.
For information on the Armed Forces Emergency Services and other Red Cross programs, visit us on the Internet: http://www.redcross.org
Project Manager/Editor
Elizabeth Hessman
Designer Danielle DeGarmo
Photography Peter Garfield and Daniel Cima
AFES Field Support James Corbo and Jody Swain
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CURRICULUM FRAMEWORK
PURPOSE
The purpose of this framework is to outline Wandin North Primary School's organisation, implementation and review of curriculum and teaching practices and to ensure that, taken as a whole, all eight learning areas are substantially addressed, unless an exemption applies.
The framework shows, at a high level, how the school will deliver its curriculum, how the curriculum and teaching practice will be reviewed, how we assess student learning, how we record and monitor student performance, and when and how we report to parents.
This curriculum framework should be read alongside our whole school, curriculum area, year level and unit/lesson curriculum plans.
OVERVIEW
Wandin North Primary School provides all students with a planned and structured curriculum to equip them with the knowledge, skills and attributes needed to complete their schooling and to make a successful transition from Primary School to Secondary School and beyond.
Wandin North Primary School is committed to offering a comprehensive curriculum based on the Victorian Curriculum F-10. The key points in this framework, and in line with the F–10 Revised Curriculum Planning and Reporting Guidelines, are a commitment to:
* A defined curriculum content is the basis for student learning
* Curriculum planning that is based on two-year bands of schooling rather than each year level, and lesson plans that list students learning above and below this band
* LI and SC that ensure all students are challenged and supported approprtiately and experience success
* Maintaining a separate whole-school curriculum plan that documents our teaching and learning program
* Reporting student learning against the achievement standards in the curriculum
* Reporting student learning to students and parents in line with the Department's Reporting Student Achievement and Progress Foundation to 10 policy.
* Complying with Departmental policies relating to curriculum provision, including:
o Physical and Sport Education — Delivery Outcomes
o Sexuality and Consent Education
Wandin North Primary School's mission is to provide students with the best possible foundation in life. Our Vision and Values are a fundamental part of who we are and what we do – we call it and celebrate "the Wandin North Way". Wandin North Primary School is committed to pursuing our vision, "a Community of Learners, Achieving Together" and to providing an inclusive, supportive and nurturing community in which inclusion and diversity are valued and celebrated. Our innovative curriculum and culture of excellence create a stimulating learning environment that engages and challenges students to achieve personal success and make positive contributions to society. Our school encourages students to strive for excellence in all of their endeavours. At Wandin North Primary School, our 21st century curriculum presents students with the opportunity to develop deep understandings on a range of concepts throughout their school lives. Our broad curriculum is planned and taught sequentially and allows students to have some ownership in all aspects of their learning. It is designed to develop thinking and social skills, foster engagement with the wider community and include use of a wide variety of technology to assist in student learning. To support the delivery of the curriculum at our school we access and select a wide range of suitable educational resources and undertake a range of student assessment and reporting activities.
IMPLEMENTATION
Wandin North Primary School implements its curriculum through a differentiated and individualised approach. Our staff design Learning Intention and Success Criteria to ensure all children and challenged and supported appropriately and experience success. We value a consistent approach, clear expectations, routines and teacher collaboration. At Wandin North Primary School, class time is structured into a weekly timetable, with 6.5 hours of learning per day, broken into five 60-minute sessions.
Further information on how our school implements the curriculum, including the learning areas provided at each year level of schooling, and the capabilities that are developed by students across these learning areas and the approximate time allocations for each learning area, is provided in our whole school, curriculum area, year level and unit/lesson curriculum plans.
Language provision
Wandin North Primary School deliver an Indonesian Language program, based on the programs run by neighbouring secondary schools.
Pedagogy
The pedagogical approach at Wandin North Primary School supports students to learn in accordance with FISO 2.0. The interconnections between Wellbeing and Learning are at the forefront of our pedagogical decision making. Our approach to staff development encompasses the high impact teaching and learning strategies. We recognise the HITS as some of the most reliable teaching strategies for delivering learning outcomes.
Assessment
Wandin North Primary School assesses student progress in line with the Department's Assessment of Student Achievement and Progress Foundation to 10 policy.
Students at Wandin North Primary School will have multiple and varied opportunities to demonstrate learning and achievement. Teachers use assessment tasks that cover multiple curriculum levels to ensure that evidence of learning and growth is captured for every student.
Wandin North Primary School assesses student learning as part of the school-based curriculum program. We utalise a variety of formative and summative assessment strategies to understand our children, including:
* Teachers at Wandin North Primary School use a combination of formative assessment for learning (to focus feedback and guide future learning) and summative assessment of learning (to determine what the student has learned at the end of a sequence of learning), alongside student self-assessment and reflection.
* Assessment is used in an ongoing way, to guide future lessons and learning, as well as to keep students and parents informed of student progress.
* Teachers will use a variety of assessment strategies to gather evidence about student achievement. The agreed assessment processes and tasks are documented in the Subject Unit
Designs and Learning Sequences. The assessments may include, but are not limited to, tests and assignments, projects, portfolios, performances, discussions or student-teacher conferences.
* Assessment tasks are developed to support students to show their knowledge, skills and understandings and will include clear instructions, relevant supporting documents (scaffolds, planning documents, etc) and allow sufficient time for completion. Teachers will make modifications to the task to cater for students with additional learning needs.
* Wandin North Primary School will develop Individual Education Plans (IEPs) for students who are part of the Program for Students with a Disability (PSD), Koorie students and students in 'Out of Home' care, in consultation with students, parents and where appropriate, with outside agencies.
* Teachers will assess the achievements of students with disabilities and impairments in the context of the Victorian Curriculum and the 'Towards Foundation Level Victorian Curriculum' where applicable.
* The English language proficiency of English as Additional Language EAL students will be assessed using the Victorian Curriculum F-10 EAL.
* Where possible, staff will participate in cross marking of assessment tasks (moderation) involving assessment rubrics and work samples so that staff can apply consistent judgements of student progress against Victorian Curriculum Standards across the school.
Reporting
Wandin North Primary School reports student progress to parents in line with the Department's Reporting Student Achievement and Progress Foundation to 10 policy. In addition, Wandin North Primary School ensures that there is continuous sharing of assessment information formally and informally with parents/carers throughout the term/semester, including through twice-annual formal reporting.
Wandin North Primary School implements the Reporting Student Achievement and Progress Foundation to 10 policy and provide informal and formal opportunities for parents/carers and students to discuss semesterly school student reports with teachers and/or school leaders.
The report will be in a written format easy for parents/carers to understand and will be accessible in digital form with the option to translate text from English to another language, to cater to our school community.
* Wandin North Primary School will report directly against the Victorian Curriculum F-10 achievement standards or, if reporting on students for whom English is an additional language, the Victorian Curriculum F-10 EAL achievement standards.
* Both student achievement and progress will be included in the report.
* An age-related five-point scale, where the quality of a student's achievement against what is 'expected' for students of that year level at the time of reporting, will be used for reporting against the achievement standards in English, Mathematics and Science (where applicable).
* Wandin North Primary School will use either a learning goals scale or a learning dimensions scale for other areas of the curriculum.
* Opportunities will be provided for parents/carers and students to discuss the school report with teachers and/or school leaders.
Parent-teacher interviews, conducted twice-yearly, enable the opportunity to discuss the students' progress and how they can continue to be supported at home. Interpreting services will be made available where required.
CURRICULUM AND TEACHING PRACTICE REVIEW
School curriculum and teaching practice is reviewed against the Framework for Improving of Student Outcomes (FISO 2.0). FISO and the FISO improvement cycle help identify focus areas for improvement and to evaluate the impact of introduced initiatives.
Review of school curriculum
| | Layer of | Process and data used | Responsibility | Timeframe |
|---|---|---|---|---|
| | review/planning | | | |
| Whole school | Whole school | Our Scope and Sequence handbooks detail what is taught when. These frameworks complement the Victorian Curriculum’s learning progressions and ensure our curriculum is sequenced carefully. Our pedagogies mirror our agreed Instructional Model frameworks. The Instructional Models are designed and reviewed colabortitively by staff to ensure instruction is effective, research based, differentiated and consistent. | Principal Class Learning Specialist SIT | Ongoing |
| Curriculum Areas | | Curriculum Leaders monitor summative learning area data. Analysis and trends are presented to the SIT, PLTs and (where appropriate) all staff. Our data tracking systems tirangulate summative data from DET approved assessment tools. This system allows leadership and leaders to monitor growth trends and identify/investigate areas for improvement. | SIT Curriculum Leaders PLTs | Annual review Termly monitoring |
| Year levels | | Term Overviews refer to best practice research and scope and sequence handbooks. Teams use planning days to design Learning Intentions, Success Criteria and activities based on cohort curriculum achievement data. These documents reference the DET Teaching and Learning Toolkits and the HITS. | Year level Leaders All staff | Termly |
Review of teaching practice
Wandin North Primary School reviews teaching practice via:
- Professional Learning Communities, which link the learning needs of students with the professional learning and practice of teachers and provide an opportunity for teachers to collaboratively evaluate the effect of high impact teaching strategies; and
- the Performance Development cycle, which provides an opportunity to provide feedback to teaching staff on their performance to support ongoing learning and development, with a focus on how student learning can be improved through improving teaching practice.
FURTHER INFORMATION AND RESOURCES
* Policy and Advisory Library:
o Curriculum Programs Foundation to 10
o Framework for Improving Student Outcomes (FISO 2.0)
o Assessment of Student Achievement and Progress Foundation to 10
o Digital Learning in Schools
o Students with Disability
o Koorie Education
o Languages Education
o Physical and Sport Education — Delivery Requirements
* Holocaust Education
* Reporting Student Achievement and Progress Foundation to 10
* Sexuality and Consent Education
* School Hours (including variation to hours)
This policy should be read alongside:
* whole school curriculum plan
* teaching and learning program for each learning area and capability
* teaching and learning program for each year level
* unit plans/sequence of lessons
POLICY REVIEW AND APPROVAL
| Policy last reviewed | May 2023 |
|---|---|
| Approved by | Principal Paul Bailey |
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School Dog Policy
Policy produced: June 2022
Review date: June 2024
To be approved by the Governing body: 6 th
July 2022
Introduction and Rationale
The value of "pet therapy" is widely accepted as a powerful aid to interaction and communication. The presence of companion animals can improve well-being and lower the rate of anxiety, simply by making the environment happier, less forbidding and more enjoyable. There is increasing research that children can benefit immensely from getting to know a school dog, both educationally and emotionally. Contact with a dog increases their understanding of responsibility and helps develop empathy and nurturing skills.
It is very important that children are taught how to interact appropriately with animals they may meet. The context of our school community is that many families do not have pets at home and we've observed that some of our children can be very nervous around animals. Dogs in school are especially useful for teaching children social skills and responsibility. Specifically, with a dog in the classroom, children have the opportunity to learn how to care for the animal. This includes walking, feeding and grooming. Children also learn about responsibility, caring and sharing when helping each other take care of a dog at school.
In addition to these benefits, children show great enjoyment from interaction with a dog, and the dog can support their mental health and well-being. The dog will bring much joy and help to all the children they meet and is happy to provide plenty of hugs to the children they are spending time with. Children who struggle with social interaction can find a reassuring and accepting friend in a dog. One child after spending time with our school dog said, "Jackson made me feel better".
School Policy
The dog, Jackson, is owned by the Head Teacher (Tamara Bennett). Jackson, is a Bedlington Terrier, who has been very well socialised and is used to young children. He is also well trained and has been awarded the Kennel Club Good Citizen obedience awards – Bronze, Silver and Gold. He is currently attending further training in Agility. Bedlington Terriers do not shed hair and so are less likely to set off allergic reactions. The Head Teacher will be responsible for the dog and ensure he is healthy, kept up to date with vaccinations and worming treatment.
The Governors are aware of the school dog on the premises and that the responsibility of the dog is with the Head Teacher.
Staff have been consulted about having a school dog and are fully on board. They receive training in the benefits, risks and management of having a dog in school.
Families will be informed via the Website and by ParentMail that a dog will be in school.
Protocol for School Dog:
- In the event of an emergency evacuation the adult supporting the dog will accompany the dog to the nearest fire evacuation point.
- Staff, visitors and children known to have allergic reactions to dogs must remain at a manageable distance.
- Parents will inform the school of any allergies on admission.
- If the dog is unwell, the dog will not come into school.
- The dog will normally be kept on a lead when moving between classrooms or on a walk and will be under the full control and supervision of a trained member of staff.
- There may be occasions when the dog is working off lead, but this will only happen in an enclosed space and under the control of an adult.
- Children must never be left alone with the dog and when the dog is present with children, there must be appropriate staff supervision at all times.
- Before removing the lead, all present will be informed.
- Children should be first taught and then reminded of appropriate behaviour around the dog.
- Children should remain calm around the dog.
- Children should never go near or disturb a dog that is sleeping or eating.
- Children should not put their face near the dog and should always approach the dog standing up.
- Children must not be allowed to play too roughly with the dog.
- If the dog is surrounded by a large number of children, the dog could become nervous and agitated. Therefore, the staff member in charge of the dog must ensure that they monitor the situation.
- Dogs express their feelings through their body language. A waggy tail, soft eyes and relaxed ears indicate a relaxed and happy dog. Growling or baring of teeth indicate that the dog is feeling angry or threatened. Flattened ears, tail lowered or between their legs, hiding behind their owner, whining or growling are signs that the dog is frightened or nervous. If the dog is displaying any of these warning signs, the dog should be immediately removed from that particular situation or environment.
- Children must not eat close to the dog.
- The dog's welfare is extremely important and monitored carefully at all times. The dog has a base in the Head Teacher's office where he can rest and be quiet.
- Children must not feed the dog anything other than his designated treats.
- Any dog foul will be cleaned immediately and disposed of appropriately by a member of staff.
- Children must always wash their hands after handling the dog. As a school we provide anti-bacterial hand wash.
Appendix A - Risk Assessment
Interacting with animals may not be appropriate for all children but for many, the experience has the potential to provide many positive benefits. Any parent who does not want their child to interact with the school dog is invited to inform the Headteacher. There is little risk of disease associated with the dog as the Head Teacher is responsible for taking it to the Vet for all required vaccinations, including rabies, regular worming and flea treatment if needed. A copy of the health records will be provided if required.
The risk assessment below is a working document and will be checked annually by key staff and the governing body.
| Hazard | Risk | Risk 1 - 5 | Controls in place |
|---|---|---|---|
| Dog getting over excited when interacting with children. | Child knocked to the ground. Child scratched by dog. Child bitten by dog | 1 3 1 | The dog will always be in the care of a responsible staff member and will never be allowed to roam freely around the school premises. The dog is well trained and well socialised and has a calm temperament. |
Children will not be left
| The dog causing allergies. | Children or staff have allergic reactions | 1 | This dog breed (Bedlington Terrier) is known to be less likely to cause allergies as the dog coat is non shedding with no dander. Parents have been asked to inform the school of any known allergies before the introduction of the dog to their child. A list of any children/staff who should not interact with the dog to be made known to the Headteacher. The children will have the opportunity to interact with the dog as they wish and those with allergies will be able to opt out of interaction. Children will be taught to wash their hands after active participation with the dog. |
|---|---|---|---|
| Children getting germs from the dog. | Children or staff will contract diseases that can be carried by dogs. | 1 | The dog will be taken to toilet outside of the school or in an area of the grounds that children have limited access to. Should the dog defecate on the school site a member of staff will clear this up immediately and dispose of it in a safe way. |
| | | | All immunisations, worming and flea treatments are kept up to date. The dog will not be allowed in the school dining hall at mealtimes; and never in the food preparation area. |
|---|---|---|---|
| Financial cost of the dog’s upkeep. | School unable to afford the ongoing cost of the day to day upkeep or medical bills. | 1 | The dog is ultimately the responsibility of the Headteacher, both in a well- being and financial aspect, with no financial cost to the school anticipated. All veterinary costs are covered by the Headteacher. |
Key:
1 Low risk of injury or harm
2
3 Medium risk of injury or harm
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Conducting Oral Interviews for Agricultural Properties
Oral History Interviews
Below are some tips for conducting oral interviews. Additional information on best practices and links to resources on interview processes is available on the Oral History Association website.
* Always record the date and time and the names of both interviewer and interviewee, the organization sponsoring the interview, and the project for which the interview is being conducted.
* Try to ask open-ended questions rather than questions that can be answered with a simple "yes" or "no."
* Where appropriate, try to follow up on answers.
Essential Questions to Ask
The following key questions should be asked during interviews to understand changes in farming practices and alterations to the farm:
* What were the main agricultural products of the farm after World War II? How did things change in the 1960s, 70s, 80s?
* What changes were made to buildings or landscape features, such as additions, new buildings, removal of old buildings, moving buildings, making contour strips, adding or removing fences, clearing woodlots, etc.? When were these changes made?
* Are there family stories or even old photos and documents that you'd be willing to share?
* Consider using existing data as a conversation point:
o The 1927 agricultural census says that x farm produced y. Do you ever recall hearing about these activities?
o Here is a printout of the 19## aerial. Can you identify any of the landscape features or talk about what the aerial is showing us?
Additional Questions to Ask
The following additional questions can be asked during interviews, if time and resources permit:
* In your experience, what is the most notable agricultural change on this farm? Please explain. Responses may address changes in crop/livestock mix, farming methods, profitability, markets, regulations, development pressure, etc.
o Follow up question: Approximately, when did these changes occur on the farm?
* Can you tell us something about the farming methods that were used? (Examples: crop rotations; introduction of new machinery for various tasks; animal feeds grown on the farm or purchased from outside; no-till crop production; were animals pastured or confined; what animal breeds or seed varieties were used)
2022 Update to PA's Agricultural History Project: Additional Guidance for Using Pennsylvania's Agricultural Context
* Were any products processed on the farm for household use? How long did home processing continue? What buildings or spaces were used? Who did the work?
o Examples: vegetable garden products being canned, dried, stored in root cellars, made into relishes; pigs being converted to ham, bacon, scrapple, sausage; beef slaughtered for fresh or frozen meat; chickens producing eggs and meat for the family
* Was the farm ever tenanted? If so, do you know who rented the farm and what were the terms?
o Was it a cash rental, share rental, something else?
* Did hired workers ever live on the farm? If so, what did they do? How were they housed?
* Who did what work on the farm? Did anybody in the household hold a job off the farm? What were the reasons for seeking off-farm work? What were the benefits and drawbacks?
* When was electricity installed? How about water indoors?
o Note: Typically, plumbing amenities were not added all at once. Usually running water in a kitchen sink would come first, and indoor toilets and/or bathrooms would come later.
* How did work rhythms change with the seasons? Did seasonal patterns change over time?
o Example: timing of plowing or harvesting might change with new crop varieties)
o Did your family make use of various government and educational programs aimed at farming communities? Agricultural Extension, Soil Conservation District, government commodity or set-aside programs, etc. | <urn:uuid:14cdb840-d061-4c4b-8c14-35ad8669597b> | CC-MAIN-2024-42 | https://www.pa.gov/content/dam/copapwp-pagov/en/phmc/documents/preservation/about/documents/Guidance%20for%20Oral%20History%20Interviews.pdf | 2024-10-08T11:58:39+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00496.warc.gz | 787,732,637 | 764 | eng_Latn | eng_Latn | 0.998456 | eng_Latn | 0.998437 | [
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| | Year 6 | | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Linda Radcliffe Natasha Michelmore | | Rainforests | | Rainforests | | Crime and Punishment | | Crime and Punishment | | Y6 SATs, Ancient Maya/ Robots | |
| | English and | | | | | | | | | | |
| | Maths | | | | | | | | | | |
| History | History link: How places change over time - explaining how the rainforests have changed and why. | | Crime and Punishment In this crime and punishment unit, children will build on their knowledge of periods in history that they have studied through KS2. Children will explore using different historical disciplinary concepts, how crime and punishment has changed over time in Britain. They will explore what was seen as a crime over time and the different gruesome punishments that were handed out to criminals. The children will find out about the development of the police force from the Victorian period right through to the new millennium. | |
|---|---|---|---|---|
| Geography | Study of a region of the Americas – the rainforest – biomes and vegetation belt, Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. | Rainforest continued - Identifying rainforests around the world and the countries they are found in. Look at what the land is used for. Look at the structure of the rainforests – layers. Deforestation Go over key geographical vocabulary | | Look at South American countries- review Autumn 1 and then introduce the Maya civilisation. |
| | Orangutan/rainforest animal art Skills - Drawing/pastels/pencils | Maria Sibylla Merian Skills – Drawing/painting/ART and ICT | Exploring Lowry’s work and replicating his drawings. Also making stickmen characters. Factfile/biography on Lowry | | |
|---|---|---|---|---|---|
| Design Technology | Shelters – research, design, make, evaluate Effectiveness of weatherproof shelter. (Trip to woods). | | . | Cooking – savoury dishes from Central and Southern America. | Sculpture in clay and soap related to Maya civilisation. To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Cooking: Central American theme DT: Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures understand and use mechanical systems in |
| | | | | | their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] |
|---|---|---|---|---|---|
| PE | Basketball, indoor athletics, tag rugby PE assessment: developing skills, assessing and evaluating self and peer abilities. English assessment: speaking and listening – taking an active role in refereeing games, giving clear instructions. | | Cross country running, handball, basketball, quick sticks, Health related fitness PE assessment: developing skills, assessing and evaluating self and peer abilities. English assessment: speaking and listening – taking an active role in refereeing games, giving clear instructions. | | |
| RE | Islam Peace | Islam Angels. | Islam Rituals | Islam The empty cross - Christianity | Islam Rites of passage (M) (The Journey of Life) |
| PSHE | Physical health and Mental wellbeing What affects mental health and ways to take care of it; managing change, loss and bereavement; managing time online | Safe relationships Recognising and managing pressure; consent in different situations. | Belonging to a community Valuing diversity; challenging discrimination and stereotypes | Media literacy and digital resilience Evaluating media sources; sharing things online Keeping safe Keeping personal information safe; regulations and choices; drug use | Respecting ourselves and others Expressing opinions and respecting other points of view, including discussing topical issues Money and work Influences and attitudes to money; |
| | | | | and the law; drug use and the media | money and financial risks |
|---|---|---|---|---|---|
| French | À table! French food, giving your opinion on food using conjunctions. | | Je fais du sport – Saying what sports you like, giving your opinion on sports, saying what sports you do in different weathers, | | |
| Computing https://teachco mputing.org/cu rriculum/key- stage-2 https://www.ile arn2.co.uk/year 6-html/ | Communication and Collaboration Lesson 1 Internet addresses Lesson 2 Data packets Lesson 3 Working together Lesson 4 Shared working Lesson 5 How we communicate Lesson 6 Communicating responsibly | Web page creation Yr 6 (1) What makes a good website? Yr 6 (2) How would you layout your web page? Yr 6 (3) Copyright or copyWRONG? Yr 6 (4) How does it look? Yr 6 (5) Follow the breadcrumbs Yr 6 (6) Think before you link! https://www.ilearn2.co. uk/year6wordpressweb design/ | Spreadsheets Yr 6 (1) What is a spreadsheet? Yr 6 (2) Modifying spreadsheets Yr 6 (3) What’s the formula? Yr 6 (4) Calculate & duplicate Yr 6 (5) Event planning Yr 6 (6) Presenting data | 3D Modelling Yr 6 (1) What is 3D modelling? Yr 6 (2) Making changes Yr 6 (3) Rotation & position Yr 6 (4) Making holes Yr 6 (5) Planning my own 3D model Yr 6 (6) Making my own 3D model | Variables in games Yr 6 (1) Introducing variables Yr 6 (2) Variables in programming Yr 6 (3) Improving a game Yr 6 (4) Designing a game Yr 6 (5) Design to code Yr 6 (6) Improving & sharing |
| E-Safety and E-Awareness | Use the internet responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about contact and content. https://www.ilearn2.co. uk/e-safety---key-stage- 2.html/ | PSHE: Mental health and wellbeing: How balancing time online with other activities helps to maintain their health and wellbeing. Strategies to manage time spent online and foster positive habits e.g. switching phone off at night | PSHE: Media Literacy and Digital resilience: about the benefits of safe internet use e.g. learning, connecting and communicating how and why images online might be manipulated, altered, or faked how to recognise when images might have been altered why people choose to communicate through social media and some of the risks and challenges of doing so that social media sites have age restrictions and regulations for use the reasons why some media and online content is | | |
| | | | gaming why age restrictions are important and how they help people make safe decisions about what to watch, use or play about the risks and effects of different | |
|---|---|---|---|---|
| Out and about | | | | |
| Music | | | | |
| | *sing a broad range of songs including those with syncopated rhythms as part of a choir with a sense of ensemble and performance. *perform to a wider audience and observe rhythm, phrasing, accurate pitching and appropriate style. *sing 3 and 4 part rounds and experiment with positioning singers randomly within the group rather than in discrete parts to develop greater listening skills and balance between the parts. *sing 2-part harmony without support and 3- part harmony with some melodic support. | Select from suggested list covering musical periods and genres in accordance with objectives and cross- curricular topics. *by the end of Year 6 children should be able to identify some of the key pieces from the listening list covered over the last few years and identify key characteristics of a piece. *discuss how musical contrasts are achieved. | *develop improvisation skills by: Creating music with multiple sections including repetition and contrast, Using chord changes Extending melodies beyond 8 beats over a fixed groove. *plan/compose a 8 -16 beat melodic phrase using the pentatonic scale (CDEGA) *incorporate rhythmic variety and interest *play the melody on a tuned instrument and notate it. *compose melodies from pairs of phrases in either G maj or E min. *compose a tertiary piece, use available music software to create/record it. | *continue to develop keyboard proficiency *play a melody following staff notation with note range C-C (or close). *make decisions about dynamic range including pp p mp mf f and ff *accompany this melody and others using block chords or a bass line *perform a part within an ensemble |
In every year develop pupil's knowledge and understanding of the stories, origins, traditions, history and social context of the music they are listening to, singing and performing. Listen to recorded and live performances and experience live music making in and out of school. | <urn:uuid:00d0bc9e-2aee-4a39-8cae-e57abf6ad923> | CC-MAIN-2024-42 | https://queensgateprimary.co.uk/assets/images/branding/Y6-CURRICULUM-MAP-UPDATED-2023-2024.pdf | 2024-10-08T11:31:37+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00499.warc.gz | 410,666,787 | 2,134 | eng_Latn | eng_Latn | 0.997745 | eng_Latn | 0.997745 | [
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The Leys Primary & Nursery School Learning Today ….Leading Tomorrow
Relationships and Sex Education Policy
(from March 2024)
Contents
* Aims
* Statutory requirements
* Policy development
* Definition
* Curriculum
* Delivery of RSE
* Roles and responsibilities
* Parents' right to withdraw
* Dealing with difficult questions
* Training
* Monitoring arrangements
Appendix 1: Curriculum map
Appendix 2: By the end of primary school pupils should know
Appendix 3 Sex Education letter to parents
1. Aims
The aim of relationships and sex education (RSE) at our school is to help pupils develop self-respect, confidence and empathy. Pupils will learn about what makes healthy relationships, focusing on family and friendships, in a way that is age appropriate and sensitive to their faith. This will include online relationships, and how to seek help if they feel unsafe. Teaching will respect the diversity of families in our community.
Relationships education is not about sexual relationships.
2. Statutory requirements
As a maintained primary school we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017.
However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum. However, we believe that in Year 6, children have the right to be prepared to live a healthy, safe, fulfilled and balanced life and so we will be teaching aspects of sex education, such as; Conception and Reproduction.
In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996 and the Equality Act 2010.
At The Leys we teach RSE as set out in this policy.
3. Policy development
This policy has been developed in consultation with staff, pupils and parents. The consultation and policy development process involved the following steps evident in Section 15..
4. Definition
RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, healthy lifestyles, personal hygiene, diversity and personal identity.
RSE involves a combination of sharing information, and exploring issues and values.
RSE is not about the promotion of sexual activity.
5. Ethos
Following nationwide consultation, The Department for Education has made changes to Relationships and Sex Education (RSE) which came into effect from September 2020 and all schools are required to comply with the updated requirements.
In light of the guidance, we have reviewed our RSE curriculum and policy so we can be sure our provision is appropriate for our pupils based on their:
* Age and maturity levels, as well as their cultural and religious backgrounds
* Physical and emotional maturity
* The values of our school community
* Every pupil's learning needs
We have tailored this curriculum to meet the needs of our pupils, to ensure that all children can leave year six with the knowledge and understanding of how their body works, and how to make good choices in terms of their relationships with both friends and family.
6. Curriculum
Our curriculum is set out as per Appendix 1 but we may need to adapt it as and when necessary.
We have developed the curriculum in consultation with parents, pupils and staff, taking into account the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don't seek answers online.
Having considered various resources, we believe that using resources from a variety of different schemes is most beneficial to our children, and best reflects our school ethos and meets the needs of our children, context and wider school community.
We use cross-curricular links throughout the school year, and throughout the school to cover our curriculum in a broad and balanced way. Some examples of these include:Teaching aspects of the human body in PE lessons, as well as physical and mental wellbeing. Stone Age topic linked to origins of family life as a history topic in KS2. Science links with living things and their habitat and animals including humans and history links with World War Two and why people want to help others, sacrifices, responsibility and care for others.
We use 1Decision which has been Kitemarked by the PSHE Association as our scaffolding for the subject area, we adjust and amend as we see necessary. However we also use additional resources from Twinkl and Medway as required.
For more information about our curriculum, see our curriculum map in Appendix 1.
7. SEND
We ensure that RSE is fully inclusive and meets the needs of all our students, including those with special educational needs and disabilities (SEND) by liaising with parents, and offering bespoke tailored education to those children who need it in the form of class support or 1:1 support. We will work in partnership with parents to make sure that what we teach is beneficial to the child and work closely with our SENCo to adapt resources and get advice.
8. Delivery of RSE
RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum.
Pupils also receive stand-alone sex education sessions which can be delivered in same-sex groups or as whole, this is subject to parent preference and the needs of the class/year group.
Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:
*Friendships
*Bullying
*Body Language
*Touch
The 1decision resources are designed to initiate conversations about feelings and emotions in early years, using colourful animated storybooks.
In key stage 1, the programme introduces the concept of appropriate touch and teaches them the skills they need to keep themselves safe. In year 1 or 2 they will talk about the correct words to use for their external genitalia as naming body parts is covered as part of national curriculum science. As your child progresses through key stage one, the 1decision resources will cover the relationships element of the statutory guidance, using a range of videos, quizzes and interactive activities.
In key stage 2, your child will learn about puberty and conception. Every conversation will be age-appropriate, and the content will be tailored to the cohort of children in that current year group, which can change year on year. To support the delivery of this topic 1decision have produced an age-appropriate video which explains the physical and emotional changes that children will experience at the onset, and during puberty.
For more information about our RSE curriculum, see Appendices 1 and 2.
9. Equality and Diversity
These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures, as well as families of different faiths and cultures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).
10. Roles and responsibilities
10.1 The governing board
The governing board has delegated the approval of this policy to the School Improvement Committee.
10.2 The headteacher
The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from components of RSE (see section 11).
10. 3 Staff
Staff are responsible for:
*Delivering RSE in a sensitive way
*Modelling positive attitudes to RSE
*Monitoring progress
*Responding to the needs of individual pupils
Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.
10.4 Pupils
Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
11. Parents' right to withdraw
Parents do not have the right to withdraw their child from relationships or health education which includes puberty.
Parents do have the right to withdraw their children from sex education.
Parents will receive correspondence outlining when Sex Education lessons will take place each academic year. If a parent wishes to withdraw their child from these lessons they will be advised to respond in writing or via email (see Appendix 3).
If a parent expresses a wish to withdraw their child from RSE lessons, they will be spoken to by the class teacher and given all of the resources available to allow them to see what is going to be taught.
If parents still wish to withdraw their child after reviewing the content then they will be expected to attend a meeting with the PSHE lead and/or Headteacher to discuss this further.
12. Dealing with difficult questions
Primary aged pupils will often ask their teachers or other adults questions pertaining to health, relationships and sex which go beyond what is set out in the curriculum. Children whose questions go unanswered may turn to inappropriate sources of information, including the internet and other children. Children will, therefore, need a graduated age-appropriate response.
However, the focus for teachers should be on the subject matter planned. Questions of this nature should not generally be answered in front of the whole class. Strategies include offering a 1:1 session outside of the lesson, referring to another more senior member of staff, offering a simple holding answer or mentioning the question to the parents at the end of the day.
Teachers should be aware that such questions may raise a safeguarding concern at which point the school's Safeguarding Policy will apply.
13. Training
Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar. All staff who deliver RSE teaching have regular Safeguarding training to ensure the safety of both staff and children.
The headteacher may also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.
14. Creating a safe learning environment
Teachers set a group agreement or ground rules with pupils to ensure that an atmosphere is created where pupils feel able to ask questions, discuss concerns, talk about feelings and relationships, but do not discuss or ask private information of each other or the teacher. Pupils will also be able to raise questions anonymously by the use of a PSHE question box in the classroom. Staff will devise an agreed protocol which they will follow to deal with potentially sensitive issues or use to seek support. Questions will be answered honestly and sensitively, appropriate to the age and maturity of the pupils. Some questions may be more appropriately answered on a one-to-one basis, rather than with the whole class.
The RSE policy reflects and is in line with our equal opportunities policy and the school ensures that the RSE teaching programme is an inclusive one and is appropriate and relevant to all pupils, including those with SEN and disabilities. Teachers ensure that the content, approach and use of inclusive language reflect the diversity of the school community, and help all pupils feel valued and included, regardless of their gender, ability, disability, experiences and family background.
Where needed, RSE is differentiated to meet the needs of pupils and specialist resources may be used to respond to their individual needs. In some cases pupils have individual support or work in small groups with a TA or learning mentor.
Teachers do not discuss details of their personal relationships with pupils. Teachers are sensitive to the issues of different types of relationships. Promoting inclusion and reducing discrimination are part of RSE throughout the school and reflect our equality policy. When teaching about relationships and families we also include same sex relationships.
Homophobic and transphobic references and homophobic and transphobic actions and bullying are not tolerated in school and are challenged and dealt with as part of our commitment to promoting inclusion, gender equality and preventing bullying. Developing the correct terminology will be a key part of teaching to make it clear that everybody uses common words and so avoid using prejudiced or offensive language.
Teaching about different families is part of RSE and we aim to reflect the broad range of experiences amongst pupils and ensure all pupils feel their family is valued, such as: single parent families; recently divorced parents; parents who are married, parents who are not married, parents who have non-monogamous relationships; lesbian, gay or bisexual parents; children living between two homes; in foster homes; in residential homes and living with relations other than biological parents. We will emphasise the importance of strong and supportive relationships, including marriage (both heterosexual and gay) and civil partnerships, for family life and bringing up children. RSE lays the foundations for developing empathy and understanding between girls and boys, young men and young women.
Pupils should be encouraged to consider the importance of equality and respect within friendships and relationships, and to develop positive, non-violent behaviour. They should learn to recognise physical, sexual and emotional violence and how to get help if they need it. RSE must provide a clear message that violence and exploitation are always wrong, that everyone is responsible for their own behaviour and that no one is ever responsible for the violence or abuse they experience.
15. Policy production and review
Those involved in the development of this policy include:
Pupils (where appropriate).
Express the wishes of their peers and contribute ideas into the school curriculum (as part pupil voice and class discussions).
The policy will be reviewed by the Headteacher and PSHE lead annually in Spring term 2025
This policy will then be reviewed by SLT.
At every review, the policy will be approved by the School Improvement Committee.
16. Monitoring arrangements
The delivery of RSE is monitored by the subject leader.
Pupils' development in RSE is monitored by class teachers as part of our internal assessment systems, including our HfL assessment grids.
The subject will be monitored by the PSHE audit and reviewed yearly by the subject leader. This may be in terms of a book scrutiny, lesson observations, parental feedback, learning walk, pupil voice or an amalgamation of all of these.
Teachers have the opportunity to give feedback and reflect on the delivery of RSE through regular meetings, such as staff meetings, and by sharing information with the PSHE lead.
This information will then be shared with parents through discussions at parents meetings and parents evenings, as well as subject specific workshops where necessary.
This policy should be read in conjunction with the following The Leys Primary and Nursery School policies:
* Behaviour Policy
* Child Protection Policy
* Anti-bullying Policy
* E-Safety / Online Safety Policy
Additional information for parents/carers on understanding Relationships and Sex Education can be found on 1Decision Parent/Carer Zone.
Relationships and sex education curriculum map
| YEAR GROUP | TERM | |
|---|---|---|
| Year 1 | Autumn Term | Keeping/Staying Safe ● Baseline assessment ● Road safety Hazard watch ● Baseline assessment ● Is it safe to eat/drink |
| | Spring Term | Computer safety ● Baseline assessment ● Online bullying |
| | Summer Term | Keeping/staying healthy ● Baseline assessment ● Washing hands |
| Year 2 | Autumn Term | Hazard watch ● Is it safe to play with Keeping/Staying safe ● Tying shoelaces |
| | Spring Term | Computer safety ● Image sharing ● Computer safety documentary |
| | Summer Term | Keeping/staying healthy ● Healthy eating ● Brushing teeth |
| Year 3 | Autumn Term | Keeping/staying safe ● Staying safe ● Leaning out of windows ● Summative assessment |
Spring Term
Computer safety
Our world
| | Summer Term | Keeping/staying healthy ● Medicine ● Summative assessment |
|---|---|---|
| Year 4 | Autumn Term | Keeping/staying safe ● Baseline assessment ● Cycle safety A world without judgement ● Baseline assessment ● Breaking down barriers |
| | Spring Term | Computer safety ● Baseline assessment ● Online bullying |
| | Summer Term | Keeping/staying healthy ● Baseline assessment ● Healthy living First aid ● Baseline assessment ● First aid Year 4 |
| Year 5 | Autumn Term | Keeping/staying safe ● Peer pressure ● Children’s views ● Adult’s views A world without judgement ● Inclusion and acceptance ● Children’s views ● Adult’s views |
| | Spring Term | Computer safety ● Image sharing ● Children’s views ● Adult’s views |
| | Summer Term | Keeping/staying healthy ● Smoking ● Children’s views ● Adult’s views |
| | | First aid |
|---|---|---|
| Year 6 | Autumn Term | Keeping/staying safe ● Water safety ● Summative assessment A world without judgement ● British values ● Summative assessment |
| | Spring Term | Computer safety ● Making friends online ● Summative assessment |
| | Summer Term | Keeping/staying healthy ● Alcohol ● Summative assessment First aid ● Summative assessment |
Page|10
Appendix 2: By the end of primary school pupils should know
Knowledge Organisers Year 1-3
Knowledge Organisers Year 4-6
Page|11
The Leys Primary & Nursery School Learning Today ….Leading Tomorrow
Appendix 3 : PARENT NOTIFICATION LETTER FOR SEXUAL HEALTH EDUCATION
Dear Parent or Guardian
Throughout the school year your child will receive Sexual Health Education as part of the RSE Policy. Depending on your child's age, topics may include:
*topic area to list here -with details
*topic area to list here -with details
*topic area to list here -with details
You are welcome to contact your child's class teacher or email the school. We can share the lessons and information that your child will be taught. Parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory RSE but not Relationships Education, Health Education or those elements that are in the National Curriculum for Science. If you wish to have your child excused from participation, please inform the school in an email to the child's year group email, or in writing.
If you are thinking of withdrawing your child from the RSE curriculum please arrange a meeting with the PSHE lead or Headteacher who you can discuss your concerns with.
Yours Sincerely,
Class Teachers
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Litter and Floatables Comprehensive Plan
Prepared by: Douglas Griffith Ginger Ellis Janis Markusic
Anne Arundel County Department of Public Works Bureau of Watershed Protection and Restoration
November 2020
Table of Contents
List of Figures
Introduction
Litter can be loosely defined as any materials improperly discarded by the public, and may also include materials spilt during business and/or waste management operations. The state of Maryland defines litter as "all rubbish, waste matter, refuse, garbage, trash, debris, dead animals, or other discarded materials of every kind and description." When exposed to storm water or any runoff, litter can become a pollutant in the storm drain system, our water ways, and eventually the Chesapeake Bay. The US EPA defines floatables as "any foreign matter which may float or remain suspended in the water column" including plastics (bottles, food packaging, and other items), polystyrene (styrofoam) items, plastic bags, aluminum cans, foil bags, and paper products. Litter and floatables are the most visually impactful pollutants. Floatables present a clear danger to wildlife, as both aquatic and terrestrial organisms can ingest or become entangled in debris. Litter and floatables also constitute potential flooding hazards by clogging storm drain inlets. Small and large floatables can hinder the growth of aquatic vegetation, decreasing spawning areas and habitats for fish and other organisms.
Prevention and removal of litter and floatables in the County's waterways will have significant positive effects on water quality and aquatic life and habitat. Eliminating litter and floatables from our waterways will make recreational activities more enjoyable and make our rivers and streams even more aesthetically pleasing, leading to an increased public interest in our waterways.
II. Existing Conditions
Litter is a pollutant that does not occur naturally. Whether intentional or accidental, litter exists solely as a result of human behavior. Population trends, demographics, infrastructure, and land use are all important factors that may influence the extent of a litter problem within a municipality, and which must be considered when implementing litter reduction practices.
Anne Arundel County has a total area of 379,353 acres (593 square miles). Approximately 113,916 acres 30 percent of the total area of the County - is water. The County is bordered to the east by the Chesapeake Bay and numerous tidal tributaries; to the north by the Patapsco River, Baltimore County, and Baltimore City; to the west by the Patuxent River and Prince Georges and Howard Counties; and to the south by Calvert County. The County is divided into 12 primary watersheds, which are further divided into numerous smaller subwatersheds (Figure 1). Portions of the Patapsco Tidal watershed are listed by MDE as "impaired" for trash.
Streams and Waterways
Anne Arundel County has numerous creeks, streams, and rivers (Figure 1). There are approximately 1,324 miles of streams within Anne Arundel County, all of which directly or indirectly lead to the Chesapeake Bay. The County has 533 miles of shoreline and most of its boundaries are defined by water, principally by the Chesapeake Bay to the east, the Patuxent River to the west, and the Patapsco River to the north.
Land Use
Land use is strongly correlated with the amount of litter that enters the storm drain system. Multiple studies have shown that urban run-off is the primary source of litter (Los Angeles Regional Water Quality Control Board, 2007). Studies have also shown that commercial land-use areas generate more gross pollutants than residential or light industrial land use areas despite the presence of trash cans, recycling bins and, more intensive street sweeping efforts in commercial areas (Walker and Wong, 1999; Allison and Chiew, 1995). County land cover from 2017 is shown in Figure 2.
There are urban concentrations of residential and commercial property in the northern portion of the County (North County) and Annapolis. Suburban character is prevalent in its eastern and western portions (West County). The southern portion (South County) is mostly rural and undeveloped, as are some areas within the central portion of the County. However, both the southern and central portions include several shoreline communities where development can be characterized as small villages.
Demographics
Based on the 2010 US Census, Anne Arundel County has an estimated population of 537,656, with an over18 population of 412,595. There are a reported 212,562 total housing units in the County, of which 199,378 (94%) are occupied and 13,184 (6%) are vacant. The number of owner-occupied units is 148,006 (74% of all occupied units), while the number renter occupied units is 51,372 (26% of all occupied units) (Maryland Department of Planning, 2012). Vacant properties are often "hotspots" for litter and illegal dumping activity, and some studies have shown that neighborhoods with higher rates of home ownership are likely to produce less litter than neighborhoods with high rates of renters (Baltimore City DPW, 2016; O'Brien, 2012.)
Transport Infrastructure
There are currently 6,715 county-owned public roads – approximately 1,825 centerline miles – in Anne Arundel County. The Anne Arundel County Bureau of Highways (BOH) is responsible for all maintenance activities associated with county-owned roads and their respective rights-of-way, including street sweeping and removal of litter, trash, storm debris. There are approximately 1,213 miles of state-owned roads and highways in Anne Arundel County maintained by Maryland Department of Transportation (MDOT) State Highway Administration (SHA). Figures 3 and 4 show the network of County and State-owned roads in highways in Anne Arundel County.
Drainage Infrastructure
Anne Arundel County's storm drain system has 985 miles of storm drain pipes and over 38,000 storm drain inlets. Storm drain pipes collect runoff, via the storm drain inlets, and ultimately empty into waterways such as creeks and streams at storm drain outfalls, and eventually drain into the Chesapeake Bay. As of June 2019, there were 6,188 closed storm drain outfalls in the County. Litter that finds its way into a storm drain will inevitably end up in a water body. Some storm drain pipes serve as conduits for segments of historic streams. The network of storm drain pipes in northern and southern Anne Arundel County is shown in Figures 5 and 6, respectively.
III. Current Programs and Practices
The programs and practices currently employed by Anne Arundel County to reduce litter and floatables can be divided into two categories: 1) Pollution Prevention and Source Elimination and 2) Cleanup, Removal, and Collection (Table 1). Pollution prevention and source elimination programs can be described as "proactive" solutions, attempting to stop litter before it starts. On the other hand, cleanup, removal, and collection programs are "reactive" solutions, focused on correcting the problem after it has already occurred.
Table 1. Current litter reduction programs and practices employed by Anne Arundel County.
Education & Outreach
The County's Bureau of Waste Management Services (WMS) operates a robust public education and outreach program targeted to waste reduction, reuse, and recycling, as well as household hazardous waste disposal. The success of WMS' Recycling and Waste Reduction Division's recycling program is achieved through effective, consistent communication and education. Sustaining program promotion and customer education are key to keeping customers informed while also motivating them to continue to participate as the recycling programs changes and evolves. Lack of a comprehensive communication strategy can result in higher contamination levels in collected recyclables, less recycling by new residents, and a loss of interest from existing customers who may become frustrated with changing program guidelines or apathetic towards the goal. Therefore, the Recycling Division has made communication and education its primary focus, with the goal of catalyzing a steady incremental growth in the residential recycling rate.
WMS recognizes the importance of keeping citizens educated about its programs, particularly with regards to its changes and advancements, and to encourage residents to "Recycle More Often" and to "Recycle More, Recycle Right." Recycling Program Specialists provide public outreach at attend schools, fairs, festivals, HOA meetings, community outreach events, and more. WMS also provides technical assistance with recycling at larger-scale events such as the Anne Arundel County Fair, Annapolis Greek Festival, and more. A total of 11 fairs and festivals were attended in FY20, and recycling assistance was provided to 13 events hosted in the County. Anne Arundel County promotes its recycling program to the public through several methods such as:
* Providing technical assistances, and services when possible, to small businesses and multifamily units;
* Improving communication with customers by maximizing the use of various media including direct mail, broadcast media, social media, newspaper advertisements, and its websites (http://www.recyclemoreoften.com/ and http://www.aacounty.org/departments/public-works/wastemanagement/ ). In addition, the County has partnered with Recycle Coach, the largest recycling education network, to launch an app that will further enhance the County's ability to effectively and quickly communicate information to residents regarding the recycling program, curbside collection services, Recycling Centers and the Millersville Landfill. The Recycle Coach app, which launched in April 2020, is available to County residents on mobile devices and desktop computers.
* Attending civic and community meetings and events, workshops, displays, and special promotions;
* Specially-designed programs and contests for school aged children; and
* Educating customers on new programs, changes to existing programs, source reduction, schedule updates, and holiday collections.
Education programs are offered to students, faculty, parents, and more throughout Anne Arundel County's public and private schools, as well as day care and home schooling groups. Technical assistance with recycling is also provided upon request, as well as assistance with obtaining Green School Certification through the Maryland Association for Environmental and Outdoor Education (MAEOE) program. In FY20, Recycling Program Specialists provided information to 14 elementary school programs, 12 middle school programs, and two high school programs, as well as providing five tours of our County Landfill. The Recycling Division also administers three contests annually for County students, including a poster contest for elementary schools, a sculpture contest for middle schools, and a fashion contest for high school students. This helps generate even more excitement about the importance of recycling. The County utilizes a multi-media outreach approach. In addition to attendance and participation in multiple community events, recycling-themed mailers and brochures are distributed and advertisements supporting recycling can now be heard on music streaming services. Additional information on the County's recycling and household hazardous waste programs may be found at the following websites:
* http://www.recyclemoreoften.com/
* http://www.aacounty.org/services-and-programs/household-hazardous-waste-drop-off-days
* https://www.facebook.com/annearundelrecycling/
* https://recyclecoach.com/anne-arundel/
This ongoing and extensive outreach effort has proven to be very successful. Since the inception of the education and outreach program in 2008, the Countywide recycling rate has increased from 31% to 40%.
Recycling
Residential Curbside Collection
WMS offers curbside collection of recyclables one day a week for approximately 166,000 residential households. Residents are provided, free of charge, one lidded recycling cart (available in 35-gallon, 65gallon, or 95-gallon sizes) per household for single-stream recyclables. The lidded carts are more effective at preventing recyclables from being blown out of the receptacle. Lidded containers are also more effective with rodent and pest control than the lidless variety. The County does provide previously used 18-gallon or 32-gallon lidless recycling containers via request, when available. In FY20, efforts continued to promote the exclusion of plastic bags, wrap, and film, as well as other top contaminants, from the recycling stream. All customers (residential, CORP, and Small Business) were encouraged to place their recyclables loose in the container, not bagged.
In 2017, yard waste was prohibited from being placed in plastic bags for curbside pickup, further reducing the number of plastic bags entering the waste stream, resulting in a cleaner finished compost product.
Small Business Recycling Program
The WMS Recycling Division offers a Small Business Recycling Program for offices looking to recycle. This operation is an extension of the residential program with contractors servicing the businesses on the roster with weekly pick-up of containers up to 96 gallons. In FY20, 195 small businesses were signed up for Small Business Recycling and more than 1,300 tons of single-stream recycling was collected.
WMS Recycling Division staff is available for presentations, technical support, and Maryland Recycling Act (MRA) assistance regardless of whether a business elects to use the County for collection of recyclables. Currently there are 235 County-based businesses that report to the County for MRA purposes and thus are known to be actively participating in a recycling program.
Parks
The WMS Recycling Division provides recycling containers and collection services for County parks and County buildings. Recycling collection occurs on a once per week basis if the park has been provided with 95-gallon recycling carts. If the park has been provided with roll-off recycling containers (20 cubic yards), collection occurs on-call as needed. WMS does not provide County parks with trash receptacles or collection for standard trash.
Schools
The County's Solid Waste Management Plan is required to address and implement a strategy for collecting, processing, marketing, and disposing of recyclable materials from the County's public schools. Although Anne Arundel County Public Schools (AACPS) operate independently from the County's recycling and solid waste management plan, the public schools are an important recycling partner with the County. AACPS have a single stream-recycling program which allows the schools to place the same items accepted by the County's residential recycling program into one container. Each school has recycling containers located in each classroom, office, cafeteria, and common area. As previously discussed, both the WMS Recycling Division and the WPRP have robust education and outreach initiatives focused on public schools in the county.
County Office Recycling Program (CORP)
With recycling being so heavily promoted in the County, it is only fitting that the County employees lead by example and practice recycling as well. The County Office Recycling Program (CORP) was developed to assist in providing County offices and facilities with the necessary tools behind an effective recycling program (e.g., containers, signage, and pick-up service); all offices/facilities have a Recycling Coordinator that directly communicates with the recycling program office. Approximately 1,047 tons of single-stream recycling was collected at 113 County sites (offices, parks, pools, etc.) in FY20.
In October 2017, a drop off bin for textile recycling was placed in the parking lot of the County offices at the Heritage Complex in Annapolis, MD.
Recycling Centers
Anne Arundel County has three recycling centers open to use for County residents, all of which operate Monday through Saturday from 8 AM to 4 PM. Un-bagged plastic, paper, metal, and glass items are accepted. Clean and dry plastic bags – not accepted in curbside recycling bins – can be recycled at the County Recycling Centers or at participating local grocery and retail stores. A full list of materials accepted at the recycling centers can be found on the County's recycling website https://www.aacounty.org/departments/public-works/waste-management/Materials_Accepted
Hazardous Waste Disposal
In FY20, there were three household hazardous waste events (one at each of the Recycling Centers). These events accounted for the proper disposal of 107 tons of household hazardous waste, successfully keeping these materials out of the County's landfills, roadside ditches, and waterways – an increase of 46 tons from the previous reporting period. These events are vital in helping to keep harmful toxins out of the County landfill, as well as discouraging illegal dumping of hazardous materials. The County does not accept hazardous waste for disposal at its landfill. All household hazardous waste collected at the facilities during these events is packaged, transported, and disposed of by a licensed hazardous waste contractor.
In 2019, The Anne Arundel County Department of Health took action to reduce the risk of medical waste contamination and promotes a cleaner, safer community by placing medical sharps disposal boxes for public use at the County Police Department's three District Stations and at the County Police headquarters. County residents can safely dispose of lancets, needles, syringes and other home healthcare sharps 24 hours a day, seven days a week, at the four District Stations, while a drop-off box at the Anne Arundel County Police Headquarters is available from 8 a.m. to 4 p.m. on weekdays, except holidays. The drop-off boxes are not intended for business use.
Storm Drain Marking
Storm drain marking by NGOs is supported by the County in that the County permits groups to conduct marking of County-owned storm drain structures. Storm drain marking is an effective way of communicating to the public that trash and litter that finds its way down storms drains will inevitably end up in the County's waterways. In 2018, the County purchased custom designed storm drain stencils and medallions that can be loaned to NGOs, schools, and other organizations for use. In FY20, 33 medallions were given to two communities for placement on all the community's storm drains.
Law Enforcement and Reporting
Maryland State law requires that all commercial and residential vehicle trash/recycling loads be properly covered to eliminate debris from blowing out. Littering from a vehicle and illegal dumping can be reported to the police by calling 911 if the act is in progress. A separate phone number is available to report littering/illegal dumping if it has already occurred. Litter laws are enforceable by state and local police, and a violation can carry a maximum penalty of $30,000. County Bill #95-16, enacted in February 2017, amended Article 13 of the County Code to make it a civil offense to rake, blow, and deposit litter and yard waste into County rights-of-way, storm drains, and waterways; first time offenders are subject to a $125 fine, while subsequent offenses are subject to fines up $500. Enforcement of litter laws may prove to be an effective deterrent from engaging in littering.
Roadside Litter Cleanup
The County Bureau of Highways (BOH) is responsible for all maintenance activities associated with County-maintained roads. Litter is collected from County roadways following a programmed frequency, as well as upon citizen request. Additionally, BOH conducts weekday and weekend roadside litter and trash removal throughout the year, using supervised inmate labor in partnership with the County Department of Detention Facilities. The program was first started in 2007 with a focus on high litter count road segments, dump sites and illegal roadside signs that were proliferating across the County. Since the inception of the program BOH has constructed a list of high litter areas based on staff and citizen observations. Weekend roadside litter pickup occurs every other weekend throughout the year, dependent on weather. The overall effectiveness of the program ultimately depends on the number of inmates eligible for the program. The goal of the weekend pickup program is to realize an improvement in the condition of roadsides in Anne Arundel County without a reduction to other Highways services. Weekend litter removal activities follow a programmed frequency throughout the year. Litter removal crews bag recyclables and other trash items separately and crews are asked to empty the recyclable items out of their collection bags into containers provided by the WMS Recycling Division.
A total of 10,798 forty-gallon bags of litter were removed from roadsides from July 1, 2019 to June 30, 2020, with 7,519 bags collected during the routine work week and 3,279 bags collected by the weekend litter removal program (in previous years, BOH used thirty-gallon bags) (Figure 8). Since FY10, the
County's roadside litter cleanup program has removed an average of 10,560 bags of litter from roadsides per fiscal year. Litter collection may vary from year to year largely as a result of the number of work release inmates made available to the BOH. In FY20, the number of bags of litter picked up by crews increased by 1,136 bags from the previous reporting period (a 12% increase). BOH also performs debris collection from roadsides, which involves pickup of larger items such as discarded tires, appliances, and furniture as well as tree limbs. In FY20, BOH collected over 1,015 tons of roadside debris, an increase of 239 tons from the previous reporting period.
Community Cleanups
The County also provides 40-cubic yard roll-off bins throughout the year for citizen groups, communities and the County's Bureau of Watershed Protection and Restoration to aid in community and watershed cleanup activities. WMS also assists in hauling the trash and recyclable material collected from these activities. In FY20, WMS was scheduled to assist 200 community cleanups by providing dumpsters and/or hauling services.
Stream Cleanups
BOH and WMS both supported watershed cleanup initiatives during the reporting period. In partnership with these efforts, these agencies supported three events and hauled away more than 8 tons of material for proper disposal. Specific examples of clean-up events supported by the County are listed in Table 2.
Table 2. Community cleanup activities supported by County agencies in FY 20.
| Date | Organization/Locati on | Location |
|---|---|---|
| February 15, 2020 | Project Clean Stream | 8298 Brock Bridge Rd. - Laurel, MD |
| February 22, 2020 | Restore Rock Creek | 1343 Cape St. Claire Rd – Annapolis, MD |
| May 4, 2020 | South Forest (SoFo) | Forest Dr. and Bay Ridge Rd. |
The Anne Arundel Watershed Stewards Academy (WSA) was created in 2009 to build capacity within communities to reduce pollutants entering our waterways via stormwater runoff. The WSA employs handson training courses for Stewards via an intensive classroom instruction and field-experiences, and assists the Stewards in working within their communities to develop good intentions into positive action. In FY20, WSA successes included the removal of 7.3 tons of trash from County streams and watersheds.
Street Sweeping
Anne Arundel County BOH's street sweeping program is designed to keep sediment and litter/debris out of storm drains, creeks and, rivers, and ultimately the Chesapeake Bay. The street sweeping program targets arterial roads, local and collector streets, industrial/business parks, and County facility parking lots (including park and rides). The program also targets NPDES priority areas - routes that consist of curbed streets in impaired watersheds, streets serviced by the MS4 that have a relatively large litter count, lack engineered storm water quality controls, or otherwise constitute an environmental "hotspot." Currently, the County is targeting those curbed roads with high traffic volumes or outfalls that discharge to and/or touch a tidal or non-tidal water body, with the Patapsco River Watershed slated to be a priority street sweeping area given the Baltimore Harbor Trash TMDL. Arterial roads, local and collector streets, industrial/business parks, and NPDES priority areas are swept twice per month (25 times per year), while parking lots are swept once per month (12 times per year). BOH tracks street sweeping data by curb miles and debris tons. The County swept 6,654 curb miles from July 1, 2019 to June 30, 2020, equating to 554 curb miles per month. Depending on debris disposal costs and other factors, the number of curb miles swept may vary by 5% annually. Current funding levels support sustainable accomplishment of approximately 6,800 miles annually, a 40% increase over FY16 levels. In FY20, the street sweeping program collected approximately 391.5 tons of material from County maintained streets.
Inlet Cleaning and Storm Drain Vacuuming
Anne Arundel County BOH conducts manual and mechanical storm drain inlet cleaning on approximately 25,850 inlets throughout the County. Work is conducted on a rotating basis, with each inlet being serviced about once every three years. Special attention is given during and after rainfall events to insure proper drainage. BOH also solicits requests for storm drain inlet cleaning via telephone. In FY20, the County manually cleaned and removed debris from catch basins, inlets and outlets of pipes to maintain proper drainage for 6,637 structures, a 34% increase from the previous reporting period. In addition, the County inspects catch basins, manholes, and associated pipes to identify structures for cleaning with a sewer vacuum or power rodder. Vacuum truck loads are first dewatered and then taken to the County landfill. Storm drain cleaning via vacuum truck data is tracked in both tons (dewatered) and number of structures serviced. A total of 2,237 structures - for a total of 133.1 tons of material removed - were serviced with a sewer vacuum. A total of 88,756 linear feet of pipe were cleaned.
The County also cleans and removes debris from roadside inlet and outlet ditches and concrete swales, removes leaves from ditch lines and curbs by hand and leaf vacuum, and cleans and reshapes roadside ditches by machine. In FY 20, the County cleaned 129,747 linear feet of ditches. Year to year variability in linear feet of ditch and curbline cleaning is routinely around 30%.
Maryland Clean Marina Initiative
The Maryland Clean Marina Initiative, operated by Maryland DNR, promotes marinas, boatyards, and yacht clubs that voluntarily adopt pollution prevention practices, encouraging patrons to utilize certified Clean Marinas and to adopt clean boating practices. The Clean Marina certification is awarded based on an evaluation of a marina's stormwater management, waste containment and disposal practices, and emergency preparedness. Currently, 49 marinas in Anna Arundel County are certified Clean Marinas or Clean Marina Partners. More information on the Clean Marina program, including a list and map of certified Clean Marinas, can be found at https://dnr.maryland.gov/boating/Pages/cleanmarina/cleanmarinas.aspx
Scrap Tires
Residents may dispose of scrap tires from on-road vehicles at each of the Anne Arundel County Waste Management Service Facilities. Residents may dispose of up to four tires for free, and quantities over four for $7.00 per tire. Businesses may dispose of tires at the Millersville Landfill and Resource Recovery Facility at a per-ton charge, which may change in response to the cost the County pays for tire handling.
MDE's Scrap Tire Program establishes state-wide tire disposal regulations as well as a Scrap Tire Fund generated from the collection of a tire disposal fee. The program is also responsible for cleaning up existing illegal tire dumps.
IV. New Legislation
On February 19, 2019 Anne Arundel County lawmakers voted in favor of passing Bill 5-19, which bans food service businesses from using and selling polystyrene (styrofoam) containers. The bill took effect on February 28, 2020. There is currently no provision for a waiver. Non-compliant businesses may be issued an initial warning and subsequent fines ranging from $50 to $500.
Effective September 1, 2019, the City of Annapolis placed a similar ban on the use of polystyrene (styrofoam) food packaging containers. Violations of the ban carry a penalty of a fine of $100 for any single, initial violation, and an additional fine of $200 for each repeat or continuing violation.
On May 24, 2019 the State of Maryland officially passed legislation banning single use styrofoam containers. The bill, which took effect on July 1, 2020, bans the use of polystyrene in food packaged instate, including food packaged at food service facilities, grocery stores, and schools. Due to the COVID19 pandemic, schools, restaurants, faith institutions and nonprofits were given permission to use their backstocks of styrofoam containers until October 1, 2020.
References
Allison, R. A., & Chiew, F. H. S. (1995). Monitoring of stormwater pollution from various land uses in an urban catchment. In Second International Symposium on Urban Stormwater Management 1995: Integrated Management of Urban Environments; Preprints of Papers, The (p. 511). Institution of Engineers, Australia.
Baltimore City Department of Public Works. (2016). Implementation Plan for the Middle Branch/Northwest Branch Trash TMDL in Baltimore City.
Los Angeles Regional Water Quality Control Board. (2007). Trash Total Maximum Daily Loads for the Los Angeles River Watershed.
Maryland Department of Planning. (2012). Census 2010 Demographic Profiles for State of Maryland and It's Jurisdictions. Retrieved from http://planning.maryland.gov/msdc/census/cen2010/sf1/sumyprof/profile/county/anne.pdf
O'Brien, D. T. (2012). Managing the urban commons. Human Nature, 23(4), 467-489.
Walker, T.A., Wong, T.H.F. (1999). Effectiveness of Street Sweeping for Stormwater Pollution Control, Technical Report, Report 99/8, December 1999. Cooperative Research Centre for Catchment Hydrology. | <urn:uuid:01a5c256-91f4-459a-b3a2-b3baab2c9f1f> | CC-MAIN-2024-51 | https://aacoprod.aacounty.org/AACOServicePublic/rest/SharedDrive/BWPR-MS4/file/1v8SDHldCa0fg6T1vO8btGsKuyOx8-3sL | 2024-12-07T14:22:04+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429485.80/warc/CC-MAIN-20241207132902-20241207162902-00884.warc.gz | 61,439,595 | 6,231 | eng_Latn | eng_Latn | 0.953894 | eng_Latn | 0.996617 | [
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Fungal Symbiosis
Humans and fungi are related. Take mycelium, it is the underground fungal network that connects plants and trees with each other. It is often referred to as the wood wide web, because mycelium plays an important role in plant communication and survival. The mycelium works in a similar way as the human brain, it sends electronic pulses throughout the network (Schwartzberg, 2019 ). Besides communication, it is also used by trees to send nutrition to other trees. Mycelium keeps forests alive by decomposing plant matter (Dart, n.d.). But there is a problem, the fear of fungi (called Mycophobia) is most common among humans. Which is strange because humans originate from fungi and surely use fungi to survive. Fungi plays an essential role for humans, for example in medicine and food production (Dart, n.d.). Not only that, but humans are also more related to fungi than any other kingdom (Jones, 2009). Mycophobia is a part of the largest and most fundamental problem that humans will ever face, the fact that we are destroying the planet. This shows how disconnected we are from nature. Nature has fought back against humans in a number of ways, but humans always find a way to continue on their destructive behaviour. Nature needs humans to drastically change their ways. Although this is something that can't be forced on us and needs to come from intrinsic values, it is something within reach. We just need the right motivation, by understanding ourselves and our fundamental inherent connection to nature. Now it is time to show humans a way to live in symbiosis with all of nature. How can humans repair their connection with nature? By showing humans where they've come from. For that we need both knowledge and empathy. Humans usually automatically show empathy towards certain parts of nature like cute animals and children. So, how come that most humans display an almost sociopathic behaviour towards other parts of nature, like destroying forests? These are mostly the parts of nature that are less understood, like mycelium for example. Finding a way to repair the connection between humans and nature will lead to understanding, empathy and respect in humans. And this will create a more healthy, balanced and connected world. A possible cause of us being so out of touch of our origins, is because we have developed a sense of ego, and with that the tendency to distance ourself from nature. Believing that we are something more than nature, because we have an advanced form of intelligence, consciousness, ego and culture isn't right. We should strive to be more in touch with where we came from and what we are. What advantages does being in touch with nature
have? I have found obvious, but also unexpected advantages. For example being in nature reduces anger, fear, and stress and increases pleasant feelings (Delagran, n.d.). Besides, it contributes to your physical wellbeing, reducing blood pressure, heart rate, muscle tension, and the production of stress hormones. Humans crave a sense of belonging and wanting to be part of something larger (F. Stephan Mayer, 2009). Nature is the obvious solution here. What came as a surprise to me is that, this sense of not belonging most likely comes from being detached with nature. Its only logical that humans have started asking existential questions about the meaning of life, because we have been stripped away from where we came from; nature. I believe that the only way to save humans and the planet is to get a better connection to nature. This leads me to my research question; how can mycelium be used to repair our broken connection with nature? We should work with technology, science and empathy to make this happen.
Project by Beer van Geer where the participant sees their breath visualized on the ground to help meditate.
The goal of Fungal Symbiosis is for humans to reconnect with nature in the form of a meditation. By doing so, humans will be taken out of their daily lives and have the mental space and clarity to better reflect about their habits and mental constructs. Nature is proven to heal in many ways, as is also researched in the Attention Restoration Theory (A.R.T.) (Ackerman, 2018). Danielle Roberts has done an interesting project based on A.R.T. where a view of nature adapts to the biometric data from the user. (Roberts, n.d.) This provided inspiration for my prototype. A.R.T. argues that people can restore their attention and concentration by being in nature or even looking at nature images. The theory proposes four components that characterize such a restorative environment (Ackerman, 2018):
Being Away from one's usual thoughts and concerns: this is achieved by the prototype being at a foreign place and inside a sheltered tent. This should feel like a safe place where one doesn't feel like they are being watched.
Soft Fascination by holding one's attention without effort. This will be achieved by the visualization of the participants breathing. The participant only has to look at the screen and be in the moment. Extent, meaning that the restorative environment should be a place where one can be comfortable and at ease. This will be triggered by the connection with nature. The inside of the tent will be decorated with natural feeling componants so that it feels like a natural environment. This includes touch and smell sensations of grass, moss, leaves, tree bark and dirt. Furthermore, calming nature sounds will play in the background.
Someone laying inside Fungal Symbiosis and experiencing the meditation
Compatibility means that the participant needs to be in a place because of their own intrinsic motivation. By explaining the goal of the experience and the possible benefits the participants should find some part of it that intrigues them. The installation will visualize the participant's biometric data so that he/she can become aware of the state of their body. This visualization is in the form of a mycelial network that grows and has a breath that responds to the participant. Inspired by a project by Beer van Geer where someone is
Symbiosis - Polymorf. Interactive storytelling with implemented soft robotics
helped in meditation by a virtual visualisation of the breath (Geer, 2020 ). Another level of immersive depth can be added by the use of soft robotics. These are soft (usually silicone) actuators that can inflate and deflate. This could for be used to have a deeper interaction with the mycelium, by letting the mycelium control these actuators. The actuators could be located around the chest or arms. This is inspired by the project Symbiosis – Polymorf (Marcel van Brakel, 2020). This project used soft robotics for more immersive storytelling. By using more sensory inputs it's easier to imagine being another creature.
The visualisation of the growing mycelium. It also has a video overlay of a forest, which further increases the feeling of immersion and the connection with nature.
The purpose of Fungal Symbiosis, is to make the humans more aware of themselves, by giving them the tools to take a step back from their ego and reflect on it. The participants in the meditation experience will be paired up. This should motivate each other to stay focussed on the meditation. The mycelium visualises breathing in and out by expanding and contracting. The variable growth speed, colour and width of the mycelium will be affected by the breathing frequency. Both the participants have to sync their breathing with each other in order to match up those variables. This way you will have an interaction between both of the participants, who are together connecting to nature. It's supposed to start a conversation about our current ways of living, and how we view the world, without forcing any particular view on the participants. Humans should be able to make up their own minds about how to treat nature and themselves justly, they just need a nudge in the right direction, in this case in the form of empathy.
Verwijzingen
Ackerman, C. E. (2018). What is Kaplan's Attention Restoration Theory (ART)? Opgehaald van positivepsychology: https://positivepsychology.com/attention-restoration-theory/
Dart, C. (sd). Fungi Are Responsible For Life On Land As We Know It. Opgehaald van CBC: https://www.cbc.ca/natureofthings/features/fungi-are-responsible-for-life-on-land-as-weknow-it
Delagran, L. (sd). How Does Nature Impact Our Wellbeing? Opgehaald van takingcharge : https://www.takingcharge.csh.umn.edu/how-does-nature-impact-our-wellbeing
F. Stephan Mayer, C. M.-S. (2009). Why Is Nature Beneficial?The Role ofConnectedness to Nature. Environment and Behavior.
Geer, B. v. (2020 ). ademruimte. Opgehaald van breathingspaces: https://www.breathingspaces.eu/
Jones, L. (2009, November 24). Mushrooms are more closely related to us than to plants! Opgehaald van lehighvalleylive: https://www.lehighvalleylive.com/your-mind-on-mymind/2009/11/mushrooms_are_more_closely_related_to_us_than_to_plants.html
Marcel van Brakel, M. M. (2020). Symbiosis. Opgehaald van Polymorf: https://www.polymorf.nl/interaction/symbiosis/
Roberts, D. (sd). Awareness Lab | experiencing the invisible | Virtual View. Opgehaald van awarenesslab: http://awarenesslab.nl/projects/virtual-view_en.html
Schwartzberg, L. (Regisseur). (2019 ). Fantastic Fungi [Film]. | <urn:uuid:6ed05539-c83f-44e8-a4aa-f4ac688b11e7> | CC-MAIN-2024-51 | https://ilyaflipsen.com/wp-content/uploads/2023/04/Fungal-symbiosis-Essay-Ilya-Flipsen-15-1-22.pdf | 2024-12-07T14:02:58+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429485.80/warc/CC-MAIN-20241207132902-20241207162902-00886.warc.gz | 271,682,095 | 2,018 | eng_Latn | eng_Latn | 0.991021 | eng_Latn | 0.997395 | [
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/ Incorporating Rights 1953-1969
Incorporating Rights
During the 1950s and 1960s, Supreme Court decisions addressed issues involving individual rights in the civil rights movement, the apportionment of voting, police procedures, and the scope of state power in areas such as birth control and school prayer.
Background
In the 1950s, the United States was still experiencing the hopes and challenges of the post-World War II era. Mass hysteria about the threat of communism swept the country as the U.S. engaged in a Cold War with the Soviet Union. Civil liberties were threatened by Senator Joseph McCarthy and the House Un-American Activities Committee, which accused hundreds of people of being communists, ending the careers of many. The threats of nuclear war and the spread of communism lingered throughout the decade. At home, schoolchildren practiced "duck and cover" drills. Abroad, U.S. soldiers fought communist powers in Korea and developed an increasing presence in Vietnam.
The end of World War II also created unprecedented economic growth. Between 1945 and 1960, the average family income increased from $2,200 to $8,000 per year. Additionally, the GI Bill financed college tuition for returning veterans and made buying a home more affordable. By 1960, the rate of homeownership in the U.S. reached 62 percent, compared to 43.6 percent 20 years earlier. However, these economic benefits were largely enjoyed by the white middle class. Across the nation, Black Americans were systematically excluded from the benefits of the GI Bill. They were frequently denied mortgages, and the new suburban neighborhoods where many white families moved often had racially restrictive housing covenants. In addition, Jim Crow laws and other racially biased legislation segregated all aspects of public life, from schools to movie theaters to water fountains. Other groups also continued to face discrimination, including Mexican Americans, Native Americans, women, and the LGBTQ+ community.
Throughout the 1950s and 1960s, civil rights advocates fought for marginalized groups and challenged the status quo. They raised questions about constitutional rights, using the Fourteenth Amendment to argue that all persons are entitled to equal protection under the law. They also brought cases to the Supreme Court about the protections of the First Amendment and the rights of the accused. From 1953 to 1969, under Chief Justice Earl Warren, the Supreme Court addressed pressing constitutional questions about individual rights and freedoms.
The Civil Rights Movement
The Supreme Court's decision in Brown v. Board of Education (1954) challenged the constitutionality of segregated schools. In 1896, Plessy v. Ferguson legalized segregation based on the "separate but equal" principle. States across the country created separate, all-Black schools that were often underfunded, of inferior quality, or further from students' homes. In Brown, future Supreme Court Justice Thurgood Marshall, head of the NAACP's Legal Defense Fund, argued that segregation in schools was inherently unequal. The Court agreed in a unanimous decision overturning the Plessy case,
/ Incorporating Rights 1953-1969
/ Incorporating Rights 1953-1969
In the wake of Brown, the lynching of Black teenager Emmett Till in August 1955 brought renewed national attention to the need for the Civil Rights Movement. This movement challenged inequalities in housing, voting rights, and public accommodations such as hotels, bathrooms, and transportation. Civil rights activists used many tactics, including nonviolence and court challenges. One of the most famous examples of non-violent protest was the 1955 Montgomery Bus Boycott, which challenged the city's bus segregation laws. Both a city ordinance and Alabama law required Black passengers to enter through the rear of the bus and give up their seats to white riders if the bus was full. The boycott officially began on December 5, 1955 after police arrested Rosa Parks for refusing to give up her bus seat. For 381 days, boycotters walked and coordinated carpools to avoid taking the bus. After the Supreme Court held that the city and state bus segregation laws were unconstitutional in Browder v. Gayle (1956), the boycott ended. The activists had successfully and peacefully challenged one component of racial discrimination in Montgomery, Alabama.
The bus boycott popularized nonviolent direct action as a strategic approach in the Civil Rights Movement. This prompted a series of cases in which the Supreme Court was asked to address the rights of protesters and the scope of segregation. For example, in the 1960s, sit-ins spread across the nation. Young Black activists, mainly students, sat at whites-only lunch counters knowing they would be refused service and harassed. Indeed, many were arrested and charged with trespassing and disorderly conduct. After hearing several cases, the Court held that sit-in demonstrations could not be prosecuted under federal or state trespass laws. Additionally, the Congress for Racial Equality (CORE) organized "freedom rides" to highlight the widespread violation of the Supreme Court's decision in Boynton v. Virginia (1960). According to Boynton, segregation on interstate bus routes was unconstitutional. Freedom riders rode buses from Washington, D.C. to cities throughout the South, facing violence and terrorism from white segregationists along the way.
Throughout the 1950s and 1960s, the Supreme Court recognized on a case-by-case basis that segregation violated the Constitution. Congress, however, had the power to make one overarching law to eliminate Jim Crow laws. After the 1963 March on Washington for Jobs and Freedom, where Dr. Martin Luther King Jr. gave his "I Have a Dream" speech, Congress passed the Civil Rights Act of 1964. The act officially banned segregation in public spaces. The same year, the states ratified the Twenty-Fourth Amendment, outlawing poll taxes. The Voting Rights Act of 1965 then eliminated grandfather clauses, poll taxes, and other racially discriminatory legislation used by local governments to disenfranchise voters.
/ Incorporating Rights 1953-1969
Protecting Voices
Challenges to the status quo of the 1950s and 1960s, like the Civil Rights Movement, tested the Constitution's protection of individual rights. The Warren Court affirmed these protections after hearing cases about voting representation, First Amendment rights, and the rights of the accused.
Voter discrimination stemmed from major population shifts during the 20th century. In some states, votes of people who lived in rural areas weighed more than votes of people in urban areas. For example, one vote in the rural Chester County, Tennessee, where 13 percent of residents were nonwhite, weighed eight times more than a vote in the urban Shelby County (home to the city of Memphis), where 36 percent of residents were nonwhite. After the Supreme Court established the one-person, one vote rule in its Baker v. Carr (1962) decision, representation was proportional to population, and the political process became more accessible.
The Warren Court also clarified First Amendment rights. Fear of communism, which began before the Cold War but escalated at the end of World War II, drove Congress to pass measures restricting free speech and freedom to assemble. The Smith Act of 1940, for example, made it a federal crime to be part of a group that advocates overthrowing the government. Initially, the Supreme Court upheld the constitutionality of the Smith Act in Dennis v. United States (1951). Then, in 1957, the Supreme Court's decision in Yates v. United States overturned the convictions of 14 individuals under the Smith Act and severely weakened the law. Yates was one of several Supreme Court decisions in the late 1950s and early 1960s to hold that anti-Communist laws violated civil liberties under the First Amendment.
In Engel v. Vitale (1962), the Court protected religious freedom by holding that school-sponsored prayer is unconstitutional. New York Times Company v. Sullivan (1964) protected free speech and free press, allowing the media to voice opinions about the government without fear of a libel suit. Later, the Court clarified student free speech rights in Tinker v. Des Moines (1969). A group of students in Des Moines, Iowa wore black armbands to school to protest the Vietnam War. When the school disciplined them, their families challenged the punishment as a violation of freedom of expression. The Supreme Court held that the school was in violation of the students' rights because the protest was peaceful and non-disruptive. However, the Court clarified that schools are within their rights to discipline any behavior that creates a "substantial disruption."
Through a series of cases in the 1960s, the Warren Court articulated the rights of the accused (see table below). Using a process called selective incorporation, the Justices applied provisions of the Bill of Rights to the states on a case-by-case basis. (Before an amendment is incorporated to the states, the rights guaranteed by the Bill of Rights only apply to the federal government.) The Court decided in cases like Mapp v. Ohio (1961), Gideon v. Wainwright (1962), Escobedo v. Illinois (1964), and Miranda v. Arizona (1966) that there are certain parts of the Bill of Rights that are, as stated in Gideon, "fundamental to a fair trial."
C/ Incorpo
rating Rights 1953-1969
Earl Warren resigned on his own accord in 1969. He was never impeached; and not all of his opponents subscribed to the Impeach Earl Warren movement. The backlash, however, was significant. The controversy over the Warren Court led future presidents Richard M. Nixon and Ronald Reagan to campaign on promises to reform the Supreme Court through their judicial appointments.
In the 16 years of the Warren Court, the Supreme Court's opinions addressed a number of constitutional questions about justice and democracy that continue to impact the country today. Its decisions had major implications for the Civil Rights Movement, freedom of speech, and the rights of the accused. The advocacy of lawyers like Thurgood Marshall, Constance Baker Motley, Dorothy Kenyon, and Gus Garcia brought the Fourteenth Amendment to the forefront of their legal arguments, leading to increased application of the principles of equal protection and due process under the law.
Vocabulary
Communism – a political ideology that advocates for a classless system where all property and wealth are owned communally instead of by individuals
Communism – a political ideology that advocates for a classless system where all property a nd wealth are owned communally instead of by individuals
Cold War – the ideological conflict between the U.S. and the Soviet Union during the second half of the 20th century
Civil liberties – fundamental rights and freedoms protected by the U.S. Constitution
"Duck and cover" drills – "Duck and Cover" was an animated public service announcement that a imed to teach children how to protect themselves from a nuclear attack
Legal Defense Fund – the NAACP's legal organization dedicated to fighting for racial justic e, founded by Justice Thurgood Marshall in 1940
Housing covenants – contractual agreements for neighborhoods, especially in suburban areas, whi ch regulate changes that can be made to a home; this sometimes included racially restrictive clauses that prohibited the sale of homes to Black families
/ Incorporating Rights 1953-1969
/ Incorporating Rights 1953-1969
Fourteenth Amendment – ratified in 1868, granted citizenship to all persons born or naturalized in the United States—including formerly enslaved people—and guaranteed all persons "equal protection of the laws"
Unanimous – fully in agreement
Direct action – a protest method involving using peaceful tactics, such as sit-ins, demonstrati ons, and boycotts
Sit-ins – a protest method, first used by students in Greensboro, North Carolina, where Afr ican Americans would sit in a "whites-only" section of a public space
Freedom rides – a direct action tactic where activists would ride interstate buses into the segr egated South, where the buses and bus stations were legally segregated
Civil Rights Act of 1964 – outlawed discrimination on the basis of race, color, religion, sex or national origin
Grandfather clauses – a part of the constitutions of some Southern states that required having a descendant who voted before 1867 to be eligible to vote.
Poll Taxes – a payment required to vote, commonly used by Southern states to keep Black citiz ens from voting
Voting Rights Act of 1965 – outlawed discriminatory voting practices adopted in many Southern states after the Civil War, including literacy tests, as a prerequisite to voting
Disenfranchise – to take away the right to vote
Contraceptive – a drug, technique, or device used to prevent pregnancy
Strike – an organized refusal to work
Libel – a published false statement that is damaging to a person's reputation
Selective Incorporation – the Supreme Court process of using individual cases to make the Bill of Rights apply to the states
Describe the impact of the Warren Court's decisions on the Civil Rights Movement. 1.
Describe the impact of the Warren Court's decisions on the Civil Rights Movement. 2.
How did the African-American Civil Rights Movement impact other rights movements? 3.
A democracy is a system of government by the whole population or all the eligible members of a state, typically through elected representatives. Why was the Court's decision in Baker v. Carr important to democracy? 4.
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Ocmulgee Mounds
BRITISH INFLUENCE IN THE SOUTHEAST
CONSTRUCTION OF THE TRADING POST
National Park Service U.S. Department of Interior
Ocmulgee Mounds NHP
The British Trading Post
SPANISH INFLUENCE IN THE SOUTHEAST
In the 1930s, archeologists discovered the remains of a large British Trading Post at Ocmulgee Mounds National Historical Park located beside present-day Macon, Georgia. The trading post sat on high ground overlooking the Ocmulgee River and directly beside a long established Indian trading path. Muscogee (Creek) Indians of today consider this site - with its mounds, trenches, and earth lodge - to be their ancestral homeland.
During the 16th century, the Spanish explored the southeast and established a permanent colony at St. Augustine in 1565. Spanish influence spread with the establishment of coastal missions and inland missions around present-day Tallahassee, Florida, and up the Chattahoochee River near the fall-line. The Indians were forced to practice Christian rituals and to provide corn and cattle for the Spanish treasure fleets that assembled at St. Augustine for the return trip to Spain.
In 1670, the British established a colony at Charles Town (Charleston) and began a long conflict with the Spanish for control of the southeastern Indians. British traders reached the Chattahoochee River around 1685 and soon began a productive business. The Indians preferred British trade items over Spanish because British manufactured goods were superior to the Spanish, their trade prices lower, and their demands upon the Indian culture less. With aid from the Creek Indians, the British eluded Spanish attempts at their capture. In retaliation, Indians loyal to the
Records of colonial trading companies suggest that the local Indians assisted in the construction of the trading post, which consisted of a five-sided stockade and two interior buildings. There were several contemporary Indian houses located around this stockade, but there is no way of telling if the trading post was an addition to a town or if the town grew around the post. The longest wall paralleled the ancient Indian trading path and had two openings, probably gates. The smallest 'gate' was five feet in length and possibly used for pedestrian traffic. The length of the second 'gate' suggests use for the pack horses loaded with incoming trading goods and outgoing deer skins.
Spanish and a few Spanish troops burned several Indian towns and accompanying fields along the River.
Over a dozen towns who refused to submit to Spanish abuse relocated eastward to the Ocmulgee River. This move placed them closer to the British and further away from the Spanish. Archeological evidence indicates that a British post was established at Ocmulgee in 1690; however, the only documental evidence about the traders is one letter written by James Lucas from "Oakmulgas" in 1710.
Trading
House
Gate
Civil
War
Trench
Muscogee (Creek)
Trading Path
Stockade
Wall
Corn
Storage
Pits
Protective
Ditch/Moat
(BLUEPRINT OF THE BRITISH TRADING POST)
CONSTRUCTION OF THE TRADING POST (CONTINUED)
TRADE INTERACTIONS
CONFLICT WITH THE EUROPEANS
EXCAVATION
The presence of the stockade indicates a concern over attack and maybe theft of goods. Most trading posts of this era had a building for trading, including merchandise storage and a warehouse for storing the deer skins prior to shipment. Excavations revealed Indian construction techniques (wattle and daub) consistent
European trade goods rapidly replaced traditional Indian crafts and practices. Instead of being self-sufficient with an environmentally-based economy, the people soon became dependent upon goods manufactured in faraway places. Indians acquired guns to replace bows and arrows, and metal axes and knives displaced stone implements. Woven garments were preferred over treated skins. Men spent more of their time in the woods killing deer than in the town attending to traditional affairs. Between 1699 and
In 1703, Colonel James Moore and fifty South Carolinian volunteers rendezvoused with about 1,000 Creek Indian warriors at the Ocmulgee Trading Post. This force decimated the Spanish missions in the Tallahassee area and even attacked St. Augustine. Thirteen Indian towns with missions were destroyed, and Spanish priests and soldiers were killed, along with hundreds of Spanish-dominated Indians. The Creeks sold captured Indians as slaves at Charles Town in retaliation for the earlier loss of their own homes along the Chattahoochee River. This successful military action was pivotal in weakening Spanish control in the southeast and opened Georgia for British settlement.
Excavations began at the trading post in August of 1935 under the direction of Dr. A.R. Kelly and continued through October of 1936. A second survey was conducted in 1940. Depression-era laborers were sponsored through the Civil Works Administration, Works Progress Administration, and the Civilian Conservation Corps. Explorations started with four parallel trenches, each thirty inches wide, eventually totaling 3,500 feet. Work continued until a five-sided stockade and several building sites were totally exposed. A Civil War trench extended completely across the entire site. Three sides of the post were surrounded by a shallow, dry moat.
with the practice of using Indian labor. The smaller building was approximately 11 x 11 feet and adjacent to the largest entrance. A second structure was in the southwestern area of the stockade and measured 15 x 25 feet. There is no certainty as to the residency of the several traders.
1715, an average of 54,000 deer skins were shipped from the southeast through Charles Town. Exchange rates around 1716 were: 35 deer skins for a gun, 30 for a coat of broadcloth with lace, 16 for a duffel blanket, 3 for a hatchet, 1 for a knife, 5 for an axe, and 3 for a narrow hoe. Gun parts were the most numerous trade items found during excavations at Ocmulgee. A single small, round silver coin made during the reign of Spanish King Phillip II (1556-98) was also found with hundreds of other European artifacts.
By 1715, the British had over one hundred traders operating out of Charles Town. Goods were sold on credit and the Indians found themselves unable to produce enough deer skins to compensate for their European-manufactured items. Some traders, reacting to London-based capitalist demands for payment, sold Indian women and children into Caribbean sugar plantation slavery. This soon led to the Yamassee War. The war spread into the Muscogee (Creek) Nation and the Ocmulgee Post was burned. No one knows the fate of the Traders. The "Ocmulgee Old Fields" were largely abandoned by the Indians who returned to their former lands along the Chattahoochee River.
Numerous artifacts and outlines of small building sites reflected several cultural eras that existed before, and probably after, the post was destroyed. Historic articles collected included gun parts, flints, musket balls, glass jar shreds, beads, kaolin pipes, axes, hoes, knives, a sword, ornamental bells, and copper bracelets. Examples of these articles are on display in the museum at Ocmulgee Mounds National Historical Park.
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Integrated Skills in English
ISE A1
Reading & Writing exam Sample paper 1
Your full name:
(BLOCK CAPITALS)
Candidate number:
Centre number:
Exam date:
Time allowed: 1 hour 30 minutes
Instructions to candidates
1. Write your name, candidate number, centre number and exam date on the front of this exam paper.
2. You must not open this exam paper until instructed to do so.
3. This exam paper has four tasks. Complete all tasks.
4. You may highlight parts of the texts or questions with a highlighter pen.
5. Use only blue or black pen for your answers.
6. Write your answers on the exam paper.
7. Do all rough work on the exam paper. Cross through any work you do not want marked.
8. You must not use a dictionary in this exam.
9. You must not use correction fluid on the exam paper.
Information for candidates
You are advised to spend about:
» 20 minutes on task 1
» 20 minutes on task 2
» 25 minutes on task 3
» 25 minutes on task 4
For examiner use only
Integrated Skills in English A1
Time allowed: 1 hour 30 minutes
This exam paper has four tasks. Complete all tasks.
Task 1 — Long reading
Read the text about Northfield. Answer the 10 questions on page 3.
Part 1
In Northfield, you can find a lot of different restaurants. You can try pasta, fish and other things. You can eat outside too. You can sit in the sun and enjoy a picnic. There is a new café too. You can buy an ice cream there.
Part 2
Northfield has an old football club. It is not very big. It is called 'Northfield Town'. People also call it 'The Blues'. The club has a new famous player! Go and watch him! You can enjoy other sports too. We have a basketball club or you can play tennis.
Part 3
There are a lot of different people in Northfield. People speak many languages. Everyone is very nice and likes to help. All the young people who live in Northfield enjoy having fun. You can have a great time here!
Part 4
Northfield has many old factories and some new places too. They are all very interesting. The library has photos of the old city. There are also photos of local people.
Part 5
In spring, Northfield has many flowers. They have different colours and the town is beautiful. The best time to visit is in June because it is sunny and nice. You can meet people and there are lots of interesting things to do.
page 2
This exam paper has four
tasks. Complete all
tasks.
Questions 1–5
The text on page 2 has five parts (1-5). Choose what each part tells you about (A-F). There is one letter you don't need.
1. Part 1
A. Weather
2. Part 2
3. Part 3
4. Part 4
5. Part 5
B. People
C. Buildings
D. Sports
E. Shopping
F. Eating
Questions 6–10
Read the sentences. Write only ONE word or a number from the text in each sentence.
6. You can get an ice cream in the
7. Northfield's football club is
8. Young people in Northfield like to have
9. There are old
10. Northfield is beautiful in the
in Northfield.
page 3
Task 2 — Multi-text reading
Read the three short texts about schools. Answer the 10 questions on pages 4 and 5.
Questions 11–15
Read questions 11-15 first. Then read texts A, B and C. Write one letter next to each question.
Which text tells you
11. about different classes?
12. about the students in the class?
13. how you can get to the school?
14. what you can learn in class?
15. where things are in the school?
Text A
Newtown Language School
Welcome to Newtown school!
Our English classes are fun. You can practise speaking and study new words. The teacher is very friendly.
There are two classes in the school. Class A is easy and Class B is more difficult. You can't use your mobile phones in class, but you can use a dictionary. You can get it from the library!
Our class times:
| Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|
| Morning | Closed | Afternoon | Morning Afternoon |
Text B
Hi Alice
How are you? I'm going to a new language school. It is near my house. Many students take the bus to school, but I walk. I go to school with my friend. Her name is Maria. We're in Class B. The lessons begin at 10am. The classrooms are very big and new. The name of our teacher is Lucy. She is great. There are only 12 students in our class. There is a computer room near the café. I use my laptop at home. Do you go to a language school too? Tell me about it!
Bye
Riccardo page 4
This exam paper has four
tasks. Complete all
tasks.
Text C
Newtown Language School Map
Questions 16–20
Look at the sentences 16–20. Read texts A, B and C. Choose only ONE word or number from the box. Write the correct word or number in each sentence.
page 5
Word bank dictionary
10
Tuesday desk
friend mobile phone
computer
12
Wednesday teacher
Task 3 — Reading into writing
Another friend wants to come to your language school. Write a message. Tell your friend about the school.
Use the words in the box and the texts on pages 4 and 5. Write four sentences.
Write on the lines.
Hi,
1.
2.
3.
4.
teacher classroomsmorning books
page 6
This exam paper has four
tasks. Complete all
tasks.
Task 4 — Extended writing
Write about your best friend. Write five sentences.
Say:
» who your friend is
» what you do together
» where you go
» when you see your friend
» what you like about your friends.
Planning notes: you can plan your writing here
(No marks are given for these planning notes)
End of exam
ISE A1 Sample paper 1 Answers
Task 1 — Long reading
1. F
2. D
3. B
4. C
5. A
6. café
7. old
8. fun
9. factories
10. spring
Task 2 — Multi-text reading
11. A
12. B
13. B
14. A
15. C
16. dictionary
17. Tuesday
18. friend
19. 10 (am)
20. desk
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St Anthony's Children's Home
c. 1921 – 1943
Other Names: St Anthony's Home for Little Children
Details
St Anthony's Children's Home in Kew was established by the Sisters of St Joseph in around 1921. It provided care for mostly boys from kindergarten age to early primary school age, and helped to ease overcrowding at St Joseph's Foundling Hospital in Broadmeadows. Its name changed in 1943 to St Anthony's Home.
St Anthony's Children's Home in Kew was established by the Sisters of St Joseph in around 1921, to assist with overcrowding at St Joseph's Foundling Hospital in Broadmeadows.
The home provided care for boys from kindergarten age to early primary school age. At certain times, girls were also admitted. At the age of eight, children who had not been adopted or returned to their families were sent on to one of the Catholic orphanages. In the late 1920s, St Anthony's also accommodated pregnant women from St Joseph's Foundling Hospital.
Barnard and Twigg write that the site chosen by Archbishop Mannix in Kew was not ideal. Mannix perhaps hoped that St Anthony's location in Kew, which was also the site of Melbourne's key Catholic schools, would attract more public support for the institution.
In his book, At a cost, Roy McFadyen writes about his routine at St Anthony's:
… the routine after dressing for the day was to be marched along a stone path to a large wing of the building called the 'eat-house'. Inside were wooden trestles with hard wooden forms. Meals – and I will never forget the unsavoury smell of them – were served in chipped, white-enamelled plates. Breakfast was always porridge, known as 'burgoo'. There were little black specks in the burgoo and we boys simply thought such specks were normal. Also normal was the presence of rats and mice … We had vegetables but I am inclined to think that our spuds, swedes and pumpkins were rejects from farms or markets.
Saturday night was bath night. We were told that bathing was not only body-cleansing but mind-cleansing: this was what God required of us as part of the orphanage's regime. In the bath-house were about eight baths, with cast-iron legs, placed in line about three feet apart. We lined up in a queue, those in the front the lucky ones as they bathed in relatively clean water while the rest took their turn in suds that became increasingly foul and grey … After the bath we had to duck our heads in a phenyl solution which seemed to be the equivalent of Holy Water in its power to rid us of head lice (McFadyen, 2005, p.2).
By 1942 St Anthony's was caring for 140 children, 57 of whom were Wards of the State. Its name changed in 1943 to St Anthony's Home. The Sisters subsequently closed St Anthony's Home in 1976 and relocated to the suburb of Footscray.
In 1997, records of the Sisters of St Joseph were transferred to MacKillop Family Services. These included records of the various orphanages, homes and other residences run by the Sisters of St Joseph.
While custodianship of the records about people in 'care' became the responsibility of MacKillop Family Services at this point, it was formally agreed that the intellectual property in these records would not change hands.
Gallery
More info
St Anthony's Home, Kew, building
St Anthony's Home, Kew, buildings [rear]
St Anthony's Home, Kew, bedroom
St Anthony's Home, Kew, children in cars
136398 [children sitting in shelter during air raid precaution practice]
Description: This is a copy of an image from the collection of the Australian War Memorial. [From catalogue description:] Melbourne, VIC. 1942-06-10. Pupils of the St Anthony's Babies Home, Kew, sit quietly in their sand bag and concrete shelter during an air raid precaution practice.
St Anthony's Home, Kew [title altered from original]
Description: This is a digital copy of an image that appears in K.E. Burford's Unfurrowed Fields. It was initially published here with the title "The original 'Roslyn House' given to the sisters by Mr and Mrs Stuart Patterson in 1925 for an orphanage, St Joseph's Liverpool Road Croydon", however it has since been identified as a picture of St Anthony's Home in Kew, Victoria, not of St Joseph's Home for Children, Croydon, New South Wales.
Chronology
St Anthony's Children's Home (c. 1921 – 1943)
St Anthony's Family Service (1976 - 1997)
St Anthony's Home (1943 - 1976)
MacKillop Family Services (1997 - current)
Related Entries
Run by
Date: 1921 - 1943
Sisters of St Joseph of the Sacred Heart (1866 - current)
Related Organisations
St Anthony's Children's Home was opened in 1921 to help relieve crowding at St Joseph's Foundling Hospital in Broadmeadows.
St Joseph's Foundling Hospital (1901 - 1975)
Date: 1921 -
Resources
Walker, Alan Charlie, Transcript of Alan Charlie Walker's presentation to the Family and Community Development Committee: Inquiry into the handling of child abuse by religious and other organisations, 18 February 2013
St Anthony's Home (1921-97), Finding Records, No date. Relevance: See the 'List of records held by the department' section for information about records relating to St Anthony's Children's Home
Heritage Display, MacKillop Family Services website, 2013
No date
No date
Records
For more information and to access your records, follow the links below:
Records
MacKillop Family Services Records, Victorian institutions (1857 - current)
Voluntary Children's Homes Files (1921 - 1989)
'Closed' Agency and General Correspondence Files [Charities Board of Victoria] (1923 - 1983)
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FJCL REGIONAL LATIN FORUM 2015 DERIVATIVES II
Choose the response which completes the sentence or means the same as the underlined word.
1. Bard waited to take aim until the dragon Smaug showed his vulnerability.
a. cowardice
b. weakness
c. villainy
d. utmost strength
2. In Florida,estivalpastimes are various and plentiful!
a. summer
b. festive
c. aquatic
d. relaxing
3. Frustrated with the paucity of appealing foods in her fridge, Jamie went to order take out.
a. scarcity
b. variety
c. condition
d. plenitude
4. The woman was so fond of ______, one could call her bibulous.
a. reading books
b. the Bible
c. drinking
d. papyrus
5. Everyone secretly thought Emmett’s new sports car was ostentatious.
a. pretentious
b. amazing
c. expensive
d. ugly
6. The celebrity wanted to sue the journalist for his libelous writing.
a. threatening
b. incomplete
c. revealing
d. slanderous
7. If you suffer from insomnia, you have difficulty ____.
a. sleeping
b. hearing
c. eating
d. walking
8. The thought of flying was odious to him.
a. exciting
b. unpleasant
c. hateful
d. boring
9. Discomfited by the loss, the athlete resolved to train harder for the next game.
a. motivated
b. unmoved
c. uncomfortable
d. upset
10. The girl went to the prom with her father’s tacit consent.
a. begrudging
b. silent
c. written
d. wholehearted
Choose the English word that is derived from the given Latin word.
11. casus
a. casuistry
b. cask
c. cause
d. casino
12. terra
a. terse
b. terrific
c. terrace
d. term
13. claudo
a. cloak
b. cloth
c. precocious
d. recluse
14. litus
a. litigation
b. littoral
c. literal
d. coalition
15. plenus
a. splenetic
b. pleonasm
c. replenish
d. splendid
16. locus
Give the meaning of the Latin word from which the given English word is derived.
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Office of Continuing Professional Education New Jersey Agricultural Experiment Station Rutgers, The State University of New Jersey 102 Ryders Lane New Brunswick, NJ 08901-8519
www.cpe.rutgers.edu email@example.com
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Fax: 732-932-1187
Bee-ginner's Beekeeping: Glossary of Terms
This "Glossary of Terms" is available for your review so that you can familiarize yourself with beekeeping terminology before the start of class. Visit www.cpe.rutgers.edu/bees to learn more about our Beekeeping programs.
A
* Abdomen - the posterior or third region of the body of a bee enclosing the honey stomach, true stomach, intestine, sting, and reproductive organs.
* Absconding swarm - an entire colony of bees that abandons the hive because of disease, wax moth, or other maladies.
* Adulterated honey - any product labeled "Honey" or "Pure Honey" that contains ingredients other than honey but does not show these on the label. (Suspected mislabeling should be reported to the Food and Drug Administration.)
* After swarm - a small swarm, usually headed by a virgin queen, which may leave the hive after the first or prime swarm has departed.
* Alighting board - a small projection or platform at the entrance of the hive.
* American foulbrood - a brood disease of honey bees caused by the spore-forming bacterium, Bacillus larvae.
* Anaphylactic shock - constriction of the muscles surrounding the bronchial tubes of a human, caused by hypersensitivity to venom and resulting in sudden death unless immediate medical attention is received.
* Apiary - colonies, hives, and other equipment assembled in one location for beekeeping operations; bee yard.
* Apiculture - the science and art of raising honey bees.
* Apis mellifera - scientific name of the honey bee found in the United States.
* Bacillus larvae - the bacterium that causes American foulbrood.
* Bee blower - an engine with attached blower used to dislodge bees from combs in a honey super by creating a high-velocity, high-volume wind.
B
* Bee bread - a mixture of collected pollen and nectar or honey, deposited in the cells of a comb to be used as food by the bees.
* Bee brush - a brush or whisk broom used to remove bees from combs.
* Bee escape - a device used to remove bees from honey supers and buildings by permitting bees to pass one way but preventing their return.
* Beehive - a box or receptacle with movable frames, used for housing a colony of bees.
* Bee metamorphosis - the three stages through which a bee passes before reaching maturity: egg, larva, and pupa.
* Bee space - 1/4 to 3/8-inch space between combs and hive parts in which bees build no comb or deposit only a small amount of propolis.
* Beeswax - a complex mixture of organic compounds secreted by special glands on the last four visible segments on the ventral side of the worker bee's abdomen and used for building comb. Its melting point is from 143.6 to 147.2 degrees F.
* Bee tree - a tree with one of more hollows occupied by a colony of bees.
* Bee veil - a cloth or wire netting for protecting the beekeeper's head and neck from stings.
* Bee venom - the poison secreted by special glands attached to the stinger of the bee.
* Benzaldehyde - a volatile, almond-smelling chemical used to drive bees out of honey supers.
* Boardman feeder - a device for feeding bees in warm weather, consisting of an inverted jar with an attachment allowing access to the hive entrance.
* Bottom board - the floor of a beehive.
* Brace comb - a bit of comb built between two combs to fasten them together, between a comb and adjacent wood, or between two wooden parts such as top bars.
* Brood - bees not yet emerged from their cells: eggs, larvae, and pupae.
* Brood chamber - the part of the hive in which the brood is reared; may include one or more hive bodies and the combs within.
C
* Capped brood - pupae whose cells have been sealed with a porous cover by mature bees to isolate them during their nonfeeding pupal period; also called sealed brood.
* Capping melter - melter used to liquefy the wax from cappings as they are removed from honey combs.
* Cappings - the thin wax covering of cells full of honey; the cell coverings after they are sliced from the surface of a honey-filled comb.
* Castes - the three types of bees that comprise the adult population of a honey bee colony: workers, drones, and queen.
* Cell - the hexagonal compartment of a honey comb.
* Cell cup - base of an artificial queen cell, made of beeswax or plastic and used for rearing queen bees.
* Chilled brood - immature bees that have died from exposure to cold; commonly caused by mismanagement.
* Chunk honey - honey cut from frames and placed in jars along with liquid honey.
* Clarifying - removing visible foreign material from honey or wax to increase its purity.
* Cluster - a large group of bees hanging together, one upon another.
* Colony - the aggregate of worker bees, drones, queen, and developing brood living together as a family unit in a hive or other dwelling.
* Comb - a mass of six-sided cells made by honey bees in which brood is reared and honey and pollen are stored; composed of two layers united at their bases.
* Comb foundation - a commercially made structure consisting of thin sheets of beeswax with the cell bases of worker cells embossed on both sides in the same manner as they are produced naturally by honey bees.
* Comb honey - honey produced and sold in the comb, in either thin wooden sections (4 x 4 inches or 4 x 5 inches) or circular plastic frames.
* Creamed honey - honey which has been allowed to crystallize, usually under controlled conditions, to produce a tiny crystal.
* Crimp-wired foundation - comb foundation into which crimp wire is embedded vertically during foundation manufacture.
* Cut-comb honey - comb honey cut into various sizes. the edges drained, and the pieces wrapped or packed individually
* Swarm catcher - a hive placed to attract stray swarms.
* Dividing - separating a colony to form two or more units.
* Division board feeder - a wooden or plastic compartment which is hung in a hive like a frame and contains sugar syrup to feed bees.
* Drawn combs - combs with cells built out by honey bees from a sheet of foundation.
* Drifting of bees - the failure of bees to return to their own hive in an apiary containing many colonies. Young bees tend to drift more than older bees, and bees from small colonies tend to drift into larger colonies.
* Drone - the male honey bee.
* Drone comb - comb measuring about four cells per linear inch that is used for drone rearing and honey storage.
* Drone layer - an infertile or unmated laying queen.
* Dwindling - the rapid dying off of old bees in the spring; sometimes called spring dwindling or disappearing disease.
* Dysentery - an abnormal condition of adult bees characterized by severe diarrhea and usually caused by starvation, low-quality food, moist surroundings, or nosema infection.
* European foulbrood - an infectious brood disease of honey bees caused by streptococcus pluto ii.
* Extracted honey - honey removed from the comb by centrifugal force.
D
E
F
* Fermentation - a chemical breakdown of honey, caused by sugar-tolerant yeast and associated with honey having a high moisture content.
* Field bees - worker bees at least three weeks old that work in the field to collect nectar, pollen, water, and propolis.
* Frame - four pieces of wood designed to hold honey comb, consisting of a top bar, a bottom bar, and two end bars.
* Fructose - the predominant simple sugar found in honey; also known as levulose.
* Fumidil-B - the trade name for Fumagillin, an antibiotic used in the prevention and suppression of nosema disease.
* Fume board - a rectangular frame, the size of a super, covered with an absorbent material such as burlap, on which is placed a chemical repellent to drive the bees out of supers for honey removal.
* Grafting - removing a worker larva from its cell and placing it in an artificial queen cup in order to have it reared into a queen.
* Grafting tool - a needle or probe used for transferring larvae in grafting of queen cells.
* Granulation - the formation of sugar (dextrose) crystals in honey.
* Hive - a man-made home for bees.
* Hive body - a wooden box which encloses the frames.
* Hive stand - a structure that supports the hive.
* Hive tool - a metal device used to open hives, pry frames apart, and scrape wax and propolis from the hive parts.
* Honey - a sweet viscid material produced by bees from the nectar of flowers, composed largely of a mixture of dextrose and levulose dissolved in about 17 percent water; contains small amounts of sucrose, mineral matter, vitamins, proteins, and enzymes.
G
H
* Honeydew - a sweet liquid excreted by aphids, leafhoppers, and some scale insects that is collected by bees, especially in the absence of a good source of nectar.
* Honey extractor - a machine which removes honey from the cells of comb by centrifugal force.
* Honey flow - a time when nectar is plentiful and bees produce and store surplus honey.
* Honey gate - a faucet used for drawing honey from drums, cans, or extractors.
* Honey house - building used for extracting honey and storing equipment.
* Honey pump - a pump used to transfer honey from a sump or extractor to a holding tank or strainer.
* Honey stomach - an organ in the abdomen of the honey bee used for carrying nectar, honey, or water.
* Honey sump - a clarifying tank between the extractor and honey pump for removing the coarser particles of comb introduced during extraction.
* Increase - to add to the number of colonies, usually by dividing those on hand.
* Inner cover - a lightweight cover used under a standard telescoping cover on a beehive.
* Invertase - an enzyme produced by the honey bee which helps to transform sucrose to dextrose and levulose.
* Larva (plural, larvae) - the second stage of bee metamorphosis; a white, legless, grublike insect.
* Laying worker - a worker which lays infertile eggs, producing only drones, usually in colonies that arc hopelessly queenless.
I
J
K
L
M
* Mating flight - the flight taken by a virgin queen while she mates in the air with several drones.
* Mead - honey wine.
* Migratory beekeeping - the moving of colonies of bees from one locality to another during a single season to take advantage of two or more honey flows.
* Nectar - a sweet liquid secreted by the nectaries of plants; the raw product of honey.
* Nosema - a disease of the adult honey bee caused by the protozoan Nosema apis.
* Nucleus (plural, nuclei) - a small hive of bees, usually covering from two to five frames of comb and used primarily for starting new colonies, rearing or storing queens; also called 'nuc."
* Nurse bees - young bees, three to ten days old, which feed and take care of developing brood.
* Observation hive - a hive made largely of glass or clear plastic to permit observation of bees at work.
* Out-apiary - an apiary situated away from the home of the beekeeper.
* Package bees - a quantity of adult bees (2 to 5 pounds), with or without a queen, contained in a screened shipping cage.
* Paralysis - a virus disease of adult bees which affects their ability to use legs or wings normally.
* Parthenogenesis - the development of young from unfertilized eggs. In honey bees, the un-fertilized eggs produce drones.
* PDB (Paradichlorobenzene) - crystals used to fumigate combs against wax moth.
N
O
P
* Piping - a series of sounds made by a queen, frequently before she emerges from her cell.
* Play flight - short flight taken in front of or near the hive to acquaint young bees with their immediate surroundings; sometimes mistaken for robbing or preparation for swarming.
* Pollen - the male reproductive cell bodies produced by anthers of flowers, collected and used by honey bees as their source of protein.
* Pollen basket - a flattened depression sur rounded by curved spines or hairs, located on the outer surface of the bee's hind legs and adapted for carrying pollen gathered from flowers or propolis to the hive.
* Pollen cakes - moist mixtures of either pollen supplements or substitutes fed to the bees in early spring to stimulate brood rearing.
* Pollen substitute - any material such as soybean flour, powdered skim milk, brewer's yeast, or a mixture of these used in place of pollen to stimulate brood rearing.
* Pollen supplement - a mixture of pollen and pollen substitutes used to stimulate brood rearing in periods of pollen shortage.
* Pollen trap - a device for removing pollen loads from the pollen baskets of incoming bees.
* Pollination - the transfer of pollen from the anthers to the stigma of flowers.
* Pollinator - the agent that transfers pollen from an anther to a stigma: bees, flies, beetles, etc.
* Prime swarm - the first swarm to leave the parent colony, usually with the old queen.
* Propolis - sap or resinous materials collected from trees or plants by bees and used to strengthen the comb, close up cracks, etc.; also called bee glue.
* Pupa - the third stage in the development of the honey bee, during which the organs of the larva are replaced by those that will be used by an adult.
* Queen - a fully developed female bee, larger and longer than a worker bee.
* Queen cage - a small cage in which a queen and three or four worker bees may be confined for shipping and/ or introduction into a colony.
Q
* Queen cage candy - candy made by kneading powdered sugar with invert sugar syrup until it forms a stiff dough; used as food in queen cages.
* Queen cell - a special elongated cell, resembling a peanut shell, in which the queen is reared. It is usually an inch or more long, has an inside diameter of about 1/3 inch, and hangs clown from the comb in a vertical position.
* Queen clipping - removing a portion of one or both front wings of a queen to prevent her from flying.
* Queen cup - a cup-shaped cell made of beeswax or plastic which hangs vertically in a hive and which may become a queen cell if an egg or larva is placed in it and bees add wax to it.
* Queen excluder - metal or plastic device with spaces that permit the passage of workers but restrict the movement of drones and queens to a specific part of the hive.
* Queen substance - pheromone material secreted from glands in the queen bee and transmitted throughout the colony by workers to alert other workers of the queen's presence.
* Rabbet - a narrow piece of folded metal fastened to the inside upper end of the hive body from which the frames are suspended.
* Rendering wax - the process of melting combs and cappings and removing refuse from the wax.
* Resmethrin (SBP-1382) - a synthetic pyrethroid insecticide used to kill diseased honey bee colonies.
* Robbing - stealing of nectar, or honey, by bees from other colonies.
* Royal jelly - a highly nutritious glandular secretion of young bees, used to feed the queen and young brood.
* Sacbrood - a brood disease of honey bees caused by a virus.
* Scout bees - worker bees searching for a new source of pollen, nectar, propolis. water, or a new home for a swarm of bees.
R
S
* Skep - a beehive made of twisted straw without movable frames.
* Slatted rack - a wooden rack that fits between the bottom board and hive body. Bees make better use of the lower brood chamber with increased brood rearing, less comb gnawing, and less congestion at the front entrance.
* Slumgum - the refuse from melted comb and cappings after the wax has been rendered or removed.
* Smoker - a device in which burlap, wood shavings, or other materials are slowly burned to produce smoke which is used to subdue bees.
* Solar wax extractor - a glass-covered insulated box used to melt wax from combs and cappings by the heat of the sun.
* Spermatlieca - a special organ of the queen in which the sperm of the drone is stored.
* Sting - the modified ovipositor of a worker honey 13cc used as a weapon of offense.
* Streptococcus pluto ii - bacterium that causes European foulbrood.
* Sucrose - principal sugar found in nectar.
* Super - any hive body used for the storage of surplus honey. Normally it is placed over or above the brood chamber.
* Supersedure - a natural replacement of an established queen by a daughter in the same hive. Shortly after the young queen commences to lay eggs, the old queen disappears.
* Surplus honey - honey removed from the hive which exceeds that needed by bees for their own use.
* Swarm - the aggregate of worker bees, drones, and usually the old queen that leaves the parent colony to establish a new colony.
* Swarming - the natural method of propagation of the honey bee colony.
* Swarm cell - queen cells usually found on the bottom of the combs before swarming.
* Terramycin - an antibiotic used to prevent American and European foulbrood.
* Travel stain - the dark discoloration on the sur face of comb honey left on the hive for some time, caused by bees tracking propolis over the surface.
T
U
* Uncapping knife - a knife used to shave or re move the cappings from combs of sealed honey prior to extraction; usually heated by steam or electricity.
* Virgin queen - an unmated queen.
* Wax glands - the eight glands that secrete bees wax; located in pairs on the last four visible ventral abdominal segments.
* Wax moth - larvae of the moth Golleria mellonclia, which seriously damage brood and empty combs.
*
Winter cluster - the arrangement of adult bees within the hive during winter.
* Worker bee - a female bee whose reproductive organs are undeveloped. Worker bees do all the work in the colony except for laying fertile eggs.
* Worker comb - comb measuring about five cells to the inch, in which workers are reared and honey and pollen are stored.
"Glossary of Terms" © Pennsylvania State University 2002
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A publication by:
NORTHWEST WILDLIFE PRESERVATION SOCIETY
Wolverine
Gulo gulo
By Rowena Shi
The wolverine is the largest terrestrial species of the family Mustelidae. It is a stocky and muscular carnivore, more closely resembling a small bear than other mustelids. The wolverine, a solitary animal, has a reputation for ferocity and strength out of proportion to its size, with the documented ability to kill prey many times larger than itself. Icons of northern regions, wolverines are rarely seen and prefer remote, pristine wilderness areas.
Characteristics
The wolverine is a stocky and muscular animal. Though its legs are short, its large, five-toed paws and plantigrade posture facilitate movement through deep snow. The adult wolverine is about the size of a medium dog, with a length usually ranging from 65–107 cm (26–42 in), a tail of 17–26 cm (6.7–10.2 in), and a weight of 16 kg (35 lb), It is the largest of the terrestrial mustelids; only the marine-dwelling sea otter and giant otter of the Amazon basin are heavier.
Wolverines have thick, dark, oily fur which is highly hydrophobic, making it resistant to frost. This has led to its traditional popularity among hunters and trappers as a lining in jackets and parkas in Arctic conditions. A light-silvery facial mask is distinct in some individuals, and a pale buff stripe runs laterally from the shoulders along the side and crossing the rump just above their tail. Some individuals display prominent white hair patches on their throats or chests.
Like many other mustelids, it has potent anal scent glands used for marking territory and sexual signaling. The pungent odor has given rise to the nickname "skunk bear". Wolverines, like other mustelids, possess a special upper molar in the back of the mouth that is rotated 90 degrees, towards the inside of the mouth. This special characteristic allows wolverines to tear off meat from prey or carrion that has been
NWPS Headquarters NWPS Vancouver Island 720-1190 Melville Street PO Box 39058 Vancouver, BC V6E 3W1 RPO James Bay Victoria, BC V8V 4X8
t Vancouver 604.568.9160 t Victoria 778.967.3379 e email@example.com w www.northwestwildlife.com frozen solid. Wolverines have exceptionally strong jaws, in fact the second strongest jaw pressure after the spotted hyena.
Life Cycle
Wolverines usually breed during the summer. The gestation period usually lasts from 7 to 9 months after which 2-4 young are born between January and April. Young stay in a den under rocks, fallen trees, or in a hollow log. The mother cares for them for 7-8 months then leaves. The young are fully mature at the age of 3 years old. The wolverine can live up to the age of 10, and maybe even up to 15-18.
Habitat
Wolverines are found in rugged, remote country, spending most of their time in high elevations near or above timberline. Further north in Alaska and Canada, wolverines occur within a wide variety of elevations in alpine, boreal and arctic habitats, including boreal forests, tundra and western mountains.
Historically, wolverines once lived in the northern and southern Rocky Mountains, Sierra Nevada Mountains, and North Cascades Mountains, as well as in parts of the midwest and the northeast. Today, wolverines in the Lower 48 can be found in portions of the North Cascades Mountains in Washington and the northern Rocky Mountains in Montana, Idaho and Wyoming (this area also includes the Wallowa Range in Oregon). There have been lone individuals found in Michigan's forests, the southern Rocky Mountains in Colorado, and the Sierra Nevada Mountains in California.
Behaviour
The wolverine is a powerful and versatile predator and scavenger. Prey mainly consists of small to medium-sized mammals, but the wolverine has been recorded killing prey such as adult deer and caribou that are many times larger than itself. Armed with powerful jaws, sharp claws, and a thick hide, wolverines, like most mustelids, are remarkably tenacious and strong for their size. They may defend kills against larger or more numerous predators such as wolves or bears.
Wolverines inhabiting the Old World hunt more actively than their North American relatives. This may be because predator populations in Eurasia are not as dense, making it more practical for the wolverine to hunt for itself than to wait for another animal to make a kill and then try to scavenge it. They often feed on carrion left by wolves, so changes in wolf populations may affect the population of wolverines. They are also known on occasion to eat plant material.
Successful males will form lifetime relationships with two or three females, which they will visit occasionally, while other males are left without a mate. Mating season is in the summer, but the actual implantation of the embryo in the uterus is stayed until early winter, delaying the development of the fetus.
NWPS Headquarters NWPS Vancouver Island 720-1190 Melville Street PO Box 39058 Vancouver, BC V6E 3W1 RPO James Bay Victoria, BC V8V 4X8
t Vancouver 604.568.9160 t Victoria 778.967.3379 e firstname.lastname@example.org w www.northwestwildlife.com
Females will often not produce young if food is scarce. Fathers may make visits to their offspring until they are weaned at 10 weeks of age; also, once the young are about six months old, some reconnect with their fathers and travel together for a time.
Threats
Wolverines do not have any natural predators that seek them out as prey, however they do compete throughout their huge ranges with much larger carnivores such as wolves, bears and cougar.
The greatest threats currently to the wolverine include destruction of habitat, trapping for their fur and even climate change. Wolverines once inhabited much of the northern United States in greater numbers. By the 20th century, wolverines were mostly killed off in the lower 48 states due to unregulated predator control and trapping. Since then, they have been slowly recolonizing their former territory.
Today, the species is rare, and faces significant challenges to its future in the U.S. Yet, because of their limited numbers, huge individual territories, and remote locations, it is difficult to gather data on wolverines and this poses a challenge to scientists, agencies, and others trying to understand wolverine's habitat requirements and threats to their survival. Perhaps in part due to this lack of data, they have yet to be federally protected under the Endangered Species Act.
Wolverines have eked out a living under tough conditions in the past, but the danger of climate change melting away their snowbound habitat looms large in the near future. Wolverines rely on deep spring snow to rear their young, so they are especially vulnerable to the loss of their alpine habitat due to climate change. Scientists predict that wolverines in the lower 48 states may lose two-thirds of their suitable, snow-covered habitat by the end of the century.
Wolverine trapping has long been allowed in Montana, where several wolverines statewide can be legally trapped each year. Occasionally, across their range they are also accidently caught in traps set for other species. In addition, winter recreation like snowmobiling and backcountry skiing likely disrupts denning wolverines. Further research is needed to confirm the extent of measurable impacts these activities have on the species.
Infrastructure development, land management and transportation corridors can fragment wolverine habitat and reduce connectivity. The Lower 48 population is not well-connected to those in Alaska and Canada, but to improve genetic diversity for wolverines we need to increase connectivity between these populations and between 'island' habitat ranges. These 'islands' also need to be fully occupied by reproductive adults to be resilient against climate change. Reintroductions into former habitats like Colorado will be important to help wolverines reoccupy mountain ranges that will retain snowpack into the future.
What We Can Do To Help
The last ten years have brought about significant advances in our knowledge of wolverines, from basic ecology to increased understanding of impacts of human disturbance, to the development of increasingly sophisticated monitoring and research tools. To improve wolverine management and conservation, there is a need for collaboration on designing research projects, publishing results, and improving
NWPS Headquarters NWPS Vancouver Island 720-1190 Melville Street PO Box 39058 Vancouver, BC V6E 3W1 RPO James Bay Victoria, BC V8V 4X8
t Vancouver 604.568.9160 t Victoria 778.967.3379 e email@example.com w www.northwestwildlife.com communication among researchers and managers across wolverine range. Conserving large scale wolverine habitat is naturally beneficial to a myriad of species that share their diverse terrain. Wolverines are much like grizzly bears in that protecting them naturally conserves great swaths of pristine wilderness.
Support conservation groups that educate individuals, protect habitat and stop the cruel practices of the trapping of mammals.
Other Interesting Facts
When a wolverine takes a step its paw spreads to almost twice its original size as it presses against the ground. This makes it easier for wolverines to walk on snow. It's like built-in snowshoes.
Wolverines are the strongest of all mustelids and for their size among the most powerful mammals in North America.
Wolverines have incredible endurance and can ascend mountain ranges easily and cover great distances even in winter.
Bibliography
Web Resources:
http://en.wikipedia.org/wiki/Wolverine
http://www.defenders.org/wolverine/basic-facts
http://en.wikipedia.org/wiki/Wolverine
http://www.defenders.org/wolverine/threats http://wolverinefoundation.org/conservation
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Grade 1 Lesson Schedule 2016-2017
Alive In Christ: Jesus Christ
Grade 1 Lesson Schedule September – December 2016
Updated 8/27/2016
Grade 1 Lesson Schedule, p. 1
*Notes: 1) A & B: Refer to approximately the first and second halves of the chapter.
2) Seasonal chapters: Follow the lesson plan that begins on the page indicated. Information on the liturgical seasons and colors is on pp. 312-313.
3) Prayers & Practices: Regularly pray/review those to learn for this level. See the chart and pp. 298-320.
Grade 1 Lesson Schedule January – May 2017
| Class | | | | | | | |
|---|---|---|---|---|---|---|---|
| | | | | | | Sunday | |
| | | Dates | | Lesson | | | |
| | | | | | | Gospel | |
| | Jan. 3/4 | | NO CLASS – Catechist & CA Meetings | | Mt. 3:13-17 Baptism of Lord | | |
| | | | | Ch. 10A: Responding to God, pp. 149-152 | | | |
| | | | | My Favorite Book: show – has some | | | |
| 12 | | Jan. 10/11 | | | | Jn. 1:29-34 | |
| | | | | ways to respond to God; write thank | | | |
| | | | | you (collect them); send book home | | | |
| | Jan. 17/18 | | Ch. 10B: Responding to God, pp. 149-152 Good Shepherd follow-up activities | | Mt. 4:12-23 | | |
| | | | | Chapter 13: Disciples Serve | | | |
| 14 | | Jan. 24/25 | | | | Mt. 5:1-12a | |
| | | | | Ch.14A: Making Choices, pp. 193-195 | | | |
| | Jan. 31/ Feb. 1 | | Ch. 14B: Making Choices, pp. 196-200 Chapter 15: Showing Sorrow | | Mt. 5:13-16 | | |
| | | | | Class & Family Faith Night 5: Family | | | |
| 16 | | Feb. 7/8 | | | | Mt. 5:17-37 | |
| | | | | Prayer Experience (Meet in church) | | | |
| | Feb. 14/15 | | Chapter 16: Jesus the Savior | | Mt. 5:38-48 | | |
| | | Feb. 21/22 | | NO CLASS – Catechist & CA Meetings | | Mt. 6:24-34 | |
| | Feb. 28/ Mar. 1 | | NO CLASS: Ash Wednesday | | Mt. 4:1-11 1st Sunday Lent | | |
| | | | | Lent: Time for Change, pp. 27A-32 | | | |
| | | | | | | Mt. 17:1-9 | |
| 18 | | Mar. 7/8 | | Lent: Holy Week, pp. 33A-36A | | | |
| | | | | | | 2nd Sunday Lent | |
| | | | | Stations of the Cross booklets | | | |
| | Mar. 14/15 | | Chapter 17: Holy Signs Ch. 18A: We Are Welcomed, pp. 237-239 | | Jn. 4:5-42 3rd Sunday Lent | | |
| | | | | Ch. 18B: We Are Welcomed, pp. 240-244 | | | |
| | | | | | | Jn. 9:1-41 | |
| 20 | | Mar. 21/22 | | Ch. 19A: We Give Thanks, pp. 251-253 | | | |
| | | | | | | 4th Sunday Lent | |
| | | | | Come up with Questions for Clergy | | | |
| | Mar. 28/29 | | NO CLASS – Osseo Spring Break | | Jn. 11:1-45 | | |
| | | | | Easter: He Is Risen, pp. 37A-40 | | | |
| | | | | Ch. 19B: We Give Thanks, pp. 254-258 | | Mt. 21:1-11 | |
| 21 | | Apr. 4/5 | | | | | |
| | | | | (The Parts of the Mass, pp. 310-311.) | | Palm Sunday | |
| | | | | Clergy visit | | | |
| | Apr. 11/12 Holy Week | | NO CLASS: Holy Week | | Jn. 20:1-9 Easter Sunday | | |
| | | | | | J 2 D S | n. 20:19-31 | r |
| | | Apr. 18/19 | | Chapter 12: Friends of God; | | nd Sunday Easte | |
| 22 | | | | | | | |
| | | Easter Week | | Mary – The Annunciation, pp. 300-303 | | ivine Mercy | |
| | | | | | | unday | |
| | Apr. 25/26 | | Catholic Faith Words Challenge & Celebration Night | | Lk. 34: 13-35 | | |
Updated 8/27/2016;
Grade 1 Lesson Schedule p. 2
*Notes:
1) A & B: Refer to approximately the first and second halves of the chapter.
2) Seasonal chapters: Follow the lesson plan that begins on the page indicated. Information on the liturgical seasons and colors is on pp. 312-313.
3) Prayers & Practices: Regularly pray/review those to learn for this level. See the chart and pp. 298-320. | <urn:uuid:7b2cee3e-19e4-4c8c-a9f0-4f67be122a25> | CC-MAIN-2017-17 | http://saintvdp.org/documents/2016/8/AIC%20Grade%201%202016-2017%20Lesson%20Schedule-1.pdf | 2017-04-23T19:43:57Z | crawl-data/CC-MAIN-2017-17/segments/1492917118743.41/warc/CC-MAIN-20170423031158-00407-ip-10-145-167-34.ec2.internal.warc.gz | 335,914,867 | 1,619 | eng_Latn | eng_Latn | 0.961944 | eng_Latn | 0.957293 | [
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Learner Outcome Rubric ‐ Engaging in the Creative Process
| Advanced (6) | Proficient (5) | Basic (4) |
|---|---|---|
| Articulates and demonstrates a clear understanding of the important concepts (big ideas) of the subject area and applies these concepts while creating a product and/or performance. | Articulates and demonstrates an understanding of most of the important concepts of the subject and applies these concepts while creating a product and/or performance. | Demonstrates an understanding of some foundational concepts of the subject and applies these foundational concepts while creating a product and/or performance. |
| Makes insightful connections, including connections between disparate concepts and resources, and applies these connections to the creative process. | Makes connections from a broad range of concepts and resources, and applies these connections to the creative process. | Makes basic connections within a limited range of concepts and resources and applies these connections to the creative process. |
| Demonstrates the flexibility to work in a spontaneous and exploratory manner while creating. | Demonstrates flexibility to work in an exploratory manner while creating. | Demonstrates the ability to use discovery and/or exploration with guidance. |
| Demonstrates an excellent grasp of technical skills within the subject area and performs these skills with expertise while creating a product and/or performance. | Demonstrates a proficient knowledge of most technical skills in the subject area and performs these skills independently and accurately while creating a product and/or performance. | Demonstrates a basic knowledge of technical skills in the content areas and demonstrates the ability to use these skills at the beginner level while creating a product and/or performance. |
| Shows a willingness to sacrifice success and try high risk ideas/solutions in order to grow as a creative thinker. | Shows a willingness to try high risk ideas/solutions for overall growth but carefully weighs the odds of compositional and conceptual failure. | Understands that failures are learning opportunities but views them as problematic. With prompting he/she is occasionally willing to take some risks. |
| Continually reflects upon and refines his/her ideas and work throughout the creative process. | Reflects upon and refines his/her work at key points in the creative process. | Reflects upon on his/her work in the final stages and makes some adjustments based on this reflection. |
Students who earn a score of 28 or above have demonstrated achievement of this learner outcome.
Based on your analysis of this continuum, your work and your feedback, what are you doing well?
Based on your analysis of this continuum, your work and your feedback, what are some areas you need to work on?
Based on the above, write a goal for your continued improvement.
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Striving for the Independence of Native American Tribal Courts
By Kirke Kickingbird
Popular notions of Indian justice systems owe more to films such as Last of the Mohicans than to historical reality. They conjure up images of a heroic frontiersman or maiden tied to a stake surrounded by blazing logs. No matter the version presented, the idea is clear: Indian legal systems are patently unfair.
Subsequent centuries witnessed long periods of the suppression and negation of independent tribal courts, and even today such courts have neither the independence nor self-sufficiency that most Native Americans would prefer. That said, in the last several decades sophisticated tribal justice mechanisms and judiciaries have once again arisen and are expanding. Only in these decades has the development of tribal legal expertise begun to flourish and be applied in a more widespread manner that serves the needs of Indian communities. Nonetheless, tribal judiciaries are still limited in their jurisdiction and decision making, and a fair and impartial tribal judiciary remains largely unrecognized even as we begin the twenty-first century. But before we look to the future, perhaps we need to revisit the past.
Yet shortly after Europeans arrived in the New World, reports acknowledged that a complex system of justice governed relations among Indians. The Spanish referenced magistrates, laws, and schools for public service among the Incas and the Aztecs. In later years, the English recognized the sophisticated, confederated governmental system of the Iroquois.
Early History of Indian-American Relations
Initially, Indian military superiority made it unwise for the English colonists to interfere with the tribal justice systems. After 1776, the United States adopted the English policy of avoiding conflict with the Indian nations. Legislation in the 1790s required a passport to enter Indian Country and vested federal courts with authority over crimes U.S. citizens committed against Indians. The U.S. government was concerned about stable relations rather than justice and viewed Indian societies as primitive, disordered, savage, and inferior. Federal legislation in 1817 continued federal authority over non-Indian crime and included crimes by Indians against non-Indians.
The costs of the U.S. Civil War and the continuing power of tribal governments forced the U.S. Congress to authorize the Great Peace Commission to pursue treaties of peace and friendship with the Indian nations in 1867–68. Yet power relationships changed dramatically after that date, and tribal governmental institutions, including the warrior police and judicial forums, were neutralized and dismantled.
In Worcester v. Georgia, 31 U.S. 515 (1832), the U.S. Supreme Court declared states had no jurisdiction in Indian Country. This left the federal and tribal governments as authority in Indian Country. American territorial expansion left tribes relocated and their lands reduced in size. The related U.S. Indian assimilation policy left tribal institutions, society, culture, and justice systems under assault. Shortly after Worcester, commissioners of Indian Affairs were recommending a written legal code be developed for the tribal governments.
Yet the same year the Bureau of Indian Affairs created the Court of Indian Offenses, with civil and criminal jurisdiction over Indians as a substitute for the moribund tribal judicial systems.
Moving into the Twentieth Century
The postwar world was different. Congress was in a penurious mood and turned law enforcement and judicial responsibilities for Indians over to five states and offered the same opportunity to all other states. Indian affairs had always been a federal responsibility since the foundation of the United States, but federal dollars did not come with the authority, and states were not interested in unfunded mandates.
The federal government developed policies to change Indian life, supposedly for the better, but major studies in the 1920s showed the many failures of U.S. Indian policies since the 1880s. With the election of President Franklin Delano Roosevelt, there were New Deal proposals for tribes in the Indian Reorganization Act (IRA) in 1934 (25 U.S.C. § 461 et seq.) and the Oklahoma Indian Welfare Act in 1936 (25 U.S.C. § 501 et seq.). These were intended to stop the breakup of reservations and revitalize Indian economies and governmental institutions. The written constitutions for tribes under the IRA could also include judicial systems that mirrored the formats of the federal and state systems. Not all tribes included courts in their new constitutions, and the outbreak of World War II suspended all tribal government and court development.
By 1878, the Bureau of Indian Affairs attempted to establish Indian police forces and local Indian courts to replace the tribal institutions that had been destroyed, similar to what the United States is now doing in Iraq, except the tribes had treaties as allies. During this era, the U.S. Supreme Court decided Ex parte Crow Dog, 109 U.S. 557 (1883), concluding that the tribe, rather than the United States, had jurisdiction in an Indian murder of another Indian.
The world had changed for Indian veterans. They brought back new experiences, new ideas, and old ambitions of self-government, including tribal judiciaries. Congress tried to dump its Indian responsibilities by withdrawing recognition of tribal governments in a policy called "termination." By the late
Published inHuman Rights
, Volume 36, Number 1, Winter 2009. © 2009 by the American Bar Association. Reproduced with permission. All rights reserved. This information or any portion thereof may not be copied or disseminated in any form or by any
means or stored in an electronic database or retrieval system without the express written consent of the American Bar Association
1950s, tribes had fought the policy to a standstill.
A Consistent Movement toward Autonomy
Changes likewise occurred in available legal resources. The National American Indian Court Judges Association had been working since 1969 to enhance tribal judicial systems through training and other support programs. In 1968, the University of New Mexico (UNM) started an Indian law program, and Indian graduates started enrolling at UNM and other universities. In 1971, Indian attorneys organized the American Indian Lawyers Association, which later became the National Native American Bar Association. Legal Service Corporation–funded programs could take tribal court cases. Resources were improving to support tribal court system needs for court clerks, paralegals, judges, and lawyers.
In 1991, the U.S. Commission on Civil Rights, reporting on the implementation of the Indian Civil Rights Act of 1968, 25 U.S.C. § 1301 et seq., noted the need for adequate funding for tribal justice systems. It reasserted the same problem in a 2003 report. In 1993, Congress enacted the Indian Tribal Justice Act, 25 U.S.C. § 3601 et seq., to provide support for Indian tribal courts, but funding has never been sufficient to meet the needs across Indian country.
created by Congress, noted the importance of tribal justice systems and urged that Congress provide sufficient funding for their establishment and development.
The Indian Tribal Justice Technical and Legal Assistance Act of 2000, 25 U.S.C. § 3651 et seq., authorized funding through the Departments of Justice and Interior for criminal and legal assistance, and for the development, implementation, enhancement, and continuing operation of tribal justice systems.
The Situation Today
General William T. Sherman allegedly defined a reservation as "a parcel of land set aside for Indians and surrounded by thieves." With the rise of Indian gaming since 1988, that century-old definition is probably just as relevant today. Financing Indian gaming facilities, machines, hotels, restaurants, resorts, and related business requires access to capital. There is a potential for problems at casinos and restaurants and their related parking facilities, whether theft, assaults and mugging, or drug operations. Tribes need clear authority to arrest and try such law breakers, especially because these offenses hold little interest for the federal or state authorities.
The 1960s ushered in the era of "selfdetermination." It fostered Indian control of their programs through contracts, tribal consultation, and Indian selfgovernance. As the policy gathered momentum, tribal government regained its footing. By the mid-1970s, tribal courts were acknowledged to have jurisdiction over Indians for misdemeanors committed on reservations. Tribes were expanding their authority to hear cases involving non-Indians through the use of implied consent ordinances and signs posted at reservation boundaries. In 1978, the Supreme Court ruled in Oliphant v. Suquamish Indian Tribe, 435 U.S. 191, that tribal courts did not have jurisdiction over non-Indians for criminal misdemeanor offenses.
The availability of adequate funding has long been recognized as one of the key ingredients for the development of effective Indian tribal government, and particularly for tribal justice systems. In 1941, Commissioner of Indian Affairs John Collier noted the lack of adequate financial support for tribal courts in Indian Country. In its final report issued in 1977, the American Indian Policy Review Commission,
About 275 Indian tribes now have their own court systems. Federal laws prevent these courts from prosecuting non-Indians. Cases involving nonIndian offenders must be referred to federal or state prosecutors who often lack the time, resources, or interest to pursue them.
has no foundation today. Tribal judges are law trained. Trials take place at tribal court facilities. Tribes often have bar associations that an attorney must join before practicing before the tribal court. And gaming revenues are supporting many tribal government responsibilities and programs, including tribal courts.
What has become clear to tribal government is that development of governmental infrastructure and economic projects requires Indian law expertise because of the complex issues that arise in applying its many doctrines. Concerns expressed by tribal members; by non-Indians visiting Indian Country; and by businessmen, corporations, and lenders who want to do business in Indian Country center around assurances that tribal authority is enforceable. Likewise, tribal governments need an appropriate forum to address the conflicts affecting tribal members, whether the issue is a domestic matter such as child welfare or a dispute involving major business operations and related financing. Yet, the authority of tribal governments has become more controversial as tribes have engaged in more extensive use of their authority.
The skepticism of two centuries ago
Tribal government leaders are fully aware of the questions their governments face. They recognize that they have to balance the use of sovereignty against self-preservation and social and economic well-being. They are engaged daily in learning how to use tribal governmental authority and federal Indian law in the most effective fashion. Tribes are fully aware that they must structure or restructure their
Published inHuman Rights
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means or stored in an electronic database or retrieval system without the express written consent of the American Bar Association
In Resolution 117A, adopted at the Annual Meeting in 2008, the American Bar Association affirmed that tribal justice systems are the primary and most appropriate institutions for maintaining order in tribal communities and urged increased funding and enhancement of tribal justice systems. The primary vehicles for that support would be Congress reauthorizing the Indian Tribal Justice Technical and Legal Assistance Act and the Indian Tribal Justice Act.
institutions to satisfy their needs and to protect tribes' long-term economic, social, and cultural interests. In some instances, this means amending tribal constitutions. In others, it requires developing or revising tribal laws to meet twenty-first century tribal economic needs. In all cases, it means improving their tribal courts to address civil and criminal matters. Tribes want to provide and be seen as providing a fair and impartial judiciary.
Kirke Kickingbird, a member of the Kiowa Tribe and Kiowa Gourd Clan, has practiced Indian law since 1969. He is currently counsel in the Oklahoma City office of Hobbs, Straus, Dean & Walker.
Published inHuman Rights
, Volume 36, Number 1, Winter 2009. © 2009 by the American Bar Association. Reproduced with permission. All rights reserved. This information or any portion thereof may not be copied or disseminated in any form or by any
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Common Ground: A Shared Vision for Restoring the Mississippi River Delta
July 28, 2010
Common Ground: A Shared Vision for Restoring the Mississippi River Delta
Executive Summary
Environmental Defense Fund, the National Wildlife Federation, and the National Audubon Society have compiled an agenda for restoration that details specific actions that the federal government can take to restore the coast of Louisiana and make it less vulnerable to man-made disasters like the recent oil spill. These actions will make the entire area more resilient, protecting the people who live there, the industries critical to our national economy, and the wildlife that call the area home.
They include:
* Securing short- and long-term funding for restoration.
* Expediting strategic, already-authorized restoration projects and integrating the Federal Comprehensive Restoration Plan with the State Master Plan.
* Ensuring effective governance of coastal Louisiana restoration.
We can't go back now and prevent the oil spill from happening or undo the devastation unleashed by Katrina. What we can do is greenlight actions that will make this vital area stronger. Swift implementation of these actions is necessary; they are the right thing to do to protect and restore Louisiana's coast.
Introduction
After 87 days of oil gushing into the Gulf of Mexico at unprecedented rates, the BP well was provisionally capped on July 15, 2010. This day marked what may be the beginning of the end of this terrible catastrophe. But the world will not soon forget images of birds so mired in BP oil that they could barely move. Nor the images of oil pooling in shallow estuaries and coating wetland plants. Nor the grief in the eyes and voices of Gulf Coast residents facing the loss of their ways of life. The BP oil spill has hit the wetlands, waterways and people of the Mississippi River Delta particularly hard. Here, the disaster will continue unfolding for weeks, even months, and effects may persist for years.
With the well no longer spewing as much as 60,000 barrels of oil per day, the most pressing question now becomes: how can this vital area recover and return to its full health and vitality?
Five years ago when Hurricanes Katrina and Rita ravaged the Gulf region, they destroyed more than 200 square miles of Louisiana's remaining wetlands. These wetlands serve as a natural barrier for coastal communities, protecting the Gulf region from storms, and their overall health and vitality makes the entire system better able to withstand an assault like the BP oil spill. Swift action after Katrina to restore the wetlands, by providing the natural sediment build up that keeps them strong, would have given the shoreline ecosystems a head start on recovering its natural resiliency. Instead, in its tattered state, it faces the oil washing ashore every day.
In recent addresses to the nation, President Obama and his advisors have committed to making the Gulf Coast better than it was before the oil disaster began. U.S. Navy Secretary Ray Mabus, President Obama's point man for Gulf recovery, said in early July that the nation needs the Gulf region to be healthy both environmentally and economically. Mabus also stated that it is the nation's responsibility to make the Gulf Coast whole.
We could not agree more.
The path to restoring the ecosystems of America's largest wetland complex begins with reestablishing the natural processes that sustain the coast, including reconnecting the longsevered connection between the Mississippi River and its delta. When the river and its sediment are reintroduced for restoration, the wetlands will be resupplied with sediment, enabling the lands to rebuild. It is time for us to commit to building this new common ground.
The Mississippi River Delta, Then and Now
The Mississippi River Delta, which makes up much of southern Louisiana, is one of the world's largest and most productive river deltas. Its 3.4 million acres of marsh, swamp, forest and barrier islands constitutes the largest wetland complex in the contiguous United States.
* The delta is home to nearly two million people and supports rich, diverse communities whose culture, lives and livelihood are inextricably intertwined with the river and its resources.
* It provides critical breeding, wintering, and migratory stopover habitat for 100 million birds representing hundreds of species.
* Its wetlands are a vast nursery for Gulf of Mexico sea life, including many commercially important seafood species.
* Many threatened and endangered species make their homes in the delta's habitats, including the Louisiana Black Bear, the West Indian Manatee, the Piping Plover, and five species of sea turtles.
* It is the center of the vast coastal Louisiana and Gulf Outer Continental Shelf (OCS) oil and gas operation.
* It is the center of nationally critical navigation systems, including the lower Mississippi River and the Gulf Intracoastal Waterway.
Today, delta habitats in coastal Louisiana are reeling from the BP oil disaster. But the ecosystem was hovering on the edge of collapse long before the oil began to flow. Since the 1930s, more than 2,300 square miles of Louisiana's vital marshlands have disappeared – literally sinking into the sea.
And why? Levees built for flood control and navigation have prevented the river from spreading nutrient-rich sediment needed to build and sustain the delta and surrounding wetlands. Instead, the sediment funnels into the Gulf of Mexico. Channels dug for oil and gas extraction have allowed saltwater to destroy huge cypress forests and vast areas of marsh, further accelerating land loss in the region. These legacy channels continue to contribute to wetland destruction long after the companies that dredged them have disappeared, leaving no one to take responsibility for the continued impacts.
The disappearance of deltaic wetlands imperils human communities by removing a natural storm defense system. Historically, coastal wetlands and barrier islands offered homes and businesses some protection from storm surges and other effects of hurricanes. Some of the death and destruction wrought during Hurricane Katrina in 2005 could have been prevented had healthy wetlands remained intact around the city of New Orleans.
People also lose their livelihoods as the wetlands disappear, and wildlife habitats shrinks, leaving birds like the Brown Pelican with fewer and fewer places to reside.
Now, barrier islands, estuaries, wildlife, fisheries and thousands of acres of remaining fragile marsh grasses are covered in oil. The loss of coastal wetlands to oil contamination may speed up today's alarming land loss – leaving an already-weakened ecosystem even more vulnerable to storms and other man-made assaults. Without restoration, every disaster will sow the seeds of a more devastating disaster down the line, and the region will continue on a path to eventual destruction.
But there is hope – and lots of it. The Mississippi River, for all its fetters and bondage, remains one of the most powerful natural forces on the continent. Again, the path to restoring its precious delta begins with re-establishing the river's long-severed connection to the delta. It is time for us to commit to renewal, to building this new common ground.
Existing Federal Policy Sets the Stage for a Strong Response
The only way to address the coastal ecosystem disaster is to rebuild the system's resilience by restoring the river and coastal processes that sustain it. This project requires re-establishing long-severed connections between the Mississippi River and its delta so that sediment and sand from the river rebuild the land and make the marshes resilient to stressors such as the oil. Tools to restore the ecosystem – such as river diversions, beneficial use of sediments, marsh creation, barrier island and oyster reef restoration and plugging of unused canals – must be employed immediately. Healthy and resilient coastal wetlands will create a critical line of defense to storm surge and oil spills by rebuilding fragmented wetlands, keeping saltwater at bay and protecting interior wetlands, and restoring the river's natural land-building functions.
Long before the BP oil spill, in response to Hurricane Katrina, Congress authorized the U.S. Army Corps of Engineers to begin restoring this battered ecosystem through a suite of restoration projects called the Louisiana Coastal Area (LCA) ecosystem restoration program. The LCA program includes barrier-island restoration, land-building sediment diversions, and beneficial use of dredged material. Despite Congress' clear and urgent direction in the Water Resources Development Act of 2007 to implement restoration and construct specific projects, planning and design are moving at a snail's pace. Congress itself has yet to appropriate any money to construct these projects, and the Corps, charged with building these projects, has missed every pre-construction deadline set forth by Congress.
Now, faced with the additional destruction of the oil spill, these congressionally-authorized projects can immediately give restoration efforts a strong start.
I. Secure Short- and Long-Term Funding for Restoration
Moving the restoration of coastal Louisiana forward requires significant and expedited funding. Current sources of federal and state funding are insufficient to meet the enormous challenge.
Furthermore, construction of projects in the LCA program depends on yearly appropriations to the Corps. The uncertainty of such appropriations creates difficulty and delay. We must act immediately to guarantee the substantial funds needed over the long term to sustain the system and the program to restore it.
Actions:
* Immediately negotiate with BP a $5 billion down payment on what they will ultimately be assessed for natural resource damages from the spill and create a separate escrow account for that money.
* Amend the Oil Pollution Act to create a separate fund for Gulf Coast and Mississippi River Delta restoration that includes:
o Penalty payments from BP under the Clean Water Act; and
o Payments from BP for natural resource damages under the Oil Pollution Act;
o A dedicated per-barrel tax.
* Ensure that expedited revenue sharing is dedicated to coastal restoration.
* Seek a supplemental appropriation of $500 million from the Oil Spill Liability Trust Fund for LCA projects and raise the amount available under the Trust Fund for this disaster, and include at least $155 million for the LCA construction program in FY12.
II. Expedite strategic, already-authorized restoration projects and integrate the Federal Comprehensive Restoration Plan with the State Master Plan.
A. Expedite WRDA-authorized restoration projects.
In the 2007 Water Resources Development Act, Congress authorized many restoration projects that would be strategic now in the face of the oil disaster. These projects require an immediate investment in design and engineering. They include the following:
* To the east of the river, Congress directed the Corps to restore coastal wetlands destroyed by the construction and operation of the Mississippi River-Gulf Outlet through a suite of projects that reintroduce water, sediment and nutrients. Also related to Mississippi River-Gulf Outlet restoration, Congress authorized the Violet Diversion that will primarily provide fresh water to the Biloxi marshes, therefore rehabilitating marshlands by reducing salinity levels and also improving fish and wildlife habitat. Finally, the WRDA-authorized diversion at White's Ditch will provide freshwater and sediment to the wetlands east and south of New Orleans.
* To the west of the river, Congress authorized the construction of a suite of projects that will start the process of restoring the Barataria Basin, including the Barataria Shoreline Restoration project, modification of the existing Davis Pond diversion and the Myrtle Grove sediment diversion. Together with strategically-placed dredged sediment, these two projects will rebuild land in an area that has suffered high rates of wetland loss in recent decades and is being battered by oil.
* In the Terrebonne Basin, Congress authorized the Terrebonne barrier island restoration project and reintroduction of larger amounts of Atchafalaya River water and sediment into northern Terrebonne marshes. These two projects will begin the complex task of strengthening wetlands and barrier islands in this Basin.
* Congress directed the Corps to design a program to use dredged sediment from the river for restoration. Sediment that settles out in or close to the mouth of the Mississippi River must be dredged and removed for navigation. Every year 22 million cubic yards of life-giving sediment are irretrievably dumped off the continental shelf to make way for shipping, most of which is disposed of in deep water. These same sediments are the lifeblood of coastal restoration. The sand portion can be used for building up land substrate, and the finer-grained material can be effectively used to bolster existing or restored wetlands.
Actions
* Move authorized LCA projects – barrier shoreline restoration, beneficial use of dredged sediment, and river diversions at Myrtle Grove, White's Ditch and Violet – to construction within a year by prioritizing the completion of environmental review and by fully funding them and complete these projects within five years.
* Change the current Corps policy requiring dredged material to be disposed of in the least costly manner because it wastes millions of tons of sediment each year that are needed for restoration.
* Create within the Corps of Engineers a program to deliver sediment to priority areas in the Barataria and Breton basins.
B. Complete the Federal Comprehensive Restoration Plan containing priorities and deadlines for action.
Congress has directed the Corps to prepare a comprehensive plan for coastal restoration and to integrate that plan with the State's Comprehensive Master Plan for a Sustainable Coast (State Master Plan) created by the Louisiana Office of Coastal Protection and Restoration. The State Master Plan and the Corps LACPR report both utilize the Multiple Lines of Defense Strategy to integrate coastal restoration and protection. The Corps' plan is to consider strategies to make maximum, feasible use of the sediment from the Mississippi and Atchafalaya Rivers for environmental restoration through, among other means, largescale sediment diversions at the head of major basins, consistent with flood control and navigation. The comprehensive plan must include proposed projects in order of priority determined by their potential to contribute to the creation of coastal wetlands and flood protection as well as utilize Multiple Lines of Defense.
Now, with oil coating thousands of acres of wetlands, this plan will serve as the necessary comprehensive planning document to guide storm risk reduction and coastal restoration in a holistic, efficient manner. In addition to integrating the restoration plan with the Corps' plan for 100 year flood protection called the LaCPR, WRDA requires that the plan be developed in coordination with state planning efforts including, the State Master Plan. Louisiana is currently developing the 2012 State Master Plan.
Actions
* Direct the Corps to use appropriate investigation funds to complete the Federal Comprehensive Restoration Plan (WRDA 2007, Section 7002).
* Incorporate into the comprehensive plan assumptions about regional land sinkage and about sea level rise through the year 2100 contained or referenced in the U.S. Global Change Research Program's June 2009 report, Global Climate Change Impacts in the United States.
* Include all appropriate federal agencies in the Federal Comprehensive Restoration Plan process and integrate it with the State Master Plan.
III. Ensure effective governance of coastal Louisiana restoration
A. Create a federal interagency entity.
Restoring an environmentally and economically healthy delta will take the combined effort of several state and federal agencies working in concert with one another. This requires an immediate change in the government's approach to restoration and protection.
In August 2009, President Obama set up the Gulf Coast Ecosystem Restoration Working Group to begin to create a common federal vision and a coordinated restoration program. In March 2010, the Council on Environmental Quality and Office of Management and Budget unveiled the Obama administration's 18-month plan to expedite construction of near-term projects, while creating a long-term vision and governance structure for restoring coastal wetlands in Louisiana. This plan is called the "roadmap."
To meet the challenges of this battered ecosystem and to manage the challenges of responding to the oil spill, the federal government must work urgently in concert with Louisiana's Office of Coastal Protection and Restoration to revive these efforts. A new federal management structure must drive progress on a vision and plan projects in the short-term. The federal entity must have a clearly defined goal, for example, such as "stopping the deterioration of the Louisiana coastal ecosystem and restoring the natural function of the Mississippi River and its delta, while reducing flood risk and maintaining the river's navigability."
The interim federal coordinating authority must use existing statutory authority under WRDA, Coastal Wetlands Planning, Protection, and Restoration Act (also called the Breaux Act), and the Estuary Restoration Act to implement existing authorized projects.
With oil continuing to come ashore, the coastal ecosystem does not have the luxury of time – action that gives a new structure to the federal agency effort must be taken immediately.
Actions
* Within the next 30 days, issue an executive order to reorder the federal effort in Louisiana for better coordination across agencies and with the state.
* Pass federal legislation to create a new Coastal Louisiana Restoration and Protection Task Force to direct the federal agencies' efforts.
Conclusion
With the oil spill hopefully capped in the Gulf, the nation must turn its considerable resources toward responding to the oil damage by restoring one of our most precious and critically important ecosystems. There is a very specific window of opportunity to start correcting the damage that has been done, and to mitigate damage caused by future storms and man-made disasters by acting now to rebuild and restore the Mississippi River Delta.
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What is Astronomy/Meteorology?
It is a Science
(What is science?)
Astronomy & Meteorology are earth sciences (compared to life science or physical science).
Astronomy is the study everything that exists above our atmosphere.
Meteorology is the study of weather, what happens in our atmosphere.
Science
Science is a "study"
How is science different than other "studies"?
How is science different than English or Social Studies?
Science uses the Scientific Method.
When did "science" start?
What did people use instead of the scientific method?
Knowing by "thinking"
Before science knowledge was determined by philosophy.
Ancient Greek philosophy can be defined as gaining wisdom by using reason.
One example is the idea of impetus. This explanation of motion was proposed by Aristotle about 330 BC.
Knowing by "thinking"
Aristotle reasoned that an object will remain at rest unless given a substance called impetus.
Once given impetus the object would move in a straight line until the impetus was exhausted at which point it would immediately come to rest on the ground.
Impetus
Trajectory
Early Scientists
Nicolaus Copernicus
Galileo Galilei
Issac Newton
To be scientific ideas must be observable and testable.
If ideas do not agree with observations or do not match tests then they must be modified or rejected.
The Scientific Method
The scientific method is NOT a prescribed series of steps.
The scientific method involves:
*
Observation (formal or informal collection of data)
* Explanation or summarization (hypothesis -
"educated guess")
* Testing of the hypothesis (collect and analyze more data)
New tests are continuing to be developed for all kinds of scientific ideas.
Laws and Theories
If a hypothesis survives MANY of these tests it becomes either a LAW or a THEORY.
A scientific law is a SUMMARY STATEMENT of many observations. It is very often expressed in math form.
Example: Newton's Second Law of Motion F=ma
A scientific theory is an EXPLANATION of observations. It provides a model or analogy of observations so that we can try to "make sense" of the observations.
Social Theories
A scientific theory is not the same as the term theory used in social situations.
A scientific theory must survive the same kinds of tests as a scientific law.
Similarities
In science both a law and a theory must survive the same kinds of tests. If a law or a theory does not meet the expected results of a test within the errors of measurement then it must either be adjusted or rejected.
Differences
A law is a summary statement. A law only describes what happens.
A theory is an explanation. A theory is a model, a mental picture. A theory tells us why.
Kinds of Data
Qualitative
describes, without a standard
It is hot outside. The ball is red. The weight is heavy.
Quantitative
quantity, standardized by numbers and units
The outside temperature is 29°C. The ball reflects light at 450 nm. The weight produces a gravitational force of 8,302 newtons.
System International The "Metric System"
Chemistry uses what many of you call the metric system because it is systematic (all prefixes mean the same thing) and it is world wide (common measurements in every country of the world).
Divider Prefixes
| yocoto (y) | 10-24 | 1x1024 ym = 1 m |
|---|---|---|
| zepto (z) | 10-21 | 1x1021 zm = 1 m |
| atto (a) | 10-18 | 1x1018 am = 1 m |
| femto (f) | 10-15 | 1x1015 fm = 1 m |
| pico (p) | 10-12 | 1x1012 pm = 1 m |
| nano (n) | 10-9 | 1x109 nm = 1 m |
| micro (µ) | 10-6 | 1x106 µm = 1 m |
| milli (m) | 10-3 or 1/1000 | 1000 mm = 1 m |
| centi (c) | 10-2 or 1/100 | 100 cm = 1 m |
| deci (d) | 10-1 or 1/10 | 10 dm = 1 m |
Multiplier Prefixes
Required metric conversions
Scientific Notation
The "metric system" of using powers of ten as prefixes fits in with the use of scientific notation.
Scientific notation is a form of number writing for very large or very small numbers.
Standard scientific notation form:
n.nn x 10 n
The decimal point must be after the first digit.
The reason for this rule is an instrument used for calculations called a slide rule.
Base Units
Derived Units
For more examples see http://physics.nist.gov/cuu/Units/units.html
Factor Label
How to show your work - make it clear what you are doing.
Science is about evidence. Showing your work is about giving evidence of what you know and what you are doing.
Alternate names: dimensional analysis, train track method, multiplying by one.
Example 1
The playing area of a football field is 100 yards long. How long is a football field in cm?
Example 2
The label on a pop bottle says it contains 591 mL. What is the volume in liters?
Example 3
A measure of land area is the acre. A standard acre was measured by surveyors by using a measuring device called a chain. One acre is one chain wide by 10 chains long. One chain is 4 rods, a rod is 16.5 feet. How many square feet are in a "quarter section" (1/4 of a square mile or 160 acres)?
1 acre=10 square chains
1 chain=16.5 feet
Example 3
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INSTRUCTIONS FOR USE
The Reading Quizzes in this file can be used:
* as handouts on which the students check the correct answers.
* as a source of material that can be modified to suit your own needs.
* as overhead transparencies.
To locate and print a specific Reading Quiz:
* Use the bookmarks at left
* Click on the name of the desired Reading Quiz.
* Click the triangle in front of desired subject to reveal all quizzes for that subject.
* Use "Print" from the "File" menu to make a printout of the quiz.
To search for a specific word or phrase within this file:
* Use "Find" from the "Tools" menu .
To re-organize or modify the text in this file:
* Use "Select Text" from the "Tools" menu to copy the text you want to edit.
* Paste the copied text into your word processor or other application.
KINEMATICS
1. The slope of the curve in the position vs. time graph for a particle’s mo- tion gives
___ 1. the particle's speed.
___ 2. the particle's acceleration.
___ 3. the particle's average velocity.
___ 4. the particle's instantaneous velocity.
___ 5. not covered in the reading assignment
2. Is it possible for an object’s instantaneous velocity and instantaneous ac- celeration to be of opposite sign at some instant of time?
___ 1. yes
___ 2. no
___ 3. need more information
3. Without air resistance, an object dropped from a plane flying at constant speed in a straight line will
___ 1. quickly lag behind the plane.
___ 2. remain vertically under the plane.
___ 3. move ahead of the plane.
___ 4. not covered in the reading assignment
4. A ball is thrown downward (not dropped) from the top of a tower.After being released, its downward acceleration will be
___ 1. greater than g.
___ 2. exactly g.
___ 3. smaller than g.
___ 4. not covered in the reading assignment
NEWTON'S LAWS
1. Which of these laws is not one of Newton’s laws?
___ 1. Action is reaction.
___ 2. F = ma.
___ 3. All objects fall with equal acceleration.
___ 4. Objects at rest stay at rest, etc.
2. The law of inertia
___ 1. is not covered in the reading assignment.
___ 2. expresses the tendency of bodies to maintain their state of motion.
___ 3. is Newton's 3rd law.
3. “Impulse” is
___ 1. not covered in the reading assignment.
___ 2. another name for force.
___ 3. another name for acceleration.
FORCES
1. Viscous friction is
___ 1. larger than kinetic friction.
___ 2. equal to kinetic friction.
___ 3. smaller than kinetic friction.
___ 4. not covered in the reading assignment.
2. Astronauts on the Moon can jump so high because
___ 1. they weigh less there than they do on Earth.
___ 2. their mass is less there than it is on Earth.
___ 3. there is no atmosphere on the Moon.
3. Is the normal force on a body always equal to its weight?
___ 1. yes
___ 2. no
___ 3. not covered in the reading assignment
WORK
1. A woman holds a bowling ball in a fixed position. The work she does on the ball
___ 1. depends on the weight of the ball.
___ 2. cannot be calculated without more information.
___ 3. is equal to zero.
2. A man pushes a very heavy load across a horizontal floor.The work done by gravity on the load
___ 1. depends on the weight of the load.
___ 2. cannot be calculated without more information.
___ 3. is equal to zero.
3. When you do positive work on a particle, its kinetic energy
___ 1. increases.
___ 2. decreases.
___ 3. remains the same.
___ 4. need more information about the way the work was done
4. In a collision between two billiard balls,
___ 1. energy is not conserved if the collision is perfectly elastic.
___ 2. momentum is not conserved if the collision is inelastic.
___ 3. not covered in the reading assignment
CONSERVATIVE FORCES
1. The gravitational potential energy of a particle at a height z above Earth’s surface
___ 1. depends on the height z.
___ 2. depends on the path taken to bring the particle to z.
___ 3. both 1 and 2.
___ 4. is not covered in the reading assignment.
2. Which of the following is not a conservative force?
___ 1. the force exerted by a spring on a particle in one dimension
___ 2. the force of friction
___ 3. the force of gravity
___ 4. not covered in the reading assignment
3. Which of the following was not discussed in the reading assignment?
___ 1. conservation of mechanical energy
___ 2. block and tackle
___ 3. power
___ 4. none of the above
POTENTIAL ENERGY
1. Suppose you know the potential energy function corresponding to a force. Is it always possible to calculate the force?
___ 1. yes
___ 2. only if the force is nonconservative
___ 3. not covered in the reading assignment
2. The potential energy of a spring is
___ 1. proportional to the amount the spring is stretched.
___ 2. proportional to the square of the amount the spring is stretched.
___ 3. not covered in the reading assignment.
3. A car slows down as a result of air friction.Which is true?
___ 1. The car's kinetic energy decreases.
___ 2. Heat is generated.
___ 3. The energy of the car/road/air system is constant.
___ 4. all of the above
___ 5. none of the above
GRAVITATION
1. Which is true? The gravitational force between two particles
___ 1. can be shielded by the presence of an intervening mass.
___ 2. is inversely proportional to the distance between the particles.
___ 3. obeys the law of superposition.
___ 4. is independent of the distance between the particles.
2. The gravitational constant G
is
___ 1. equal to g at the surface of Earth.
___ 2. different on the Moon than on Earth.
___ 3. obtained by measuring the speed of falling objects having different masses.
___ 4. none of the above
3. Which is one of Kepler’s laws?
___ 1. The gravitational attraction of Earth and the Sun provides a centripetal acceleration explaining Earth’s orbit.
___ 2. The gravitational and inertial masses of an object are equivalent.
___ 3. The radial line segment from the Sun to a planet sweeps out equal areas in equal time intervals.
4. Which term was not introduced in today’s reading assignment?
___ 1. escape velocity
___ 2. perihelion
___ 3. gravitational mass
___ 4. Hubble's constant
MOMENTUM
1. Which is true? Conservation of the total momentum of a system
___ 1. holds only when mechanical energy is conserved.
___ 2. holds for any system.
___ 3. follows from Newton's second law.
___ 4. is equivalent to Newton's third law.
2. The center of mass of a rigid object of arbitrary shape
___ 1. is always inside the object.
___ 2. can lie outside the object.
___ 3. depends on the motion of the object.
___ 4. depends on the frame of reference of the object.
3. Compared with the kinetic energy of its center of mass (CM), the total kinetic energy of a system is
___ 1. always less than the kinetic energy of the CM.
___ 2. always equal to the kinetic energy of the CM.
___ 3. greater than or equal to the kinetic energy of the CM.
___ 4. depends on the particular system
4. A rocket is propelled forward by ejecting gas at high speed.The forward motion is a consequence of
___ 1. conservation of energy.
___ 2. conservation of momentum.
___ 3. both of the above.
___ 4. neither of the above.
COLLISIONS
1. The impulse delivered to a body by a force is
___ 1. defined only for interactions of short duration.
___ 2. equal to the change in momentum of the body.
___ 3. equal to the area under an F vs. x graph.
___ 4. defined only for elastic collisions.
2. In an elastic collision
___ 1. energy is conserved.
___ 2. momentum is conserved.
___ 3. the magnitude of the relative velocity is conserved.
___ 4. all of the above
3. In an inelastic collision
___ 1. both energy and momentum are conserved.
___ 2. energy is conserved.
___ 3. momentum is conserved.
___ 4. neither is conserved.
4. In two-dimensional elastic collisions, the conservation laws
___ 1. allow us to determine the final motion.
___ 2. place restrictions on possible final motions.
___ 3. do not allow us to say anything about the final motion.
___ 4. are not covered in the reading assignment.
ROTATIONAL KINEMATICS I
1. An object is rotated about a vertical axis by 90° and then about a hori- zontal axis by 180°. If we start over and perform the rotations in the re- verse order, the orientation of the object
___ 1. will be the same as before.
___ 2. will be different than before.
___ 3. depends on the shape of the object.
___ 4. is not covered in the reading assignment.
2. A disk is rotating at a constant rate about a vertical axis through its cen- ter. Point Q is twice as far from the center of the disk as point P is.The an- gular velocity of Q at a given time is
___ 1. twice as big as P ’s.
___ 2. the same as P ’s.
___ 3. half as big as P ’s.
___ 4. none of the above.
3. When a disk rotates counterclockwise at a constant rate about a vertical axis through its center, the tangential acceleration of a point on the rim is
___ 1. positive.
___ 2. zero.
___ 3. negative.
___ 4. impossible to determine without more information.
ROTATIONAL KINEMATICS II
1. The rotational inertia of a rigid body
___ 1. is a measure of its resistance to changes in rotational motion.
___ 2. depends on the location of the axis of rotation.
___ 3. is large if most of the body's mass is far from the axis of rotation.
___ 4. is all of the above.
___ 5. is none of the above.
2. The angular momentum of a particle
___ 1. is independent of the specific origin of coordinates.
___ 2. is zero when its position and momentum vectors are parallel.
___ 3. is zero when its position and momentum vectors are perpendicular.
___ 4. is not covered in the reading assignment.
3. Which term was not introduced in today’s reading assignment?
___ 1. axis of rotation
___ 2. rotational kinetic energy
___ 3. gyroscopes
___ 4. moment of inertia
ROTATIONAL DYNAMICS I
1. When a force F acts on a body,the perpendicular distance between the line of action of F and the origin of coordinates is called the
___ 1. torque.
___ 2. moment arm.
___ 3. angular momentum.
2. The equation of motion for a rotating body, τ = dL/dt,
___ 1. is a new law of physics.
___ 2. can be derived from Newton's laws.
___ 3. can be derived, but depends on laws other than Newton's.
3. A wheel rolls without slipping along a horizontal surface.The center of the wheel has a translational speed v.The lowermost point on the wheel has a net forward velocity
___ 1. 2v.
___ 2. v.
___ 3. zero.
___ 4. need more information
ROTATIONAL DYNAMICS II
1. The moment of inertia of a rigid body about a fixed axis through its cen- ter of mass is I .The moment of inertia of this same body about a parallel axis through some other point is always
___ 1. smaller than I.
___ 2. the same as I.
___ 3. larger than I.
___ 4. whether it's larger or smaller depends on the choice of axis
2. A disk rolls without slipping along a horizontal surface.The center of the disk has a translational speed v. The uppermost point on the disk has a translational speed
___ 1. 0.
___ 2. v.
___ 3. 2v.
___ 4. need more information
3. An ice-skater spins about a vertical axis through her body with her arms held out.As she draws her arms in, her angular velocity
___ 1. increases.
___ 2. decreases.
___ 3. remains the same.
___ 4. need more information
OSCILLATIONS
1. The time interval for one repetition of the cycle in simple harmonic mo- tion is called the
___ 1. frequency.
___ 2. period.
___ 3. amplitude.
___ 4. phase.
2. The frequency of a coupled mass-spring oscillator depends on
___ 1. the value of the spring constant alone.
___ 2. the value of the mass alone.
___ 3. both of the above
___ 4. neither of the above
3. The total energy of a frictionless mass-spring oscillator
___ 1. is constant.
___ 2. depends on the amplitude of the oscillations.
___ 3. both of the above
___ 4. is not covered in the reading assignment.
4. Which term is not associated with forced oscillations?
___ 1. sympathetic oscillation
___ 2. driving force
___ 3. Doppler shift
___ 4. resonance
WAVES
1. A transverse wave propagates along a string.The particles in the string move
___ 1. perpendicular to the direction of propagation.
___ 2. parallel to the direction of propagation.
___ 3. depends on the initial disturbance
___ 4. not covered in the reading assignment
2. The speed of a wave on a string depends on
___ 1. the amplitude of the wave.
___ 2. the material properties of the string.
___ 3. both of the above.
___ 4. neither of the above.
3. Beats occur when two superimposed waves are of
___ 1. slightly different amplitudes and the same frequency.
___ 2. slightly different frequencies.
___ 3. the opposite amplitude and identical frequency.
___ 4. the same amplitude and frequency, but different phase.
4. Antinodes and nodes occur
___ 1. during beats.
___ 2. in standing waves.
___ 3. in traveling waves.
___ 4. in longitudinal waves.
___ 5. in more than just one of the above.
___ 6. in none of the above.
SOUND
1. Which of the following characterize(s) sound waves in air?
___ 1. They are longitudinal.
___ 2. The restoring force is supplied by air pressure.
___ 3. The density of the air molecules oscillates in space.
___ 4. 1 and 2
___ 5. 1 and 3
___ 6. 1, 2, and 3
2. A standing sound wave in a tube having one open end has a displacement
___ 1. antinode at the closed end and node at the open end.
___ 2. antinode at the closed end and at the open end.
___ 3. node at the closed end and antinode at the open end.
___ 4. node at the closed end and at the open end.
3. You are at rest on a platform at a railroad station.A train approaches the plat- form blowing its whistle.As the train passes you, the pitch of the whistle
___ 1. increases.
___ 2. decreases.
___ 3. stays the same.
___ 4. depends on the amplitude of the sound.
4. Seismic waves differ from sound waves in that seismic waves
___ 1. have a restoring force provided by the elasticity of Earth.
___ 2. may propagate transversely.
___ 3. both of the above
___ 4. neither of the above
FLUID STATICS
1. Which statement does not apply? In the steady flow of an incompressible fluid,
___ 1. the flow velocity at a point is tangent to the streamline through that point.
___ 2. the density of the fluid is proportional to the density of streamlines.
___ 3. streamlines cannot cross each other.
___ 4. the wider the streamline spacing, the lower the velocity of the flow.
2. A fluid is
___ 1. a liquid.
___ 2. a gas.
___ 3. anything that flows.
___ 4. anything that can be made to change shape.
3. A static fluid in a container is subject to both atmospheric pressure at its sur- face and Earth’s gravitation.The pressure at the bottom of the container
___ 1. depends on the height of the fluid column.
___ 2. depends on the shape of the container.
___ 3. is equal to the atmospheric pressure.
4. The buoyant force on an immersed body has the same magnitude as
___ 1. the weight of the body.
___ 2. the weight of the fluid displaced by the body.
___ 3. the difference between the weights of the body and the displaced fluid.
___ 4. the average pressure of the fluid times the surface area of the body.
FLUID DYNAMICS
1. The equation of continuity says that the velocity of fluid flow in a pipe is inversely proportional to the cross-sectional area
___ 1. only for an incompressible fluid.
___ 2. only for a horizontal pipe.
___ 3. both of the above
___ 4. always
2. Bernoulli’s equation is a conservation law for
___ 1. momentum.
___ 2. energy.
___ 3. mass.
___ 4. streamlines.
3. Which situation cannot be described with Bernoulli’s equation?
___ 1. the flow of water out of a tank having a small hole near its bottom
___ 2. the steady flow of water in a fire hose
___ 3. the static pressure distribution due to the air velocities near (but not at) airfoil surfaces.
___ 4. fluid flow through a pump equipped with a piston
4. When the velocity of a fluid flow increases, pressure decreases.This rela- tionship is expressed by
___ 1. Pascal's principle.
___ 2. the equation of continuity.
___ 3. Bernoulli's equation.
___ 4. none of the above.
ELECTROSTATICS I
1. Which of the following is not true? The electric force
___ 1. decreases with the inverse of the square of the distance between two charged particles.
___ 2. between an electron and a proton is much stronger than the gravita- tional force between them.
___ 3. between two protons separated by a distance d is larger than that be- tween two electrons separated by the same distance d.
___ 4. may be either attractive or repulsive.
2. A material that permits electric charge to move through it is called a(n)
___ 1. insulator.
___ 2. conductor.
___ 3. capacitor.
___ 4. inductor.
3. When the electric charge on each of two charged particles is doubled, the electric force between them is
___ 1. doubled.
___ 2. quadrupled.
___ 3. the same.
___ 4. none of the above
4. In any reaction involving charged particles, the total charge before and after the reaction is always the same.This relationship is known as
___ 1. quantization of charge.
___ 2. conservation of charge.
___ 3. the law of induction.
___ 4. not covered in the reading assignment
ELECTROSTATICS II
1. Which statement is not true?
___ 1. The electric field obeys the principle of superposition.
___ 2. The tangent to an electric field line at a point gives the direction of the field at that point.
___ 3. The density of electric field lines is directly proportional to the strength of the field.
___ 4. Negative charges are sources of electric field lines and positive charge sinks.
2. An electric dipole in a uniform electric field experiences
___ 1. only a net external force.
___ 2. only a torque.
___ 3. both a net external force and a torque.
___ 4. neither a net external force nor a torque.
___ 5. answer depends on the strength of the field
3. Which is (are) true?
___ 1. The electric flux through a closed surface whose volume holds a net charge Q depends on both Q and the surface area.
___ 2. For charges at rest, Coulomb's law and Gauss' law are equivalent.
___ 3. both 1 and 2
___ 4. neither 1 nor 2
4. Which is (are) true? When the charge distribution on a conductor reach- es equilibrium,
___ 1. the electric field within the conductor is zero.
___ 2. any electric charge deposited on the conductor resides on the surface.
___ 3. the electric field at the surface is perpendicular to the surface.
___ 4. all of the above
___ 5. two of the above
___ 6. none of the above
ELECTRIC POTENTIAL I
1. A charge q is placed a distance r from the origin, and a charge 2q is placed a distance 2r.There is a charge Q at the origin. If all charges are positive, which charge is at the higher potential?
___ 1. q
___ 2. 2q
___ 3. The two charges have the same potential.
2. Which charge in question 1 has the higher electrostatic potential energy?
___ 1. q
___ 2. 2q
___ 3. The two charges have the same potential energy.
3. A spherical metal shell carries a uniform positive surface charge.The po- tential is the same over the surface of the shell.Which statement is correct?
___ 1. The potential is highest at the geometrical center of the shell volume.
___ 2. The potential is lowest at the geometrical center of the shell volume.
___ 3. The potential at the center of the shell volume is the same as on the shell surface.
ELECTRIC POTENTIAL II
1. Which statement(s) is(are) true? The electric potential energy of a charge distribution is
___ 1. equal to the amount of work required to bring the charges to their final configuration if they are initially separated by large distances.
___ 2. proportional to the square of the electric field generated by the charges.
___ 3. both of the above
___ 4. neither of the above
2. The amount of energy required to assemble a point charge is called the charge’s
___ 1. capacitance.
___ 2. self-energy.
___ 3. field strength.
___ 4. not covered in the reading assignment.
3. Two isolated metallic spheres each have a net charge Q uniformly distrib- uted over their surfaces. One sphere has a radius r and the other has a ra- dius R ,where R > r .Which charge distribution stores more electric energy?
___ 1. the sphere of radius r.
___ 2. the sphere of radius R.
___ 3. need more information.
CAPACITANCE
1. Two identical capacitors are connected first in parallel and then in series. Which combination has the greater capacitance?
___ 1. the pair in parallel
___ 2. the pair in series
___ 3. the two combinations have the same capacitance
2. Which statement(s) is(are) true? A dipole moment is created in a dielec- tric placed in an electric field when
___ 1. molecules or atoms of the dielectric material become polarized.
___ 2. randomly oriented permanent dipoles in the material realign them- selves.
___ 3. both 1 and 2, with the particular mechanism depending on the material
___ 4. none of the above.
3. Compared with the applied electric field, the electric field within a linear dielectric is
___ 1. smaller.
___ 2. larger.
___ 3. depends on the dielectric
4. In order to increase the energy stored in a parallel-plate capacitor when an electric potential is applied, we should
___ 1. increase the area of the plates.
___ 2. increase the separation between the plates.
___ 3. insert a dielectric between the plates.
___ 4. all of the above
___ 5. two of the above
___ 5. none of the above
OHM'S LAW
1. Which statement(s) is(are) true? When a long straight conducting wire of constant cross-section is connected to the terminals of a battery, the elec- tric field
___ 1. lines are uniformly distributed over the cross-sectional area of the conductor.
___ 2. inside the wire is of constant magnitude and its direction is parallel to the wire.
___ 3. both of the above
___ 4. neither of the above
2. Which statement(s) is(are) true? Ohm’s law
___ 1. asserts that the current in a conducting wire is proportional to the re- sistance of the wire.
___ 2. is a general law of nature like Newton's laws and Gauss' law.
___ 3. describes the electrical properties of some conducting materials.
___ 4. all of the above
___ 5. two of the above
3. Which term was not defined in the reading assignment?
___ 1. drift velocity
___ 2. impedance
___ 3. superconductivity
___ 4. resistivity
4. Two identical resistors are connected first in series and then in parallel. Which combination has the larger net resistance?
___ 1. the pair in series
___ 2. the pair in parallel
___ 3. The two combinations have the same resistance.
DC CIRCUITS
1. Which is(are) true? The emf of a source of electric potential energy is
___ 1. the amount of electric energy delivered by the source per coulomb of positive charge as this charge passes through the source from the low- to the high-potential terminal.
___ 2. equal in magnitude to the potential drop in the external circuit con- nected between the terminals of the source of emf.
___ 3. both of the above
___ 4. neither of the above
2. Which is(are) true? Kirchhoff’s second rule
___ 1. relates the sum of the emfs around a closed loop in a circuit to the po- tential changes across all resistors and circuit elements.
___ 2. implies conservation of energy in electric circuits.
___ 3. relates the currents entering and leaving any branch point in a circuit.
___ 4. all of the above
___ 5. two of the above
___ 6. none of the above
3. A Wheatstone bridge is a device used to measure
___ 1. current.
___ 2. potential.
___ 3. resistance.
___ 4. joule-heating losses.
4. A resistor and an initially uncharged capacitor arranged in series are charged by a battery, which is connected at t = 0.The current in the circuit
___ 1. is constant because the emf supplied by the battery is constant.
___ 2. decreases exponentially in time.
___ 3. increases exponentially in time.
___ 4. There is no current because the electrons cannot flow through the gap in the capacitor.
MAGNETOSTATICS
1. Two charges q and Q move with nonzero velocities with respect to a fixed reference frame.The magnetic force on q exerted by Q is
___ 1. perpendicular to the velocity of q and depends only on the velocity of Q.
___ 2. perpendicular to the velocity of q and depends on both the velocity of Q and that of q.
___ 3. perpendicular to the velocity of Q and depends only on the velocity of q.
___ 4. perpendicular to the velocity of Q and depends on both the velocity of Q and that of q.
2. Which is(are) true?
___ 1. The magnetic field lines of a moving charge form closed loops.
___ 2. The magnetic field obeys the principle of superposition.
___ 3. The magnetic flux through a closed surface is proportional to the total number of magnetic poles enclosed within the surface.
___ 4. all of the above
___ 5. two of the above
___ 6. none of the above
3. A long straight wire lies along the x -axis and carries a current of electrons that move in the positive x- direction. The magnetic field due to this cur- rent, at a point P on the negative y- axis, points in which direction?
___ 1. +x
___ 2. –x
___ 3. +y
___ 4. –y
___ 5. +z
___ 6. –z
4. Which is(are) true? The magnetic dipole moment of a current loop
___ 1. is proportional to the area enclosed by the loop.
___ 2. is proportional to the current in the loop.
___ 3. is well defined only when the observer is far from the loop.
___ 4. all of the above
___ 5. two of the above
___ 6. none of the above
AMPÈRE'S LAW
1. Ampère's law gives the magnetic field produced by a distribution of currents.Which condition(s) must be satisfied?
___ 1. The distribution of currents must be steady.
___ 2. In order to solve, the distribution must have sufficient symmetry.
___ 3. both of the above
___ 4. neither of the above
2. Which is(are) true? The magnetic field inside a solenoid
___ 1. is parallel to the axis of the solenoid.
___ 2. has circular field lines centered on the axis.
___ 3. has a magnitude that is proportional to the total number of turns.
___ 4. all of the above
___ 5. two of the above
HALL EFFECT
1. The Hall effect
___ 1. provides empirical evidence that the charge carriers in metals are negative.
___ 2. can be used to determine the density of free electrons in a metal.
___ 3. both of the above
___ 4. neither of the above
2. A small planar current loop is placed in a uniform magnetic field. The magnitude of the torque on the loop is a maximum when
___ 1. the plane of the loop is parallel to the direction of the field.
___ 2. the plane of the loop is perpendicular to the direction of the field.
___ 3. the angle between the plane of the loop and the magnetic field is some- where between 0 and 90°.
___ 4. the torque is independent of the angle between its plane and the mag- netic field
MAGNETIC INDUCTANCE
1. Which is true?
___ 1. The field lines of an induced electric field form closed loops.
___ 2. The induced electric field is conservative.
___ 3. both of the above
___ 4. neither of the above
2. The magnetic energy stored in an inductor is
___ 1. proportional to the square of the current through the inductor.
___ 2. proportional to the square of the magnetic field of the inductor.
___ 3. both of the above
___ 4. neither of the above
MUTUAL INDUCTANCE
1. Two current-carrying coils of wire are in close proximity. We can change the mutual inductance of the pair by
___ 1. changing the relative positions of the coils.
___ 2. changing the currents.
___ 3. increasing the number of turns in one of the coils.
___ 4. all of the above.
___ 5. two of the above.
2. A resistor R and an inductor L are connected in series to a battery, which is switched on at t = 0.The current in the circuit is time-dependent. If we repeat the experiment with a resistor of resistance 5R, the time constant
___ 1. decreases by a factor of 5.
___ 2. increases by a factor of 5.
___ 3. does not change.
AC CIRCUITS I
1. In a circuit consisting of a resistor connected to an oscillating source of emf, the current
___ 1. leads the emf.
___ 2. lags behind the emf.
___ 3. is in phase with the emf.
___ 4. the answer depends on the source of emf
2. A capacitor is connected to an oscillating source of emf.As the frequen- cy of the emf increases, the capacitive reactance
___ 1. increases.
___ 2. decreases.
___ 3. remains the same.
___ 4. depends on the direction of the current.
3. In a dc circuit (which means the frequency of the source of emf is zero), which circuit element presents the greatest “resistance” to charge flow?
___ 1. capacitor
___ 2. inductor
___ 3. resistor
___ 4. Answer depends on the relative values of C, L, and R.
4. The current in an ac circuit is represented by a phasor.The value of the cur- rent at some time t is given by
___ 1. the length of the phasor.
___ 2. the value, in radians, of the angle between the phasor and the horizon- tal axis.
___ 3. the projection of the phasor on the vertical axis.
___ 4. the projection of the phasor on the horizontal axis.
AC CIRCUITS II
1. A capacitor having an initial charge Q and an inductor are connected in series. The energy in the inductor is a maximum when the charge on the capacitor is
___ 1. Q.
___ 2. 1 ⁄ 2 Q.
___ 3. zero.
___ 4. the energy does not depend on the charge
2. A capacitor having an initial charge Q is connected in series with an in- ductor and a resistor.As a function of time, the charge on the capacitor
___ 1. oscillates sinusoidally.
___ 2. oscillates sinusoidally with exponentially decreasing amplitude.
___ 3. does not vary in time as there is no driving emf.
___ 4. not covered in the reading assignment
3. Which of the following terms were introduced in the reading assignment to describe an RLC circuit having an external emf?
___ 1. resonance
___ 2. impedance
___ 3. bandwidth
___ 4. all of the above
4. In transmitting electricity from a power plant to the consumer, trans- formers are utilized for which of the following tasks?
___ 1. stepping up the output voltage at the power plant
___ 2. stepping down the voltage just before it reaches the consumer
___ 3. both of the above
___ 4. neither of the above
MAXWELL'S EQUATIONS
1. A capacitor has been charged to a constant potential V.The displacement current between its plates
___ 1. is equal to the current that was required to charge up the capacitor.
___ 2. depends on the Ampèrian surface chosen.
___ 3. is zero.
___ 4. induces a magnetic field.
2. The Maxwell modification of Ampère's law describing the creation of a magnetic field is the analog of
___ 1. Gauss' law on electric fields and charges.
___ 2. Gauss' law on magnetic fields and poles.
___ 3. the Lorentz equation.
___ 4. Faraday's law.
ELECTROMAGNETIC WAVES I
1. An electromagnetic wave polarized in the positive y direction propagates in the negative z-direction.What is the direction of the magnetic field?
___ 1. +x
___ 2. –y
___ 3. –x
___ 4. +z
2. In a planar harmonic wave,the magnetic field achieves its maximum when the electric field
___ 1. is also at its maximum.
___ 2. is at its minimum.
___ 3. is at some intermediate value.
___ 4. the relationship between electric and magnetic fields depends on the plane wave
ELECTROMAGNETIC WAVES II
1. Which is(are) true? The energy carried by an electromagnetic wave in a vacuum
___ 1. propagates at the speed of light.
___ 2. consists of equal contributions from the electric and magnetic fields.
___ 3. propagates along the direction of the electric field.
___ 4. all of the above
___ 5. two of the above
2. A grain of interplanetary dust is in the Sun's gravitational field. If we consider the grain to be isolated from all influences except the Sun, is it possible for the grain to move away from the Sun?
___ 1. Yes, if the grain is sufficiently large and is a good absorber of light.
___ 2. Yes, if the grain is sufficiently small and is a good absorber of light.
___ 3. No, the Sun's gravitational field always attracts the grain to the Sun.
GEOMETRICAL OPTICS I
1. Snell’s law describes
___ 1. Huygens' construction.
___ 2. magnification.
___ 3. reflection.
___ 4. refraction.
2. The phenomenon of dispersion occurs when
___ 1. there is total internal reflection.
___ 2. the index of refraction depends on the wavelength.
___ 3. there is a virtual image.
___ 4. the incident beam is completely reflected.
3. For angles of incidence exceeding a certain value, light traveling from a medium of high refractive index to one of lower index is
___ 1. totally reflected.
___ 2. dispersed.
___ 3. totally refracted.
___ 4. completely polarized.
4. Light is incident upon two polarizing filters arranged in tandem. The fil- ters are crossed so that their polarization directions are perpendicular. The transmitted intensity through the second filter
___ 1. is 100%.
___ 2. depends on the frequency of the incident light.
___ 3. depends on the intensity of the incident light.
___ 4. is zero.
GEOMETRICAL OPTICS II
1. Light from an object is reflected by a mirror in such a way that the rays diverge from and pass through the reflection.This is known as
___ 1. a virtual image.
___ 2. a real image.
___ 3. spherical aberration.
___ 4. a focal point.
2. Which of the following is not a principal ray of a spherical mirror?
___ 1. a ray that goes through the center of the sphere
___ 2. a ray that approaches the mirror along a line parallel to the axis
___ 3. a ray that goes through the focal point on the way to the mirror
___ 4. a ray that hits the mirror at the same place that the axis hits
3. For a lens that produces a positive magnification, the image is
___ 1. virtual and upright.
___ 2. virtual and inverted.
___ 3. real and upright.
___ 4. real and inverted.
4. For a thin lens made of two spherical surfaces, the focal length given by the lens-maker’s formula depends on
___ 1. the index of refraction of the lens.
___ 2. the radii of the two spherical surfaces.
___ 3. the assumption of incident rays near the axial line.
___ 4. the magnification of the lens.
___ 5. all of the above.
___ 6. 1 and 2.
___ 7. 1, 2, and 3.
PHYSICAL OPTICS I
1. Interference occurs with
___ 1. light waves.
___ 2. sound waves.
___ 3. water waves.
___ 4. all of the above.
___ 5. none of the above.
2. In order for interference effects to be observable,
___ 1. the wavelength of the light must be comparable to the width of any apertures the light encounters.
___ 2. the intensity of the light must be sufficiently high.
___ 3. the phase relationships between waves is not important.
___ 4. the wavelength of the light must be much smaller than the width of any apertures the light encounters.
3. If the interference pattern produced by two light sources is to remain sta- tionary in space, the sources must have
___ 1. different frequencies and an arbitrary phase difference.
___ 2. the same frequencies and an arbitrary phase difference.
___ 3. different frequencies and a phase difference that is time-independent.
___ 4. the same frequencies and a phase difference that is time-independent.
4. Which term does not arise in the discussion of interference patterns?
___ 1. coherent sources
___ 2. Fraunhofer approximation
___ 3. magnifying power
___ 4. principal maximum
PHYSICAL OPTICS II
1. The bending of light around an obstacle is called
___ 1. interference.
___ 2. resolution.
___ 3. diffraction.
___ 4. coherence.
2. Light impinges on a single slit but suffers no significant diffraction. We conclude that the wavelength of the light is
___ 1. much shorter than the slit width.
___ 2. much longer than the slit width.
___ 3. on the order of the slit width.
___ 4. We cannot say anything about the wavelength.
DIFFRACTION
1. The diffraction pattern generated by a single slit can be constructed using the
___ 1. Fresnel approximation.
___ 2. Huygens-Fresnel principle.
___ 3. Huygens construction.
___ 4. Rayleigh criterion.
2. Light waves from two point-like sources arrive at the circular aperture of a telescope simultaneously. The telescope will resolve the two sources if which of the following conditions is satisfied?
___ 1. the Fresnel approximation
___ 2. the Fraunhofer approximation
___ 3. the Huygens-Fresnel principle
___ 4. the Rayleigh criterion
HISTORICAL INTRODUCTION TO MODERN PHYSICS
1. The spectral emittance of a blackbody depends on
___ 1. the material out of which the body is made.
___ 2. the characteristics of the body's surface.
___ 3. the body's temperature.
___ 4. all of the above.
2. Calculated classically, the spectral emittance of a blackbody diverges at short wavelengths.This result is known as
___ 1. the Stefan-Boltzmann law.
___ 2. the ultraviolet catastrophe.
___ 3. the Compton effect.
___ 4. Wien's law.
3. The number of photoelectrons emitted from a metal surface depends on
___ 1. the frequency of the incident light.
___ 2. the workfunction of the metal.
___ 3. both of the above.
___ 4. neither of the above.
4. As the wavelength of the light incident on a metal surface is shortened, the kinetic energy of photoelectrons emitted from the surface
___ 1. increases.
___ 2. decreases.
___ 3. stays the same.
___ 4. need more information
WAVE-PARTICLE DUALITY/UNCERTAINTY
1. The Compton effect illustrates
___ 1. the wave nature of light.
___ 2. the ejection of an electron from an irradiated metal surface.
___ 3. the particle nature of light.
___ 4. the probabilistic nature of quantum waves.
2. In the Compton experiment, the wavelength of the scattered light is
___ 1. longer than
___ 2. the same as
___ 3. shorter than
___the wavelength of the incident light.
3. The probability of finding a photon of light at a given point
___ 1. increases as the wavelength of the light decreases.
___ 2. is proportional to the intensity of the light.
___ 3. is proportional to the magnitude of the electric field.
___ 4. is independent of the electric field.
4. Suppose the momentum of a photon is determined with complete accu- racy (the uncertainty approaches zero).The uncertainty in a simultaneous measurement of the photon’s position
___ 1. also approaches zero.
___ 2. approaches infinity.
___ 3. has some intermediate value.
___ 4. cannot be determined.
SPECTRAL LINES
1. White light passes through sodium vapor and is then analyzed with a prism.The resulting spectrum
___ 1. is continuous.
___ 2. consists of spectral lines.
___ 3. is continuous and contains absorption lines.
___ 4. none of the above
2. The systematic pattern in the spacing of the spectral lines of hydrogen was fit to an empirical formula by
___ 1. Balmer.
___ 2. de Broglie.
___ 3. Bohr.
___ 4. Rutherford.
3. The Rutherford alpha particle/gold foil experiment gave evidence for the
___ 1. existence of matter waves.
___ 2. Rydberg-Ritz combination principle.
___ 3. "plum-pudding" model of the atom.
___ 4. nuclear atom.
BOHR ATOM
1. Which quantity(ies) is(are) quantized in the Bohr atom?
___ 1. the electron orbit
___ 2. the electron energy
___ 3. the electron angular momentum
___ 4. all of the above
___ 5. two of the above
2. In the Bohr atom, the laws of classical mechanics apply to
___ 1. the orbital motion of the electron in a stationary state.
___ 2. the motion of the electron during transitions between stationary states.
___ 3. both of the above.
___ 4. neither of the above.
3. In the Bohr atom, an electron radiates
___ 1. when accelerating in its orbit around the nucleus.
___ 2. during transitions between orbits.
___ 3. both of the above
___ 4. neither of the above
4. Who postulated the wavelike properties of material particles?
___ 1. Bohr
___ 2. Schrodinger
___ 3. Heisenberg
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SEMESTER 2
| # | Question Type | Unit | Common Core State Standard(s) | DOK Level | Key |
|---|---|---|---|---|---|
| 1 | MC | 9 | S.IC.B.3 | 1 | A |
| 2 | MC | 9 | S.IC.B.3 | 1 | C |
| 3 | MC | 9 | S.IC.B.3 | 1 | B |
| 4 | MC | 9 | S.IC.B.3 | 1 | C |
| 5 | MC | 9 | S.IC.B.3 | 1 | C |
| 6 | MC | 9 | S.IC.B.3 | 1 | D |
| 7 | MC | 9 | S.IC.B.3 | 1 | A |
| 8 | MC | 9 | S.IC.B.3 | 1 | D |
| 9 | MC | 9 | S.IC.B.3 | 1 | B |
| 10 | MC | 9 | S.IC.B.5 | 1 | C |
| 11 | MC | 9 | S.IC.B.5 | 1 | B |
| 12 | MC | 9 | S.IC.B.3 | 1 | D |
| 13 | MC | 9 | S.IC.A.1 | 1 | D |
| 14 | MC | 9 | S.ID.A.1 | 1 | B |
| 15 | MC | 9 | S.ID.A.1 | 1 | B |
| 16 | MC | 9 | S.ID.A.4 | 1 | D |
| 17 | MC | 9 | S.ID.A.4 | 1 | C |
| 18 | MC | 9 | S.ID.A.4 | 1 | B |
| 19 | MC | 9 | S.ID.A.4 | 1 | C |
| 20 | MC | 9 | S.ID.A.4 | 1 | D |
| 21 | MC | 9 | S.ID.A.4 | 1 | B |
| 22 | MC | 9 | S.ID.A.4 | 2 | C |
| 23 | MC | 9 | S.ID.A.4 | 1 | B |
24.
(a) Make an accurate sketch of the distribution of these applicants' GRE scores. Be sure to provide a scale on a horizontal axis.
(b) Use the 68-95-99.7 rule to find the proportion of applicants whose score is between 338 and 853.
853 is 3 standard deviations above 544, so 99.7/2 or 49.85% of the scores are between 544 and 853. 338 is 2 standard deviations below the 544, so 95/2 or 47.5% of the scores are between 338 and 544. Thus 49.85+47.5 = 97.35% of the scores are between 338 and 853.
(c) What proportion of GRE scores are below 500?
0.3336 or 33.36% of the scores below 500
(d) What proportion of GRE scores are above 800?
0.0064 or .64% of the scores above 800
(e) Calculate and interpret the 34 th percentile of the distribution of applicants' GRE scores.
The 34 th percentile corresponds to z = -0.41
So about 34% of the applicants have GRE scores below 502.
25.
(a) Joe scores 1245 on the SAT. Assuming that both tests measure the same thing, what score on the ACT is equivalent to Jose's SAT score? Explain.
The equivalent score on the ACT is 25.94
(b) Reports on a student's ACT or SAT usually give the percentile as well as the actual score. Terry scores 1342 on the SAT. What is her percentile? Show your method.
Using the standard normal probabilities table Terry is at the 94 th percentile.
(c) The quartiles of any distribution are the values with cumulative proportions 0.25 to 0.75. What are the quartiles of the distribution of ACT scores? Show your method.
75th percentile
z 0.67
0.67
x
x 24.1
20.9
4.8
26.
(a) It is well known that men and women may react differently to common cardiovascular drug
treatments. What sort of experimental design would you choose for this study, and why? A randomized block design by gender to reduce the variability due to gender arising from a completely randomized design.
(b) Explain why an experiment involving 600 men and 500 women is preferable to one involving 60 men and 50 women.
A larger number of subjects will decrease the impact of random variation on the results of the experiment.
(c) Assume that 600 men and 500 women suffering from high blood pressure are available for the study. Describe a design for this experiment. Be sure to include a description of how you assign individuals to the treatment groups.
ACE treatment
Men
n=600
Random assignment
Blood pressure
Placebo
Subjects
ACE treatment
Women
n=500
Random assignment
Blood pressure
Placebo
Within the block of men, assign numbers 001-600. Within the block of women, assign numbers 001-500. Choose three digit numbers from a random digit table until you have selected 300 men. Move to a different area of the table and repeat the process to select 250 women. These subjects will be in the ACE treatment group. All others will be in the control group.
27.
(a) Explain why this is an experiment and not an observational study.
This is an experiment. Treatments are being imposed on the subjects.
(b) Identify the explanatory and response variables.
(c) Identify the type of experimental design used in this study. Justify your answer.
This is a completely randomized design. All subjects are randomly assigned to a treatment group.
(d) In the second sentence above is the phrase, "…the 14 patients who took vitamin E for two weeks before their operations had significantly better heart function after the procedure…" What is the statistical meaning of the word "significantly" in the context of this study?
"Significantly" means the differences in heart function between the groups is unlikely to have occurred by chance.
(e) This was a controlled experiment. Describe how it was controlled and explain the purpose of doing so.
Explanatory variable: vitamin E
Response variable: heart function
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A Growing Problem
* One-third of American children and youth are either obese or at risk of becoming obese. 1
* In the past 30 years, the obesity rate among children ages 2-5 has nearly tripled to 14%, quadrupled for children ages 6-11 to 19%, and tripled for youth ages 12-19 to 17%. 2
* Obesity is linked to increased risk for Type 2 diabetes, coronary heart disease, cancer, and hypertension. 3
* Due to increasing obesity rates, this generation of children may be the first in 200 years with a shorter life expectancy than their parents. 4
Food Marketing Works
* In 2006, based on a comprehensive review of the research, the Institute of Medicine issued a report finding strong evidence that television advertising influences children' preferences, purchase requests, and diets. Among its recommendations: Stop using licensed characters to promote junk food. s food 5
6 • Children consume about 167 extra calories for ever hour of TV that they watch. A preschooler's risk for obesity increases by 6% for every hour of TV watched per day. 7
ren as young as two. • One thirty-second commercial can influence the brand preferences of child 8
* In a 2007 study, preschool children reported that food in McDonald's wrappers tasted better than food in plain wrappers, suggesting that branding can even trump sensory input. 9
It's Everywhere
10 • Food and beverage advertisers are spending between $10 and $15 billion annually marketing to children.
11 • About 98% of all televised food ads seen by children are for foods high in sugar, fat, or sodium.
12 • Eight out of ten food companies that advertise on television also do advertising to children on the web in virtual worlds such as Whyville, and Nicktropolis, 13 14 and through advergames such as Pringles "Snack Attack."
* In 2006, more than 80 different media programs were used to promote food to children through brand licensing or toy giveaways. That same year fast food restaurants sold more than 1.2 billion kids meals with toys. 15
* Coca-Cola paid $20 million for product placement in American Idol, which is frequently among the top rated TV shows for children 2-11. 16
* Burger King has branded games specifically designed for cell phones. In "BK City" players navigate through a Burger King restaurant, interact with the King, and encounter flying Whopper sandwiches. 17
* Junk food continues to be marketed in schools through vending machines, team sponsorships, incentive programs, fundraising, direct advertising, and sponsored educational materials. 18
Mixed Messages
* In-school junk food advertising masquerades as education. Ronald McDonald visits schools to promote literacy, character education, and fitness. McDonald's, Coke and Pepsi all have in-school fitness programs. 19
* Characters appearing on high-sugar and high-calorie foods also appear on healthier foods, sending mixed messages to children. Dora the Explorer appears as a chocolate lollipop 20 and on packaging for fruits and vegetables. 21
* Food and beverage companies are positioning themselves as partners in the fight against childhood obesity, yet corporations such as Coca Cola and Pepsico have consistently lobbied against state and local legislation to curb the marketing of unhealthy foods and beverages in schools. 22
* In 2007, CCFC launched a campaign to "fire Shrek" from his role as a spokes-character for the Department of Health and Human Services, because at the same time, the film Shrek III was promoting M&M's, Snickers, Skittles, McDonald's Happy Meals, Keebler E.L. Fudge Double Stuffed cookies, and more. 23
1 Institute of Medicine of the National Academies (2006). Report Brief: Progress in preventing childhood obesity: How do we measure up? Retrieved June 17, 2008 from http://www.iom.edu/Object.File/Master/36/984/11722_reportbrief.pdf, p. 1. 2
5 Institute of Medicine of the National Academies. (2006). Food Marketing to Children and Youth: Threat or Opportunity?, Washington, D.C.: The National Academies Press. p. 2
Ibid. 3 Olshansky, S. J., Passaro, D. J., Hershow, R. C., et al. (2005). A potential decline in life expectancy in the United States in the 21 st century. New England Journal of Medicine, 352(11), 1138-1145. 4 Ibid.
6 Wiecha, J., Peterson, K., Ludwig, D., et al. (2006). When children eat what they watch: impact of television viewing on dietary intake in youth. Archives of Pediatric & Adolescent Medicine 160(4), 436-42.
,
8 Borzekowski, D., et al., (2001). The 30-Second Effect: An Experiment Revealing the Impact of Television Commercials on Food Preferences of Preschoolers, Journal of the American Dietetic Association. 42, 42-46
7 Robinson, T.N., et al. (2001). Effects of reducing television viewing on children's requests for toys. Developmental and Behavioral Pediatrics 229(3).
9 Robinson, T. N., Brozekowski, D. L. G., Matheson, D. M., & Kraemer, H. C. (2007). Effects of fast food branding on young children's taste preferences. Archive of Pediatrics and Adolescent Medicine 161(8), 792-797. Retrieved June 24, 2008 from www.archpediatrics.com
11 Powell, L. M., Szczypka, G., Chaloupka, F. J., & Braunschweig, C. L. (2007). Nutritional content of television food advertisements seen by children and adolescents in the United States. [Electronic version] Pediatrics, 120(3), 576-583, 581.
10 Eggerton, J. (2007). Food-Marketing Debate Heats Up; Congress to join FCC and FTC in pressing for action. Broadcasting & Cable, May 21. Available from http://www.broadcastingcable.com/article/CA6444875.html.
12 Moore, E. S. (2006). It's child's play: Advergaming and the online marketing of food to children. A Kaiser Family Foundation Report. Available at http://www.kff.org/entmedia/upload/7536.pdf.
13 Chester, J. & Montgomery, K. (2007). Interactive food & beverage marketing: Targeting children and youth in the digital age. A report from Berkeley Media Studies Group. p. 52-57, 65. 14
Federal Trade Commission (2006). Marketing Food To Children and Adolescents: A Review of Industry Expenditures, Activities, and Self-
16 Foust, D., & Brian G. (2004). Coke: Wooing the TiVo Generation. Business Week March 1, 77.
Moore, E. S. (2006. p 27. 15 Regulation: A Federal Trade Commission Report To Congress. Retrieved August 4, 2008 from http://www.ftc.gov/os/2008/07/P064504foodmktingreport.pdf.
17 Chester, J. & Montgomery, K. (2008a, July). Interactive food & beverage marketing: Targeting children and youth in the digital age: An update. A report from Berkeley Media Studies Group. 18
nutritional value in schools: Executive summary. Commercialism in Education Research Unit at Arizona State University. 19 Linn, S. & Novosat, C. (2007), Calories for sale: Food marketing to children in the 21 st century. Annals of the American Academy of Political and Social Science. 615, 133-155.
Molnar, A., Garcia, D. R., Boninger, F., & Merrill, B. (2006). A national survey of the types and extent of the marketing of foods of minimal
20 Katie's Candy World (2008). Chocolate Dora Lollipops. Retrieved July 15, 2008, from
Simon, M. (2006). Appetite for Profit: How the food industry undermines our health and how to fight back. New York: Avalon. 23 CCFC Press Release (2007, April 26) CCFC to Health and Human Service: Fire Shrek. Conflict of interest between marketing junk food and promoting public health. Available at http://commercialfreechildhood.org/pressreleases/fireshrek.htm
http://katiescandyworld.com/catalog/product_info.php?cPath=24_65&products_id=31. 21 General Mills (2007). Green Giant launches initiative to add fun to childhood nutrition. Retrieved July 15, 2008, from http://customepk.com/mightygiants/ 22
Reclaiming Childhood from Corporate Marketers www.commercialfreechildhood.org | <urn:uuid:520aae7e-48f2-4745-9521-66a7723d525f> | CC-MAIN-2017-17 | http://commercialfreechildhood.org/sites/default/files/obesity.pdf | 2017-04-23T19:42:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917118743.41/warc/CC-MAIN-20170423031158-00414-ip-10-145-167-34.ec2.internal.warc.gz | 84,652,976 | 1,913 | eng_Latn | eng_Latn | 0.964041 | eng_Latn | 0.979439 | [
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Common questions about the children's flu vaccination
Fluenz – nasal spray flu vaccination is recommended to be given up to the age of 18.
Why should children have the flu vaccine?
Flu can be a very unpleasant illness in children causing fever, stuffy nose, dry cough, sore throat, aching muscles and joints, and extreme tiredness. This can often last several days. Some children can get a very high fever, sometimes without the usual flu symptoms, and may need to go to hospital for treatment. Serious complications of flu include a painful ear infection, bronchitis, and pneumonia.
What are the benefits of the vaccine?
Having the vaccine will help protect your child from what can be a very nasty illness. It may also reduce the chance of others in your family getting it from your child. It can help you avoid having to take time off work or other activities because you are ill or need to look after your sick child.
Over the past two years the programme has been tested in a number of areas in schoolaged children. In those areas less flu has been detected in all age groups of the population. This suggests that as well as protecting the vaccinated children other people benefitted too.
How will the vaccine be given?
For most children, it is given as a nasal spray.
Who will give my child their flu vaccination?
In general practice, the vaccine is usually given by the practice nurse. If given at school, specially trained healthcare staff will give your child the flu vaccination.
How does the nasal spray work?
The nasal spray contains viruses that have been weakened to prevent them from causing flu but will help your child to build up immunity. When your child comes into contact with the flu virus they will be less likely to get ill.
Are there any side effects of the vaccine?
Serious side effects are uncommon. Children may commonly develop a runny or blocked nose, headache, general tiredness and some loss of appetite. This may last a few days. The vaccine is absorbed quickly in the nose so, even if your child sneezes immediately after having had the spray, there's no need to worry that it hasn't worked.
Are there any children who shouldn't have the nasal vaccine?
Children should not have the nasal vaccine if they:
- are currently wheezy or have been wheezy in the past three days (vaccination should be delayed until at least three days after the wheezing has stopped)
- are severely asthmatic, ie being treated with oral steroids or high dose inhaled steroids
- have a condition that severely weakens their immune system or have someone in their household who needs isolation
- have severe egg allergy. Most children with egg allergy can be safely immunised with nasal flu vaccine. However, children with a history of severe egg allergy should seek specialist advice. Please check with your GP
- are allergic to any other components of the vaccine*
If your child is at high risk from flu due to one or more medical conditions or treatments and can't have the nasal flu vaccine, they should have the flu vaccine by injection.
Children who have been vaccinated with the nasal spray should avoid household contact with people with very severely weakened immune systems for around two weeks following vaccination.
* See the website at http://xpil.medicines.org.uk and enter Fluenz Tetra in the search box for a list of the ingredients of the vaccine.
How effective is the vaccine?
Because the flu virus can change from year to year there is always a risk that the vaccine does not match the circulating virus. During the last ten years the vaccine has generally been a good match for the circulating strains although last year it was less so.
Has the nasal vaccine been used in other countries?
Yes; it has been used safely in America for many years and it was used in the previous three flu seasons in the UK where hundreds of thousands of children were successfully vaccinated.
My child had the flu vaccination last year. Do they need another one this year?
Yes; the flu vaccine for each winter helps provide protection against strains of flu that may be different from last year. For this reason we recommend that even if vaccinated last year, your child should be vaccinated again this year.
Does the nasal vaccine contain gelatine derived from pigs (porcine gelatine)?
Yes. The nasal vaccine contains a highly processed form of gelatine (porcine gelatine), vaccine viruses stable so that the vaccine provides the best protection against flu.
which is used in a range of many essential medicines. The gelatine helps to keep the
Can't my child have the injected vaccine that doesn't contain gelatine?
The nasal vaccine provides the best protection against flu, particularly in young children. It also reduces the risk to, for example, a baby brother or sister who is too young to be vaccinated, as well as other family members (for example, grandparents) who may be more vulnerable to the complications of flu. The injected vaccine is not thought to reduce spread so effectively and so is not being offered to healthy children as part of this programme. However, if your child is at high risk from flu due to one or more medical conditions or treatments and can't have the nasal flu vaccine they should have the flu vaccine by injection.
Some faith groups accept the use of porcine gelatine in medical products – the decision is, of course, up to you. For further information about porcine gelatine and the nasal flu vaccine, see www.gov.uk/government/news/vaccines-and-gelatine-phe-response | <urn:uuid:4148cb5f-6cb9-466e-86b7-dc2c09c98e04> | CC-MAIN-2018-05 | http://sidcupmedicalcentre.co.uk/website/G83066/files/Fluenz%20Information%20PDF.pdf | 2018-01-17T20:25:03Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00617.warc.gz | 326,176,132 | 1,134 | eng_Latn | eng_Latn | 0.999234 | eng_Latn | 0.999356 | [
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Red Ochre Art Studio
in Magnuson Park
Winter Program 2017-18
Sandy Bricel Miller Building 30 W, 7336 - 63rd Ave NE, Seattle 98105 www.redochreartstudio.com/ firstname.lastname@example.org
Children's Program Drawing and Sculpture: People and Animals
Learn drawing techniques in pencil and conte crayon to capture the essence of your subject. Practice gesture and contour line drawings, learn about proportion and expression. Then have fun bringing your subject alive in three dimensions as you construct sculptures out of clay and paper maché. Gain inspiration from famous sculptors including Henry Moore, August Rodin, Degas and Mexican folk artists. Apply texture, pattern and color to complete your masterpieces.
Adult Program
Watercolor and Mixed Media
Wednesdays, Jan 10 - Feb 14, 10 - 1pm
$220
Early Bird Discount: $210 if payment received by 11/30
Expand your skills in watercolor as you explore new subjects in combination with the landscape. Focus on line, value and texture as you draw natural specimens such as birds and plants using pencil, pastel and walnut ink. Learn how to combine watercolor with chalk pastels as you discover the process of building layers of bold color and texture in your paintings. Participants are invited to develop both representational and semi-abstract imagery.
(Note: $10 supply fee for use of studio pastels and ink or bring own)
HOLIDAY WORKSHOPS! Mosaic for Children and Adults
Create a pair of votive candles or a small vase. Learn how to use special tools for cutting glass and assembling your mosaic pieces into beautiful, colorful patterns. Invent your own design based on inspiration from mosaics around the world. Great for gifts!
Session 1: Saturday, Dec 2, 9:30 - Noon
Ages 6+ (Ages 6 - 8 need to be accompanied by an adult)
Cost: $55 per student (Adult/Child pair=$100)
Grouting: Sunday, Dec 3, 4 - 5 pm
Learn how to grout your project. (If you prefer to have Sandy grout the cost is $5/project.)
Fused Glass for Children and Adults
Learn skills in the art of Fused Glass, known as "Warm Glass." Develop confidence in cutting glass, handling glass in a safe manner, and using the grinder. Design a colorful composition with cathedral, opaque and marbled glass. Embellish your design with stringers, and frit.
Session 2: Beginners, Saturday, Dec 2, 2 - 4 pm Tiles, Ornaments, Small Wall Art, Magnets Ages 7+ (Ages 7 - 8 need to be accompanied by an adult) Cost: $55 (Adult/Child pair = $100)
Session 3: Experienced Students, Sunday, Dec 3, Noon - 2:30 pm
Picture Frames, Clocks, Small Wall Art, Ornaments
Cost: $65 (Adult/Child Pair = $120) $5 fee per person for Clock Parts
Ages 9 - Adult
Please make checks out to "Red Ochre Art Studio" and mail to:
Sandy Miller, 4919 Purdue Ave NE, Seattle 98105. Phone: 206.498.9089
Name _______________________________________Age____Grade ___ School _________________
Adult ________________________________Ph (c) ___________________(h) ____________________
Address ________________________________________ Email _______________________________
Class __________________________ ____________________ Amount Enclosed ______________
Person other than parent w/permission to pick-up child_______________________ Cell _______________
Emergency Contact ________________________________________ Cell ______________________
Please sign to give permission for Red Ochre Art Studio to photograph participant and their art:
______________________________________________________________ Date _________________ | <urn:uuid:262e3f62-7136-4ddc-b50a-ad905d2265b8> | CC-MAIN-2018-05 | http://redochreartstudio.com/files/Winter%20Flyer%202018.pdf | 2018-01-17T20:21:40Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00616.warc.gz | 277,276,010 | 827 | eng_Latn | eng_Latn | 0.987486 | eng_Latn | 0.992344 | [
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BRANSTON COMMUNITY ACADEMY
YEAR 9 2014/15
CURRICULUM & ASSESSMENT GUIDE
E=MC 2
INTRODUCTION
Welcome to the Branston Community Academy Year 9 Curriculum Guide. This is intended to have two main purposes.
- To help students understand how your courses will develop over the year so that you can be "ahead of the game" by learning how to spell and use the Key Words that are a vital part of every subject.
- To help parents understand more about what your children will be learning and how it will be assessed. Parents can make a major contribution to successful secondary education by helping to organise library books and supporting the learning of Key Words:- both the meanings and the spellings.
Using the Guide
You will see that the Curriculum Guide is divided up into Subjects. In each subject section you will be given an outline of the course for the school year – in some cases this is actually broken down into what will be covered each term. This allows parents and students to plan for the type of work that they will be doing by organising books from the library and discussing what they already know about particular topics.
In particular, students will benefit from being familiar with key words in advance. Certainly it helps significantly if all students can spell the words and terms given in this booklet, and there will be times in the year when teachers will test knowledge of them parents can help here by checking on spelling and understanding at regular intervals as the courses progress.
Each subject has also detailed how it assesses the students during the year. At Key Stage 3 National Curriculum subjects are assessed using sub-divided National Curriculum levels and are reported on the student's report. At the end of year 9 all students receive final National Curriculum levels assessed by the teacher.
We also hope that the Curriculum Guide will give parents the opportunity of discussing with their children what has been learnt. By talking about school work with your son or daughter, you can help them to review what they have understood and to identify any weaknesses in their progress.
Please let me know if you find it helpful or have any comments that would help us to improve on the Curriculum Guide in the future.
J TURNER
Vice-Principal
ART
Throughout Year 9 the pupils will cover a wide range of subject areas, drawings, paintings etc. and all pupils will be taught in all these areas by the end of the year.
Pupils look at the work of other Artists and Craftspeople and will develop ideas through to a conclusion in the area they are working in.
NB: The key words and phrases will become part of the pupils vocabulary and they will be expected to use them in their lessons.
PRINT MAKING AND TEXTILES
Students will look at observational drawing, line linked to shape and pattern, colour, pattern rotations, image enlargement and develop their ideas towards a conclusion.
The outcome could be; one or a combination of the following:- Screen print, Lino print or an engraved print on paper.
| | KEY WORDS | DEFINITION |
|---|---|---|
| LINE | | |
| PATTERN | | |
| ROTATION | | |
| ENLARGEMENT | | |
| SCREEN PRINT | | |
| LINO PRINT | | |
PHOTOGRAPHY
Pupils continue to look at classroom photography using a digital camera with their own, or the Departments, computers and printers.
DRAWING AND PAINTING
Drawing is evident in all areas throughout the development of work and ideas. In this instance pupils' knowledge is developed through to painting, via observational drawing and expressive work using a wide range of media.
THREE DIMENSIONAL WORK
There are a number of areas to cover and pupils usually cover one or two. Pupils look at simple structure, creation of textures, drawing and 3D from. Pupils will show understanding of texture, volume, line and form. The outcome could be in clay (double thumb pot or tile) plaster casting, wire structures or the use of found objects
| KEY WORDS | DEFINITION |
|---|---|
| PROPORTION | Correct size of subject or part of subject |
| PLASTER BANDAGE | Plaster coated cotton bandage used for casting objects |
| GLAZE | Coloured liquid applied to biscuit fired clay to decorate it or make it non porous, forms hard glasslike finish |
| SLAB POT | Pot or box structure made from flat slabs of clay |
| PLASTER OF PARIS | Fine setting plaster used to make moulds for copying objects or construction work using chicken wire |
| ARMITURE | Wire or wooden frame used to support clay or plaster |
STUDENT ASSESSMENT
In Year 9 the following skills are assessed:
1. Development of ideas
2. Ability to record from direct observation
3. The use of both 2D and 3D Media
4. The students ability to review, modify and evaluate their work.
5. Their knowledge and understanding related to the subject
6. The students ability to evaluate their own an other peoples work
7. The students use of appropriate language, literacy skills.
Presentation of work is also assessed as it is the student's homework record.
Assessment is continuous throughout the year and each teacher keeps a record of marks for classwork and homework.
The marks, as well as the National Curriculum level achieved for each piece of work, are recorded onto a sheet which is updated at the end of each completed project so the student can monitor their own progress throughout the year.
Target setting is part of on-going teaching in class and is part of all subject report writing.
Learning targets at KS3 include:
- Improving observational drawing skills
- Learning and using appropriate language, terminology
- Developing hand, eye co-ordination skills
- Increasing knowledge of other artists, craftsmen's work
- To develop skills, use of processes using a wide range of materials and equipment.
| ASSESSMENT FRAMEWORK | COMMON LEARNING TARGETS IN |
|---|---|
| | YEAR 9 |
| All pupils are given the opportunity during the year to carry out work in the following specialist areas: Drawing and Painting Print-making and Textiles Photography 3D Design Graphic Design ICT | |
DESIGN TECHNOLOGY
TOPIC: GRAPHICS 3 D MODELLING/ELECTRONICS 1 ½ Terms approximately
Outline of Work
Students will design and model and entrance for a theme park ride using a range of modelling materials. As part of the process students will undertake some research into the aspects of a successful ride entrances. Some students may add an electronic circuit to their design to create a flashing light output (Astable) to improve their design
MODELLING
ELECTRONICS
| KEY WORDS | DEFINITION |
|---|---|
| INTERGRATED CIRCUIT | (ICs) are self-contained circuits with many separate components such as transistors, diodes, resistors and capacitors etched into a tiny silicon chip. |
| RESISTOR | Resistors restrict or limit the flow of current in a circuit. The ability of a material or component to resist current flow is measured in ohms. |
| CAPACITOR | A capacitor is a discrete component that can store an electrical charge. The larger the capacitance the more charge it can store. The unit of measurement of capacitance is the farad. |
| POLARITY | A term to describe the positive and negative ‘poles’ in an electrical circuit. Current (measured in Amps) flows from one pole to another. Some components are ‘Polarised’ and have to be connected the right way round. |
| ASTABLE | A term to describe a circuit which produces a repeating on/off output |
TOPIC: PRODUCT DESIGN-RESISTANT MATERIALS 1 ½ Terms approximately
Outline of Work
Students will design a storage product and manufacture this product. OR Design a storage product and manufacture a number of set practical task(s), depending on their ability. The processes will include hand manipulation of materials and the use of machinery. Students will be expected to cut, form, join, finish and apply finishes to a range of materials from woods, metals and plastics to achieve a quality product.
TOPIC: EXTENDED TASK- Complete at home in a approx. 6 weeks or ½ term
Outline of Work
Students research into a famous designer or inventor. They produce a booklet which describes their career, descriptions of what they created and examples of their work.
| ASSESSMENT FRAMEWORK | COMMON LEARNING TARGETS IN YEAR |
|---|---|
| | 9 |
| Formative/summative assessment of short term tasks for: Theoretical Knowledge Design skills Practical skills Storage Design (Resistant Materials) Theme park ride entrance. (Graphics, Electronics) Based on levels 4-7 | |
ENGLISH
The Department runs courses in English and Drama in Year 9.
In English, the course seeks to build on the achievements in Years 7 and 8 and in addition, prepare students for the transition to GCSE. It is designed to enhance the students' performance in speaking and listening, reading and writing. This involves a study of a full Shakespeare play, before the end of Key Stage 3 Teacher Assessment.
In Drama, students continue to develop movement and speech skills as they explore style, dramatic shaping an the process involved in staging scripted and improvised drama.
| PERSUADE | To present an opinion which could benefit others |
|---|---|
| ADVISE | To support, encourage and guide others |
| EXPLAIN | Give reasons for your ideas. Aim for 2-3 sentences per point |
| EXPLORE | Give reasons and evidence for your ideas |
| DESCRIBE | Present details of a setting, character, experience using detailed imagery possibly including sights, sounds, smells |
| ANALYSE | Develop explanation referring closely to how the writer uses language, presents characters. Use regular evidence |
| INFORM | Use facts to explain an event or process to an audience |
| REVIEW | Evaluate a text or performance. Explain strengths/weaknesses |
| P.E.E. | Point. Evidence. Explain. A point is a statement/idea. The evidence is a quotation that supports that idea. Explanation should be detailed- approximately two per point/quote |
| INFER | What ideas are implied/suggested by the text? Usually the second or third sentence of explanation in a P.E.E. paragraph. |
| ASSESSMENT FRAMEWORK | COMMON LEARNING TARGETS IN |
|---|---|
| | YEAR 9 |
| Units of work follow the objectives in the Key Stage 3 Strategy. Assessments in Speaking and Listening, Reading and Writing are made throughout the year. Students are actively involved in both self- review and target setting. Formal assessments in Reading, writing and the Shakespeare text will take place during the year. In the Summer term Students receive an introduction to their GCSE English course and produce a piece of written work under controlled conditions | |
FOOD TECHNOLOGY
During this year students will participate in the following activities in Food and Textile Technology.
1. Investigate cook chill products with particular reference to foods from other cultures, food hygiene, packaging and labelling regulations are studied. Product analysis and methods of determining customer preferences are also included.
2. Explore ways of promoting healthy eating to children in primary schools. The work will include the designing and production of a resource to help children make sensible food choices and design and make suitable dishes.
3. Complete a Design and Make Activity promoting Enterprise using food ingredients to raise money for student nominated charities.
4. Students will investigate and make a range of hot/cold desserts. The function of ingredients, adaptation of recipes and high quality finishing techniques will be a focus of this module.
5. A further module of work covering topical Food issues is covered.
ENTERPRISE ACTIVITY
- Research the work of a Local or National Charity for which to raise money.
- Design and make a range of suitable products for selling at a Charity Fayre.
- Identify costs which need to be considered when producing goods for sale.
- Show an awareness of food packaging and the effect it has on the environment.
| | KEY WORDS | DEFINITION |
|---|---|---|
| CULTURE | | |
| COOK-CHILL | | |
| BACTERIA | | |
| OPTIMUM TEMPERATURE | | |
| RE-HEAT | | |
| NUTRITION | | |
| PRODUCTION COSTS | | |
| QUALITY CONTROL | | |
| ORGANOLEPTIC | | |
| SUSTAINABILITY | | |
ASSESSMENT
Work is assessed on a weekly basis with marks awarded for attainment and effort. Overall levels are awarded termly culminating in an end of Key Stage level for designing and making according to National Curriculum criteria. Extended homework task based on Healthy Eating for Children and completed over a period of 5 weeks.
Typical Learning Target:
At the end of Key Stage 3 students should be able to work independently and should competently use a broad range of processes, materials and equipment.
This is achieved by:
1. Written comments on work and oral comments at the end of practicals, students are encouraged to improve the scope and quality of their work.
2. Comments and targets on annual reports give focussed areas for development.
FRENCH
This course of study topics is based on the areas of experience as required by the National Curriculum. It is also considered to be the first year of a 3 – year approach to GCSE
AUTUMN TERM
Students learn e.g. how to discuss clothes and fashion, then go on to concentrate on television and cinema.
SPRING TERM
During the second term, students learn how to give and justify opinions and how to talk about what has happened in the past. This gives them potential access to level 5 (and above) of the National Curriculum.
SUMMER TERM
In the final term students learn to talk about special occasions and find out about different modes of transport.
| KEY WORDS | DEFINITION |
|---|---|
| COMPARATIVE | Compares two things – bigger than etc |
| ADVERB | Describes a verb |
| AGREEMENT | Making words agree in number or gender |
| PRONOUN | Stands in place of a noun e.g. he/she/it |
| POSSESSIVE ADJECTIVE | Shows that something belongs to something/someone else. e.g. his/her |
| NEGATIVE | Talking about not/never etc doing something |
| PERFECT TENSE | A past tense equivalent to I did/I have done …… |
| REFLEXIVE VERBS | Verbs which show an action done to oneself, e.g. I wash myself. |
| IMPERATIVE | The command form of a verb, e.g. Go! |
| PREPOSITION | A word which shows position. e.g. on, under, behind. |
| MODAL VERB | A verb whose sense is incomplete in itself, e.g. I must, I can, I want |
ASSESSMENT AND TARGET SETTING
Students are regularly assessed against National Curriculum level descriptors throughout the year. They are continually informed of their current level, and of what they need to do in order to progress further.
| | ASSESSMENT FRAMEWORK | | COMMON LEARNING TARGETS |
|---|---|---|---|
| Students are regularly assessed against National Curriculum level descriptors. Expected progress: All = Levels 3/4 Most = Levels 5/6 Occasionally = Level 7 | | To move into work on other tenses (eg. Perfect Tense) To continue to build vocabulary To continue to develop accent | |
GEOGRAPHY
Students begin the year with the unit RICH and POOR Nations. The idea behind this module is to create an understanding of the different problems and prospects of Developed and Developing
Nations. Kenya is the first country studied. It is an example of a less Economically Developed Country and students learn the methodology of studying a country. Using their new skills, students study Italy independently as a research topic – Italy being an example of a more Economically Developed country. China is then studied as an example of an emerging economic giant.
UNIT 1 – DEVELOPMENT
UNIT 2 – KENYA
| | KEY WORDS | DEFINITION |
|---|---|---|
| CASH CROP | | |
| COMMERCIAL FARMING | | |
| RIFT VALLEY | | |
| NATIONAL PARK | | |
| SAFARI | | |
| CORAL REEF | A band of coral lying off the coast which forms a fragile environment and protects the coast |
|---|---|
| SHANTY SETTLEMENT | Spontaneous settlements built illegally by the very poor |
| NOMADIC | Farmers who move from place to place following their animals |
| PASTORALISTS | Farmers who look after herds of animals |
UNIT 3 – ITALY
| KEY WORDS | DEFINITION |
|---|---|
| ECONOMIC UNION | A group of European countries working together for the benefit of everyone. |
| MULTINATIONALS | Large companies with offices and factories throughout the world |
| INTERDEPENDENT | When countries work together and rely on each other for wealth |
UNIT 4 – CHINA
| ASSESSMENT FRAMEWORK | | COMMON LEARNING TARGETS IN |
|---|---|---|
| | | YEAR 9 |
| The Development, Kenya and China Modules are assessed through Enquiries, Formal Tests and Thinking Skills Activities. Italy is delivered as an independent project. These assist in identifying National Curriculum attainment Knowledge understanding and skills are tested Merit certificates are issued for high effort and/or achievement in certain pieces of work throughout the year | To gain and use an extensive geographical vocabulary and use it appropriately in extended writing To research data independent (both primary and secondary) To appreciate the protocol for influencing planning and environmental decisions To extend revision skills | |
GERMAN
YEAR 9
KEY STAGE 3 GERMAN IN TWO YEARS
The Year 9 course continues to follow the National Curriculum, but is also considered to be a leadin to GCSE.
Students cover topics such as fashion, celebrations, town, future plans, environment and healthy lifestyles.
| ASSESSMENT FRAMEWORK | COMMON LEARNING TARGETS IN |
|---|---|
| | YEAR 9 |
| Students are assessed frequently against National Curriculum descriptors with all students completing a minimum of 8 Common Tasks. Expected progress: All = level 3 Most = levels 5/6 Some = level 6 Occasionally = level 7 | |
HISTORY
In Year 9 students will develop knowledge and understanding of the events, people and changes in the three units studied this year. They will also develop their source evaluation skills and examine how and why historical events and individuals have been interpreted in different ways
AUTUMN TERM
MODULE 1: DYING FOR THE VOTE 1870 – 1928. WHY DID IT TAKE SO LONG FOR WOMEN TO GET THE VOTE?
Students will investigate the development of the democratic system in Britain.
This will include the following.
- How does democracy work?
- What was wrong with the voting system in the 1800's?
- How did different groups struggle to gain the vote? This will involve a study of the Suffragettes. Students will consider the extent to which violent protest was effective.
- What were attitudes to women in the nineteenth century?
| | KEY WORDS | DEFINITION |
|---|---|---|
| DEMOCRACY | | |
| CONSTITUENCY | | |
| BALLOT | | |
| FRANCHISE | | |
| SUFFRAGETTES | | |
| SUFFRAGISTS | | |
MODULE 2: HOW 'GREAT' WAS THE BRITISH EMPIRE?
In this Unit students will investigate the following questions:
- How was it by 1900, Britain controlled nearly a quarter of the world?
- Did everyone benefit from the British Empire?
- How successfully did local people resist British rule?
| | KEY WORDS | DEFINITION |
|---|---|---|
| EMPIRE | | |
| IMPERIALISM | | |
| MISSIONARY | | |
| RACISM | | |
| RAW MATERIALS | | |
| PASSIVE RESISTANCE | | |
SPRING AND SUMMER TERMS
MODULE 3: WHAT WERE THE MAIN CAUSES, EVENTS AND EFFECTS OF THE WORLD WARS IN THE TWENTIETH CENTURY?
Students will investigate the main conflicts of the Twentieth Century. They will also study key individuals in the century.
Enquiry questions will include:
- How did a murder lead to the First World War?
- Why was the First World War called the 'War to end all Wars?'
- What was the impact of the Second World War on civilians?
- Why is it so important to remember the Holocaust?
MODULE 4: WHAT HAVE BEEN THE KEY POLITICAL DEVELOPMENTS IN THE WORLD SINCE 1945?
Students will study the events of the Cold War to the collapse of the Berlin Wall. They will also investigate the Bosnian conflict and the consequences of the 9/11 attack on New York.
| | KEY WORDS | | DEFINITION |
|---|---|---|---|
| ALLIANCE | | An agreement between countries | |
| THE LEAGUE OF NATIONS | | A union of nations formed in 1919 to try to maintain world peace | |
| APPEASEMENT | | The policy adopted by Britain and France in the 1930’s to try to avoid war with Germany by granting concessions to Hitler | |
| COMMUNISM | | Ideology based on the ideas of Karl Marx and other writers, concerning the rights of the working class in a nation to an equal share in its wealth | |
| FASCISM | | An ideology originated in Italy during and after World War 1, based on patriotism and anti-communism | |
| ANTI-SEMITISM | | Against the Jewish race | |
| HOLOCAUST | | The destruction of the Jewish race by the Nazis | |
| THE COLD WAR | | The period of hostility between the communist and democratic states after World War II, especially between the U.S.S.R and the U.S.A. | |
| WESTERN FRONT | | The area of fighting in Belgium and France in the First World War | |
| TRENCHES | | The protective ditches dug for soldiers fighting in battle | |
| PROPOGANDA | | Information used to persuade people to believe a particular point of view | |
| HOME FRONT | | The contribution of civilians to the war effort | |
| ATOMIC BOMB | | A bomb in which atoms are split releasing tremendous energy | |
| | | | COMMON LEARNING TARGETS IN |
|---|---|---|---|
| | ASSESSMENT FRAMEWORK | | YEAR 9 |
| Tests on key words End of module tests covering National Curriculum skills in chronology, knowledge and understanding, source evaluation and interpretation A significant piece of class/homework from each module will be assessed against National Curriculum Levels Evidence from 1-3 used to report on their NC level at the end of the year. Homework exercises are assessed throughout the year using the Department mark scheme. Students are awarded A-E for effort and 1-10 for the work. A copy of this can be found in the front of student exercise books. | | Knowledge and understanding of key terms and concepts Show understanding that there were different types of causes for an event Suggest the most important cause with reasons Use sources of information to reach and support a conclusion Suggest who some sources are more reliable or useful than others Describe and begin to explain different historical interpretations of events, people and changes | |
ICT
In Year 9, Computing is built around a core of teaching objectives organised by four themes:
- Finding information
- Developing ideas
- Reviewing, evaluating and modifying work as it progresses.
- Communicating Information
Students will experience the use of Computing as a tool to aid them in their studies of all subject areas. Importantly, Students will also learn to recognise where and when it is appropriate to apply Computing with a main objective of becoming Computing capable in an ever changing digital world.
Year 9, students will follow a new program to develop their learning in the digital world. Students will complete units called 'Web App, project management with 3D Games programming and a Social Media Campaign. The program of study has been designed to support students learning and transition into Key Stage 4.
Topics to be covered:
| Autumn | Module 1 Module 2 |
|---|---|
| Spring | Module 3 |
| | Module 4 |
| | Module 5 |
In Modules 1 – 2, students will learn how to use Project Management tools (Mindview) and 3D Games programming (Missionmaker) Students will use project management software (Mindview) to help them plan a computer game and use the computer program Missionmaker to create a computer game. Students will be able to gain knowledge of project management that can be confidently used in other subjects.
| Key Word | Definition |
|---|---|
| Splash Screen | A splash screen is a page usually with some kind of Flash animation that you see before entering the main site. |
| Web app | A website application that is interactive within a web browser. which enables you to perform a range of useful tasks. |
In Modules 3 & 4 Students will design and create a web app for the use of browser-based Internet services, from a handheld mobile device, such as a smartphone, a feature phone or a tablet computer, connected to a mobile network. Students will design a web app for a particular audience which will include navigation, house style and wireframe layouts with a range of screens using templates. They will create icon sets for this topic.
In Module 6 & 7 students complete a social media campaign using a range of different software, Mindview, Mircrosoft suite, Makewaves a social network website. Students will work in groups to prepare a social media campaign to help to prompt a forthcoming event for example: To sell tickets for a school performance, Local Charity event or Sports club students are members of. The event w ill be uploaded on a social media site via podcasts or an advert.
Assessment
In the first part of a topic students will learn new skills and complete practice tasks to develop Computing capability. Throughout the year students will be assessed and tested on six generic assessment tasks which will be produced independently by students. The assessment tasks will have less direct teacher input.
When students are set homework tasks their work is marked and annotated with an effort, attainment grade and National Curriculum level and sub level, in line with the Computing Department and Academy Policies. Students' work is assessed throughout each topic both formative and summative, students organise and store work in a student file in academy. All marks are collated on a central tracking spreadsheet using the Aim High software.
Target setting
Target setting is part of an ongoing process between teacher and student. Teachers provide written positive constructive comments on work, alongside attainment and effort marks, about every third piece of homework. At the end of each project a summary sheet details ways that students can improve their work. Targets are also listed on annual written reports.
Some Computing targets may include:
- To become an independent learner
- To use 'Print Preview' to check a document before printing.
- To use Computing to complete all homework whenever possible and relevant.
- To be ecologically aware and 'think before printing'
- To consider purpose and audience when producing work using a computer.
- To include a title in a header and a name in the footer before printing.
- To experiment and try as many advanced tools in a program as possible.
MATHEMATICS
INTRODUCTION
Year 9 is a crucial year in Mathematics at Branston, as we begin our GCSE studies in this year. All students will study the Edexcel linear course 1MAO. We continue to use a levelled approach. Students work on topics that are appropriate to their ability.
ASSESSMENT
Assessment is continuous throughout the year as teachers keep a record of homework marks.
Tests will take place every half term and National Curriculum levels will be awarded.
During exam week students complete a SAT paper at an appropriate level. This includes a noncalculator paper and a mental arithmetic test. Any part of the syllabus may be tested. A National Curriculum level will awarded on the basis of the test results.
| | ASSESSMENT | COMMON LEARNING TARGETS IN YEAR 9 |
|---|---|---|
| | FRAMEWORK | |
| During test week, students complete a past Key Stage 3 SAT paper. These are designed to give each student an accurate National Curriculum level. There will be tests every half term so that students can monitor their progress. The teacher will routinely set homework so that students can monitor their own performance. Class work is usually marked in lesson so that feedback can given quickly and problems resolved as soon as possible. The teacher will monitor the homework and use it to measure progress. | | |
- Communicate interpretations and results of a statistical enquiry using selected tables, graphs and diagrams in support.
- Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems.
- Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy.
- Present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory text.
Year 9 Key Objectives for able pupils (mostly level 7 and some level 8)
- Know and use the index laws for multiplication and division of positive integer powers.
- Understand and use proportionality and calculate the result of any proportional change using multiplicative methods.
- Square a linear expression and expand the product of two linear expressions of the form x ± n; establish identities.
- Solve a pair of simultaneous linear equations by eliminating one variable; link a graphical representation of an equation or a pair of equations to the algebraic solution.
- Change the subject of a formula.
- Know that if two 2-D shapes are similar, corresponding angles are equal and corresponding sides are in the same ratio.
- Understand and apply Pythagoras' theorem.
- Know from experience of constructing them that triangles given SSS, SAS, ASA or RHS are unique, but that triangles given SSA or AAA are not; apply these conditions to establish the congruence of triangles.
- Use measures of speed and other compound measures to solve problems.
- Identify possible sources of bias in a statistical enquiry and plan how to minimise it.
- Examine critically the results of a statistical enquiry and justify choice of statistical representation in written presentations.
- Generate fuller solutions to mathematical problems.
- Recognise limitations on the accuracy of data and measurements.
MUSIC
OVERVIEW OF YEAR 9
| | Unit | Title | | ASSESSMENT TASK | | |
|---|---|---|---|---|---|---|
| | | | | Main focus for | Performance | Composition |
| | | | | Listening | | |
| 9 | | Popular Band Project | Popular Songs to be studied | | Pop song Ensemble | |
| 10 | | Song Writing Performance | The Music Industry | | Classroom performance or backing tracks on PC | |
| 11 | | Music and the Media | Film and TV music | | | |
| 12 | | Taiko | Taiko, Drumming | | Performance of various pieces | |
All students will study music for 2 periods a week throughout year 9.
Each lesson will cover the three required activities for music at Key Stage 3: listening, performing and composition.
Listening skills will be taught through listening to CDs, watching DVDs and making written and verbal responses to questions asked by the teacher. Students will also learn specific vocabulary for each topic and knowledge of this vocabulary will be tested every week.
Performing skills will be taught through playing pieces on the keyboards, singing songs and playing percussion instruments. Students will play on their own, and in a group.
National Curriculum levels will be recorded on log sheets for each topic. At the end of the year students will be awarded one National Curriculum level from 1 to 7 based on the average grades for the year. These grades will also be used for all reports and tracking documents used by the Academy.
Here is a description of some of the work in each topic:
UNIT 9: POPULAR BAND PROJECT
During this project students learn various instruments and get to work in a band for several weeks looking at several pop songs.
UNIT 10: SONG WRITING/PERFORMANCE
Students will work on computers developing song writing or performance skills.
UNIT 11: MUSIC AND MEDIA
For this unit students will be studying film music, you will also use Cubase to compose your own film music.
UNIT 12: TAIKO
During this unit students will be performing and studying Taiko drumming.
ASSESSMENT
During each topic students complete assessment log sheets that will be used to monitor and assess progress.
Music Homework
Music of the week
Throughout the year you will be set homework asking you to listen to music posted on the learning web. You will need to access the Branston Community Academy learning web/Music/Key Stage 3/Homework/Music of the week folder to access the music.
If you do not have internet access please ask you music teacher who will provide the sound files on a memory stick or CD.
Vocabulary
You will be asked to learn vocabulary throughout the year. The vocabulary will also be posted on the learning web.
Musical Activities
Students are encouraged to attend lunchtime and afterschool music groups. Details and times are posted in the academy notices and in the music block corridor. Groups include:
Singing group
Djembe Group
Band
Glee group
Pop/Rock groups
PHYSICAL EDUCATION
In approaching the end of Key Stage 3 in Year 9 students will get further opportunities to participate, learn and improve in a whole range of sports. Skills will be taught in more depth with emphasis focused on the use of developed skills in competitive true life situations.
Students will be expected to officiate and coach small groups within them. All rules will be introduced, as pupils are given opportunities to show how they feel you can succeed and win at sport.
Pupils will be actively encouraged to further develop their Leadership skills and be given clear opportunities to lead both within and out of lessons. Pupils with strengths in this area will focus and extend these skills through an additional Leadership course.
Sports Leaders Level 1 Award, students will have the opportunity to qualify as a Level 1 Sports Leader. Training is based upon developing pupils existing Leadership Skills further so that they can be applied to a variety of sports and situations. Students will complete 6 units which include fair play in sport, officiating and leading an activity. In order to gain certification students must demonstrate 1 hour of leadership under supervised assessment.
The students will actively and continually analyse their own and others performance with depth and with the use of a range technical terms. They will be expected to show how they can improve and help others improve their current skill levels.
All students will take warm ups and cool downs for bigger groups.
Pupils will further develop their knowledge of the key relationship between Exercise and Health and the importance of exercise to maintain a fit and healthy lifestyle. They will be encouraged to focus on areas of sport that they enjoy and develop these areas further to ensure a fit and healthy lifestyle is maintained into KS4.
WINTER ACTIVITIES
These run from September to Easter and include the following:
All Students:
Swimming; Badminton; Rugby (Tag for Girls); Football; Cross Country;
Circuits; Handball; Uni Hoc
Basketball; Table Tennis
Netball; Dance; Gymnastics;
| | SPORT | KEY WORDS |
|---|---|---|
| SWIMMING | | |
| GYMNASTICS | | |
| BADMINTON | | |
| RUGBY | | |
| FOOTBALL | | |
| BASKETBALL | | |
|---|---|---|
| NETBALL | | |
| | SPORT | KEY WORDS |
| DANCE | | |
| FITNESS | | |
SUMMER ACTIVITIES
These run from Easter to July and include the following:
All Students:
Athletics; Tennis; Rounders
Stoolball
Cricket; Softball; Swimming
| | SPORTS | KEY WORDS |
|---|---|---|
| ATHLETICS | | |
| VOLLEYBALL | | |
| TENNIS | | |
| CRICKET | | |
| ROUNDERS | | |
Students will have the opportunity to broaden their experience of Sport and Physical Education. They will know and be able to express viewpoints on the importance of participation in physical activity and its direct link to healthy living and a longer life.
They can further develop their interest and skill levels through extra-curricular clubs and teams. School teams will run in Football, Netball, Rounders, Cricket and Tag Rugby (girls only). Clubs will be available in all areas.
In Year 9 the following skills will be assessed in detail:
| ASSESSMENT FRAMEWORK | | COMMON LEARNING TARGETS |
|---|---|---|
| | | IN YEAR 9 |
| Assessment of student's practical skills is ongoing throughout the year in every lesson Each individual sport is assessed and levels are recorded after their respective block of work Student performance is internally recorded and the average level of their 10 sports is written on the report After each block a department award will be given to award high achievement and effort | Show clearly how to link skills, technique and ideas fluently together Performance shows a progressive distinct degree of precision, control and fluency. Know how exercise affects your body and can use clear and precise technical words to explain Show a good range of understanding of tactical needs and can implement them confidently in competitive situations Are able to constructively comment on other peoples performance Clearly shown to improve own performance by watching others Ideas how to improve others performance Can show how to warm up and cool down properly | |
By the end of Year 9 pupils should aim to reach Level 5a/6c. To achieve this level they need to be able to answer YES to the following
- I am able to choose and combine skills, techniques and ideas.
- I am able to apply them in ways that suit the activity, showing consistent precision, control and fluency.
- I am able to plan work for myself and other pupils in the group showing that I understand the tactics and strategies needed to carry out the activity, taking into account the strengths and weaknesses of the people in the group.
- I am able to comment sensibly and analyse the skills, techniques and ideas in my own and others work in the group and suggest ways to improve.
- I am able to prepare for and recover from various activities.
- I am able to explain how to improve my level of fitness using a range of exercises and activities.
Curriculum and Assessment Guide – Year 9 2014-15
RELIGIOUS EDUCATION
STUDENTS WILL START THE GCSE COURSE.
UNITS STUDIES DURING YEAR 9 WILL INCLUDE.
RELIGIOUS EXPRESSION
At the core of this topic is the different ways that people express their faith. Students will be required to explore how faith can be expressed through what people wear. They also need to consider the role of symbols and art as a means of expression and their role in generating an atmosphere conductive to worship. Students will explore the role of pilgrimage in a person's spiritual growth and consider the different ways and ethical considerations concerning the ways that people share their faith with others.
LOOKING FOR MEANING
Students will examine different religious beliefs about the existence and nature of God and beliefs about the afterlife. In an increasingly secular society they also need to understand that many people do not appear to believe in God and consider the reasons for this. Students will consider how people experience God today and how belief in God may lead to a sense of vocation.
OUR WORLD
At the core of this module are the ultimate questions about the purpose of human existence on the Earth and how the universe began, the purpose of human life and what it is that make us distinctly human.
Assessment framework
- Students work will be assessed throughout the year using the whole school marking guide, RE assessment levels and the GCSE specification criteria. Students will complete an end of unit test on completion of each module.
Common learning targets in Y9
- Use the SWAWOS framework to answer evaluation questions.
- Learn the key words and religious concepts for each unit.
- Give reasons, examples and evidence to support your answers.
SCIENCE
AUTUMN TERM
OUTLINE OF THE UNITS
Organisms, behaviour and Health
Chemical and material Behaviour
Drugs and behaviour:-
At the end of this unit you will be able to describe some of the factors that affect human behaviour and explain ideas about learning. You will understand how so drugs can have a damaging effect on the way in which the human body operates, and you will have communicated scientific ideas in a variety of ways.
Variation:-
This topic will enable you to describe variation and explain why it is important. You will be able to explain how selective breeding works and why it is useful. You will have used scientific ideas to explain things that happen.
Chemical patterns:-
You will be able to explain how metals are affected by chemical reactions and use information to develop and use the reactivity series. You will be able to represent reactions by equations and to explain reactions by using the particle model
Chemical reactions:-
By the end of this unit you will be able to describe a range of reactions using equations and predict the outcomes. You will be able to explain how a reaction involves the rearrangement of particles and managed risk when conducting experiments.
SPRING TERM
OUTLINE OF THE UNIT
Energy, electricity and forces
SUMMER TERM
OUTLINE OF THE UNIT
The environment, Earth and Universe
Pressure, forces and moments:-
You will be able to explain how forces produce a variety of effects, including pressure and acceleration. You will be able to calculate outcomes such as pressure and moments, and interpret graphs. In your practical work you will have gathered data and repeated readings if appropriate.
Energy transfer:-
This topic will enable you to explain how energy is transferred in various contexts, such as light and electrical circuits, and what the effects are. You will have used evidence that you have gathered to construct explanations.
Humans and the environment:-
This unit will enable you to explain the impact humans have had on the environment and evaluate some of the strategies needed to conserve the environment. You will have used various sources of information and explored a variety of response.
Geology:-
This unit will how you how to describe the main types of rocks, explain the processes by which one sort is changed into another and combine the ides in the rock cycle
ASSESSMENT AND TARGET SETTING
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Tibet Oral History Project
Interview #14C – Lobsang Thardo July 8, 2013
The Tibet Oral History Project serves as a repository for the memories, testimonies and opinions of elderly Tibetan refugees. The oral history process records the words spoken by interviewees in response to questions from an interviewer. The interviewees' statements should not be considered verified or complete accounts of events and the Tibet Oral History Project expressly disclaims any liability for the inaccuracy of any information provided by the interviewees. The interviewees' statements do not necessarily represent the views of the Tibet Oral History Project or any of its officers, contractors or volunteers.
This translation and transcript is provided for individual research purposes only. For all other uses, including publication, reproduction and quotation beyond fair use, permission must be obtained in writing from: Tibet Oral History Project, P.O. Box 6464, Moraga, CA 94570-6464, United States.
Copyright © 2015 Tibet Oral History Project.
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
INTERVIEW SUMMARY SHEET
1. Interview Number:
#14C
2. Interviewee:
Lobsang Thardo
3. Age:
78
4. Date of Birth:
1935
5. Sex:
Male
6. Birthplace:
Minbuk, Lhasa
7. Province:
Utsang
8. Year of leaving Tibet:
1959
9. Date of Interview:
July 8, 2013
10. Place of Interview:
Tibetan Community Center of Portland, Oregon, USA
11. Length of Interview:
2 hr 09 min
12. Interviewer:
Marcella Adamski
13. Interpreter:
Tenzin Yangchen (of Portland)
14. Videographer:
Jeddadiah Emanuel
15. Translator:
Tenzin Yangchen (of Bylakuppe)
Biographical Information:
Lobsang Thardho was born in Minbuk in Banashol, Lhasa. His father was a government secretary. At the age of 5-6 he began school at the Potala Palace under his maternal uncle, who was also an opera singer. He learned to read and write, but was allowed to play games and singing opera songs too. His father established a school in Dechen District on the order of the 13 th Dalai Lama to improve education, so Lobsang Thardho began studying at home instead.
Lobsang Thardho became a monk at the age of 13 and explains his studies and daily routine at Gaden Monastery. At age 19-20 his teacher passed away and he was appointed as an office member due to his writing skills. He was also appointed as an attendant to His Holiness the Dalai Lama who stayed temporarily at Gaden while taking his exams.
A large influx of Chinese began coming in vehicles to Lhasa. Lobsang Thardho's father and many others formed the Tibetan People's Organization to resist the Chinese' Liberation. He and many other monks gave up their vows to join the Defend Tibet Volunteer Force. He describes in detail a risky assignment to deliver a message back to Gaden Monastery. The situation became chaotic as many Tibetans fled from Lhasa and Lobsang Thardho was tasked with redirecting those with weapons to join the resistance. He himself finally ended up in battle but the untrained fighters were no match for the Chinese and fled to India.
Topics Discussed:
Utsang, childhood memories, education, customs/traditions, monastic life, first appearance of Chinese, government/administration, Chushi Gangdrug guerrillas, escape experiences.
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
Interview #14C
Interviewee: Lobsang Thardo
Age: 78, Sex: Male
Interviewer: Marcella Adamski
Interview Date: July 8, 2013
Question: Please tell us your name.
00:00:13
Interviewee #14C: My name is Lobsang Thardo.
Q: His Holiness the Dalai Lama asked us to record your experiences, so that we can share your memories with many generations of Tibetans, the Chinese and the rest of the world. Your memories will help us to document the true history, culture and beliefs of the Tibetan people. Do you give your permission for the Tibet Oral History Project to use this interview?
#14C: Yes.
Q: During this interview if you wish to take a break or stop at any time, please let me know. If you do not wish to answer a question or talk about something, let me know.
#14C: Okay.
Q: If this interview was shown in Tibet or China, would this be a problem for you?
00:01:54
#14C: There will no longer be any problems because [my] father passed away at that time soon after coming out of Chinese prison. I was able to escort [my] mother to India. She lived for three years and passed away.
Q: We are honored to record your story and appreciate your participation in this project.
#14C: Thank you. I wish to say thank you to you for doing so much and working so hard for us, for the cause of the Tibetans.
Q: Thank you. Lobsang Thardo-la, can you please tell me where you were born and when you were born, what year?
#14C: I was born on the 15 th day of the 4 th lunar month in 1935.
th
Q: Is it the 15 day?
1
#14C: Yes.
Q: Is it the 15 th day of the 9 th month?
#14C: No, the 4 th . I was born in the 4 th month of Sakadawa '4 th month of the Tibetan lunar calendar during which the Buddha was born, died and attained nirvana.'
Q: Where were you born?
#14C: I was born in Minbuk in Banashol in Lhasa. Banashol [is also] called Danashol.
Q: Is that near the center of Lhasa or way out?
00:03:55
#14C: It is right within the lingkor 'circuit.'
Q: What kind of work did your parents do?
#14C: My father was earlier the secretary of the Namgyal Monastery and later went to Dechen in Mindubuk where there was a phashi 'estate.'
Q: What's phashi?
#14C: Phashi means land and house. [He] then went to Dechen and became the secretary of the Dechen Zong 'District [Office].'
[Interpreter interprets as: My father was an accountant at Namgyal Monastery and after that they went to Dechen Zong because they have land over there and so he worked in Dechen Zong.]
Q: Where is Dechen Zong?
#14C: It is at a distance of 15 kilometers from Lhasa.
Q: And he worked on the land as a farmer?
#14C: Yes, a farmer. There was no one in Lhasa with more lands than us. We were farmers in Lhasa. There were dzo 'animal bred between a yak and a cow,' …[not discernible], everything in Lhasa.
Q: You were the biggest farmers in Lhasa. How many generations had your family owned land in Lhasa?
00:05:40
#14C: Well…I have never seen my grandfathers. There were six sons and six daughters born in our family and I am the child of the youngest daughter.
Q: It sounds like your family for generations was a very successful family and very affluent. Is that correct?
#14C: Not exactly financially well off but owned vast tracts of land and basically, was an old family. Being an old family, it was considered a good family in Banashol in Lhasa.
Q: In your own family, how many children did your parents have?
#14C: We were two sons.
Q: Where were you in the lineup?
#14C: I am the younger one. My older brother passed away this year.
Q: Oh, I'm sorry to hear that.
00:07:34
#14C: However, last year during the Kalachakra I called him to Nepal and had [his] eyes corrected as [he] had become blind. Then [he] received the Kalachakra empowerment and passed away upon returning.
Q: Did [he] return to Tibet?
#14C: Yes.
Q: He died in Tibet?
#14C: Yes.
Q: Was it easy for him to get into Tibet and where did he go when he got there?
#14C: [He returned] to Dechen.
Q: Do you know what conditions were like there from him? Did you have any information?
#14C: [He] did not have anything to say in particular. Besides, he was a person that did not talk much.
Q: Pa-la 'respectful term for father,' can you please tell us then what is your childhood like? What do you do with your days from the time maybe you are 3, 4, 5 to 8 years old?
00:09:10
#14C: Perhaps I was 5-6 years old then. I had an uncle that worked as a head clerk at the Potala Palace of His Holiness the Dalai Lama. He was living there at the Potala, so I was left there to learn the alphabet.
Q: At 5 or 6 you went to the Potala Palace to study under an uncle?
[Interpreter to interviewer]: …with an uncle.
Q: …with an uncle who was an accountant?
[Interpreter to interviewer]: Yes.
Q: Is that not a very young age to send a child to learn accounting?
#14C: [I] faced a lot of difficulties then. As the sun set in the evening I missed mother and I used to cry loudly. It was forbidden for children to cry at the Potala. The yokpo carried [me] over the neck.
Q: What does yokpo mean?
#14C: Yokpo means attendant. There was an attendant called Shangpo Shatuk who was a grand looking dhopdhop 'obstinate monk' with a beard. He carried [me] over the neck to Lhasa. [We] went to a Nepalese shop in Lhasa, bought candies and then [I] was taken to mother. Then in the morning someone carried [me] over the neck to the Potala. It continued like that.
Q: Were you able to go home every night after studying?
00:11:32
#14C: Yes. There was a table in the verandah. If you looked from atop the tablelike this [stands up], you could see the smoke from my home in Lhasa. You could see the whole of Lhasa from the Potala Palace. As [I] saw the smoke [I] missed mother. [Laughs]
Q: How long did you stay getting your lessons in the Potala Palace? How many years?
#14C: [I] was there for 2-3 years.
Q: Can you describe any memories you have of the Potala Palace? Were there many people around? Was it a very quiet place or very exciting or a happy place? You know, can you talk about that?
#14C: It was quiet but while Kungo 'Your Presence' [title of address for government officials] was there, until he left for office, [he] taught us—there were me and another boy.[He] taught us. After Kungo left for office, we used to run up and down the stairs of the Potala and play all the time.
Q: The Kungo was your uncle, right?
#14C: Maternal uncle.
00:13:35
It was very enjoyable in the morning. Kungo recited prayers in the morning after which [he] did this with the hands [claps twice]. And then the two of us had to go there. My
colleague would enact a Gyangkara [artiste]—there were the lhamo 'opera' called Gyangkara and Kyormolungwa [famous troupes in Lhasa]. [We] would act as ngonpa 'hunter or fisherman character in opening scene of opera' with him as a Gyangkara actor and I [as an artiste] from Kyormolungwa. Kungo would go dheng, dheng, dheng [taps rhythmically on table] and we would perform [raises arms in dance motion].
After that performance, one [of us] would be Lhasa Shoepa [artiste]—Shoepa Shayma and Lhasa Shayma were two dance troupes. I would dance as an actor of Lhasa Shayma and he, my colleague would dance as a Shoepa Shayma actor. Then [we] danced shig, shig, shig, shig, shig [repeats rhythmically]. Kungo was very jovial. [He] was the best namthar 'aria' singer in Tibet, [my] maternal uncle. Presently the Kundeling monk says, "I learned my namthar mainly from Mindubuk Tsecha." He is that person. He was very good with the namthar.
00:15:23
You could not raise your voice in the Potala, so [we] had to sing in a soft voice. [Laughs]
Q: Your uncle was also there to teach you accounting but he had a second love and that was the opera?
#14C: [He] was a monk. Yes, and [he] was the supervisor of all the opera [troupes]. He was the one that directed the opera [performers].
Q: I see. The opera performers…
#14C: One must supervise all the opera [performers] prior to the shoton 'annual opera festival' performance in Lhasa. Kungo was the one that took charge.
Q: What was his full name, please?
#14C: Thupten Gyalpo.
Q: What kind of personality was he?
#14C: [He] was considered as a gentle and polite person. There were the Dungkhor Yarkyi and Tsidung Yarkyi that were different picnics. During such times it was Kungo that sang the namthar.
00:17:06
Besides, during the picnics there would be the yokpo that escorted the many Kungo. [To interpreter] You understand yokpo, attendants, right?
Q: Yes.
#14C: All the 8-9 year old children of Mindubuk could sing the aria spontaneously, all the boys and girls of all the families.
Q: Your family?
#14C: Yes.
It was strange at that time. Normally servants must sit outside and not come inside where the aristocrats, the leaders sat. When we came as attendants, [we] were called inside. [We] would go in immediately and sing the aria for them. [Laughs]
Q: The attendants also sang!
00:17:48
#14C: Yes, [we] sang very well, both males and females. The girls sang and the boys sang. [They] sang the aria very well.
Q: Did your uncle's teaching you some of the dances and the songs, did that in any way influence your wanting to become a cham 'religious dance performance by monks' dancer or opera dancer?
#14C: No, [I] did not have any inclination. However, even as a child I used to sing the aria right away at any party or wedding or any occasion.
Q: Maybe we'll have you sing a little bit later. Oh, can you think of any songs right now? Could you sing us something?
#14C: [I] do remember.
[Asks someone off camera] Was it last evening or yesterday?
[?]: It was on Saturday.
#14C: It was on the day of the birthday.
[?]: His Holiness the Dalai Lama's birthday.
#14C: I sang on His Holiness' birthday. Usually [my] voice is lacking but when [I] sang on the day of [His Holiness'] birthday [my] voice was good. The voice is still good.
[Points to someone off camera] He and I sang together.
Q: Could you try to sing for us one song now, please?
00:19:51
#14C: I can sing a short aria. Is it okay to sing now? There is no need for a loudspeaker?
Q: It's not necessary. It's attached there.
#14C: [Sings]
Chukpo pelkyi Leksang la genchen Mayi drangsong Dhakla la ni Tsuru sennang
This is called the drangsong 'hermit saint' namthar. [Laughs]
Q: Please translate what it means.
#14C: The meaning is that the drangsong is singing this to two elderly patrons.
Chukpo pelkyi leksang genchennyi
You rich elderly generous ones
Drangsong means the lama.
Mayi drangsong dhak la tsusennang Please listen to this hermit saint
Q: And what follows?
#14C: [I] cannot remember what it is…
[?]: Perhaps it is "Listen to me and I shall sing an aria."
#14C: It must be something like teaching the dharma. Mayi drangsong dhak la tsusennang. I cannot recall what follows this.
Q: Thank you.
#14C: [Laughs]
Q: So tell us since you don't become a famous opera star, what happens in your life next?
00:22:45
#14C: As it was problematic to send me to the Potala Palace and since my father was the secretary of Dechen District where a school was established to teach Tibetan, I was taken to Dechen. [I] studied in Dechen.
Q: Wasn't your father a farmer?
#14C: [He] was a farmer.
Q: Was [he] a farmer and a secretary?
#14C: Yes, [he] was a secretary.
Q: What did you study in the school?
#14C: [I] studied the Tibetan alphabets and writing.
Q: Was it writing?
#14C: Yes. It was both writing and reading.
Q: Tell us more about what happened? Were you happy in that school and were there other Tibetan children from families that must have been a little bit well off to afford this school or was it a free school?
00:24:22
#14C: Anybody could join. Father taught any children that were sent. There was no need for payment of money or anything else.
Q: Who was the teacher?
#14C: My father was the teacher. Father was very well educated. Therefore, [he] established the school. The main reason for establishing the school was the order passed by His Holiness the 13 th Dalai Lama to all districts to establish schools. Some districts started schools and some did not. Therefore, later my father began the school.
Q: Can you tell us more about why the 13 th Dalai Lama wanted there to be schools in all the districts?
#14C: His Holiness the 12 th Dalai Lama had traveled to India, to Mongolia, to China and witnessed many things. Having understood the importance of education [His Holiness] passed an order to all the districts to establish schools.
Q: [His Holiness] passed an order?
#14C: [His Holiness] passed an order.
Q: How long were you in that school and were you a good student?
00:26:18
#14C: I used to stand second but not first.
Q: How many years were you in the school?
#14C: [I] think I was made a monk at Gaden [Monastery] at the age of 13. [I] was there until 12 or 13. [I] became accomplished enough to write correspondences.
Q: How did you feel about being sent to Gaden Monastery at around age 13?
#14C: [I] went there happy to become a monk then. [I] did not have much understanding. At that time becoming a monk was considered good by everyone, which was why [I] became one.
Q: So that was about…if you were 13 that would have been in about 1948 that you went to Gaden Monastery. This must have been a very big change from a small family to Gaden. Can you tell us what that was like for you?
00:28:09
#14C: [I] did not face that much of a problem. A senior accompanied you when you attended prayer assemblies and such. The living quarter I was assigned was one of the larger ones.
Q: Do you know why your family selected Gaden as the monastery to which they wanted you to go?
#14C: My teacher at Gaden had earlier been an administrator of Dechen District.
Q: Was [he] from Dechen District?
#14C: [He] had been [an administrator] of Dechen District. The [administrators of] Dechen District came from Gaden. There were two administrators, one from Shartse and another from Jangtse [the two divisions of Gaden Monastery]. The one from Jangtse was my teacher who said [to my father], "Make your child a monk in my care." So my father left [me] with him as a monk.
Q: Perhaps you could describe a little bit about how when monks went to such a large monastery how they were organized by houses? Was that from neighborhood districts or was that, you know, something within the monastery that organized them?
00:30:14
#14C: You joined whichever [house] you desired. However, one from Lithang joined the Lithang Khangtsen 'a smaller community within a monastery, in which monks of one geographical area live'; one from Bathang joined the Bapa Khangtsen; one from Lhoka joined the Lhoka Khangtsen and one from Thoepa had to join the Thoepa Khangtsen. However, you could join whichever [khangtsen] you wished. One from Tsang joined the Tsangpa Khangtsen.
Q: And how many monks do you think were in the monastery at that time when you became a monk?
#14C: It is said to be 3,300 but there were around 5,000.
Q: How did the monks get their food and nourishment?
#14C: In the morning the mangja or tea was served during the tsokchen, which is the joint prayer assembly of both Shartse and Jangtse [monks]. Sometimes during the tea, thukpa 'noodle soup' was also served.
Q: Thukpa?
00:31:40
#14C: Yes, that and then during noontime the respective datsang 'division of large monastery' served the daja consisting of tea and thukpa.
Q: The noon [meal] is served by the respective datsang?
#14C: Yes.
Q: The Jangtse and Shartse together?
#14C: Separately. The datsang served separately. You took your own tsampa 'flour made from roasted barley' from your quarters. There is also a practice of distributing a bowlful of tsampa to each monk from the monastery at times.
Q: Where did the food come from?
#14C: During the Gunchoe Chenmo 'Great Winter Prayers' and such, the [food] served by the datsang was sufficient. Normally [we] cooked a little in the quarters.
Q: But what I meant was who supplied the food to the monasteries if the monks were busy studying scripture and doing ceremonies? Was there farming as part of the monastery or did the farmers supply the food?
00:33:24
#14C: The datsang and the tseso owned their individual estates. There was one called Tidhokhang at Gaden where I was an office member. During the lifetime of Je Rinpoche [Tsongkhapa, founder of Gelug tradition], the people had donated great expanse of lands around Metogonkar and Dechen.
Let's say you donated that land to me. [I] give it back to you [for cultivation] and [you] paid a boma meaning one, two or three bo 'measurement' of grains annually depending upon the size of the land. That is called the boma. These were collected and the grains distributed among the monks.
Q: When the Chinese invaded Tibet they claimed that they were trying to change the oppression of the monasteries over the people. Did the people feel that they were oppressed by the monasteries from your point of view inside the monastery?
#14C: The public did not have any such feelings, as the leaders treated [them] well. However, there were a few bad leaders. The few bad ones and [their] bad servants could have oppressed the people, but in general such things were not allowed because there was the law.
For example, the reason for the Chinese to claim this at that time was to occupy Tibet through deceptive means. The Tibetans were not well educated. It was the most backward in education in the world with the least experience. We have been adversely affected by living in an isolated country. Therefore, in order to deceive [the people, the Chinese said], "The three great ngadak '[types of] persons holding leadership positions' have oppressed and despised [you]. We will liberate [you] from oppression. Earlier you were being labeled as living in the country of darkness, savages and barbarians." [The Chinese] said such to deceive the people.
For instance, you know Ngabo Jigme-la? Ngabo Jigme-la said [he] used to attend college in China in the bygone days. A friend said, "Jigme, I have something to ask you." "Yes, what is it? Speak up." He asked, "Does the sun shine in your country?" The youngster [thought the sun did not] because of the term "country of darkness" that had so strongly been publicized. [The terms used were] "country of darkness," savages and barbarians. [The Chinese] said that the Tibetans were barbarians, savages and lived in darkness. So thinking that the sun did not shine, the question was asked. The Chinese publicized such in order to occupy Tibet.
Q: So the Chinese were telling their own people that the sun never shines in Tibet. It was a dark country.
00:38:50
#14C: When we were in Tibet [the Chinese] said, [joins palms] "We have come to serve the people. We have come to serve you." As though [they] were serving [us] a great deal. [The Chinese] did not know how to harvest with a sickle. [They] could not harvest but even so 10, 15, 20 of [them] arrived and similar to children playing, [they] harvested as a show of helping [us]. [The Chinese] flattered [the Tibetans] in such ways. "We are here to serve you."
Q: Before we get to that let us see…You enter the monastery at 13 and then what are you doing during those years? What are you doing when you join the monastery? What's your daily life like?
#14C: The mangja or the main prayer assembly started before daybreak. One must attend this assembly and after it gets over, there was the one called choera 'debate session' in the datsang. No tea or thukpa were provided during this session but [we] debated. It was for debating. That is the morning session. At noon there was the daja where the respective datsang served tea; tea, thukpa or whatever was available. Once this session got over, there was the noon choera for debates. In the evening there was the doldhon and during this gathering [we] chanted the praises to the 21 Taras and such. There were these five assemblies in a day.
Q: You were learning debate at 14, 15, 16 years of age? Debating took place during the choera?
#14C: Debate sessions went on, but I was not selected among the debaters because I was good in Tibetan writing. Because of [my] being fluent in Tibetan writing [I] was asked to be an office member. [I]was not selected among the debaters. My elder brother was.
Q: Continue your story. Tell us…I guess first I want to understand…Did you begin to have any kind of deeper understanding of the dharma?
#14C: One had to memorize the prayers that were read during the assemblies. There were certain prayers that must be memorized. Except for these, I did not get to study the debates much. However, my elder brother would be learning the Ngonthokgyen 'Abhisamaya/Ornament of Realization' and Uma Jugpa 'Madhyamakara/Introduction to the Middle Way' and others found in the debate scriptures. I learned them while he was studying and so I could chant these along during the assemblies.
Q: Were these chants?
#14C: These were chanted and studied for the debates as well, the Ngonthokgyen and Uma Jugpa.
Q: How did your life begin to change or when does it change in the monastery?
00:44:28
#14C: At around the age of 18, my teacher left for China on a tour. After [he] left I had to take full responsibility of the house. From then on I became responsible like an adult.
Q: What was the reason why your teacher went into China to visit?
#14C: On a tour.
Q: Just on a holiday?
#14C: [He] was invited by the Chinese. Liwusha Thupten Tharpa was the representative of the Tibetan Government. There were Thupten Tharpa and a sizable number of aristocrats, and two representatives each from Sera, Drepung and Gaden [Monasteries]. A representative each from the datsang of Shartse and Jangtse and likewise from Sera [Monastery] where there were [the datsang of] Mey and Jey. So [they] were the representatives invited on a tour by the Chinese.
Q: Did you have at that time any understanding of why the Chinese would want representatives from the government and the monasteries to visit China?
#14C: The aim was to deceive, and [the Chinese] treated them well, providing them good clothes, good food and displayed their [the Chinese] might. It was with an aim to deceive.
Q: Do you remember what year that was and did His Holiness go with that group?
#14C: His Holiness did not go. It was a cabinet minister called Liwusha Thupten Tharpa [who represented the Tibetan Government].
Q: Do you remember what year it was?
#14C: [I] think I was 18 years old.
Q: You were 18 years old?
#14C: Yes.
Q: Did you hear any interesting accounts when they returned from China?
#14C: [They] said that a parade was held. Just like it is done in India on the 26 th of January [Indian Republic Day]. A parade similar to that was carried out with soldiers and guns, and showing them off. It was to show that they were very powerful and the group was taken to visit various places. The main purpose was to display [their] might and to intimidate.
Q: And then tell us what continues then after you are 18? What are some of the next significant events in your life?
00:48:18
#14C: After the age of 18…I was 19 or 20 when my teacher passed away. I was appointed an office member of the Gaden Tidhokhang.
Q: Which committee was that?
#14C: Gaden Tidhokhang is like the ladang of Je Rinpoche. Earlier [I] told you about the grain collection.
Q: What was it like for you when your teacher passed away?
#14C: My father passed away in…
Q: Not father, teacher.
#14C: When [my] teacher passed away, it happened in our home.
His sibling was at the place called Lamo. I rode a horse the whole night to relay the message of his passing away to the sibling. I was scared and was in great panic.
Q: Did you go?
#14C: I did. [I] was terrified. I went crying and was grief-stricken then.
Q: Can you tell us what were the reasons for your great sadness?
00:50:28
#14C: [I] do not know but [I] was particularly sad and grief-stricken. [I]had to travel in the night and in Tibet the routes are hilly and lonely. There was also the danger of thieves and robbers. However, I continued in desperation.
Q: Did you go alone?
#14C: I was alone.
Q: Pa-la 'respectful term for father,' can you please tell us what was the name of your teacher and how many years had he been your teacher?
#14C: Perhaps for around six years. His name was Thondup Gyalpo.
Q: When a teacher dies, what kinds of ways did they deal with the remains of the teacher? What is the ceremony or where did they put the remains of anyone in the monastery?
#14C: The body was cremated.
Q: Was your teacher's body cremated?
#14C: Yes.
Q: Is there anything done with the remains, the ashes?
00:52:37
#14C: Some make tsatsa 'miniature conical figures molded of clay and used as offerings' [out of the ashes] while some do not. If they were lamas or revered ones, tsatsa were made from the ashes. Some throw the ashes into the river.
Q: Can you please tell us what next happens in your life? Your teacher dies, you become…have more responsibilities now and then what is the situation like in Lhasa and in your monastery in the next few years?
#14C: Organizations were being formed in Lhasa at that time. Tibet, Tibet…what was the organization called? There was one organization in which my father was a member.
Q: What kind of an organization was it?
#14C: For the cause of freedom. It was an organization for the cause of freedom. What was the organization's name? [I] have forgotten the name…What was the organization called? I have forgotten the name of the organization.
Q: That's okay.
#14C: The organization had a name. They used to meet in the house of one called Tsathor. After the meeting [they] used to go to all the temples to make offerings for the butter lamps. I have helped them carry butter lamps.
[I] think it was called Tibetan People's Organization.
Q: What was causing the people to form these kinds of groups for the Tibetan cause?
#14C: The Chinese were saying, "Liberation must be implemented. Liberation must be implemented." Hence, it was to say that [we] will not have liberation implemented. For instance, at that time after the loss of Chamdo, they [the Chinese] advanced. [They] did not attack beyond Chamdo then. The Chinese came and settled as Chinese and the Tibetans lived among themselves. Tibetans managed their offices and the Chinese managed theirs. Tibet was managed autonomously.
Q: When did you personally first notice that there were Chinese coming into Lhasa in unusual numbers? How old were you and what did you see happening?
00:56:38
#14C: The Chinese numbers increased after the coming of vehicles. Before the vehicles came, there was not a large number. Once the vehicles rolled in, their number became overwhelming.
Q: How old were you then?
#14C: [I] was around 18-19 then because when the vehicles came, a friend of mine owned a gun, a pistol…
Q: A toy gun or a real one?
#14C: A real one. One night the vehicles rolled in, lights burning and the sound of dhing, dhing, dhing that could be heard 4-5 kilometers away because there were no such sounds in Tibet. [The vehicles] drove in dhing, dhing, dhing. [We] took the gun and…we were in a field. At that time I had come home. Crops had been stacked in the field and we used to sleep in the stack. As [we] slept there the vehicles came. [I] did not know how to shoot but took aim. [I] did not know if there was a bullet or not but thinking the trigger must be pulled, [I] did it. It did not work. There was no sound. So we composed a song for my companion. The gun just made a ticktack sound and nothing else.
Ticktack is the sound of a gun The gun that belongs to Shangpo Payray
The man's nickname was Payray. [Laughs] Such a thing happened. Fortunately, [the gun] did not work. Otherwise, [we] were going to shoot. I must have been 18 or 19 then.
Q: You were really guarding your field with a gun that had no bullets.
00:59:33
#14C: [Laughs] My friend had brought along the gun.
Q: If you were 18 at that time, that was about 1953 when you saw the Chinese coming in trucks, but when you were a monk, when did you first notice that there were Chinese in Lhasa? What did you see with your own eyes?
#14C: [I] did not notice anything important as such. The important issues were being discussed government to government. The Tibetan Government was functioning [then]. The Chinese were living by themselves. What the Chinese did then was to buy the mansions located around the Bakor 'Square' in Lhasa by paying money. [They] were doing such things and constructing many houses.
However, [I] am not certain about the year but initially the Chinese built houses, but they were not proper houses and had tin roofingand simple walls. Once the automobiles rolled in, they constructed proper houses with upper floors.
Q: Your father and other Tibetans were forming these groups to oppose the Chinese. Did you become a member or any of the monks become a member of these groups?
01:02:08
#14C: No, I went to help father carry the butter lamps. [I] went to help carry them.
Q: Where did you have to take the butter lamps?
#14C: There are four temples in the four directions of Lhasa. They went to make offerings of butter for the lamps there. [I] do not know what their intention was. The organization was called People's Organization.
Q: How did your life change after that?
#14C: Then after that…[I] cannot remember well. As part of my duty at the monastery, [I] went to Metagongkar and Dechen on work. I continued to work for the monastery for 2-3 years. [I] think I was 23 years old when His Holiness the Dalai Lama came to Gaden [Monastery] to give the debate examination. His Holiness came to take his geshe 'degree in Buddhist philosophy' examination. At that time, the Tidhokhang appointed me to take care of His Holiness' wardrobe, folding the robes and taking the fresh sets [to him]. I was a staff member of the Tidhokhang and His Holiness stayed at the Tidhokhang during his time at Gaden [Monastery].
Q: Tell us more.
01:04:30
#14C: His Holiness went to Shartse and Jangtse [dratsang] and I had to carry a change of clothing in a yellow bag on my back. [His Holiness] went wherever the ceremony was
taking place, whether it was at Shartse, Jangtse or the Debate sessions. I was the one serving [him] then. At times His Holiness went to visit temples and I was in charge of lighting the lamp at night. One day I was a little bit late. I was late in lighting the lamp and His Holiness was arriving. I pumped hard and His Holiness said, "Do not pump so hard. There is the danger of the mantle falling down." [Laughs]
Q: What was His Holiness like in those days? He was a much younger man. Can you tell us what his personality was like?
#14C: We are of the same age. I was [born] 20 days earlier. I am older by 20 days. His Holiness was born on the 5 th [day] of the 5 th [month]. I was [born] on the 15 th [day] of the 4 th [month].
Q: You are 20 days older?
#14C: Yes.
Q: What was His Holiness' personality like then? [He] was younger.
01:06:44
#14C: [He] was young and did not act superior. [His Holiness] used to come where we were working, patted [us] on the back and spoke [to us].
I would be folding the robes and the many jedhar 'respectful term for ceremonial scarf' that were offered. [His Holiness] came sometimes and patted [me] on the back.
Q: Very nice kind of blessing.
#14C: Yes.
Q: We're now talking about 1958. Did you actually see the Dalai Lama go through his examination?
#14C: Yes.
Q: Can you describe it a little bit? How long was it? Could you understand it, the questions and his answers?
#14C: I was at a distance then and could not hear well but the way [His Holiness] performed well. Whenever a mistake is made, the practice is to make a tsa [claps with palms facing up] but that did not happen. [I] think [His Holiness] was giving good answers. There were some geshe 'monk with Buddhist philosophy degree' who said that [His Holiness] was giving very good answers.
Q: So we're now in 1958 because you are at Gaden when His Holiness came. What happens next in your life story?
#14C: At around that time the Commander of Tensung Dhanglang Maga 'Defend Tibet Volunteer Force,' Andrug Jindha [Gonpo Tashi] and Ratuk Ngawang went to Shang Gaden Chokhor [Monastery] in Nyenmo to get weapons from the armory of the Tibetan Government. On the way the Chinese attacked and Andrug Jindha and some of them left through the north towards Drikung. Ratuk Ngawang arrived at Gaden [Monastery] through Phenpo. A notice was put up on the gate of Gaden, "The Tensung Dhanglang Maga has no shortage of weapons. What we lack are men. Therefore, red monks, please do not just watch because the Buddha dharma is at stake. Red monks, do not just watch but come on!"
Ratuk Ngawang put up such a notice. After that those of us who were 18, 19 and in the 20's became excited. Everybody was encouraged thinking, "If there are weapons available, let's show [the Chinese] what [we] can do!" There were no meetings or formation of committees but word went around from person to person. When we gathered at the center of the monastery to give back [our] vows and prostrate, there were around 200 men. And then we set off for Lhoka.
```
Q: Andrug? #14C: Andrug Gonpo Tashi. Q: Andrug Gonpo Tashi? #14C: Yes, it was Gonpo Tashi. Q: Andrug Gonpo Tashi and what’s the name of the other? #14C: Ratuk Ngawang. Q: Ratuk Ngawang? #14C: Yes. Q: Where did they go to get the weapons? #14C: From Shang Gaden Chokhor. Q: Where’s that? In Lhasa? #14C: In the region of Tsang. Q: In the region of Tsang? #14C: Yes.
```
#14C: It was very sad because [we] had to give back the vows and leave the monastery.
Q: Yes, it was a very sad time. The first, when they were attacked by the Chinese, they were getting guns from the Potala Palace?
[Interpreter to interviewer]: Not the Potala Palace, from somewhere in Tsang.
#14C: Shang Gaden…
[Interpreter to interviewer]: Shang Gaden Chokhor is the name of the place but it's a region in Tsang.
Q: Outside of Lhasa?
#14C: From Lhasa towards the direction of India.
Q: How far is it?
Q: How far is it on horseback?
#14C: It must be 3-4days on horseback from Lhasa.
Q: Three days away? So the Chushi Gangdrug 'Defend Tibet Volunteer Force' was trying to get…was that the Chushi Gangdrug?
01:13:34
#14C: It was called Tensung Dhanglang Maga then.
Q: Was it actually the Chushi Gangdrug?
#14C: Yes, yes.
Q: When they tried to get the guns they were attacked by the Chinese and one escaped and came to Gaden.
[Interpreter to interviewer]: Both of them escaped but I'm trying to figure out which one.
Q: Where was Andrug Gonpo Tashi?
#14C: He went through Drikung. [Draws route on palm] He went through Drikung and Ratuk came directly to Gaden through Phenpo.
Q: And they came to the monastery and they said, "We have guns but we have no help."
[Interpreter to interviewer]: Yes.
Q: Where were the extra guns?
#14C: [They] did not succeed in getting the guns [from Shang Gaden Chokhor] but a small quantity of guns was dropped from planes. There were talks that weapons had been dropped from planes at Diguthang. A type of guns called M1 was dropped but not many.
Q: Did Ratuk Ngawang come to Gaden with guns?
01:14:57
#14C: No. He came on purpose to put up the notice, to call us.
Q: Did [he] come just to put up the notice?
#14C: Yes, yes.
Q: What did you do?
#14C: [I] decided, "If weapons are available, [I am young] in age and must fight the Chinese. [I]can never live under the Chinese." My parents did not know about it; my sibling did not know about it; nobody knew. I made my own decision. Among [those joining the force], we, the officer bearers were better off as we owned horses and carried small guns. The ordinary monks had nothing; they did not even own kitchen knives for their work was studying the scriptures.
In Tibet there were the deity temples in which were swords and guns that were used in the bygone eras. The guns were Tibetan-made ones and the swords huge [stretches out arms] that were used in battles of the past. [The monks] carried [their] stuff on the back with the sword upon it and set off to fight. [They] did not own horses. Oh my God, it was heartbreaking. [We] were going with the hope of finding wonderful weapons there.
Q: And where were you going?
01:17:16
#14C: We were going from Gaden to Lhoka where the Tensung Dhanglang Maga was based.
Q: What happened on the way?
#14C: [We] had to cross over mountain passes along the route. Some of us rode while the majority did not have horses. And then we reached the place called A-Rong Dukha [dukha, a quay] where the Tensung Dhanglang Maga camp was. The rivers of U and Tsang merged and flowed through Lhoka. The river of U passed through Gaden and Lhasa and flowed until Chushul. The river of Tsang flowed to Chushul and these two rivers merged and flowed through Lhoka.
Q: Did you go along the banks of this river?
#14C: Yes, along the river and then crossed over to the other side. We reached Rong Dukha, Ronglukhang Dukha.
Q: Were you stopped by or shot at by the Chinese anywhere along the way?
01:18:57
#14C: [We] did not encounter any. We left in the night and reached the place where the Chinese motor roads was located in the night at around…if we left Gaden at around 7 o'clock, by 12 o'clock you were in the mountains where there were no Chinese roads.
Q: The Chinese were in Lhasa.
#14C: The Chinese were in Lhasa, in Dechen and everywhere in groups along the way.
Q: Was there any attack on the summer palace or Potala Palace at that time?
#14C: No, there was not.
Q: Do you remember the exact year and maybe the month of this?
#14C: Was it 1958? [We] left in '58. [I] think it was the 9 th or 10 th month of '58 that we left.
Q: If you said '58, so this was a year before Lhasa was attacked?
#14C: Yes.
Q: In your group was it only monks from Gaden or were there other groups that joined you?
01:21:30
#14C: We were mostly from Gaden but there were one or two laymen. Otherwise, most were monks. There were a few laymen.
Q: What was the intention in your heart to go take off your robes and go and confront or stop the Chinese? What was the purpose behind your doing that?
#14C: At that time [we] felt, "Should there be good weapons, [we] will fight and show them." Among those leaving from Gaden was the incumbent Secretary. [He] was the incumbent senior Secretary of the entire Gaden [Monastery]. Then there were two lamas called Dhokhang Khentul and Nyangre Titul; and then there were shesur, past gekoe 'disciplinarians,' past chanzo 'treasurer/business manager' and many aristocrats among us.
Q: What's shesur?
#14C: Past shelngo.
Q: Does shelngo mean leader?
#14C: The shelngo in Gaden is like a judge. There were many past such [officer bearers] among us. Then all of us reached the place called Rong Dukha. There was a [building?] called Rong Phokhang and then the leaders of the Tensung Dhanglang Maga came. The leaders came and said, "It is incredibly good that you have come. Please go and join your respective groups." Joining respective groups meant that those from Lithang join the Lithang group and those from Chating, the Chating group. That is what it meant. So the senior ones among us said, "We have not come to seek respective groups but to try to counter the Communist Chinese. If you do not let us form our own group, we will fight separately."
Q: All the monks of Gaden Monastery wished to stay together?
#14C: Yes.
Q: And then?
#14C: I forgot to mention this. We needed a flag but the monks had nothing. At the time of His Holiness the Dalai Lama's visit to China, he had presented Dhamchen Chogyal and Shidak Genyen Chenmo, the deities of Je Rinpoche with a banner/flag each called Tendhur that looked like a flag. We requested to be presented one of these.
Q: Was it presented by His Holiness?
01:25:24
#14C: His Holiness presented these to the deities of Gaden, Shidhak Genyen Chenmo and Dhamchen Chogyal. We requested to be given a flag as we were going to war. We carried it with us. Then we left Gaden and proceeded along the way. Then it became daylight and two crows circled over it [the flag]. The crows alternately circled it while the other rested and in this way the two crows spent the whole day with us until [the place called] Won.
Q: Circled over the flag?
#14C: Yes, two crows circled over the flag.
It was very strange. Poor thing, the man that carried the flag, the weather was so cold but [he] held the flag with naked hands. He was proud of it.
Q: How far was it to get to Rong? They were coming from Lhasa to Rong?
[Interpreter to interviewer]: From Gaden to Rong.
Q: At Rong when they said, "You have to join your regions," then you said, "No, we want to stay together." Was that approved and you did stay together?
[Interpreter interprets as: How far was it from Gaden to Rong?]
#14C: It took four days.
Q: And then were you allowed to stay as a group?
#14C: It was approved. [The leaders said], "Okay, your group will be known as Tensung Dalha Maga."
Q: Dalha Maga?
#14C: Tensung Dalha Maga meaning force [consisting of] dapa 'monks' and lha 'deities'. Our flag had the words Tensung Dalha Maga written on it.
Q: Good allies.
#14C: [Laughs]
Q: And so there you are. Is this Rong place where all the Tibetans were gathering including the Chushi Gangdrug?
01:28:54
#14C: No, no. It was a branch. The main base was at Diguthang. This was a branch.
Q: Please continue. Tell us what happens to your group and to you?
#14C: Then they said, "We need around 60 men as clerks. Those of you who know reading and writing must act as clerks."
Among us that knew to read and write were the incumbent secretary, and four officials of the Tidhokhang including me. Except for these, there were not many that knew reading and writing well. We were assigned to various offices. I and another official of the Tidhokhang were assigned at the Phokhang 'House of Rations.' [We] were clerks at Phokhang in Rong that distributed provisions to the soldiers.
A group of soldiers were deployed at Tsethang where there was a Chinese military camp. [They] were sent on the mountain there. Half of the monks were deployed to capture the mountain while another group was dispatched to A to patrol the area. So groups like these were created.
Q: What happened to you next?
01:31:12
#14C: In charge of the Rong Phokhang were Shisi Wangden and one from Dhargye Gonpa called…what is his name? Wangden and Dolma Gyawu. There were the two of them. They said, "This is top secret. Now we have to go to U. Since [we] must go to U…" No, this is not it. Wait, I am getting mixed up. What happened next?...Our Phokhang…
Okay. "This is a secret. You are to go to Gaden Lachi." Gaden Lachi is the main office of both [the Shartse and Jangtse datsang]. "Go there. We are going to move towards Gaden in U. Go and tell them to get feed for the horses and food for the men ready." I was sent in secret. [I] was told not to reveal this to anybody. And then I set off to Lhasa.
01:33:28
When I reached Gaden, all the monks had left for Lhasa for the Monlam 'Great Prayer Festival,' to attend the Monlam in Lhasa. So I went to Lhasa but before reaching Lhasa, [I] went home for the night.
Oh, no. [I] have missed some parts of the story. I crossed the mountain pass in Lhoka and arrived in U. Now [I] was on Chinese motor road. Just before reaching Woesergya, I had crossed the mountain pass like this [stands up to draw route taken] and here is the mountainside.
Moving a little further away was a small village called Woesergya. I was coming down and halfway along the road was a man in white leading a white horse that asked, "Where are you going?" [I] replied, "I am going to Gaden." "Do not go. Turn back." "I have to go to the monastery," [I] said. "Can you not see down there?" [He] asked.
[I] looked down and saw that there were Chinese tanks like this [spreads out fingers]. [I] became scared. [I] got really scared. "Go back," [the man] said. [I] went back but did not dare look again due to fear until [I] reached the mountainside. Then when [I] looked back the man in white and the white horse had disappeared. Oh, my God. And then [I] was terrified. There was a big river flowing nearby and [I] walked on, and then looking up [I] saw a small monastery. I went to the monastery.
Q: It was a Western white man?
#14C: [He] was dressed in white, in white chupa 'traditional coat.' [Laughs]
Q: A Tibetan man dressed in white?
#14C: Yes.
Q: What do you think that was?
01:36:37
#14C: I did not recall this until a few years back. As I think over it, the protective deity of Je Rinpoche, Shidhak Genyen Chenmo is a man in white, with a white hat, a white chupa and also a white horse.
[Interviewee leaves chair]
Q: Whose protective deity?
[Interpreter to interviewer]: Je Rinpoche's.
Q: And Je Rinpoche is?
Interpreter: Tsongkhapa.
Q: Is Je Rinpoche Tsongkhapa?
01:37:36
[Returns to chair]
#14C: Yes.
The deity was together with Tsongkhapa when [he] came from the village.
Q: Did Tsongkhapa establish Gaden?
#14C: Yes.
Q: What's the name of the protective deity?
#14C: Shidhak Genyen Chenmo
Q: He was Je Rinpoche's protective deity and then what happened?
#14C: Then I went to that monastery. The abbot of the monastery happened to belong to the same khangtsen as me. [I]spent a day or two with him. But I was filled with anxiety because the message must be relayed speedily. [I]kept looking out from the roof top and it was snowing. There was ice formed on the river.
Two days later a horse cart came by. The horse was finding it very difficult to pull the cart over the ice. My horse could pull a cart. I ran down saying, "Good bye, rinpoche. There is someone going and I'll seek their help." Travelling with them would not raise suspicion over me. I entered the cart, overturned the saddle covers on the horse, hitched the horse to the cart and then set off.
01:39:32
[We] went on and on. In every valley the rivers were frozen and the horse found it extremely difficult to pull. [We] pushed and did everything [we] could. Finally just around sunset, [we] arrived at the very place where the Chinese were. Oh, my God. At that time we had raised our [long coats], so we pulled them down and wore the caps properly. [I] got down fast, looked for three pieces of rocks, made a fireplace and boiled tea. Then the other people got down. It was right in front of the Chinese. [We] camped there.
And then three Chinese came along and said, "Hey, are there any not rebels among you?" In our cart was an old man from Paksho who was very famous but totally blind. He was famed for [his] glib speech. "What? We have no rebels among us. We are on pilgrimage, on the way to see Lhasa." He answered back arrogantly. [Laughs]
#14C: The old man was a very glib talker. We were travelling in the horse cart and [he] asked, "Gen 'teacher,' where are you going?" "I'm going to Gaden," [I] said. Then [he] was quiet. After a short distance he asked, "Gen, where are you going? Are you not among those many monks of Gaden that went to join the army at Lhoka?" [I] thought, "It will not be good to keep this a secret." So I said, "Yes, I am among them. I will be grateful if you help me today. In case you do not, I have given up on my life the day [I] left Gaden and [I] do not care." "Gen, you can depend on [me]. Do not worry," said the old man. [Laughs]
Q: Did that make you feel relieved as some kind of a fortune telling?
#14C: Yes, [I] was relieved. Otherwise, there was suspicion. He was suspicious and I was not comfortable.
Then I made tea. We drank the tea and ate pa 'dough made from roasted barley flour and tea' when once again three Chinese—a leader and three other Chinese arrived and said, "Hey, are there not any rebels among you?" "What? There are no rebels among us," he talked back smartly. The old man was a very glib talker. "You cannot get up in the night. If you do, we will shoot you dead. You cannot leave until daylight tomorrow," [the Chinese] said.
Q: When was this? Was it the same evening that the Chinese came earlier?
01:45:29
#14C: That was the same night. [The Chinese] came a second time. [They] came twice, once as soon as we arrived and the second time when we were about to sleep. [They] came twice.
Then dawn broke the next day. There was a man with us who carried a load on [his] back.
Q: Kongpo?
#14C: Kongpo, yes. [He] was dressed in Kongpo attire that you see being worn by the dance groups these days. Early the next morning, I saddled the horse with the saddle covers upturned and asked him to lead it, "Please walk a little distance ahead." I tied my coat like a woman's and walked slowly. And then [we] reached a mountainside. At the mountainside, [I] raised my coat, overturned the saddle covers, rode the horse and sped away!
Q: And then where did you go?
01:47:17
#14C: Starting out that morning, I reached home around midnight where mother was. Usually there were Chinese staying in our house. Fearing that I climbed over the wall and went upstairs but there were no Chinese then. I knocked on the door and mother called out, "Who is there?" "It is me," [I] replied. "Oh, is it [my] son?" and she started crying. Mother had lost [me] because she had no idea where I had gone. "Is it [my] son?" [she] asked. "Yes," [I] replied. And poor thing, [she] started crying. Then [I] went in.
"Where have you been until now?" [she] asked. I told [her] that I had been working on behalf of the Gaden Tidhokhang. Our maidservant who opened the outer door was a very smart one. [She] said, "Mother does not know anything yet. So please be careful what you say." The maidservant instructed me such. So I told mother that I had been to work for Gaden and this and that. And then mother became relaxed.
01:49:16
The next day I left for Lhasa. [I] approached the Gaden main office saying, "I have come from Lhoka and was sent by the Tensung Dhanglang Maga. Please keep ready provisions and fodder and feed for the horses for they are planning to come towards U." [I] gave this message. "Of course," [they] said. The two senior-most members of the main office were Tsawa Yonten-la and Lhopa Lobsang Tsering-la and there were 4-6 chanzo. I relayed the message when they were in a meeting.
Q: They were in Lhasa?
#14C: Yes, they were in Lhasa to attend the Monlam.
[The office bearers] said, "You should not remain in Lhasa. It is very dangerous. The administration of Dechen District is changing hands. Go to Dechen as a clerk."
01:50:52
When [I] went to Dechen District for the change in administration, there was a small estate at Dhen where we went for the administration change. Before that took place, there was a lady oracle of the Potala Palace at Dhen. The oracle sat there [points to a distance with left hand], and nearby sat the aristocrats and important people like the chanzo and representatives of the abbots. I was sitting near the door. Being the least [important] one, I sat near the door.
The oracle went into trance and said, "Come in" gesturing towards the door. I turned back but there was no one behind me. [I] thought, "How strange! What could it be?" I was oblivious. Even my parents did not know where I was! [Laughs]
There was a pockmarked assistant to the oracle. He was told something and he came towards me and said, "The oracle is asking you to come there." [I] went and the assistant was instructed to bring a khata 'ceremonial scarf.' He handed over an ugly, darkish khata "Not this one. Bring a better one." [He] brought forth an ashi 'good quality khata.' [The oracle] rubbed the ashi, made several knots and put it over my neck saying, ""Leave instantly. That is [your] destiny. Leave instantly." Oh, my God! The medium [said that]! My parents had no knowledge where I was! The oracle said that!
.
Q: Was this at Dechen Zong?
#14C: Yes, at Dechen. It was at Dhen, close to Dechen where the oracle went into trance.
Q: What did you think that meant?
01:53:56
#14C: "Leave instantly. That is [your] destiny." "That is [your] destiny. Leave instantly," [the oracle] said.
Q: Why did [the oracle] say that?
#14C: [The oracle] could foresee. Had [I] remained, perhaps there was the risk of being captured by the Chinese.
Q: What place are we in at that point?
[Interpreter to interviewer]: I was working as a clerk at Dechen Zong but this particular incident took place at Dhen, which is very close to Dechen Zong.
Q: Could you tell us when you go to Lhoka from here and what you saw happen in Lhoka?
[Interpreter explains to interviewee about the lack of time and having to stop the interview at 12 o'clock for the next one but not wishing to miss the important parts of the story].
Q: You returned to Lhoka from here.
#14C: Yes.
Q: What happened in Lhoka after [you] returned to Lhoka?
01:55:08
#14C: I returned to Lhoka and gave a report to Dolma Gyawu and Wangden, those in charge of the provisions. And then we…Yeah when I was coming from the direction of Lhasa towards Lhoka, as [I] reached the top of a mountain pass, [I] heard the sound of guns being fired ding, dhing in Lhasa. Before that I had gone to the rear of the Potala Palace to fetch guns but have forgotten to mention it.
Q: That's okay; you can relate it.
#14C: Prior to that the Gaden Lachi said that [I] must to go to fetch guns. "[You] must go to fetch guns. Gen So-and-So from Shartse [datsang] is going and you must be the one from Jangtse [datsang]." "Okay," [I] replied. "[They] have asked to send monks but that is very risky for [they] must ford the river. What is the solution?" [I was] asked.
I replied, "Do not do it that way. There are many horse carts in Dechen. The people of Dechen transport their manure supply from Lhasa. So [they] can be asked to bring eight [empty] sacks in the carts. Four sacks can be spread [in the cart] upon which you place the guns. You cover it with the other four sacks and then fill manure over it. The Chinese will never know." The reason being that the bridge must be crossed and there were Chinese guards at the bridge. "This is a good idea. Do it this way," [it was] said.
Then I and Gen So-and-So went to the langang; langang is the elephant shed. There is manure in the elephant shed that [we] dug and kept ready for packing. It was planned that representatives of Gaden would come from the Potala. In the afternoon the representatives came and told [us] that the Tibetan Government said it could not risk guns being transported in carts and insisted that monks be sent to take them.
"[We] will not get any guns now," [I] spoke angrily. Then, "Yeah, that is right. [The Tibetan Government] cannot take the risk of our transporting [the guns] but who is going to be responsible for the lives of the monks? If 100 monks are sent, who is going to be responsible for them?" [I] argued with the representatives, [I] swear. Then [we] left emptyhanded.
Q: [You] didn't get the guns?
#14C: [We] did not get the guns and left empty-handed. [We] were empty-handed and then I left directly. [The representatives] said that guns would not be given unless the monks came. And then monks were sent to get [the guns]. I left directly for Lhoka and gave my report at Lhoka. "That is right. Now let's go to Phodang." Phodang in Yarlung was where the main office was located. Then we went to Yarlung. While at Yarlung, refugees started streaming out from Gaden and Lhasa. And then…No, before that…that is not it. [I] came here from Lhoka.
01:58:12
While at Rong Dukha,[I] was responsible for issuing passes for the refugees. The order was that those with arms should be stopped and those without be allowed to go through. I was the one issuing passes sitting by the mooring. And then Bashi Jidung-la and Serchung Donkhang's Yeshi Tharchin-la arrived. They had with them four or five servants and carried a machine gun and three or four English-made short barrel rifles. "You have weapons and must stay back, as that is the order," they were told. "We will not stay back. We are going to prepare for His Holiness the Dalai Lama's journey. We are going," [they] said.
[Interpreter to interviewee]: We have to wind up, as there's no time. First I'll interpret and then later we'll wind up.
Q: Difficult duty.
#14C: [Laughs] The Kungo Bashi was a Tibetan Government aristocrat. [To interpreter] You know Bashi Jedung-la; sometimes he speaks on the radio these days. Yeshi Tharchinla was Deputy Secretary of the Home Department [in Dharamsala] and has passed away. They carried weapons. Therefore, I was told to go to Lhoka to relay this information and to seek permission whether to let them through or not. I was sent to…What's the name of the place where the speaking Dolma [statue of Goddess Tara] is located? What is it called? Tandu. [I] was sent to Tandu.
At Tandu, Minister of Home Affairs Wangdu Dorjee-la was sitting facing Tsona Ledung and acting as clerks. There was Atuk Lama who was Kungo and the senior person. I informed [them], "Lhasa is lost and there are two Kungo that have escaped. [They] are asking to be let through. Should [they] be let through or not. What is to be done?" [I] am here to seek permission.
02:01:30
[The officials] moved here and there. Then [they] decided that Kungo approach Namseling. [He] returned from there and said that it was fine. I was given a letter and told, "You should stay here for the night." "Please, I am not staying back. On the way here, three or four shells were fired at me at Tsethang. Thank God, the shells did not explode." The shells fell in the sand, rotated but did not explode. So I went back that night.
I will speak briefly. And then we were told to hand over the Phokhang and set off for U, which we did. [We] set off from Lhoka and reached the place called Won. It was around dusk when [we] reached Won. Halfway on the road people could be heard screaming and squealing like pigs, "The Chinese have come. The Chinese have come." So we searched for a place to prepar eto fight. There was a military camp then called…There was a division and though we of the Phokhang were not fighters, we joined them stylishly.
02:03:08
Kungo…I forget the names; the two Kungo I told you about who was to be let through or not. They had a machine gun that [they] gave me. So I had the machine gun and thought, "Let me do something today!" [I] knotted [my] shoelaces 3-4 times and waist band 2-3 times. I positioned on a hillock while the Chinese were below beside a river. We were trying to block [the Chinese].
There was an encounter but it was a fight without any training. The people joined in the fight and some went up there while others down there! Nobody knew anything since [they] had had no training. The Chinese fired artillery shells and our guns were useless. Whichever directions gunshots came from, [the Chinese] fired three, four, five, six shells like rainfall. Men were injured, killed or took flight. Then we fled. We stopped [the Chinese] until around 3 o'clock in the afternoon and then we fled.
Q: Which is this place?
#14C: It is the one called Won.
Q: And so what happened to you?
#14C: From there most of the people were running away. [We] heard that Dhuwazong on the other side of Lhoka was lost and Tsethang was lost and everywhere else. The Chinese were pursuing like this [stretches out both arms]. Then we continued and reached the border.
[We] were stopped at the border for seven days. [We] inquired, "Why are [we] being stopped?" The Indian Government will not allow [you] to proceed. Then one day, "You can go. The Dalai Lama has arrived in Delhi. You are allowed to go now. [His Holiness] has met with Nehru [former Indian Prime Minister]. You can go now." Then only were we allowed to leave. Otherwise, the Indians did not let us through Mangola.
Q: How did that feel to be leaving Tibet?
#14C: It was very strange. [Our] food stock was exhausted. Earlier when leaving Tibet I had a pair of footwear but gave them to [my] sibling who had joined the army as his was too small. [I] gave my footwear [to my brother] and he had been wearing one with fabric soles [that I wore]. One sole fell off while crossing a pass and the other on another pass and by the time [I] reached Mon Tawang, there was only the upper part of the boot left. And most of the time [we] had been hungry.
Where will food come from? You had to fight as well as cook your food and there was no time to cook! [We] were just trying to flee and fight. So when I arrived in Mumbai I weighed 30 kilograms. [Laughs]
Q: Your shoes were thin but your spirit was strong.
#14C: [Laughs and joins palms]
Q: Pa-la, thank you for this wonderful and very important account of your life story and the story of Tibet. We deeply appreciate your sharing it with us.
02:08:37
#14C: [Joins palms] Thank you. I would like to thank you for volunteering for the Tibetan cause and doing so much.
For us it is our duty to speak and share, which is important. But what your doing so much voluntary, it is very good. Thank you.
Q: Well, we are learning a lot from the Tibetans, especially about the dharma and the courage of practicing the dharma as Tibetans.
#14C: Thank you.
END OF INTERVIEW | <urn:uuid:81f4ebe0-a020-4f90-8ba1-aa9bc4fc951b> | CC-MAIN-2018-05 | http://tibetoralhistory.org/Interviews/14C_Lobsang_Thardo.pdf | 2018-01-17T20:22:15Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00619.warc.gz | 346,692,097 | 17,221 | eng_Latn | eng_Latn | 0.998699 | eng_Latn | 0.999471 | [
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Nutritional News
Oils
Oil is known to have a positive impact on the total cholesterol levels in our body. The best kinds are organically grown and then cold pressed. It is recommended that we consume a variety of oils to achieve the greatest benefit. Heating oil changes its characteristics and oil that is healthy at room temperature may become unhealthy when heated.
blood, protecting against cardiovascular disease. In addition to bioactive fatty acids, groundnut oil contains lupid-soluble compounds which benefit us by lowering high cholesterol levels caused by dietary habits or because of genetic factors and even protect against some cancers.
Cooking With Oil
Matching an oils heat tolerance with a cooking method is important. Oils containing high percentages of saturated fatty acids are more stable than those that contain a high percentage of polyunsaturated fatty acids. Cooking oil that will give you the best results is one that is high in Saturated fat. Saturated fatty acids pack together tightly, making oils that contain a large percentage of them extremely stable when exposed to heat and light.
Monounsaturated fatty acids do not pack together as tightly as saturated fatty acids do, which makes oils with high percentages of this fatty acid a fair choice for cooking.
Polyunsaturated fatty acids do not pack together very well and are unstable when extracted from whole foods. They produce significant amounts of free radicals when exposed to heat, which makes oils that have a high percentage of polyunsaturated fatty acids a bad choice for high-heat cooking.
Raw Oil
Raw oils strengthen cell membranes and restore fat soluble nutrients to the tissues however the quantity of oil consumed should be within limits, as excess tend to do more harm to the body than good.
A p r i l 2 0 1 3
Fun Food Facts!
The color of the olive does not represent two different types of olives. All olives start out green and turn to black or dark purple. When the olive is green, they are very tasty but do not have that much oil. When the olive is black the tastes are less intensive and they are very oily.
Did You Know?
Good Fats aid in the absorption of vitamins A, D & K
Tips on how to add raw oil to your diet:
Drizzle over salad
The unrefined states of sesame oil are known to sooth and heal. It contains two unique chemicals called seamol and sesamin, which are very powerful antioxidants. It helps people prone to anxiety, nerve and bone disorders, poor circulation, lowered immunity and bowl problems. Groundnut oil is said to protect against heart disease. The pytosteros in groundnut oil are known to absorb dietary cholesterol in the
The processed versions of Coconut oil have a bad reputation for increasing cholesterol and triglyceride levels in the body however the natural form has been used as a food and medicine since the dawn of history. Anyone suffering from digestive problems will benefit from this oil because it is emulsified during digestion without burdening the liver or gallbladder. It has also been known to have the ability to nourish and heal the skin due to its high content of vitamin E.
High temperature resistant cooking oils:
- Coconut
- Palm
- Soybean
- Avocado
Mustard Oil, known for its sharp, nutty flavor has been used in food as spice and oil for thousands of years. It consists of both essential fatty acids which are required for important metabolic functions in the body. It is a natural preservative due to its ability to inhibit growth of yeast, moulds and bacteria.
The ever popular olive oil has a good reputation as "healthy oil". Its exquisite flavor has been used in many Italian, Spanish and Greek recipes. It is high in protein, calcium, magnesium, vitamins A & E and has many anti-oxidant and body building properties. Olive oil is generally extracted by pressing or crushing olives. Consequent pressings lower the quality of the oil. The purest, best and most expensive form is obtained from the first pressing, which is called "extra virgin olive oil".
Resources www.livestrong.com www.drbenkim.com
Use oil to make homemade mayonnaise
Brush onto meat, fish or poultry
Drizzle over rice, salads or couscous
Drizzle over vegetables before roasting
Drizzle over toasted French bread brushed with garlic
SUBSCRIBE TO OUR NEWSLETTER ONLINE
WWW.RAINBOWLUNCHES.COM
This Newsletter is published for information purposes. Rainbow Lunches makes no representations as to its level of accuracy, completeness, suitability, validity and will not be liable for any errors, omissions or delays in this information or any losses, injuries, or damages arising from its display or use. Information is acquired from various sources footnoted in the publication and Rainbow Lunches cannot be responsible for the accuracy of the material published from those sources. It is assumed that the owners-not Rainbow Lunches- of the footnoted resources own the intellectual property rights to the material on their sites and publications. | <urn:uuid:73e9edff-d93e-4301-be9f-dccc5ae1173b> | CC-MAIN-2018-05 | https://www.rainbowlunches.com/files/pdfs/1412027962.pdf | 2018-01-17T20:14:32Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00619.warc.gz | 954,691,098 | 1,052 | eng_Latn | eng_Latn | 0.998529 | eng_Latn | 0.998529 | [
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Our South Downs Case study
Droxford Junior School, Meon Valley
Capturing the special qualitites of the South Downs National Park
Droxford Junior school in the Meon Valley takes children from a number of rural infant schools in local villages. Its strong ethos of linking learning to its locality has been established over a five year period by an enthusiastic senior management team, inspired by what they see around the school.
Every National Park has to develop a list of the features that make them special as a baseline for measuring how it changes overtime. To make sure these qualities reflected the views of the people living in and around the National Park, the South Downs National Park Authority asked residents and visitors, landowners and farmers, businesses, school pupils, parish councils and many others to put forward their ideas. These were then developed into a list of seven 'Special Qualities' which include:
Out on the downs (below); the annual camp (bottom)
1 Diverse, inspirational landscapes and breathtaking views
2 A rich variety of wildlife and habitats including rare and internationally important species
3 Tranquil and unspoilt places
4 An environment shaped by centuries of farming and embracing new enterprise
5 Great opportunities for recreational activities and learning experiences
6 Well-conserved historical features and a rich cultural heritage
7 Distinctive towns and villages, and communities with real pride in their area.
Making the links
Droxford Junior School has discovered that the work they have been developing is closely linked to these special qualities. Here is a taste of the huge range of features and opportunities that the school is already offering.
Diverse, inspirational landscapes and breathtaking views
Y3 children have an annual camp in the school grounds. The teacher walks them up on to the chalk downland, where they stop and take in the amazing views, looking back down at the village and school in the valley. The Y3/4 students also take part in a literacy project called
'Dragonology' – the local police are invited to come and help children investigate reported sightings of dragons on the downland. The children go off the school site to explore clues and gather evidence.
A rich variety of wildlife including rare and internationally important species
Y5/6 children study the river Meon from 'Source to Sea', working closely with the South Downs National Park staff to learn about the work that is going on to protect the Bullhead fish in the river.
Tranquil and unspoilt places
In Y3/4 the children investigate contrasting localities by studying their school and village and linking with Portswood Primary in Southampton. They use their senses to explore the sights and sounds of the two communities.
An environment shaped by centuries of farming and embracing new enterprise
The Y3/4 children study alternative energy and visit the Sustainability Centre (www.sustainability-centre.org) to investigate hands-on exhibits. They get involved in discussions about the wind farms and solar technology in the National Park. Back in the school grounds all students take a role in cultivating plants in their allotment, which are sold to parents and the community. A local farm offers enrichment activities – for example, children go out to the fields to calculate how many grains of wheat they might harvest in an entire field.
Great opportunities for recreational activities and learning experiences
In Y5/6 the children do a topic on precious places, identifying the South Downs as their precious place and contrasting this with other communities' precious places. One of their homework tasks is to plan a walk in the South Downs for their families. They take photos along the route and create a map forothers to follow. These are then shared with classmates.
Well-conserved historical features and a rich cultural heritage
Droxford has a host of heritage features but the one the school has chosen for this case-study is the use of the village for children in WWII. Children follow traces to explore what the village would have been like for the children during the war.
Distinctive towns and villages, and communities with real pride in their area
The school, like many others, celebrates its work and local distinctiveness. Examples of this are the topics above being mentioned in assemblies, newsletters, parish magazines and dynamic displays. The school celebrates further by working with an artist once a year on indoor and outdoor projects. They are also aiming to be awarded the Eco Schools' Green Flag, having achieved their silver in 2011.
Enthusiasm and knowledge
As recommended (see www.primaryreview.org.uk), Droxford already relates approximately 30 per cent of the curriculum to its locality. And they are looking forward to making continual improvements, while emphasising the need for gradual change.
On visiting the school, a representative from Hampshire and Isle of Wight Trust for Maritime Archaeology commented:
'I've taught the workshop in 21 classes in 10 schools now and I was incredibly impressed at both the skill and local knowledge of your lower KS2 children. I haven't seen such enthusiasm for their own local history as was displayed by the three classes I taught last week, and I'm pleased that the workshop helped build on that.' | <urn:uuid:be4b2de3-6685-4176-ab95-e01605a9f224> | CC-MAIN-2018-05 | http://learning.southdowns.gov.uk/wp-content/uploads/sites/2/2015/10/Learning-Outside-The-Classroom-in-Droxford.pdf | 2018-01-17T20:22:50Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00621.warc.gz | 203,323,671 | 1,029 | eng_Latn | eng_Latn | 0.99905 | eng_Latn | 0.999062 | [
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D 2014 - 2015
SOLFEGGIO - HEARING INTERVALS
Listen to the intervals. Which do you hear?
Fill in first a through e, then f through j.
Don’t forget to add minor, major, perfect, diminished and augmented.
SOLFEGGIO - RHYTHMIC AND MELODIC DICTATION
RHYTHMIC DICTATION: A rhythm is played in parts.
Write down the rhythm with notes on the staff below.
MELODIC DICTATION: A melody is played in parts.
Write down the melody with notes on the staff below.
INTERVALS
Name the intervals below and write down the requested intervals on the empty staff.
major 3 on G# minor 6 on Eb minor 3 on Ab
TRIADS
Name the triads below and write down the requested triads on the empty staff.
major tr. on B minor tr. on F dimin. tr. on Eb
SEVENTH CHORDS
Name the seventh chords below and write down the requested seventh chords on the empty staff.
dom. 7th. on G dim. 7th. on F halfdim. 7th on A
THEORY OF FORM
Answer the following questions about the parts
of several musical forms.
Use letters to represent the parts of a piece of music.
Classical rondo form:
French rondo form
The minuet:
Which form is generally used for the first movement of a symphony of the classical era?
Give a concise description of the form of a pop song. Name the parts as they are usually called.
TIME SIGNATURE
Write down the requested time signatures on the staves below.
THE CIRCLE OF FIFTH
Underneath you see the circle of fifths.
Fill in all the missing scales, those with flats on the left, those with sharps on the right.
GENRAL UNDERSTANDING
The example below is a small part of Tchaikovsky’s
concerto for violin and orchestra.
Study the example and answer the questions.
What does the orchestra in bar 37 do?
What is probably the key signature?
There is pizz. in bar 41. What does this mean?
What kind of notes are there in the second half of bar 39?
The winds don’t play in this part.
What do the abbreviations of the instruments that do play mean? (Vl., Vla., Vc., and Cb.?) | <urn:uuid:bdd478b0-064c-49fb-b927-a3e32ec93eb2> | CC-MAIN-2018-05 | http://www.bertdoornbos.nl/Musica-Vivace/Muziekleer/Examens/Pdf/2015/2015-D-Examen-EG.pdf | 2018-01-17T20:26:24Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00619.warc.gz | 402,729,879 | 517 | eng_Latn | eng_Latn | 0.995474 | eng_Latn | 0.998117 | [
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A Guide to our Behaviour Policy for Parents and Carers
Mission statement
We want our school to be a happy, secure and orderly place in which all children can learn and develop as caring and responsible people.
How do we achieve this?
We understand that children sometimes don't find it easy to control their feelings. We try to understand why children behave the way they do.
We use The Golden Rules to give clear expectations for good behaviour so that your child learns how to behave appropriately – by choosing the right thing to do.
We work in partnership with parents – recognising your important role and helping you to help your child.
We aim to lay the foundations to enable your child to grow into a responsible young person and adult.
At Priory Infant School…….
What we do to support your child if they find it difficult to behave well
First we….
- Remind them about the Golden Rules – "can you…..keep your hands and feet to yourself?"
- Give opportunities to "do the right thing" – remind them what we want by using cue cards / visual reminders/ support from Teaching Assistant
- Observe and note down what your child is finding hard and try to establish why
- Give your child lots of praise and attention when they do the right thing
- Give clear warnings about what will happen if they don't choose to do the right thing
- Use sanctions eg. Thinking time for 5 minutes at playtime, being seated by themselves for a while, catching up with work at Golden Time.
- Speak to parents at the end of the day
Then we……
- Identify main areas that the child is having problems with and discuss with Inclusion Manager
- Arrange to meet with parents to talk about what we want to do
- Set up a Behaviour Plan which is shared with parents and child
- Teacher and teaching assistant work with the plan on a daily basis to support the child and monitor progress
- Set up some counselling /play therapy/ social skills group work
- Child may benefit from some time the Nurture Group
- Liaise with parents regularly to feedback
- Have a review meeting to see if we need to do anything else
After this we may need to….
- Use a specialist TA to support your child 1:1 in class
- Make a referral to the Early Help Service (with your consent) for some home support
- Make a referral to The Lighthouse Project for some in school support
- Discuss child's needs with other agencies at the LIFT (Local Inclusion Forum Team)
- Have regular review meetings with parents
For serious incidents, eg. violent, aggressive behaviour (physical or verbal) towards adults or children, dangerous behaviour like running out of the class or school, racist incidents.
We would…..make sure your child was safe and that all other children were safe, contact parent immediately to arrange for a meeting with Headteacher .
In extreme cases this may result in a fixed term exclusion or a part time timetable for your child whilst we plan suitable support.
The Staff's responsibilities are:
- To be aware of and follow the school's behaviour policy
- To listen
- To be good role models in front of all children
- To be honest and fair
- To communicate any worries or concerns about your child with you (parents or carers)
- To consider all children's feelings and needs
- To foster a safe environment for all
- To praise, reward and encourage
- To be clear about our expectations so your child understands what they need to do and why
- To share your child's achievements with you at home and celebrate them in school
- To foster the understanding that different people have different needs and cultures
- To mediate and problem solve
- To have awareness of issues which may affect your child's behaviour
- To provide an interesting and challenging curriculum to inspire all children
Children's responsibilities are:
………. Children's responsibilities become greater the older they become
- To follow the Golden Rules
- To listen to adults and other children
- To always talk in a friendly way to adults and other children
- To tell the truth
- To ask if they don’t understand
- To tell an adult straight away if someone does something they don’t like
- To play and work safely
- To say sorry
- Begin to understand and respect that we are all different
Parent's responsibilities are:
- To act as a good role model in front of all children – your own and others
- To be aware of and support the school's policy on behaviour
- To encourage a positive attitude towards school and learning
- To talk to your child about the Golden Rules and what they mean
- To be positive and proud of your child's achievements
- To talk to the teacher and other adults about your child, giving relevant information
- To tell the teacher when your child has done something good at home
- To make sure your child arrives and is collected on time
- To make sure your child has good attendance
- To support your child with the targets on their behaviour plan if they have one
- To attend meetings at school when asked
- To encourage your child to respect other people and not to discriminate against them because they are different
- To encourage your child to sort out difficulties by talking and negotiating, not by hitting, snatching or shouting.
Who can you talk to?
We're here to help by working together! | <urn:uuid:2fadcc5d-2e1c-47c8-a539-4c75be0ecfb9> | CC-MAIN-2018-05 | http://www.priory.kent.sch.uk/wp-content/uploads/2016/03/Behaviour20Leaflet20for20parents20updated20feb2016.pdf | 2018-01-17T19:54:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00620.warc.gz | 526,227,236 | 1,117 | eng_Latn | eng_Latn | 0.992167 | eng_Latn | 0.994585 | [
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Creating Your Own Conservation Group
Age range: 12-16
Time: Three 75-minute periods
Subjects: Science, Geography, Social Studies, World Issues, Civics, Computers
Then, using the maps (pages 4 and 5) introduce the boreal forest and its importance as a bird breeding ground (see page 6). You may also use the Hinterland Who's Who handout on the boreal forest as a reference: http://www.hww.ca/hww2.asp?id=354. See the Teaching Resources section of teaching kit Volume 7 for other options.
Resources: Handout and chart: Creating your Own Conservation Group (class set, double-sided), access to Internet, pamphlets etc. for Hook, blank paper and pencil crayons.
Learning Outcomes
Students will understand forest biodiversity, habitat and conservation by researching two conservation groups relating to forests, migratory birds and biodiversity. They will then create their own conservation group, and design their organization's website (either on paper or on the computer).
Hook: What is a Non-governmental Organization (NGO)?
Pass around pamphlets, calendars, ads, letters, posters, etc. from as many different types of non-governmental organizations (NGOs) as possible (e.g., the Humane Society, Doctors Without Borders, Ducks Unlimited, Rotary Club, Kinettes, Canadian Cancer Society). Discuss why these groups exist and how they are separate from government agencies and industry groups. Explain that, although these groups may have different goals and methods, they share much in common in that they are composed of people who are working together. (Also ensure that students understand that government agencies, industry and individuals can work separately and together to reach specific goals.) Ask students if any of them belong to, or have family members who belong to, groups such as these, and how many students' families give money or volunteer for these groups.
Tell students that they are going to investigate some NGOs that focus on the conservation of the boreal forest and they will then create their own organization.
Procedure
Select an NGO as an example and fill out the chart as a class on the chalkboard. Ensure that students understand what each heading means.
Using the handouts provided and the Internet, students will research various aspects of two conservation groups and then create their own conservation group.
Students will then organize their conservation group's information by creating its website homepage and additional pages on paper (or on the computer, if ability and time allow).
Share conservation group descriptions with the class.
Extensions
Students could come up with a school conservation group that addresses a local habitat or resource issue.
Canadian Forestry Association Teaching Kit
23
| Scope: local, provincial/ territorial, national? |
|---|
| Government lobbying priorities (For example, what laws would this group like to see passed?) |
| Fundraising activities |
| Main and secondary activities (What does this group do to accomplish their goals?) |
| Basic purposes and goals |
24
Canadian Forestry Association Teaching Kit
____________________________________________________________________________________
_____________________________________________
Creating your own Conservation Group
Name:
Date:
1. Using the Internet, research and fill in your chart for two of the following environmental conservation groups (also called nongovernmental organizations or NGOs) that have some focus on Canada's boreal forest. Keep in mind that some of the information in the categories on your chart might not be presented clearly on the group's websites; you may have to look for similar key words and interpret what is presented in order to fill out your chart. Ask your teacher for assistance if you need it.
Great Lakes United www.glu.org
Canadian Water Network www.cwn-rce.ca
Ducks Unlimited www.ducks.ca
NatureWatch www.naturewatch.ca (Also on this website: Icewatch, Wormwatch, Plantwatch and Frogwatch)
Canadian Forestry Association www.canadianforestry.com
Nature Conservancy www.natureconservancy.ca
Sierra Club www.sierraclub.ca
World Wildlife Fund www.wwfcanada.org
Greenpeace Canada www.greenpeace.ca
North American Wetland Conservation Council www.terreshumidescanada.org
First Nations Environmental Network www.fnen.org
Canadian Wildlife Federation www.cwf-fcf.org
Canadian Boreal Initiative www.borealcanada.ca
Canadian Parks and Wilderness Society www.cpaws.ca
Global Forest Watch www.globalforestwatch.org
Nature Canada www.naturecanada.ca
Birds Studies Canada www.bsc-eoc.org
2. To fill in the bottom row of your chart (your own group), first go to www.borealcanada.ca. At the right, select Research and then select Reports. Then select The Boreal Forest Region: North America's Bird Nursery. Read pages 3 and 4. Also examine the boreal forest resource material that your teacher has provided to you. Considering this information, fill in the bottom row of your chart, creating a conservation group that focuses on conserving boreal forest habitats, especially for migratory birds.
3. Using several blank sheets of paper and pencil crayons, design the home page and other 'side' pages for your group.
Canadian Forestry Association Teaching Kit
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Activity Type
Listening, matching, writing and speaking activity
Language Focus
Quantifiers: a few, a little, some, a large number of, a large amount of.
Countable and uncountable nouns
Aim
To write down countable and uncountable nouns that belong to different quantifiers and categories.
Preparation
Make one copy of the worksheet for each student.
If you have a large class, students can play the game in pairs or small teams.
Level
Pre-intermediate
Time
45 minutes
Introduction
In this fun worksheet activity, students play a game where they race to write down countable and uncountable nouns that belong to different quantifiers and categories.
Procedure
Give each student a copy of the worksheet.
Draw the students' attention to the quantifier headings at the top of the worksheet. If necessary, remind the students of the rules for using quantifiers with countable and uncountable nouns.
Explain that the students are going to race to complete the rows with nouns that fit certain categories.
Tell the students that they have one minute to complete a row with nouns, one for each quantifier heading.
Read out the first category from the list below:
1. something you can see in the classroom
3. something you eat or drink every day
2. something you have in your bedroom
4. something you can put in your pocket
6. something you bought last week
5. something you want in the future
7. something you saw on the way to class today
9. something you have in your kitchen
8. something you had when you were a child
10. something you see in the street
When the time limit has been reached, the students stop writing.
The students then take it in turns to give their answers by making a sentence with the quantifiers, e.g. 'I can see a few bags, a large number of students, a little dust on the table', etc.
Students score one point for every grammatically correct and appropriate noun. Two points are awarded for every original noun - a noun that no one else has written.
Afterwards, move on to the second category on the list.
Continue until all the categories have been used.
The student with the most points at the end of the game is the winner.
Teach-This.com © 2017 Permission granted to reproduce for classroom use.
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Infants and Toddlers: Learning Through Routines
Daily routines are a big part of a child's day—at child care and at home. Through the daily routines of hellos and good-byes, diapering and toileting, eating and mealtimes, sleeping and napping, and getting dressed, a child care program meets a child's basic needs. These routines also provide opportunities to promote learning and development.
Hellos and Good-byes
Learning to separate from and reunite with people we love is a lifelong process that can bring out deep feelings in everyone involved. Because they provoke such strong feelings, hellos and good-byes provide valuable learning for infants and toddlers. Infants can learn about trust when you say good-bye and return as promised. Toddlers can learn what it means to be a separate person with deep attachments to others.
How you can help:
* Try to encourage parents to stay a few minutes to help ease their child into the day. Remind them to always say "good-bye" even when it is tempting to sneak away.
* Remember that transitions can be hard for all of us. If a child breaks into tears or ignores a parent for a few minutes at the end of the day, explain how these behaviors show their child's deep love and trust for the parent.
* Have parents bring reminders of home, such as family photos or a tape of their reading their child's favorite story. These sights and sounds from home will help the child feel safe and secure.
Diapering and Toileting
Diapering is a time to talk together, sing a song, or play "Where are your toes?" In addition, you as a caregiver can help the child learn the names of body parts and clothes, concepts such as wet and dry, and that body functions are a natural part of life. Sometime around the age of two-and-a half, most children begin using the toilet. By waiting until a child is ready to do so and avoiding power struggles, you can make toilet learning a positive learning experience--and give the child the sense of achievement that comes with wearing "big kid" underpants and gaining self-control.
How you can help:
* Try to think of diapering as a positive experience. Approach diapering as a time for meaningful interactions, rather than as tasks to hurry through.
* Keep reminding yourself and the parents that learning to use the toilet is a complex skill that takes time to develop. By taking a matter-of-fact approach to accidents, you can promote a child's sense of competence and reduce stress for everyone.
* Work with parents to plan a consistent approach for helping their child learn to use the toilet at home and in child care.
Eating and Mealtimes
Mealtimes and related activities--such as setting the table, washing hands before sitting down to eat, carrying on a conversation with others, and brushing teeth--give older infants and toddlers opportunities to develop self-help, communication, and social skills. Mealtimes are also times to practice fine motor skills and lay the groundwork for good nutrition and health habits. The foods children eat at home often reflect not only their families' personal taste, but their culture. Include this in your program. For infants, talk with parents about issues such as nursing, weaning, and introducing solid foods.
How you can help:
* Encourage parents to join their child for a snack or meal whenever they can so they can see how your program does things. Encourage them to ask questions and offer suggestions.
* Encourage families to share what mealtimes are like in their homes so your program can provide children with a sense of continuity.
* If you have nursing mothers, offer them a comfortable place where they can feed their baby without interruption.
* Make sure parents provide you with any information you need to keep their child healthy, for example, that the child has allergies to certain foods, or tends to choke.
Sleeping and Naptime
Sleeping and naptime give children needed rest during an active day in child care. Even if a child doesn't sleep, naptime can serve as a break from group life and a chance to develop trust in the child care environment.
* Keep informed. Knowing how long a child has slept the night before and whether there have been changes in sleep patterns, will promote better planning when the child is in child care. It's equally important that you as a caregiver give this information to parents to help them make plans at home.
How you can help:
* Encourage parents to share ways that you help their child fall asleep. This will help you to be able to do similar things, and help the child experience some of the same safe and secure feelings they feel at home.
Getting Dressed
Dressing offers pleasant and sometimes challenging moments. When you dress an infant or encourage a toddler to push a foot into a shoe, you promote cooperation, introduce names of body parts, provide practice in self-help skills, and help a child learn to make decisions. As a care giver you may sometimes find yourself dealing with a protesting child. You should respond by being firm, respectful, and finishing as quickly as possible.
How you can help:
* Encourage parents to dress their child for active, messy play so he or she can participate in everything without worrying about getting dirty.
* Have parents leave an extra set of clothes at child care--labeled with their child's name.
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CLOTHING CONSTRUCTION
Family Consumer Science Projects
Have you ever seen an outfit and wanted it in a different color or style that wasn't available in the store? Or have you tried on an outfit and needed it hemmed to fit just right?
So when your friends ask you where did you get that amazing outfit, you can say with pride, "I designed and constructed it my self".
Then the clothing construction project is what you are looking for. This project will teach you the basics such as sewing a shirt or putting a zipper on a pair of pants. The advanced units will teach you how to take a design of your choice and customize it for the perfect look, color and fit.
Clothing Construction STEAM Units 1-2 Jr./Int./Sr.
Clothing Construction STEAM Unit 3 Int./Sr.
Clothing Construction Units 7 & 8 Jr./Int./Sr.
Units 1-2 are for members ages 8-18 years old. Unit 1 is for youth who have little or no experience in sewing. These units build upon each other skill wise. Be sure to pay attention to what is allowed and not allowed for each unit.
Learning Experiences:
Unit 1
* Learn to sew by using sewing tools, a sewing machine, straight and curved seams, a needle and thread and an iron for pressing.
* Learn to sew with a simple pattern with two or more pieces wihout set-in sleeves, zippers, collars and no button holes.
Unit 2
* Build on sewing techniques from Unit 1.
* Demonstrate sewing skills such as set-in sleeves, zippers, collars and button holes.
Colorado State University, U.S. Department of Agriculture and Colorado counties cooperating. Colorado State University Extension programs are available to all without discrimination. To simplify technical terminology, trade names of products and equipment occasionally will be used. No endorsement of product names is intended nor is criticism implied of products not mentioned.
Unit 3 is for members ages 11-18 years old. Mem bers in this project are expected to have sewing skills beyone STEAM clothing 2. This is for the advanced sewer.
Learning experienes:
* Learn more about fabric characteristics
* Learn how to care, clean and press different types of fabric
* Learn more advance construction techniques
* Complete one testile experiment using the se lected fabric of the exhibit. Inchlde the fabric sample in your record binder.
Unit 7 Sewing For Others is for members ages 8-18 years old. This project enables you to make garments for others, whether they are family or friends or pay you to sew for them. For example: If you made a wedding dress for your sister, you would exhibit it in this unit but if you made your bridesmaid dress, it would be exhibited under Units 21-28 depending upon the fabric.
Learning Experiences:
* Learn how to take accurate measurements when making a garment for someone else.
* Learn how to make needed adjustments in the pattern prior to cutting the selected fabric(s).
Unit 8 Recycled Clothing is for members ages 8-18 years old. This project enables you to make gar ments for yourself from fabrics you discover in old garments, or home furnishing items. Duct tape or paper mache garments go under Creative Sewing.
Learning Experiences;
* Learn how to recycle fabrics into new gar ments.
Resources
Clothing Tip Sheet Clothing Construction e-Record State Fair Exhibit Requirements
Project Sheets
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Risk Factors for Coronary Heart Disease
The American Heart Association has identified several risk factors that contribute to Coronary Heart Disease. Some of them can be modified, treated or controlled, and some can't. The more risk factors you have, the greater your chance of developing coronary heart disease. Also, the greater the level of each risk factor, the greater the risk. For example, a person with a total cholesterol of 300 mg/dL has a greater risk than someone with a total cholesterol of 245 mg/dL, even though everyone with a total cholesterol greater than 240 is considered high-risk.
What risk factors can't be changed?
* Male sex (gender) — Men have a greater risk of heart attack than women do, and they have attacks earlier in life. Even after menopause, when women's death rate from heart disease increases, it's not as great as men's.
* Increasing age — Over 83 percent of people who die of coronary heart disease are 65 or older. At older ages, women who have heart attacks are more likely than men are to die from them within a few weeks.
* Heredity (including Race) — Children of parents with heart disease are more likely to develop it themselves. African Americans have more severe high blood pressure than Caucasians and a higher risk of heart disease. Heart disease risk is also higher among Mexican Americans, American Indians, native Hawaiians and some Asian Americans. This is partly due to higher rates of obesity and diabetes. Most people with a strong family history of heart disease have one or more other risk factors. Just as you can't control your age, sex and race, you can't control your family history. Therefore, it's even more important to treat and control any other risk factors you have.
Source: American Heart Association
What risk factors can you modify?
* Tobacco smoke — Smokers' risk of developing coronary heart disease is 2–4 times that of nonsmokers. Cigarette smoking is a powerful independent risk factor for sudden cardiac death in patients with coronary heart disease; smokers have about twice the risk of nonsmokers. People who smoke cigars or pipes seem to have a higher risk of death from coronary heart disease (and possibly stroke) but their risk isn't as great as cigarette smokers'. Exposure to other people's smoke increases the risk of heart disease even for nonsmokers.
* High blood cholesterol — As blood cholesterol rises, so does risk of coronary heart disease. When other risk factors are present, this risk increases even more. A person's cholesterol level is also affected by age, sex, heredity and diet.
* High blood pressure — High blood pressure increases the heart's workload, causing the heart to thicken and become stiffer. It also increases your risk of stroke, heart attack, kidney failure and congestive heart failure.
* Physical inactivity — An inactive lifestyle is a risk factor for coronary heart disease. Regular, moderate-to-vigorous physical activity helps prevent heart and blood vessel disease. The more vigorous the activity, the greater your benefits. However, even moderate-intensity activities help if done regularly and long term.
* Obesity and overweight — People who have excess body fat — especially if a lot of it is at the waist — are more likely to develop heart disease and stroke even if they have no other risk factors. Excess weight increases the heart's work. It also raises blood pressure and blood cholesterol and triglyceride levels, and lowers HDL ("good") cholesterol levels. It can also make diabetes more likely to develop.
* Diabetes mellitus — Diabetes seriously increases your risk of developing cardiovascular disease. Even when glucose (blood sugar) levels are under control, diabetes increases the risk of heart disease and stroke, but the risks are even greater if blood sugar is not well controlled. | <urn:uuid:41969e59-14ea-47c1-80ad-77b7681d8675> | CC-MAIN-2018-05 | http://www.wellnessproposals.com/pdfs/wellness_newsletters/weekly_wellness_newsletters/healthy_heart.pdf | 2018-01-17T19:38:22Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00622.warc.gz | 588,138,997 | 773 | eng_Latn | eng_Latn | 0.998248 | eng_Latn | 0.998248 | [
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April 2007 Metro Lutheran Positive Parenting Marilyn Sharpe
FRAGILE: HANDLE WITH CARE
My husband and I recently saw "The Glass Menagerie" by Tennessee Williams at the Guthrie. It is the heart wrenching play about the Wingfields, a family that cannot look reality full in the face, tell the truth, pull together, and live into it. As a result, all of the characters are running away – some literally, some figuratively.
The father, "a telephone repairman, who fell in love with long distance," abandoned the family, when the children were young. Amanda, the mother, lives in the idealized world of her Southern childhood, remembering one day she had "seventeen gentlemen callers." She wants to reclaim a time when she was sought after, when the future was hers to choose and full of promise. Brittle, grasping, controlling, she really only wants her children to be safe and happy, but inadvertently drives them away. Tom, her son, an aspiring writer, is trapped in work he despises, to support his mother and sister. He escapes into movies, alcohol, and novels. Eventually, he leaves by the fire escape, achieving physical distance, but never escaping the guilt and memories. Laura, Tom's sister, is pathologically shy and self-conscious. Frail, with a pronounced limp, she has run away from the world her mother has hoped for her – gentlemen callers and a business career - escaping into a world of candlelight, her father's Victrola records, and a collection of glass animal figurines, her glass menagerie.
So, what is the message here for families?
All of us have received a package, marked "Fragile: Handle with Care." We know it is breakable, and treat it accordingly. When we receive the gift of our family relationships, they, too, should come with the stamp, "Fragile: Handle with Care." The people in our lives are as fragile as Laura's glass menagerie … and so much more important.
PHYSICALLY – We know that our infants are physically fragile: we support their floppy necks, protect the soft spot in the skull, and know not to shake, jerk, or drop. We protect them from things that are sharp and hot and dangerous. Let us be on the lookout for our older children, too. Let us give them safe boundaries, age appropriate responsibilities, and keep them from speeding to adulthood, damaging or despising those precious bodies.
EMOTIONALLY – As children on the playground, we chanted, "Sticks and stones can break my bones, but words can never hurt me!" Even then, we knew that was wrong. Let us speak words in love. Let us refrain from meanness. Let us listen deeply and take seriously the emotional wounds of our children and youth. Let us, in the words of poet e e cummings, "Be of love a little more careful than of anything."
INTELLECTUALLY – Our children come to us, naturally curious, filled with wonder and a desire to discover and understand. Let us support that natural desire and gift to be lifelong learners. Model a continuing passion for learning. Find out how our children learn best, and share that with those who teach them. Support their unique gifts, with opportunities to learn. Catch them learning and affirm it.
SPIRITUALLY – Thank God every day for these cherished children, made in the image of their creator, entrusted to us to love and nurture for a while. In all that we do, help them see and hear and experience the love of God we know in Jesus Christ. In this season of Lent and Easter, let us be especially mindful … and remind-full … of this ultimate gift of God – Jesus, given to die for us, giving us hope and promise of abundant life, now and forever.
FAMILY ACTIVITIES
1. At your dinner table, give each person a small bandaid. Invite each to share one thing in their lives that is challenging, hard, painful, and in need of understanding.
2. Tuck your children and youth into bed,in the dark. Then, just listen…
3. Ask each of your children to complete the following sentences:
- My favorite things about being this age are..,
- The hardest things about being this age are…
- I wish all adults understood this about me…
4. Ask, "What can I do to understand you better?"
5. Ask, "What can I do to better support you?" | <urn:uuid:a962cfcb-c687-435d-b500-f1dc782cfd00> | CC-MAIN-2018-05 | http://marilynsharpeministries.com/wp-content/uploads/2015/01/Metro-Lutheran-4%EF%80%A207.pdf | 2018-01-17T20:04:00Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00623.warc.gz | 235,057,663 | 956 | eng_Latn | eng_Latn | 0.996589 | eng_Latn | 0.998269 | [
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GRANBY PRIMARY SCHOOL
Care and management of children Policy
"Good behaviour is a necessary condition for effective teaching and learning to take place and an important outcome of education which society rightly expects."
(Education Observed D.E.S)
Introduction
Our policy is based on the belief that:
* Good behaviour is not automatically learned but needs to be taught and supported by parents.
* Classroom behaviour can change and that we as teachers can assist children to manage their behaviour more effectively.
* Behaviour issues are not the child's problem or an individual teacher's problem - they are issues to be addressed by the school.
Aims
* For staff to project themselves as good role models, co-operating and supporting one another, and treating colleagues and pupils with courtesy, consideration and respect.
* For staff to have a high standard of pupil expectation in all aspects of work.
* For staff to try to raise the levels of pupils' self-esteem.
* To provide a broad, balanced and differentiated curriculum which is both interesting and relevant.
* To provide a varied range of teaching and learning styles to suit the needs of pupils.
* To provide an attractive learning environment and quality resources.
* To track pupil progress, set challenging though achievable targets and support children in achieving them, so that children know their efforts are valued and that progress matters.
* To encourage children to accept varying degrees of responsibility, both in and out of the classroom with the purpose of promoting independence, self-reliance and trustworthiness.
* To make provision for a happy working atmosphere in school by promoting the pastoral care of children, with staff giving support and guidance to each individual child.
* To consistently and fairly implement reward and sanctions systems.
* To encourage school/parental partnership, to promote children's education and maintain standards of behaviour.
"We consider that the best way to encourage good standards of behaviour in a school is a clear code of conduct backed by a balanced combination of rewards and punishments within a positive community atmosphere."
(Discipline in Schools - Elton Report)
Our purpose is:-
* to maintain levels of good behaviour
* to provide a consistent approach in rewarding good behaviour
* to provide a consistent approach in responding to unacceptable behaviour
* to ensure that behaviour does not inhibit learning or impede potential.
The Teacher's Role
Teachers need to establish consistent levels of acceptable behaviour with the support of parents, governors and management. Positive expectations, praise and reward are the key to successful classroom management. Pupils need to know how to make good choices. They need to receive consistent positive encouragement as means of motivation. They need to be taught to manage their own behaviour.
Teacher's need to recognize that effective conditions for learning: (planning, pitch, pace, participation etc) will impact positively on general classroom behaviour.
Assertive Mentoring
'Attitude' is carefully tracked at least termly. This includes attendance, punctuality, behaviour, effort, homework and uniform. Each area is colour coded: Green-excellent/very good, Yellowacceptable/satisfactory, Red-unacceptable. Targets and support are agreed where necessary.
Rules
School rules are kept to an essential minimum and are included in our home/school agreement. They have been developed to be meaningful to children. None are too difficult. They are all designed to develop courtesy, good manners and mutual respect. They are to protect children from injury, to care for equipment and to maintain a hygienic, healthy environment. Anti-social behaviour is not condoned. It is essential that parents and teachers work together through discussion and action on any problems which develop.
If damage or loss is caused to school property through repeated carelessness or vandalism, parents will be asked to ensure that their child repays a reasonable proportion of the cost from pocket money. Any action however, will be with understanding and in keeping with that of a responsible parent.
1. Our Code of Conduct is:
These basic rules are simplified and displayed in all classrooms and corridors and regularly verbalized.
2. Our Listening Code
3. Our Line up Code
When I am asked for my attention I: Stop what I am doing Empty hands/show me five Look at the teacher
When I am asked to line up I: Walk to the end of the line Leave a person space Keep my hands and my feet to myself
Keep quiet and still Listen to instructions
Keep quiet and still Listen to instructions
4. We have specific rules being enforced on the grounds of health, welfare and safety
a. Food and drink
Children may bring fruit from home to eat at morning play. They may also obtain fruit at breakfast club. Other than fruit and packed lunches, no food of any kind should be brought into school (unless on medical grounds) including sweets, biscuits and drinks. We are a no nuts school and children must not share food.
Reasons: Sweets, etc. present obvious choking hazards. Food and crumbs left around school would soon create a hazardous and unhygienic environment. When children brought drinks they were largely of the high sugar, fizzy, high additive variety. This was believed to be having a detrimental effect on behaviour as well as on dental health. Drinks were frequently spilled and bottles smashed, spoiling other packed lunches and presenting an unacceptable risk of cuts and food contamination. Children have regular access to water and are asked to bring re-fillable water bottles. A choice of quality juice, milk or water is available during lunch.
b. Jewellery
Watches and stud earrings are the only items of jewellery which may be worn at school and these must be removed during P.E. and swimming lessons. Teachers are not to assist children with the removal of jewellery. If children cannot remove it themselves it should be taken out at home on the days the child does PE. Any articles removed should be locked in the teacher's cupboard for the duration of the lesson. A discreet religious item may be worn and removed for PE.
Reasons: Rings, necklaces, bracelets etc can turn a minor incident into a major accident if caught on apparatus or entangled in another child's clothing or hair. Even stud earrings have the potential to cause severe tears to the wearer's ears or injury to others.
c. PE Kit
Appropriate clothing must be worn for all PE activity
Indoors:- No jewellery. Bare feet, shorts, Tee shirt or vest
Reasons: It is dangerous to go on the apparatus wearing trainers or similar footwear because it is more difficult to feel. A combination of bare feet and trainers, etc. can result in trampled toes and damaged nails. Children should exert themselves during PE and therefore should have extra clothing to compensate for heat loss.
Outdoors:- No jewellery. Plimsols or trainers, shorts, Tee shirt, (Tracksuit in certain conditions).
Reasons: Slip on shoes or laced shoes even with small heels are not suitable for games lessons. They provide insufficient grip, may cause injury to others if kicked off and often lead to twisted ankles.
d School Clothing
The school has a separate school uniform policy. Parents are asked to send their children to school tidy and appropriately dressed for the weather of the day. Only flat-heeled shoes should be worn. Reasons: The overwhelming majority of parents, staff and children support a school uniform. School uniform reinforces school identity and eliminates 'brand' fashion and stigma. High heel shoes and boots are unsafe for the school environment.
e. Personal property
The school cannot accept responsibility for the loss or damage to clothing or personal property. Toys, games and sports equipment must not be brought to school (except on special occasions when the teacher gives permission). Any money brought into school should be handed in as soon as possible and never left in trays, bags or coats.
Reasons: Suitable toys, games and sports equipment are provided for the playground and indoor play. Unsuitable equipment may present a risk to children and present the potential for theft.
f. Mobile Phones
Mobile phones can only be brought to school in exceptional circumstances and only with the prior permission of the headteacher, using the appropriate form. Parents who insist that children require a mobile phone during school hours i.e. for the journey to and from school must express these reasons in their request to the headteacher using the appropriate form. Such requests will be considered on an individual basis. If permission is granted mobile phones must be handed in to the school office upon arrival and collected at the end of the school day. They should never be left in trays or coats or used during school hours. Please see our Communications Policy.
Reasons: During school hours contact is possible through the school's land lines. They present an unacceptable disturbance to lessons, potential for theft and cyber bullying.
Behaviour Guidelines
Procedures
A 'no shouting' policy is in operation and shouting must not be used as a classroom management technique. However there may be occasions when it is necessary to use a raised voice i.e. in order to re-establish control, be heard on the playground etc.
Our 'Physical Intervention Guidance' (Appendix B to this policy) clearly defines what is and is not acceptable practice should physical intervention be required. It is vital that any such intervention be reported and recorded. Staff are trained in 'Team Teach' for safe handling and de-escalation techniques.
Please refer to our safeguarding and child protection policy for our procedure for dealing with absconding children.
Movement in and around School
All movement in and around school should be purposeful. Staff should see that all children are suitably supervised when moving around the school. Expectations of behaviour of children sent around the school with messages or to show good work should be clearly stated and frequently reinforced by appropriate rewards when followed (refer to Rewards).
Children not behaving appropriately should be encouraged to do so; reminded of what is expected or face sanctions for repeated lapses (see Sanctions).
Example: If observed running, a child should be sent back to a stated point and be observed to walk correctly, accompanied by positive verbal feedback by the teacher or other adult such as 'There you are, you can walk sensibly. Well done!' and so on.
If observed running with a total disregard for other people or displayed work then sanctions should be brought to play (see Sanctions).
Children observed behaving appropriately, politely and considerately, i.e. holding doors, lining up quietly etc, should be thanked, praised or rewarded with a 'Smiley'.
Movement Around School - Suggested Procedures for Large Groups
* Call the group together using the familiar phrase: 'Can I have your attention please?'
* Give out any instructions and set expectations.
* Use and enforce 'Our Line Up Code'.
* Make sure all children are settled before setting off.
* Use set points to walk to and wait i.e. foot of stairs, corners, doors etc.
* Encourage a child to hold the door for others to pass through (thank them for this).
* Try to have no more than one class meeting at any one point at any one time.
* Walk to the left hand side of the corridor/stairs.
* Encourage children to pick up fallen articles of clothing as they pass rather than walk over them (thank /reward them for doing this).
* Think about your own position to allow maximum supervision of your group as they move around i.e. stand at corners, foot of stairs etc.
* Encourage the concept of person space. In due course this should lead to sensible self-disciplined movement around school as the children mature.
Movement Around School - Suggested Procedures for Individual Children
* Choose appropriate individuals for messages – one (KS2) or two (FS, KS1).
* Make sure messengers know that they can enter any classroom.
* Encourage the use of good manners, e.g. wait until a teacher is ready to respond, use of please and thank-you.
* Remind the messengers or those showing work of what is expected of them as they move around the school, (ensure that they do know where they are going).
* Ensure a fair system for choosing messengers and monitors to avoid favouritism.
Playtime Supervision
Playtimes are supervised by our staff. All staff should be fully aware of playtime procedures, rules, sanctions and rewards and apply them consistently. The 'Playground tablet' needs to be taken out every playtime to record the application of these procedures and track the behaviour of individuals.
When on duty, staff should circulate and take the opportunity to socialize with children, whilst maintaining an overview of the play area and spotting potential problems before they escalate.
Playground procedures (see Lunchtime Procedures)
In order to influence behaviour when dismissing children at playtime, lunchtime and home time teachers should supervise their own children in the cloakroom, on the stairs, putting on coats etc. Children are not allowed to remain in the building unsupervised unless they have special permission from their teacher.
Children may use pay ground equipment supplied by the school. Any misuse of playground equipment will lead to confiscation.
Lunchtime procedures
Yellow and red cards will be used by lunchtime supervisors to manage playground behaviour.
Yellow card: Five minutes time out, at break or lunch, on a bench. Two yellow cards = 1 red card.
Red card: A more serious offence may lead to a straight red card – eg. Fighting.
If a red card is given the time needs to be recorded.
If it is given before 1pm then the red card is to be completed that day and the child sent straight to the red card room.
If it is given after 1pm then the red card will be enforced the following day.
If this is the case then the child goes straight to the red card room at the start of the following lunch break. They will go up for sandwiches and hot dinners as a group accompanied by a behavior mentor.
If, after the red card is given, the child is angry, unreasonable and needs some time out, they will go to the red card room or another quiet space until they have calmed down. They will still serve their red card the following day.
If the child does not need time out and is calm, they do not need to be sent immediately off the playground and will serve their red card for the whole of the following lunch.
As with everything, individual judgement sometimes needs to be made, such as when considering if a child needs to be removed immediately from the playground or not. It is usually when fighting is involved that both parties might need a separate space to calm down - this is not considered as their red card time out and it needs to be explained to children that this is their calming time to get some space from the situation, not the punishment.
Any child needing medical attention at playtime will be dealt with by a member of the support staff with first aid training.
After playtime all children can be reminded that playtime is over and that a change in behaviour is expected in and around school (i.e. indoor voices).
Behaviour Guidelines
Rewards
It is very important that praise and reward should have great emphasis. Children will achieve more, be better motivated and behave better, when staff commend and reward their successes rather than focus on their failure.
Praise has a reinforcing and motivational role. It helps a child believe he/she is valued. Praise can be delivered in formal and informal ways, in public or in private; it can be awarded to individuals or to groups; it can be earned for the steady maintenance of good standards as well as for particular achievements.
Rewards
1) General
* Favourable comments can and should be entered on pieces of work
* Written School Reports should comment favourably on good work, behaviour, involvement in and general attitude to school life
* Recognition can be given to success of differing kinds in assemblies, e.g. presentation of swimming and cycling proficiency awards etc.
* Children's work can/should be displayed as much as possible both in the classroom and corridors of the school (
* A visit to the Headteacher for commendations.
* Specific privileges can be awarded to individuals/groups of children, e.g. in the use of school facilities, (computers, library, games equipment, etc.).
* Opportunities for giving children greater responsibility in school should be fostered e.g. Playtime Pals, Monitors, School's Council etc.
* Above all, praise and encouragement in and out of lessons should be used as much as possible.
2) Whole School Reward System: 'Smileys'
As well as the rewards listed above the school has designed and adopted a consistent approach for rewarding and encouraging good behaviour, effort and manners based on the collection of 'smiley face' stamps. Smiley faces may be awarded for any actions, deeds or attitudes which are deemed noteworthy and may include :-
Particularly good work/effort.
Displaying good manners.
Displaying a caring attitude towards others.
Staying on task etc.
When awarding the Smiley the member of staff should reinforce the good behaviour e.g. 'You can have a Smiley for waiting so patiently'.
Once awarded a Smiley can never be deducted (see Sanctions).
They are intended to help staff focus on positive rather than negative behaviour e.g. if a child is continuing to stay on task when a partner is trying to distract him, staff may choose to reward the child on task rather than apply a sanction to the child who is not.
The reward system is graded as follows:-
* Gold awards will be presented in whole school assemblies and parents will be invited to share in their child's achievement.
* Commendations and awards are recorded on each child's individual 'Good Behaviour Card'. The card may be taken home in order for parents and teachers to exchange comments on progress, but responsibility and care of the record rests with the child. Loss of the card will result in a loss of Smileys accrued other than in exceptional circumstances.
A 'smiley' can be awarded by any staff member to any child at any time. All staff should carry 'Smileys' at all times to reward and reinforce positive behaviour as it occurs. This reinforces our philosophy that the care of all our children is the responsibility of all adults in school.
If all children in a class achieve Bronze, Silver or Gold Awards they may have an appropriate class treat of their choice including: class party, class disco, additional art/PE, DVD etc. The reward should reflect the achievement i.e.
* Bronze Party: up to one session
* Silver Party: up to half a day
* Gold Party: up to a full day
3. Certificates
A weekly 'Going for Green' assembly is dedicated for the praise and recognition of children who have made particularly noteworthy progress for Attainment, Achievement or Attitude. Parents are personally invited to attend and witness the presentation of certificates.
Behaviour Guidelines
The traffic light system
In the Foundation Stage, children start every day on the sunshine and can move up to the rainbow or down to the gloomy cloud. In Key Stage 1, children start each day on the sunshine and can move down to the cloud and then storm cloud; or up to the rainbow and then pot of gold.
In key stage 2, children are on a traffic light system where they begin on green and can move through silver to gold for doing well. Children can also move down to amber and then red if their behaviour or effort is a cause for concern. Children finishing the day on gold or at the top of their reward system are celebrated and rewarded.
Where there are concerns about behaviour or effort, resulting in the child being moved to the bottom (either the red or the storm cloud), we expect improvements each day. Children who fail to do this will finish the day on red. The process for this is as follows:
- At 3pm a senior manager will come round the classrooms and collect all the children on red
- Their names are recorded in the "Red Book" along with a brief explanation of why they ended the day on red
- They then sit at a table in the KS2 Hall reading silently until the end of the day
- Once all classes have gone downstairs, these children follow on [i.e. they are the last to leave]
- A text message is sent to their parents asking them to speak with their child and encourage them to behave better the next day
- If a child is in the Red Book twice or more in a week, they are red carded and lose a lunchtime
- If a child is in the Red Book twice or more in two consecutive weeks, they are put on report (see Assertive Mentoring template)
Additionally, just to clarify the difference between behaviour management IN and OUT of class:
- Behaviour management in class is done using the traffic lights
- Poor behaviour and/or effort moves a child down to amber or red
- Good behaviour and/or effort moves a child to silver and gold
- Persistent poor behaviour results in Time Out A [10 minutes within the classroom]
If this behaviour still persists, move to Time Out B [rest of the session in a different classroom]
- In extreme cases, move to Time Out C [rest of the day with Mr Fowler or Mr Cross]
-
- Very rarely, in case of extreme behaviour, you may need to skip steps and/or call for help
- NB: Behaviour in class is not managed with the use of red/yellow cards! … except of course if a child finishes the day on red twice in a week, in which case PF/DC/JS will red card them.
- Behaviour management outside of class [playground, dining hall, moving around school] is done with red/yellow cards
- More serious or repeated offences merit a red card, i.e. spending a lunchtime in isolation in 2JL's classroom
- Minor offences merit a yellow card, i.e. 5 minutes' thinking time on the playground bench
- Red/yellow cards are normally given by duty teachers and lunchtime supervisors
- Mr Fowler reserves the right to issue red cards as he feels best in his role as head teacher
- Teachers can use them for misdemeanours outside of the classroom
- NB: Behaviour in class is not managed with the use of red/yellow cards …
… except of course if a child finishes the day on red twice in a week, in which case PF/DC/JS will red card them.
Behaviour Guidelines
Sanctions
Sanctions
In the use of sanctions, pupils learn from experience to expect fair and consistently applied punishments which differentiate between serious and minor offences. Sanctions are applied consistently by all staff, but with the provision for flexibility to take account of individual circumstances.
Note See also our policy on Physical Intervention (Appendix B)
* If behaviour results in physical or verbal abuse towards a teacher/adult the appropriate form should be completed and a copy forwarded to the LA.
* If physical intervention of any kind is required then a Physical Intervention record should be completed as soon as possible.
* Any other incident deemed 'serious' or resulting in injury should be recorded on the appropriate form
We have an agreed system of sanctions to register disapproval of unacceptable behaviour. Responses range from polite reminders to permanent exclusion, and are intended to:
* Provide clarity and consistency of suitable responses.
* Minimise disruption to others especially teaching and learning time.
* Provide every opportunity for children to correct their own behaviour, make sensible choices and prevent further sanctions being applied.
* Allow early involvement of parents, line managers, SENCO and support agencies.
* Do everything reasonably possible to avoid exclusion from school.
When sanctions are applied, children should be helped to understand why what they have done is not acceptable. Express your displeasure with the action and never the child i.e 'That was a silly thing to do because…' and not 'You are a silly boy'.
SANCTIONS PROCEDURE
Children should be familiar with our procedures and know what will happen next if they refuse the sanction or continue with the behaviour.
Professional judgement is required regarding which step best reflects the most suitable sanction given the behaviour displayed. . Depending on the nature of the offence this may include immediate, permanent exclusion. However, as a general rule for minor misdemeanours, the following sequence should be adhered to, with steps 1 and 2 being compulsory.
If unacceptable behaviour occurs:
(Classroom teacher) Use normal strategies:
e.g. Polite but firm requests, warnings (no more than three). Consider repositioning, separating etc.
Step 1 (Classroom teacher) Give a final warning:
Use the agreed phrase, 'This is your final warning. Do you understand?'
Children should be fully aware of what this means and the possible consequences of continuing with the behaviour.
FROM NOW ON NO MORE WARNINGS. TAKE ACTION
Step 2 (Classroom teacher)
Time Out (A)
* Child sent to designated chair/area of classroom.
* 5-10 minutes sitting alone in order to reflect, calm down etc without causing disturbance.
* Child records when, why on class list at isolation table.
If behaviour improves return to lesson.
If not or if child refuses, move to Step 3
For a regular offender:
* Record who, when, why.
* Possible removal of treats / playtime etc.
* Discussion with Phase Leader and/or SENCO : consider Behaviour Intervention.
Step 3 (Teacher colleague) Time Out (B)
* Child escorted to designated colleague.
* Up to 1 hour/session working alone without causing disturbance.
* Possible removal of a treats / playtime.
* Child records when, why in Attitude section of Mentoring file.
If behaviour improves return to class.
If not or if child refuses, move to Step 4
For a regular offender:
* Discussion with Phase Leader and/or SENCO
* Begin monitoring to identify areas of concern / possible causes/ appropriate targets.
* Complete a 'Behaviour Assessment Profile' if necessary.
* Parents informed that behaviour is a cause for concern.
* Parents discuss concerns agree targets/support.
* Consider alternative strategies, inform other agencies.
* Access to extra-curricular/enrichment activity linked to improvement.
Step 4 (Phase Leader/Head)
Time Out (C)
* Child escorted to Phase Leader/Head.
* Up to half a day working alone without causing disturbance.
* Record who, when, why and store in Attitude section of Mentoring file.
* Parents informed of isolation.
If behaviour improves return to class.
For a regular offender:
* Discussion with Phase Leader / Head/ SENCO
* Initiate closer monitoring i.e. frequency monitoring, time sampling etc.
* Complete a 'Behaviour Assessment Profile'.
* Parents / LA informed that child's behaviour is causing serious concern.
* Meeting with parents to investigate possible causes/alternative strategies i.e. parents working alongside child, reduced school day etc.
* Access to extra-curricular / enrichment activities dependant on progress.
* Referral to multi agencies i.e. Behaviour Support/Ed Psych etc.
If not or if child refuses, move to Step 5
Step 5 (Head /SENCO) Pastoral Support Programme (On Report)
* Teacher completes a Behaviour Assessment Profile to identify areas of strength and concern.
* PSP Meeting with parents/child to agree the way forward.
* Clear/realistic targets for behaviour agreed (maximum of three).
* Clear rewards/consequences identified for success/failure (including possible exclusion).
* Daily feedback to child (x 5), weekly feedback to parents.
* Involvement of all necessary agencies, i.e. Behaviour Support, Educational Psychologist etc.
* Consider Statement of Special Needs.
* Consider CAF.
* PSP to last a minimum of 2 weeks/a maximum of 20 weeks, and reviewed fortnightly
If targets are achieved remove from PSP.
If PSP failed, move to Step 6.
Step 6 (Headteacher)
Behaviour Contract
A last step before exclusion
* Clear specific rules which the child must uphold in order to remain in school.
* Further sanctions an immediate consequence of breaking the contract.
* Reviewed weekly.
* Parents, Governors, Behaviour Support informed.
If behaviour improves return to PSP
If not move to Step 7.
Step 7 (Headteacher)
Internal Exclusion (up to 5 days)
* Child has no contact with own class or classmates.
* No access to playground, extra-curricular or enrichment activity.
* Parents, Governors, Behaviour Support informed.
* LA informed of likelihood of external exclusion.
If behaviour improves return to class on a Behaviour Contract or PSP.
If not move to Step 8.
Following latest government guidance
Step 8 (Headteacher)
Fixed Short Term Exclusion (up to 5 days per term)
* Parents, Governors, LA Officer informed by letter.
* Parents may make representations to Governors.
* Governors may meet but cannot reinstate.
* Upon return to school, child stays on Contract for a minimum of 2 weeks.
If behaviour improves remove from Contract to PSP.
If not move to Step 9.
Step 9 (Headteacher) Fixed Long Term Exclusion (up to 45 days per year).
* Parents, Governors, LA Officer informed.
* Governors meet (parents/child or representative may attend/make representations).
* LA Officer must be invited to attend but may not reinstate.
* Governors either reinstate or uphold the exclusion.
* Upon return to school or if reinstated child stays on Contract or PSP for a minimum of 10 weeks.
If behaviour improves remove from PSP.
If not move to Step 10.
Step 10 (Governors) Permanent Exclusion
* Parents, Governors, LA Officer informed.
* Governors meet and consider all representations and reports (parents/child may attend).
* Governors either reinstate or uphold exclusion.
* Parents notified of right to appeal.
* If appeal successful, or reinstated child stays on Contract or PSP for the maximum 20 weeks.
* If appeal unsuccessful, remove child from school roll.
Serious incidents need to be treated on an individual basis and the circumstances investigated.
In exceptional circumstances permanent exclusion may be considered for a first or 'one off' offence.
These may include:
* Serious actual or threatened violence against another pupil or a member of staff;
* Sexual abuse or assault;
* Supplying an illegal drug;
* Carrying an offensive weapon;
* Serious deliberate damage to school property.
Troubled children
The school acknowledges that a small minority of children may for whatever reason lack the maturity or self discipline to make the correct choices available to them in order to control their own behaviour. This may be especially true of children with or being assessed for statements of SEN and those in public care. For these children neither the normal rewards or sanctions procedures may be sufficient to support them or protect other children from their actions.
In these exceptional circumstances the school will make every effort to avoid exclusion. It is vitally important that parents are informed and involved when behaviour targets are agreed in order to establish possible causes and form a partnership of support.
Regular communication between home and school as well as daily feedback to the child regarding progress is essential. This can be achieved through the use of:
* Behaviour books (for KS1 and less mature KS2 children).
* Behaviour Reports (for KS2).
Both use the school 'smiley' system for showing when targets are achieved over short periods (individual sessions/playtimes etc.) and any reason why they were not achieved.
Behaviour Targets
* Should provide limited (maximum of three) unambiguous and, above all, achievable targets for the child's behaviour e.g.
"To stay on task at all times" is not a realistic target for the best behaved child let alone a troubled child.
* If clear targets cannot be identified - monitor (see appendix)
* Should provide clear consequences for breaking the agreement e.g. exclusion.
If in doubt, consult a senior teacher. Daily feedback on progress should be given and targets reviewed fortnightly either :
* to make targets more difficult as behaviour improves,
* to set new areas to tackle or
* to remove completely from report.
GOOD PRACTICE
The quality of teaching and the organisation of the physical environment have a considerable effect on children's behaviour.
Always:
1. Create an interesting, stimulating and attractive classroom environment.
2. Provide an ordered environment in which everything has a place. Children should know where materials/equipment are and how to treat them with respect.
3. Make sure the children know what they are doing and that their work is matched to their ability.
4. Be aware of what is going on around you.
5. Do not be static.
6. Do not let children queue.
Remember that problems are normal when children are learning and testing the boundaries of acceptable behaviour.
Remember to:
* Set high standards
* Apply rules firmly and fairly
* Smile and relate
* Avoid confrontation
* Listen
* Stay calm
* Use humour
* Know the children as individuals
* Look out for good behaviour
* Praise quickly and consistently
* Praise the behaviour rather than the child
We do have a choice in how we behave, we can either give pupils a negative experience by using sarcasm, ridicule and humiliation which tends to destroy their self esteem. Or, we can give them a positive experience which will build their self-esteem.
Never:-
* Humiliate -
it breeds resentment
* Shout -
it diminishes you
* Over react
-
the problem will grow
* Use blanket punishment -
the innocent will resent you
* Over punish
never punish what you cannot prove
CHILDREN'S RIGHTS
* To be looked after by caring adults
* To be taught well
* To be able to rely on an atmosphere conducive to learning
* To be made to feel welcome
* Not to be talked down to
* To feel as important as anyone else
* Not to be smacked or shaken
* Not to be bullied
* Not to hear swear words
RECORDING: Notes
Recording
CPOMs should be used to record behavior issues, to record and celebrate positive behavior and to track and monitor challenging behavior.
Time Out A : a class list
It is not essential or even desirable that all isolations are always recorded but do record if:
* Monitoring individuals
* Patterns in behaviour emerge
* An individual is frequently being isolated
Time Out B:
All should be recorded and stored on CPOMS
* To check on frequency of isolation
* Identify any patterns in behaviour
* Facilitate target setting and parent discussion
* To help with possible IEPs
Time Out C:
More detailed recording required. What happened, and why.
Letter sent to parents
All should be recorded and stored in CPOMS
Statements/Comments should be brief but succinct, clear, unambiguous e.g.
'disturbing class', 'being a nuisance' meaningless and open to misinterpretation rather : 'tore up Anthony Brown's work', 'thumped Rebecca Smith in the back', 'refused to sit for story etc
All written comments should be professional with correct spelling and punctuation. Comments should avoid being judgmental, should be written in a way you would be happy to share with a parent and should be respectful.
To see the appendices to this policy, please look at the school website www.granby.leicester.sch.uk / about us / policies / care and management of children
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Volume 3, Issue 1
Spring 2008
Notes from the Director
Dr. David Creech
I've had a severe case of writer's block lately, so when Dawn said it was time for another newsletter, I found myself throwing a fit. Didn't we just do one? Can't we postpone? While it gives me some solace that procrastination is the ultimate act of defiance, I really don't have much of an excuse. After all, I am semi-retired, which means I should have time on my hands. I don't. It's not as if we don't have a lot of news to report. With Dawn and a virtual army of volunteers leading the charge, we enjoyed a world-record $42,000 Spring Garden Gala day plant sale on April 12th. Barbara's azalea season ended up with more buses, tourists, visitors, and excitement than ever. Elyce, our pied piper among the kiddo crowd, continues to tirelessly skip through one environmental education program after another. Finally, Greg Grant, over at the PNPC, continues to educate, entertain, and enlighten, and the native plant world continues to grow and prosper.
before saying good bye. Then, there are others that have refused to leave. One particular group that is chock full of survivors is the bold evergreen crowd. One of our favorites is Michelia, a genus recently tucked into Magnolias. I counted 16 different Michelias and Mangletias in our garden that have prospered for many years. Outside of Magnoliaceae, there are plenty of other broad-leaved evergreens making a mark. Machilus, Phoebe, and Cinnamomum are increasingly finding their way into the arboreta and botanical gardens of the South. While it's too early to tell just what kind of impact this transfusion of hardy evergreen woody plants will have on the gardens of the South, it's nice to know that there are still new plants to find, trial, and test. Here are two bold tropicallooking woody evergreens worth getting excited about.
I've always felt that the lady that brought us to the dance is named Diversity. She's interesting, exciting and, let's face it, she kind of runs the show around here. Over the years, it's rather amazing how many plants have called this place home. Some stayed less than a year. Some lingered for a while
Dendropanax trifidus is a member of the Araliaceae family and makes a small evergreen tree in Zone 8, perhaps Zone 7, if somewhat protected. While rarely encountered, I've seen it elsewhere in the South and it has never failed to impress me. It provides a bold and tropical effect to a shady southern landscape. As far as I can tell, there really isn't an accepted common name - but Bob McCartney of Woodlanders refers to it as tree ivy in his website, which is a pretty good name. It does look like a tree ivy, kind of a combination of Fatsia and Hedera all rolled up into one. We recently hosted six Chinese faculty members from Nanjing Forestry University in China, and while touring our gardens, they quickly huddled around a specimen and after a great deal of discussion, they said this was the duckfoot tree, and they said it did quite well in their area of China. Since duckfoot tree as a common name is sometimes used for Ginkgo, I think "duckfoot ivy tree" is a better name. After all, the leaves do resemble a duck's foot. While
Dendropanax trifidus
the smooth white bark is striking, the leaves are the primary feature. They are big, bold and glossy. The tree is reported to reach sixty to seventy feet in its natural habitat in Japan, and I suspect mature specimens in the South will top out at half that. The species is easy to root (June cuttings under mist), grows fast, prefers a little shade, and appears pest-free in our garden. If
Continued on page 2
Little Princess Tea Party, March 29, 2008….
Notes from the Director, cont.
there's a downside, it would have to be that, on rare occasions, some folks experience a mild rash (contact dermatitis) when handling the plant. Of course, that's kind of true for Aralias and many other plants in general, but my attitude is enjoy the plant, just don't roll in it.
Metapanax davidii is another member of the Araliaceae that calls SFA home. I suspect this large shrub with evergreen threefingered leaves is destined to be another plant offering a tropical look to the southern landscape. It's a Fatsia-like relative with an interesting nomenclature. Once Nothopanax, Metapanax has recently been ac- cepted as a new genus in South China and Vietnam. With the Chinese name Yi ye liang wang cha, we think "false ginseng" is a better name, as presented by Todd Lasseigne of the Paul J. Cenier Botanical Garden in North Carolina. Todd wrote, "on Metapanax , a group of evergreen shrubs related to Fatsia and other araliads, little to nothing is known about them in the U.S. For a few years now, the Sarah P. Duke Gardens has grown M. davidii and M. delavayi both of which have suffered no injury at temperatures below 0°F. Collections made in China of Metapanax - some not yet identified to species - by Dan Hinckley and
others from Heronswood Nursery show an extraordinary range in leaf shape, lobing, color, gloss, and other characteristics. This, assuredly, will be an exciting genus of plants to watch, and at the least will expand the realm of successfully growing "Fatsialike" plants in the southeastern U.S." (JCR Arboretum Newsletter 8 (2).
Mark down May 28-June 1 on your calendar. It's our fourth Cullowhee Lone Star Regional Native Plant Conference, a megaevent with lectures, field trips, banquets, socials, and a plant sale. Hope to see you there! Until next time, keep planting!
LAST CHANCE TO REGISTER...
******* Lone Star Regional Native Plant Conference ******* May 28-31, 2008
field trips * workshops * lectures * plant sale
Join a unique blend of naturalists, horticulturists, nurserymen, landscapers, and gardeners to learn more about current topics in native plant conservation, propagation, research, and landscape use.
For complete conference and registration information: http://pnpc.sfasu.edu
Chinese Delegation Visits our Garden World
Dr. David Creech
The SFA Mast Arboretum, as part of Stephen F. Austin State University's College of Forestry, has taken the first step in to establish a long-term collaboration with Nanjing Forestry University (NFU) in Nanjing, China. A six-member delegation led by Professor Jin Chi Zhang, Dean of the College of Forestry and Environmental Science, enjoyed a busy schedule as our guests April 19-25, 2008. Dr. Daniel Norton, Director of International Programs, will be preparing the first draft of a written contract with NFU. Dr. Norton notes that "a partnership between SFA and NFU has great potential and I look forward to welcoming our first NFU students in the spring of 2009."
est resources, visit with students, and take in local nurseries, forests and conservation areas. I've been cooperating with NFU and Nanjing Botanical Garden since 2001, primarily with the programs of Professors Yin Yun Long, He Shanan, and Yu Hong of the Nanjing Botanical Garden.
In October, I will be leading a team of six SFA faculty members to China, to present the document and tour the university's for-
Conversations at NFU over the past few years led me to believe that collaboration made perfect sense; after all, Nanjing enjoys a similar climate and vegetation, and both NFU and SFA have very strong forestry and horticulture programs. The goals of cooperation are simple: 1) Student and faculty exchanges from short term to semester long, and 2) cooperative research projects that benefit the urban and natural forests of both countries. This visit could not have happened without support from some great SFA faculty interested in increasing our international presence. SFA faculty members Dan Norton, Dale Perritt, Shiyou Li, Mike Fountain, Dave Kulhavy, Matt McBroom, Jeff Adkins, Jimmie Yieser, P.R. Blackwell, and Joe Ballenger all deserve a big round of applause for making our Chinese visitors adventure here a good one.
Spring Plant Sale a Huge Success!
Dawn Stover
A happy customer poses with her colorful selections
customers were first time visitors from Dallas. A big thank you to Mariana Greene of the Dallas Morning News for the beautiful, full-page write up of our gardens, including a plug for our sale and the Cullowhee Na-
On April 12th, the SFA Mast Arboretum and Pineywoods Native Plant Center hosted our annual garden gala day. This event has blossomed from a card table and lemonade in a Dixie cup kind of day to an area wide event attracting local friends as well as guests from as far as Dallas, Houston and Shreveport. While there's always that initial "Oklahoma Land Rush" for plants, we've found that folks who arrive after the starting bell are still happily tempted with plenty of plants. Each year, those of us that work the sales rarely have a chance to look up and around the sale field until the initial waves of shoppers dwindles a bit, usually around 11 am. This year, the field was still full, and remained so long after that 11 o'clock window came and went. We were still checking out wagons at 3 pm! Our cashiers noted that most of the late morning
Floral Design Exhibit
Michael Maurer
For the first time in a number of years Floriculture was taught during this last spring semester at SFA. Topics covered in the course included history of floral design, elements and principles of design, and design mechanics. The lab was hands-on with many different skills and design styles covered including bow and wreath making,
tive Plant Conference in a recent edition of her newspaper.
So here are the stats: we sold at least 282 different varieties of plants, moved at least 12,00 individual plants to the intramural fields on 2 trucks and trailers with a steady stream of volunteers and students. Thanks also go out to Mark Holl and SFA Grounds who stepped in and provided the safety fence as well as a few hundred more plants.
We were all a little tired by 4 o'clock on Saturday afternoon, and more than a little sunburned, but the call from our accounting crew later that evening made it all worthwhile. We had the best sale ever, earning nearly $42,000! Thank you to each and every one of you who support us with your time or your dollars, or both!
English gardens, bud vases, corsages, as well as linear, circular, symmetrical and asymmetrical designs. One of the high points of the semester included designs using azaleas that coordinated with Nacogdoches Azalea Trail festivities.
The highlight of the semester was the Floral
Design Exhibit which was the students' final design project. Themes for the Floral Design Exhibit were Southwestern, Texas and Tropical. If you missed the spring's Floral Design Exhibit you really
missed some great floral designs.
Your next opportunity to catch the next
Floral Design Exhibit will be at the end of the current MayMester on Wednesday May 28, 2008 from 12:00 noon till 5:00 p.m. in 118 of the Agriculture Building. There will be a silent auction for those of you interested in purchasing these student-created masterpieces.
Balanced Beauty: Symmetry in the Landscape
By: Greg Grant
Unfortunately most "native" landscapes have proven to be a bit wild for the taste of most homeowners. But that doesn't have to be the case. Both formal and informal landscape can be accomplished with the use of native plants. Heck, one could create Versailles with Texas natives if they wanted to. When developing ANY landscape with ANY kind of plants it's very important to keep the basic principles of
design in mind. In my opinion, the only five you truly need to know are balance, repetition, dominance, scale, and unity. We'll tackle balance first.
For years now most homeowners have yielded to the frequent advice of avoiding formality in the landscape. Straight lines, sharp angles, and clipped hedges have typically been frowned upon as a landscape option. As a matter of fact, balanced foundation plantings have even earned the derogatory nickname, "mustache landscapes".
Though the majority of gardens as of late have yielded to the more "English" school of naturalistic landscaping, there's certainly nothing wrong with "French" formality.
As a matter of fact formal, symmetrical landscaping is much more famous and historical than its looser, less contrived counterpart. Symmetrical style landscapes were made famous in the grand gardens of Spain, Italy, and France and date all the way back to the Romans, Egyptians, and Persians. Just take a look at an heirloom Persian rug to admire the beauty of these ancient gardens. As a matter of fact, the earliest ornamental gardens were most likely "four-square" gardens bisected by a cross axis and punctuated by a central water feature. Variations of this ancient design concept are often repeated in many herb gardens today.
Formal gardens have universal appeal and despite recent popular rhetoric, never go out of style. Their simple geometry is comforting in an otherwise hectic world of chaos. It's very pleasing to look at a wellgroomed formal landscape and realize that it is possible to have SOMETHING under control these days.
Traditional homes with symmetrical facades are often suited to the balanced beauty and elegant lines of this timeless design style. Proper asymmetrical balance is often difficult for homeowners to understand and achieve, but even a design "simpleton" can grasp symmetrical balance. As long as the same size and number of plants and objects are used on both sides of your central axis, your balanced mission will be accomplished. This central axis can be visibly obvious as with a walkway or it can be an imaginary line running through the middle of your landscape or home.
Though most balanced formal landscapes are associated with rigid plantings consisting of rectilinear lines composed of varying sized clipped hedges, they don't have to be. One of the most popular styles in the last century has been French formal design planted with English informal plantings. This happy marriage gives you good structure ("bones") while allowing for a softer, more naturalistic planting style.
Continued on page 5
Balanced Beauty, cont.
If you are considering a formal makeover for your "garden gone wild", consider the following simple dictionary of refined landscaping:
their hands often resort to preformed shapes covered with clinging vines or groundcovers. Their eye-catching appeal makes them well suited as dominant focal point.
Sheared (boxed) hedge: Hedges are clipped or sheared at least several times per year to keep them in the appropriate "building block" shape. Native shrubs that lend themselves to shearing in Texas include yaupon holly and cherry laurel. While hand shears are fine for small plantings, gas powered shears are much more appropriate for more ambitious projects.
Allée: These are just alleys of identical trees often used to line driveways, walks, or property lines. They create a tunnel view often focusing on a focal point at the end.
Topiary: True topiary consists of clipping shrubs into fanciful shapes, essentially living statuary. Gardeners with less time on
Carolina jessamine can be trained to appear espaliered.
Parterre: These are simply ornate patterns in the landscape usually formed by clipped living plant materials. They are designed to look down upon like decorative rugs. Often the space between the patterns is filled with herbaceous color plants or occasionally gravel.
Espalier: Espaliers are created by training plants into flat planes, and often used where space is limited. Typically espaliers are used against walls or as living fences. My mom has 'Little Gem' magnolia espaliers. Of course vines like coral honeysuckle and
Pleach: When trees, shrubs, or vines are trained onto a structure to form an arbor, tunnel, or living outdoor room, it is known as pleaching. In Europe trees are often used, but climbing vines are often substituted here. That's really cheating. Just across the bridge headed into the azalea garden you'll see weeping baldcypress (Taxodium distichum 'Cascade Falls') being readied for the coolest pleached allée on earth!
Arboretum Achieves Monarch Waystation Certification
Dawn Stover
Monarch Watch is an educational outreach program based at the University of Kansas. It serves to connect children and students of all ages with the world of science. Monarch Watch provides information on the biology and conservation of monarch butterflies. It has grown into an internet based program with participants in over 2,000 schools and nature centers in the United States and Canada. Through Monarch Watch, any individual or group meeting certain criteria is eligible for certification as a Monarch Waystation.
What is a Monarch Waystation? It is a man-made habitat that provides the resources necessary for monarchs to produce successive generations critical for sustaining migration. Habitats must include nectar flowers to provide an energy source for reproduction and migration, and they must include host plants that support successive generations of caterpillars which also enables migration. Milkweed is the primary host plant for monarch caterpillars.
Monarch Watch was created out of concern for declining populations of native host and nectar plant sources due to development and herbicide use. To offset these losses,
Monarch Waystations can be created to help supplement these increasingly rare native plant habitats. Monarch Watch also encourages conservation and protection of existing habitats.
There are some fairly easy criteria to meet in order to achieve certification as an official Monarch Waystation.
Size: A minimum of 135 square feet should be incorporated into your habitat. This is a little smaller than a 12' x 12' space. There is no maximum limit for space.
Exposure: Site must receive at least six hours of direct sun a day.
Drainage and Soil Type: Loose, welldrained soil is best to support most species of milkweed.
Shelter and Density of Planting: Plants should be relatively close together to help hide monarch larvae from predators, but shouldn't be so close as to create poor growing conditions for the plants.
Milkweed Plants: It's suggested to have at least 10 plants that include at least two different species.
Nectar Plants: Provide at least four nectar plants that bloom continually or successively throughout the season. Ideas include zinnia, lantana, pentas, and purple coneflower.
Monarch Waystation #2025 is located at the Childrens' Garden in the SFA Mast Arboretum, just off of College Avenue. We're still filling in spots with nectar plants, but there's a plethora of milkweed, as well as many other host plants for other butterflies. Come see the caterpillar nursery sometime!
For more Monarch Waystation information and registry information visit www.MonarchWatch.org/ws.
A monarch caterpillar hungrily munches milkweed .
SFA MAST ARBORETUM * RUBY MIZE AZALEA GARDEN * PINEYWOODS NATIVE PLANT CENTER
SFA Mast Arboretum PO Box 13000 Nacogdoches, TX 75962
Phone: 936-468-4404 Fax: 936-468-4047 URL: www.arboretum.sfasu.edu
Azalea Trail a Smashing Success and We're Still Blooming!
Barbara Stump
Thanks to that fabulous "March Gladness" article by Randy Mallory in the March 2008 issue of Texas Highways and very colorful advertisements placed by the Nacogdoches Convention and Visitors Bureau (CVB), we had a bumper crop of visitors to the Ruby M. Mize Azalea Garden. We have provided tours to 1,590 visitors from Master Gardener groups and groups scheduled by the CVB since March 15, 2008. While I was able to do most of these, I am proud that Azalea Garden Volunteers Sherrie Randall and Don Parsons helped several times, much to my delight. The garden has been in spectacular bloom this year, with its peak day March 29 th , timed perfectly for two "main events": the Little Princess Tea Party and the Annual Azalea Symposium.
The Tea Party, co-chaired by Cheryl Boyette and Elyce Rodewald was even better than last year's. Forty-one darling princesses (and 49 adults) learned about flowers while they hunted for tiny fairies in the azaleas, watched magic tricks, and listened to music. Cheryl and Elyce were dressed as moths and the princesses helped release real butterflies as well.
The symposium theme was "Secrets of Azalea Gardens, Old and New" and featured three speakers: Bart Brechter "Historic Bayou Bend Gardens (1926-56)"; Dr. Regina Bracy, "Creating the New Margie Y. Jenkins Azalea Garden"; and Margie Jenkins, "Easy Ways to Propagate Evergreen and Deciduous Azaleas." The participants learned easy ways to reproduce favorite azaleas and some ideas about how to use azaleas in their gardens.
blooming, and the tall (36 inches or more), very double 'Macrantha Pink'.
Our other big news is that the entrance on the northern edge of the garden will be transformed this summer. First, Texas Department of Transportation contractors will improve the culvert under University Drive, and then we will replant to make the entrance to the Ruby M. Mize Azalea Garden a welcoming and beautiful "first impression" for our visitors.
What is going on in the garden now? We are still blooming. As you can see in the photo, one of our latest blooming azaleas is 'Frosted Orange' developed by James Harris of Lawrenceville, Georgia. This mounding azalea gets to be about 30 inches tall by about the same wide, and is covered in white flowers with brilliant orange edging. The effect of our 10-year-old plantings near the front of the garden is waves of orange until mid-May. We also have Satsuki | <urn:uuid:9b61642b-1c29-41f6-bdd0-7d508ae37d06> | CC-MAIN-2018-05 | http://sfagardens.sfasu.edu/images/files/Documents/Newsletters/spring08.pdf | 2018-01-17T20:19:02Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00624.warc.gz | 317,094,031 | 4,854 | eng_Latn | eng_Latn | 0.997875 | eng_Latn | 0.998537 | [
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First Presbyterian Church of Libertyville
Faith Step #6 Worship (Kindergarten)
We are a companionship of faith on a spiritual adventure following Jesus Christ.
Faith Step Marker
Children are always welcome in worship at FPC Libertyville. However, it is our tradition to encourage children to attend worship starting in the middle of their kindergarten year. Children will receive A Children's Guide to Worship that seeks to explain elements of our order of worship (liturgy). Before attending Sunday worship with your child, read through the book with him/her. Allow them to color the pictures and talk to you about what they think about going to worship. When children remain in worship for the whole hour, FPC provides worship bags. Families are encouraged to use the contents to maximize children's participation…marking scripture passages and hymns, signing the ritual of friendship and passing the peace, drawing pictures of the worship space and sermon content.
Bible Verse (NRSV)
I was glad when they said to me, "Let us go to the house of the LORD!"
Psalm 122:1
We Believe — Belonging to God: A First Catechism
Q35—What is the church?
We are the church: the people who believe the good news about Jesus, who are baptized, and who share in the Lord's Supper. Through these means of grace, the Spirit renews us so that we may serve God in love.
Q40—What do we do in Christian worship?
We adore and praise God. We pray, sing hymns, and listen to readings from the Bible. We also give offerings to God for the work of the church, and commit ourselves to serve God and our neighbors. Above all, we hear the preaching of the gospel and celebrate the sacraments.
Caring Conversations
- Talk with your child about the times and places that you can worship God.
- Wake up your child each morning with the words from Psalm 118:24, "This is the day that the Lord has made; let us rejoice and be glad in it!" In time, as you say the first line, perhaps they will respond with the second.
- Ask your child what she or he saw or heard during a worship service. Discuss the worship bulletin cover. Share your favorite or most meaning part of worship with your child.
Music
- The Doxology...Praise God (Presbyterian Hymnal # 592)
- The Gloria Patri...Glory be to the Father (Presbyterian Hymnal #567)
- Hallelujah! Praise Ye the Lord!
Faith-filled Actions
- Become a "community greeter" in worship. Make a point to greet those people who are sitting around you each week. Learn their names and welcome them to worship!
- Make a time for your child to shake hands with the pastor as they leave worship. Plan for a visit with one of the pastors at their office. They are always ready to give a personal greeting to your child and would be happy to answer any questions that you or your child might have about worship.
- Ask a pastor how your family could help with ushering or other duties related to our community of worship.
- As a family, pray for the spiritual leaders who serve in worship leadership each week— pastors, lay leaders, elders, deacons, choir members, etc. Ask for God to be present with them as they lead.
)
- Lord, open our hearts and minds by the power of your Holy Spirit, that as the scriptures are read and your Word is proclaimed, we may hear with joy what you say to us today. Amen.
Prayer (for Illumination from Book of Common Worship
- O Lord our God, your Word is a lamp to our feet and a light to our path. Give us grace to receive your truth in faith and love, that we may be obedient to your will and live always for your glory; through Jesus Christ our Savior. Amen.
Books (available in church library)
for Children
- A Children's Guide to Worship by Ruth L. Boling and Lauren S Muzzy
- Come Worship with Me: A Journey through the Church Year by Ruth Boling
- God's Big Story (Devotional Activity Cards) by www.faithaliveresources.org/ Products/037040/gods-big-story-cards.aspx
for Parents
- Parenting in the Pew by Robbie Castleman
On the Web
Author of Forbid Them Not, in the congregation's worship using the Revised Common Lectionary.
- http://worshipingwithchildren.blogspot.com/ Carolyn Brown, writes this blog about including children
Who to Contact
- Our Director of Children's Ministries is Jan Schuett at firstname.lastname@example.org
- Our Associate Pastor for Christian Formation is Rev. Roberta Dodds Ingersoll at email@example.com | <urn:uuid:0b64094d-6e25-4661-8a59-4f1d11687ae1> | CC-MAIN-2018-05 | http://firstpreslibertyville.org/filerequest/1523 | 2018-01-17T19:44:25Z | crawl-data/CC-MAIN-2018-05/segments/1516084886964.22/warc/CC-MAIN-20180117193009-20180117213009-00624.warc.gz | 129,979,794 | 1,037 | eng_Latn | eng_Latn | 0.994875 | eng_Latn | 0.995118 | [
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Oregon Spiders
Introduction
Although there is no current comprehensive list, Oregon probably has at least 500 species of spiders. Most spiders are small and rarely encountered, often living in forest litter, rock crevices, rotten logs, and similar habitats. There are a dozen or so that are frequently found in or near residences. Although all spiders have fangs and virtually all have venom, only a few are either known or thought to have bites poisonous to people. The rest are harmless (at least to people), feeding on a wide variety of insects and other invertebrates.
Spider bites
When a person gets too close to a spider, they may be bitten. Spiders bite people in self-defense. They otherwise have no interest in biting something they can't eat, particularly something that is likely to squash them. Normally people are not bitten unless they actually come in contact with a spider. People may be bitten when they place a hand on a spider (for instance, upon one sheltering in a wood pile or behind furniture or some boxes) or if they put on clothing or footwear that has a spider sheltering in it. Even if a spider bites you there is chance that it will be a "dry" bite, meaning there is no venom. If you do receive a venomous bite, the amount of toxin will vary from spider to spider, even bites within the same species. According to at least one arachnologist, spider bites are not very common. You are not likely to receive more than one or two bites in a lifetime.
The black widow, the hobo spider, and the yellow sac spider are of interest in Oregon because they occasionally enter homes and may bite people. Black widow bites should always be treated as potentially serious. Reactions from the bites of hobo spiders and yellow sac spiders are not well documented. Recently, questions have been raised as to whether hobo and yellow sac spider bites are truly dangerous. Some researchers believe that the symptoms associated with presumed bites from these spiders really have other causes. Since no one knows for sure, we believe it is best to treat suspected bites from hobo spiders (and to a lesser degree, those from yellow sac spiders) as potentially serious. A fairly well known poisonous spider, the brown recluse, Loxosceles reclusa, does not occur in Oregon, despite reports to the contrary. Most spiders in Oregon, even those most likely to be found in homes, are not known to be dangerous. Rarely, serious systemic ("allergic") reactions from spiders can occur.
If a spider bites you try to save it for identification. Having the spider identified will help to determine what type of treatment you need. Spiders can be brought to or mailed to identifiers at ODA, Oregon State University's Insect Clinic, local OSU extension offices, or to Oregon Health Sciences University (OHSU), as detailed below. OHSU is asking anyone that has been bitten by a spider to save the spider and follow their instructions. To take part in this research call the Oregon Poison Control Center at 800-222-1222 to report a bite and receive instructions about how to mail the spider to OHSU.
Please follow these tips on saving and mailing a spider for identification:
* If possible don't crush the spider.
* To kill the spider either place it in a container and put it in the freezer or submerge the spider in rubbing alcohol in a small leak proof container.
* To prepare a frozen spider for the mail be sure the spider is kept in a container with tissue paper to prevent it from rattling around and getting broken. Allow for a lot of airflow in the container if the spider is not completely dry because it will rot (poke some holes in the container if necessary). Spiders mailed in rubbing alcohol need to be in leak proof containers. All spiders mailed need to be in crush proof containers (such as film canisters or pill bottles).
* Do not send live spiders to identifiers in containers that you can't see through – the identifiers are not expecting a live spider so they could be bitten if they open the container.
How to avoid spider bites
Although most spiders are not harmful and bites are not common, there are steps you can take to avoid being bitten indoors and out. Below are a few tips to follow to reduce the number of spiders in your facility:
* make sure any small cracks and openings to your facility are well sealed
* remove spider webs from the foundation, eaves, windows, and door frames of your home
* install good window screens
* install rubber, plastic or brush gaskets underneath doors that lead outdoors or basements
* seal gaps in window frames with weather stripping, wood putty, or sealant; seal gaps around plumbing with construction foam
* watch for spiders if you bring firewood, potted plants, or other objects in from outside
* vacuum regularly and vacuum any visible spiders
* keep bedding several inches above the floor
* shake clothes and shoes before wearing
* use spider traps (If not correctly placed, traps are not normally very effective but will trap and kill at least a few spiders. Traps are most effective when placed on the floor in dark corners under furniture)
If you are outdoors follow these steps to protect yourself from spiders:
* wear protective clothing such as gloves, long sleeved shirts, pants, and a hat
* look before placing your hands on objects such as firewood, pots, outdoor furniture, rock walls, etc.
* keep wood piles, shrubbery, and other objects away from the outer walls of your facility
Spraying pesticides is generally not very useful nor is it generally necessary. Most of the time, short-term relief is all that is achieved since most of the available pesticides are effective for relatively brief periods and afterwards new spiders move in to replace those that were killed. Realistically, although it may not be comforting to realize, our facilities are "islands in a sea of spiders." Professional pest control may be helpful in a few circumstances.
Spider Management
One of the easiest ways to minimize encounters with widow spiders is to reduce clutter around your home, which deprives them of places to make retreats. However, it is impractical to eliminate them completely by removing all clutter.
Regularly vacuuming or sweeping windows, corners of rooms, storage areas, basements, and other seldom-used areas helps remove spiders and their webs. Vacuuming spiders can be an effective control technique, because their soft bodies usually don't survive this process.
Store items such as in garages or shed in boxes that you can tape shut or that have a lid and can place off the floor and away from walls in order to exclude spiders. When cleaning up clutter in garages and other storage areas, be sure to wear gloves to avoid accidental bites.
Areas of concern include children's pedal-powered toy vehicles made of molded plastic that have open spaces facing downward where spiders can crawl in. Picnic tables and other large pieces of furniture where you place your fingers underneath to lift also can be a source of exposure.
Spiders can enter houses and other structures through cracks and other openings. To prevent spiders from coming indoors, seal cracks in the foundation and other parts of the building and gaps around windows and doors. Good screening not only will keep out many spiders but also will discourage them by keeping out the insects they eat. However, baby black widows have no problem crawling through regular window screen mesh.
Be careful that you don't carry spiders indoors on items such as plants, firewood, and boxes.
Eliminate places for spiders to hide and build their webs by keeping the area next to the foundation free of trash, leaf litter, and accumulations of other materials. Removing ivy and other heavy vegetation growing around foundations and trimming plant growth away from your home and other structures will discourage spiders, in general, from taking up residence near the structure and then moving indoors.
Outdoor lighting attracts insects, which in turn attracts spiders. If possible, keep lighting fixtures off structures and away from windows and doorways. Sweep, mop, hose, or vacuum webs and spiders off buildings regularly. Insecticides won't provide long-term control, so generally you shouldn't use them against spiders outdoors.
Hobo (Tegenaria agrestis) & giant house spiders (T. gigantea)
The most common spiders submitted for identification at ODA are hobo and giant house spiders. Both spiders were accidentally introduced from Europe. They can be found wherever people live in Oregon. This is because they prefer living in and around homes and because they "hitchhike" on people's belongings when people move. Most of these spiders are found in the late summer through early fall because the males have emerged from their normal shelters to look for females with which to mate. When these spiders are seen in homes they are usually somewhere on the floor, but they can also be found on walls and ceilings or in cabinets, tubs, and showers. These spiders do not make obvious webs and search for prey at night.
In Europe, the hobo spider and all other related species are considered harmless. In the northwest US Hobo spiders have gained the reputation as being dangerous. They are often referred to as "aggressive house spiders." This is not true – they are no more aggressive than any other spider.
Male hobo spider
It is often very difficult to tell hobo spiders and giant house spiders apart. Adult giant house spiders are larger than hobo spiders, especially the males. However, spiders grow gradually so that a young giant house spider may be smaller than an older hobo spider. Otherwise, these spiders look very similar. Identifiers familiar with these spiders know how to tell them apart, but this often requires examination under a microscope. If you suspect you have hobo spiders in your home or have been bitten by one, you should get specimens (safely!) and bring or mail them to one of the agencies mentioned under "Spider Bites."
The Western Black Widow spider (Latrodectus hesperus)
Underside of a Female Black Widow
Black widow spiders are most common in southwestern and eastern Oregon. They are much less so in northwestern Oregon, although they are present, most often on south facing slopes that are rocky and bare of dense trees. They can also hitchhike when people move from other parts of Oregon to areas where black widows are uncommon. Black widows prefer dark places such as garages, basements, and crawl spaces. They make messy looking webs in tight corners and crevices near the ground or behind and underneath furniture or other items. Once they make a web, they rarely leave it unless disturbed.
Black widows are the most poisonous spiders in Oregon and the USA. Even so, the amount of venom received from a bite is not usually enough to cause a serious reaction in most people. Black widow venom causes very different symptoms than those associated with hobo spider and yellow sac spider bites. It damages the nervous system, leading to symptoms such as abdominal muscle cramps, nausea, profuse perspiration, tremors, fever, labored breathing, and restlessness. These symptoms often last for only a few days. While black widow bites can be very serious, fewer than one out of a hundred of those bitten die. However, anyone who believes they've been bitten by a black widow should immediately seek medical attention.
Female black widows are easily identified because they have a distinctive hourglass shaped bright red spot on the underside (not the top of) their abdomen. They also have a very round abdomen and are glossy black, with slender legs. Male black widow spiders are much smaller and differently colored and are rarely encountered. There are several Oregon spiders often found in or around homes that closely resemble female black widows, including the false black widow. However, false black widows are all black and do not have the red spot on the underside of the abdomen. As with hobo spiders, if you think you've been bitten by a black widow, try to save the specimen so an identifier can confirm whether that is so.
Yellow sac spiders
There are several hundred species of yellow sac spiders in North America. They are small spiders that are pale yellow to yellow green, with few other markings. Yellow sac spiders don't make webs but actively search for prey at night. These spiders can be found outside during the day in silken sacs under objects such as planters, firewood, and rocks and on plants in curled up leaves. When they enter homes (usually during cooler weather), they hide in white silken sacs where the ceiling meets the wall or other similar corner. These sacs are also often found along windowsills.
Yellow Sac Spider
As with hobo spider bites, bites of yellow sac spiders have been reported to cause long term or severe tissue damage. However, also as with hobo spider bites, there have been few confirmed instances of yellow sac spider bites, let alone of those leading to these symptoms. According to one published report, 20 verified cases of yellow sac spider bites in the US and Australia showed no significant tissue damage. In addition, of 39 verified yellow sac spider bites in international literature there was only one case with mild tissue damage from such a bite in Europe. One of ODA's staff was bitten by a yellow sac spider in Salem. The bite burned and was painful for a short time. A small, reddish welt eventually formed, which mildly itched and lasted for about a week. No further damage or symptoms developed. Of course, other people bitten may have different reactions. As with suspected hobo spider bites, the spider should be saved for identification and, especially if severe symptoms develop, medical attention may be advisable.
Other Tips
Children should be taught not to tease spiders in their webs or poke at them, and to not put their hands in dark crevices without looking first. The dangers of spider bites should be explained without exaggeration to avoid unnecessary fears. Teach students and staff that the "black spiders" they see walking around are not likely to be black widows, since the females (males aren't dangerous) do not travel away from their webs.
PROTOCOL FOR TREATING OREGON SPIDERS
Threshold: 1 per room
A. When staff observe an Oregon Spider of concern they will complete the following steps:
1st) Perform a routine, thorough cleaning, particularly storage/cubby areas. Regular dusting and clutter reduction removes hiding places. Pay particular attention to removing webs from doors, windows, vents.
2nd) Reduce clutter in classrooms and/or offices.
3rd) Reduce clutter in storage cupboards and spaces; do not place your hands where you cannot see what you are picking up.
4th) Use a vacuum to remove webs, unwanted spiders and egg sacs on a continuous basis.
5th) Seal cracks in the foundation and other parts of the building and gaps around windows and doors (what
can be done in less than 15 minutes)
6th) Report action taken in pest log
B. Maintenance/Custodial staff will complete the following steps:
1st) Perform a routine, thorough cleaning of exterior of buildings. Removing spiders and webs, paying special attention to foundations.
2nd) Trim weeds around the building foundation and remove wood, building materials, and debris to discourage insects and spiders from living next to a structure. Reduction of heavy dense vegetation will help reduce spider populations.
3rd) Check for tight-fitting window screens and door seals.
4th) Consider installing yellow or sodium vapor light bulbs outside entrances because these lights are less attractive to insects and thus draw fewer spiders to the area.
5th) Follow the guidelines for general exclusion e.g. sealing cracks, fitting door sweeps and eliminating other possible entry points to prevent spiders from moving indoors.
6th) Seal cracks in the foundation and other parts of the building and gaps around windows and doors.
7th) Report action taken in pest log.
Chemical control need only be considered if there are a number of sightings reported in the area and occupants are at risk. Spiders seen can simply be vacuumed. A small amount of boric acid crystals can be vacuumed up prior to cleaning out spiders and webbing. To be extra careful, remove the vacuumed bag and discard in an outside garbage container immediately after vacuuming. | <urn:uuid:1078de5c-8b04-47a1-b331-deb662e794b0> | CC-MAIN-2018-05 | http://umchs.com/documents/umchs_resources/administration/pandp/Operations_Management/OM26_Integrated_Pest_Management/Oregon_Spiders.pdf | 2018-01-17T08:40:07Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00152.warc.gz | 345,886,904 | 3,316 | eng_Latn | eng_Latn | 0.998697 | eng_Latn | 0.998998 | [
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Activity 1: Iron Forge
The Iron Man archaeology group began surveying the newly cleared grounds of the Nathaneal Greene Homestead in April of 2015. They were interested in finding any historic items on the grounds, but their main purpose was to look for evidence of the old iron forge. The Greene family, among the earliest settlers in Rhode Island, had made their fortune by smelting iron. The grounds of the homestead had been bought for Major General Nathaneal Greene by his father for the purposes of opening their family's second iron forge.
To learn more about how iron is smelted and shaped, follow these links:
http://www.madehow.com/Volume-2/Iron.html https://www.youtube.com/watch?v=W6uFAv9L734
Evidence of the location of the blacksmith shop near the site of the forge was discovered on June 4 th , 2015, by the banks of the river behind the estate. Proximity to the water was important, because the river would have provided power for the mill.
To discover how colonial era water-powered mills work, follow this link to Old Sturbridge Village:
https://www.osv.org/the-power-of-water
If you would like to see a colonial-era iron forge that is still in operation, check out Saugus Iron Works:
http://www.nps.gov/sair/index.htm
Possible discussion questions for your class:
1) What types of things would the colonials in Nathaeal Greene's era have made out of iron?
2) What is iron ore, and how is it made into pig iron?
3) What are the differences in iron production in the 1700's and the modern era?
4) How can water be used to power industry?
Activity 2: Greene Family Tree
When surveying the grounds, the group quickly discovered the family burial plot. There are 17 identified internments in this cemetery, and 21 overall. Most of the internments here are connected to Major General Nathaneal Greene's older brother, Jacob Greene, who owned the property after 1776. You can find out who is buried in these grounds by following this link to the Greene Homestead website.
http://www.nathanaelgreenehomestead.org/#history
By clicking on the "History" tab, you can read more about the Historic Cemetery. You can also make it a fun and challenging investigation by giving your students this questionnaire to complete.
1) Jacob Greene is interned in the burial ground at Greene Homestead, along with his wife. What was his wife's name?
2) Jacob Greene had 7 children. How many of them are buried in the plot at Greene Homestead? What were their names?
3) There are four members of the Arnold family buried in this plot. How were they related to Jacob Greene?
4) Who were the oldest and youngest internments in this burial ground?
5) Patience (Cox) Smith outlived three husbands, including Jacob Varnum Greene. How many people interned at the Homestead are directly related to her, either through marriage or birth?
6) There are four unknown internments in this ground, which were not a part of the Greene family. How did they come to be buried there?
If you are interested in our state's historic cemeteries, find out more by following this link:
http://www.rihistoriccemeteries.org/
Activity 3: Mapping Scatters
Many archaeological artifacts have to be dug out of the ground. Many more are found above the surface. The Iron Man group was lucky enough to find many interesting historic artifacts without having to dig. They came across several "scatters" on the grounds. This is the archaeological term for artifacts clustered in specific areas.
You can use a grid to teach your student about mapping scatters. Find a suitable spot on your school grounds where students can work. To start with, use a 1 to 1 scale (1" equals 1'). Begin by identifying the outer borders of your grid on the actual ground. It helps to mark the corners with a flag or other object.
You can use any objects at all to lay out your scatter – be it things you bring in, or just objects that are already in the classroom. After you have placed them in random spots, have your students try to mark them on their paper grids as accurately as possible.
To make it more challenging, make the surface bigger by altering the scale. (1"=5', or 1"=10')
Activity 4: What's In Our Trash?
Most of the objects found by the Iron Man group were thrown away by the people who originally used them. By seeing the objects that a group of people discard, we can get a good idea of what they are using frequently in their everyday lives. What might future generations think about us if they saw what you were throwing away? Have your students use this table to track all of the items that you throw away for the next day or week (however long you want to study). They can trade logs with other students in the class. In small groups, they can pretend to be future archaeologists studying our era. What conclusions could they draw about the following:
1) How we eat?
2) What we wear?
3) What we do for fun?
4) What is important to us?
Date: Time: Object discarded:
Activity 5: 3D Photogrammetry
During this project, the Iron Man group took some stunning images of the homestead grounds using 3D Photogrammetry. This is a way of taking a 3D image, almost as if you are in the center of the photograph. More information about 3D Photogrammetry can be found here;
http://www.photogrammetry.com/
The students created these images with the app 123D capture. This is a free app available for Apple, Android and Windows users. You can find it here;
http://www.123dapp.com/catch
Why not have your students create a 3D picture of the scatter you created in Activity 3? | <urn:uuid:21e9a0eb-20ed-40d6-8bbc-5226ba431eb0> | CC-MAIN-2018-05 | http://livinghistoryri.org/wp-content/uploads/2016/02/ironman-livinghistoryRI-lessons.pdf | 2018-01-17T08:33:16Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00153.warc.gz | 217,935,245 | 1,289 | eng_Latn | eng_Latn | 0.999204 | eng_Latn | 0.999248 | [
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®
MATHEMATICS
TEKSING TOWARD STAAR
GRADE 6 Student Book
TEKSING TOWARD STAAR© 2014
Six Weeks 1 Lesson 1
Problem-Solving Model
| | Step | Description of Step |
|---|---|---|
| 1 | 1 | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
TEKSING TOWARD STAAR© 2014
Problem-Solving Questions
Directions:
- Write your answers on notebook paper.
- Work with a partner.
- Answer questions 1-3.
- Answer questions 4-10.
- Complete the solution to the problem(s).
1. What is the main idea of this problem?
2. What are the supporting details in this problem?
3. What skills, concepts, and understanding of math vocabulary are needed to be able to answer this problem?
4. Did this problem involve mathematics arising in everyday life, society, or the work place?
5. What is a good problem solving strategy for this problem?
6. Can you explain how you used any math tools, mental math, estimation, or number sense to solve this problem?
7. Did this problem involve using multiple representations (symbols, diagrams, graphs, math language)?
8. Did you use any relationships to solve this problem?
9. How can you justify your solution to the problem?
10. How can you check for reasonableness of your solution to this problem?
TEKSING TOWARD STAAR© 2014
Student Activity 1
Work with your partner to answer the following problems.
1. Complete the following statements by filling in the blank with an appropriate word or words.
A group of objects or numbers is called a __________.
A part of a set is called a ________________.
The set {0, 1, 2, 3, 4, 5, 6, …} is called the set of ______________ ____________.
The set {…-6, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, 6, …} is called the set of ______________.
The set of numbers that can be expressed as the ratio of two integers is the set of ___________ numbers.
The numbers 8 and 8 are called ___________.
The distance a number is from 0 on a number line is called the __________ value of the number.
2. Place a √ in each column that names a set the given number belongs to.
Rational Number
Integer
Whole Number
6
0
3.5
17
4
4.3
5
2
3
1,250
0.12
3. Name 3 integers that are NOT whole numbers.
_________ _________ __________
4. Name 3 rational numbers that are NOT integers.
_________ _________ __________
5. Name a rational number that would be between 3 and 3.5 on a number line.
TEKSING TOWARD STAAR© 2014
6. Draw a Venn diagram that shows the relationship among rational numbers, integers, and whole numbers.
7. Place the following numbers in the appropriate set on the Venn diagram you drew in Question 6.
17
43
1.5
21 3
9
125
0.4
1 2 2
8. Place and label the following rational numbers on the given number line.
1
1
1
1 8
1
2
4.5 3
1
2
2
2
2 2
3
0.3
9. Name 2 whole numbers that will be between 3 and 6.5 on a number line.
10. Using a W for whole numbers, I for integers, and R for rational numbers, identify all the sets of numbers that have members in the given set.
1, 6, 14, 13
___________________
22 , 3.14, 4, 0
7
___________________
4
20, 1.1, , 3
3
________________
-5 -4 -3
-2 -1
0
1 2 3
4
5
TEKSING TOWARD STAAR© 2014
Student Activity 2
Work with your partner to answer the following problems.
1. In your own words, describe opposite numbers.
2. In your own words, describe absolute value.
3. Identify the following statements as True or Not True. Use T or NT.
_______Only whole numbers have opposites.
_______The absolute value of a negative number is a positive number.
_______The opposite of an integer is a whole number.
_______The opposite and absolute value of 0 is 0.
_______The distance between 4 and the opposite of 4 is 8 units.
4. In golf, a score of 0 is considered par. A score under par, like 3 , is a better golf score than a score above par, like 3 or 3 .
| Golfer | Danny | Jim | Jose | Charlie |
|---|---|---|---|---|
| Score | | | | |
Which two golfers had opposite scores?
Which golfers had scores that are whole numbers?
5. Graph and label the following numbers on the number line below.
- A: the opposite of 4
- B: the absolute value of 1 2
- C: the opposite of 1 3 3
6. Give the opposite of each number below.
8 _______
4 _________
TEKSING TOWARD STAAR© 2014
0 __________
1
2
__________
7. Give the value of each of the following.
2 =________
12 =________
32 =________
0.25 =________
8. Give the distance between each given number and its opposite.
2 __________ 5__________ 3 __________ 10 ___________ 0 ____________
9. Give the distance between each given number and its absolute value.
1 __________ 6__________
8 __________
18 ___________ 100 ____________
10. In each pair of numbers, circle the number that is farther from 0.
8 and 9
6 and 5
10 and 11
3 and 2
14 and 13
11. Describe “the opposite of the opposite of a number”.
Name the opposite of the opposite of each number.
3
6
12
100
12. On the number line below, graph all numbers whose absolute value is less than or equal to 3.
-5 -4 -3 -2 -1 0 1 2 3 4 5
TEKSING TOWARD STAAR© 2014
6.2A/6.2B Skills and Concepts Homework 1
1. Fill in the Venn diagram below showing the relationship of rational numbers, integers, and whole numbers.
2. Place a √ in each column that the given number belongs to.
Rational Numbers
| | Rational Number | Integer | Whole Number |
|---|---|---|---|
| 22 | | | |
| 3.1 | | | |
| 113 | | | |
| 5 8 | | | |
| 0.2 | | | |
3. Name 3 integers that are NOT whole numbers.
___________ ___________ _________
4. Name 3 rational numbers that are NOT positive.
___________ ___________ _________
5. Name a rational number that is located between 20.5 and 20.6 on a number line. How do you know it is rational?
TEKSING TOWARD STAAR© 2014
STAAR Category 1
Grade 6 Mathematics
TEKS 6.2A/6.2B
NAME___________________
DATE_____________________ SCORE ___/5
6.2A/6.2B Skills and Concepts Homework 2
1. Name the opposite and absolute value of the following numbers.
30
Opposite: ___________ Absolute value: ___________
3
62 4
Opposite: ___________ Absolute value: ___________
2.3
Opposite: ___________ Absolute value: ___________
2. Fill in any missing values in the table below. If there are two possible answers for a column, fill in both answers.
3. Name 3 rational numbers (2 positive and 1 negative) that have absolute values larger than 200.
4. Name 3 rational numbers (2 positive and 1 negative) that have opposites that are less than 20.
5. Complete the following statements:
| 1.5 | |
|---|---|
| | 7 |
| | 92 |
| 0.09 | |
13 ________
The opposite of 64 is _____
Both ______ and ________ have an absolute value of 15.
TEKSING TOWARD STAAR© 2014
Six Weeks 1 Review
Six Weeks 1 Review
Lesson 1: 6.2A 6.2B
1. Place a √ in each column that the given number belongs to.
| | Rational Number | Integer | Whole Number |
|---|---|---|---|
| 0.5 | | | |
| 12 | | | |
| 113 | | | |
| 5 8 | | | |
| 0.4 | | | |
2. Name 5 rational numbers that are integers.
3. What is the absolute value of 20 ? _______
Are there any other numbers that have the same absolute value as 20 ? If so, name the number(s).
Lesson 2: 6.2C
1. Locate and label the following numbers on the number line. 2, 2.5, 1, 0.75, 1.75
List the numbers in the list from greatest to least:_____ _____ _____ _____ ______
Lesson 3: 6.4F 6.4E
1. Shade the strip diagrams to represent the indicated percents.
30%
40%
-2
-1
0
1
2
3
TEKSING TOWARD STAAR© 2014
2. Represent the following percents as a fraction and as a decimal.
40% fraction:__________ decimal:___________
60% fraction:__________ decimal:___________
75% fraction:__________ decimal:___________
12.5% fraction:__________ decimal:___________
Lesson 4: 6.11A
1. Identify which quadrant the following points will be when plotted on a coordinate grid.
( 3, 4)
_________ (3, 4) __________ ( 2, 5)
__________ (2, 6) ___________
2. On the grid below, plot the missing vertex D of rectangle ABCD. Identify the ordered pair for the missing point. ( , )
Lesson 5: 6.3E 6.3B
1. A piece of rope is 42.6 feet long. Michael cuts the rope into 4 equal pieces. How long is each piece?
2. Circle the true statements below.
3 12
$$12 4 7 35 35 5 4$$
9 42 42
x
y
-9 -8 –7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9
9
8
7
6
5
4
3
2
1
-1 -2 -3 -4 -5 -6 -7 -8 -9
A
B
C
TEKSING TOWARD STAAR© 2014
Lesson 6: 6.7B 6.7C
1. A coin collection contains nickels and dimes. The collection contains 12 dimes. The number of dimes is 3 more than the number of nickels, n.
Write an expression that represents the number of dimes in terms ofn.
2. Model the expression: 2(x + 3) +2
Using your model, write another expression that is equivalent to the given expression.
_______________
Lesson 7: 6.8A
1. What is the sum of the measures of the three angles of a triangle? ________
Are 53°, 78° and 49° the measures of the angles of a triangle? ______ How do you know?
2. Can the lengths of the sides of a triangle be 2 units, 3 units, and 5 units? ______How do you know?
3. If you know the lengths of the sides of a triangle are 5 units, 8 units and 10 units, how do you know which angle to place them opposite on a sketch of the triangle?
Lesson 8: 6.10A 6.10B
1. Draw a model for the following equation: x + 5 = 9
Solve the equation using your model.
TEKSING TOWARD STAAR© 2014
2. Draw a model for the following inequality: 3x < 9
Solve the inequality using your model.
3. Circle the values below that will satisfy 3 30 x
.
9
10 11 5 12
100 1.5
9.5
Lesson 9: 6.8C 6.8D
1. Write an equation to find the area of a rectangle with side lengths of 4 inches, 8 inches, 4 inches, and 8 inches.
2. A rectangle has an area of 42 square centimeters. The base of the rectangle is 5 centimeters. What is the height of the rectangle?
Lesson 10: 6.14D 6.14E 6.14F
1. Why is it important to have a positive credit rating?
2. What can you do to maintain a positive credit rating?
3. How long does information remain on your credit report?
4. Would you rather have a credit rating of 450 or 750? Explain your choice.
TEKSING TOWARD STAAR© 2014
Six Weeks 3 Lesson 2
Student Activity 1
Work with your partner to answer the following questions.
Problem 1: If you look at a table, the _____________ quantity will be located on the first row or column. The ____________ quantity will be located on the second row or column.
On a graph, the _____________ quantity will be located on the horizontal axis, and the ________________ quantity will be located on the vertical axis.
Problem 2: Complete the table of values. Identify the independent and dependent quantities in the table below.
A stack of pennies contains 10 pennies.
- The independent quantity is ________________________________________________.
- The dependent quantity is _______________________________________________.
Problem 3: Mary has $10 more than Joan.
Complete the table below.
Joan's Money
$4
$6
$12
$17.50
$21
Mary's Money
- The independent quantity in the table is ___________________________________________.
- The dependent quantity in the table is __________________________________________.
List the ordered pairs from the table. ( ,) ( ,) ( ,) (
,) (
Label the axes and plot the points for this situation.
y
TEKSING TOWARD STAAR© 2014
,)
Problem 4: The cost of renting a movie is $3 per movie.
- What is the independent quantity in this situation? ____________________________
- What is the dependent quantity in this situation? ___________________________
- Create a table of values to represent a various number of movies rented. Label the rows appropriately for the table.
- Write the ordered pairs from the table.
( , ) ( , ) ( , ) ( , )
- Create a graph of your data using the grid below. Label the axes appropriately and chose a scale to use.
x
y
Problem 5: Look at the table below. Describe a possible situation the table could represent. Describe the independent and dependent variables in the situation.
| Independent variable, x | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Dependent variable, y | 4 | 8 | 12 | 16 |
Problem 6: Look at the table below. Describe a possible situation the table could represent. Describe the independent and dependent variables in the situation.
| Independent variable, x | 3 | 5 | 6 |
|---|---|---|---|
| Dependent variable, y | 9 | 11 | 12 |
TEKSING TOWARD STAAR© 2014
Grade 6 Mathematics
Problem 7: The graph below shows a relationship between two variables. Describe a possible situation the graph could represent. Describe the dependent and independent quantities.
Situation:
Independent variable:
Dependent variable:
Problem 8: The graph below shows a relationship between two variables. Describe a possible situation the graph could represent. Describe the dependent and independent quantities.
Situation:
Independent variable:
Dependent variable:
TEKSING TOWARD STAAR© 2014
Student Activity 2
Work with your partner to answer the following problems.
Problem 1: In your own words, explain how to decide if the equation that represents a table of values will be of the form y ax .
Problem 2: In your own words, explain how to decide if the equation that represents a table of values will be of the form y x a .
Problem 3: If you subtract x from y for the values in a table and you get a constant difference of −3, what will be the equation?
Problem 4: If you find the common ratio of y to x in a table of values is 3:4, what will be the equation?
Problem 5: Give the equation that represents the values in the table.
| Number of Games Purchased, x | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Cost of the Games $, y | 12 | 24 | 36 | 48 |
Equation: __________________________
Problem 6:
Give the equation that represents the values in the table.
Equation: __________________________
Problem 7:
Give the equation that represents the values in the table.
Equation: __________________________
TEKSING TOWARD STAAR© 2014
Problem 8: Fill in the table so that it will represent 2 y x
| First Number, x | 0 | 1 | 4 | 8 | 23 |
|---|---|---|---|---|---|
| Second Number, y | | | | | |
Problem 9: Fill in the table so that it will represent 1.5 y x
| First Number, x | 0 | 1 | 4 | 10 | 22 |
|---|---|---|---|---|---|
| Second Number, y | | | | | |
Problem 10: Fill in the table so that it will represent
2x
3
y
| First Number, x | 0 | 1 | 3 | 9 | 33 |
|---|---|---|---|---|---|
| Second Number, y | | | | | |
Problem 11: James is playing a game where he receives the same number of points per win. He won 12 times and got 48 points. He won 15 times and got 60 points. Write an equation that represents the relationship between x, the number of times he won, and y, the number of points he earned.
- Make a table of values:
- Check for a common ratio or a common difference.
- Write the equation.
| x |
|---|
| y |
TEKSING TOWARD STAAR© 2014
Student Activity 3
MATERIALS: Per Group of 4: 1 set of equation cards; 1 set of table cards; 1 set of situation cards.
PROBLEMS:
How can you determine the equation that represents the data in a table of values?
PROCEDURE:
- You will work in groups of 4 for Student Activity 3. Your teacher will number you 1, 2, 3, or 4. 1 and 2 will work together and 3 and 4 will work together.
- The set of equations are to be placed face down on the desk top. The set of tables and the set of situations are left face up on the table.
Part 1:
Round 1: Students 1 and 2 randomly select an equation card. They turn the card over. They will look for the situation card that matches the equation. Students 3 and 4 will look for the table of values that matches the equation card. When both cards have been selected, they show the other pair their card. Together the 4 students decide if all three cards represent each other. If they don't agree, they discuss until they come to an agreement. Place the three cards to the side away from the other cards. Fill in the chart below for the equation number selected.
Round 2: Students 3 and 4 randomly select an equation card. They turn the card over. They will look for the situation card that matches the equation. Students 1 and 2 will look for the table of values that matches the equation card. When both cards have been selected, they show the other pair their card. Together the 4 students decide if all three cards represent each other. If they don't agree, they discuss until they come to an agreement. Place the three cards to the side away from the other cards. Fill in the chart below for the equation number selected.
Round 3: Repeat the steps in Round 1.
Round 4: Repeat the steps in Round 2.
Round 5: Repeat the steps in Round 1.
Round 6: Repeat the steps in Round 2.
Equation/Situation/ Table Chart
| | Equation Card | Independent | Dependent | Situation | Table |
|---|---|---|---|---|---|
| | # | Variable | Variable | Card # | Card # |
| 1 | | | | | |
| 2 | | | | | |
| 3 | | | | | |
| 4 | | | | | |
| 5 | | | | | |
| 6 | | | | | |
TEKSING TOWARD STAAR© 2014
Part 2:
1. Which table cards had a common ratio?
Which table cards had a common difference?
2. Which type card did you prefer to use to match the equation?
Why?
3. Were there any equations that all 4 of you had to discuss because you didn’t agree with the choice of matching cards?
If so, was the discussion able to convince all 4 of you of the correct choice?
4. Write the equation from Equation card #1. ____________________
How did you decide which quantity was the dependent quantity?
5. List another set of values that would belong to Table #2.
List another set of values that would belong to Table #4.
6. Draw a graph for the equation on Equation card #3. Plot the points from the table and any other appropriate ones you want.
x
y
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
TEKSING TOWARD STAAR© 2014
6.6A/6.6B Skills and Concepts Homework 1
1. Explain a dependent variable.
Give an example of a situation and identify the dependent variable.
2. Look at table below.
| Number of Red Beads | 3 | 5 | 7 |
|---|---|---|---|
| Number of Blue Beads | 8 | 10 | 12 |
What is the independent variable?____________________________________
What is the dependent variable? _____________________________________
3. Look at the graph below. Identify the independent variable. ____________________
Identify the dependent variable. ___________________________________
4. Identify the independent variable in each table.
_______________
| Hours | 2 | 4 | 8 |
|---|---|---|---|
| Earnings | $20 | $40 | $80 |
_______________
| Beth’s age | 2 | 4 | 8 | 10 |
|---|---|---|---|---|
| Joes’ age | 12 | 14 | 18 | 20 |
TEKSING TOWARD STAAR© 2014
5. Create a graph to represent the following situation:
Mary and Brandy walked to the mall from their homes. Mary walked 8 more blocks than her friend Brandy walked.
Label the axes appropriately.
y
The dependent variable is _____________ and is labeled on the ________________ axis.
TEKSING TOWARD STAAR© 2014
STAAR Category 2
Grade 6 Mathematics
TEKS 6.6A/6.6B
NAME___________________
DATE_____________________ SCORE ___/5
6.6A/6.6B Skills and Concepts Homework 2
Write an equation to represent the data in the tables below. Show any work you use to determine your answer.
1.
Equation: _____________________________________________________
2.
Equation: _____________________________________________________
3.
Equation: _____________________________________________________
4.
Equation: _____________________________________________________
5.
Equation: _____________________________________________________
Width of a Rectangle, x
2 9 11 15 23 28 32
Length of a Rectangle,y 11 18 22 26 34 39 43
Number of Bags of Cookies, x 2 3 5 8 10 11 12
Number of Cookies, y
48 72 120 192 240 264 288
Number of Tickets, x
3 4 6 7 8 10 11
Cost$, y
18 24 36 42 48 60 66
Base of a Triangle(in.), x 22 26 30 32 40 44 50
Height of a Triangle(in.), y 18 22 26 28 36 40 46
Billy's age, x
2 3 5 7 9 11 12
Brad's age, y
5 6 8 10 12 14 15
TEKSING TOWARD STAAR© 2014
Page 10
Six Weeks 3 Review
Six Weeks 3 Review
Lesson 1: 6.4A
1. What will be different between the graphs of 3 y x and 3 y x ?
2. Complete the table for the missing values using the multiplicative relationship: 4 y x
3. Does the table below represent an additive relationship or a multiplicative relationship?
| x | 3 | 5 | 6 |
|---|---|---|---|
| y | 6 | 8 | 9 |
The table represents a(n) ________________________relationship because
_______________________________________________________________________________.
Lesson 2: 6.6A/6.6B
1. What is the independent quantity in the table below?
2. Write the equation that shows the relationship between x and y in the table above.
Lesson 3: 6.5A
1. A map is drawn with a centimeter representing 30 miles. If the distance between two towns is 4.5 centimeters on the map, what is the actual distance between the two towns?
TEKSING TOWARD STAAR© 2014
2. A triangle has side lengths of 8 centimeters, 9 centimeters, and 14 centimeters. The triangle is to be enlarged by a scale factor of 2.5. What will be the length of the longest side in the enlarged triangle?
3. Based on the table below, what is the constant rate in miles per hour?
| Hours, h | 2 | 5 | 6 |
|---|---|---|---|
| Miles Driven, m | 110 | 275 | 330 |
Lesson 4: 6.6C
1. Write an equation and a verbal description for a situation that is represented in the table below.
| Width of a Rectangle, x | 2 | 4 | 5 |
|---|---|---|---|
| Length of a Rectangle, y | | | |
Equation: ___________________________
Verbal Description: ______________________________________________________________ _______________________________________________________________________________.
2. For William's birthday party, his mother put balloons on each table. The relationship between the number of balloons and the number of tables decorated is shown in the table below.
Describe the relationship between the number of balloons used and the number of tables decorated.
Lesson 5: 6.7A/6.7C/6.7D
1. In your own words, explain the order of operations rule.
2. Simplify 3 3 5 6 2 2
3. What is a prime number?
4. Circle the prime numbers in the list below.
5 6 9 11 2 3
TEKSING TOWARD STAAR© 2014
21 23 25 29 7 17 19
5. Write 100 in prime factorization.
6. 2 2 2 3 5 7 is the prime factorization for ________________________________________.
7. Describe the Commutative Property of Addition.
8. What is the identity number of addition?________ What is the Identity Property of Addition?
9. What is another name for multiplicative inverse? ____________________________________
10. Write an expression that is equivalent to 3(x + 6) using the:
Distributive Property. ____________
Commutative Property of Addition _________________
Lesson 6: 6.9A/6.9B
Write an equation or inequality to represent the following situations.
1. The base of a rectangle is 8 units more than the height of the rectangle. The base is 12 units.
2. There are 10 dimes in a collection. The number of dimes is 5 more than the number of nickels in the collection.
3. In a bag, the number of blue tiles is 8 more than the number of red tiles. There are more than 20 blue tiles in the bag.
Lesson 7: 6.8B/6.8C/6.8D
1. A parallelogram has a base of 20 units and a height of 8 units. What is the area of the parallelogram?
2. A trapezoid has bases of 5 inches and 9 inches. The height of the trapezoid is 6 inches. What is the area of the trapezoid?
TEKSING TOWARD STAAR© 2014
3. A parallelogram has an area of 50 square inches. The height of the parallelogram is 12 inches. Write an equation that can be used to find the base of the parallelogram.
4. A trapezoid has an area of 300 square units. The bases of the trapezoid are 18 inches and 12 inches. What is the height of the trapezoid?
Lesson 8: 6.12A/6.12B/6.13A
1. Represent the following data in a stem-and-leaf plot.
23, 26, 32, 21, 34, 42, 48, 32, 33, 27, 28, 27, 29, 20, 23
2. What is the center, spread, and shape of the data in the stem-and-leaf plot above?
3. About what percent of the data points in the stem-and-leaf plot were less than 30?
4. Write another question that can be answered using the stem-and-leaf plot.
Lesson 9: 6.12C
Using the data set 6, 8, 5, 11, 12, 8, 6, answer the following questions.
1. What is the range of the data set?
2. What is the median of the data set?
3. What is the mean of the data set?
TEKSING TOWARD STAAR© 2014
4. What is the lower quartile?
5. What is the upper quartile?
6. What is the IQR of the data set?
Lesson 10: 6.12C
1. How do you balance a check register?
2. Decide if the following amounts would be added or subtracted from the current balance of a check register. Write Add or Subtract in the blank.
________ Check #21 written for $42 to gas station
________ Transferred $100 from savings account into checking account
________ Used debit card at ATM to withdraw $50 cash
_________Automatic deposit of $2,512 from employer
_________Automatic payment of $343 to Ford Motor Company
3. Justin has a checking account balance of $2,100. He writes checks for $53, $25.75, and $48. What will be his checking account balance be after writing the checks?
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First Presbyterian Church of Libertyville
Faith Step #7 Communion (1st Grade)
We are a companionship of faith on a spiritual adventure following Jesus Christ.
Faith Step Marker
All baptized children are invited to the Lord's Table. Communion instruction is introduced in Sunday School when a child is in the first grade. It is scheduled on the Sunday before World Communion Sunday (1st Sunday in Oct.) along with a parent information session. However, when to begin partaking of this sacrament is a decision that rests with the family. When you desire your child to be welcomed as a guest at Christ's table, it is suggested that you inform one of the pastors of your decision. He or she will assist in welcoming your child and provide a small wooden cross (wheat and grapes) to mark this special day in your child's faith journey.
Bible Verse (NRSV)
"The Lord Jesus...took a loaf of bread, and when he had given thanks, he broke it and said, 'This is my body that is for you. Do this in remembrance of me.' In the same way he took the cup also saying, 'This is the new covenant in my blood. Do this, as often as you drink it, in remembrance of me.'" 1 Corinthians 11:23-26
We Believe — Belonging to God: A First Catechism
Q41—What is a sacrament?
A sacrament is a special act of Christian worship which uses visible signs to present God's grace for us in Jesus Christ. We believe that two sacraments were given by Jesus: Baptism and the Lord's Supper.
Q45—What is the Lord's Supper?
In the Lord's Supper I am fed at the table of God's family. Through the bread that I eat and the cup that I drink, the Lord offers me his body and blood. He renews my faith and gives me the gift of eternal life. As I remember that he died for all, and therefore also for me, I feed on him in my heart by faith with thanksgiving.
Caring Conversations
- Share with your child some of your earliest memories of receiving the Lord's Supper.
- When you receive the bread and the wine, what do you think, how do you feel?
- Looking at your child's baptism certificate, share memories of that day. Talk about their baptism (God loves us) and first communion (God is with us). What is the relationship between the two? Help them to recognize key phrases of love, grace and their role in the family of God.
Music
- One Bread, One Body by John Michael Talbot
- Let Us Break Bread Together (Presbyterian Hymnal #513)
Faith-filled Actions
- The Bible is full of stories about Jesus sharing meals with friends and strangers. Meals together are really important. Help set the table for dinner with your family. You could make special placemats or a centerpiece, too.
- As a family, you could volunteer to serve at FPC's Mobile Food Pantry on the third Saturday of the month or simply prepare a simple dish for a neighbor. Connect the stories of Jesus' meals with your own experience.
Prayer
Loving God, you who feed us daily with your love, we thank you for the sacrament of Holy Communion and for the opportunity to gather together in faith to receive forgiveness and new life. Come Holy Spirit, fill our lives with trust in your promises, inspire us to acts of love, and encourage us with the hope of the heavenly banquet that knows no end. In the name of Jesus Christ we pray. Amen.
Books (available in church library)
for Children
- You're Invited: A Week of Family Devotions on the Lord's Supper by John Bouwers, Karen DeBoer, S.R. Larin.
- Signs of God's Love: Baptism and Communion by Jeanne S. Fogle
for Parents
- Come Unto Me: Rethinking the Sacraments for Children by Elizabeth Francis Caldwell, The Pilgrim Press.
- Pamphlet: "Welcoming Children to the Lord's Table"
On the Web
www.pcusa.org/resource/gifts-god-sacrament-dvd2 Baptism and Communion in the Reformed tradition are celebrated in this downloadable resource from the Presbyterian Reformed Educational Partners (PREP)
- Communion: A feast of grace
- Baptism: A sign of promise
Who to Contact
- Our Director of Children's Ministries is Jan Schuett at email@example.com
- Our Associate Pastor for Christian Formation is Rev. Roberta Dodds Ingersoll at firstname.lastname@example.org
First Presbyterian Church 219 West Maple Avenue
Libertyville, IL
www.firstpreslibertyville.org
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Car Care for Cleaner Water Car Care for Cleaner Water
A SERIES OF WATER QUALITY FACT SHEETS ABOUT STORMWATER RUNOFF
W e all know that cars cause air pollution. But did you know that cars also cause water pollution? As we drive, our cars and trucks leave bits of tires, brakes and rusty metal on the street. When we park, our cars and trucks leave stains of oil, grease, and transmission fluid on driveways and parking lots. Less visible are the tiny exhaust particles that gradually settle out of the air or come down with the rain or snow.
What happens to all this "car dirt" when it rains? Rain and melting snow wash auto pollutants off the pavement, down the gutter, and into storm drains. Under these drains are storm sewers – pipes that carry the dirty water to lakes, streams or wetlands.
Even on sunny days, polluted water often flows out of storm sewers. To understand why, take a walk to a small stream in your town. Do you see mounds of foam? Streaks of blue? An oily sheen?
The foam may come from soapy water that runs down the street when we wash cars in our driveways. The bright blue streaks are probably antifreeze drained from radiators. The oily sheen may come from used motor oil dumped down the storm drain.
1. Recycle Oil
Old motor oil can be reprocessed and used again and again. Just put it in a container with a tight lid such as a plastic jug or metal can, and take it to a community oil recycling center. Don't pour anything else in with the oil because contaminated oil cannot be recycled.
Recycling is the only safe way to get rid of used motor oil. Never use old oil to kill weeds or to oil roads. Oil poured down the storm drain ends up in our lakes and streams. The five quarts from you car could create an oil slick the size of two football fields or pollute a million gallons of drinking water.
2. Use Commercial Car Washes
Taking your car to a commercial car wash or spray booth is a good way to protect our lakes and streams. The dirty water from the car wash goes to a wastewater treatment plant where pollutants are removed.
Anything dumped into a storm drain flows directly to a nearby stream or lake.
If you wash cars on a paved driveway or parking lot, the dirty water ends up in our lakes and streams. In addition, phosphates in the soap you use act like fertilizer. Weeds and algae decompose and use up oxygen needed by fish. If you want to wash your car at home, drive it onto the lawn or a gravel drive where the water will soak into the ground. The soil will filter out most pollutants.
Thinking of having a car wash to raise money for charity? Team up with a commercial car wash and sell car wash tickets for an environmentally-friendly fund raiser.
3. Keep Your Car Tuned Up
Cars that run smoothly burn less fuel and causes less pollution. A tuned-up car saves you money by using up to 20% less gasoline. Regular tune-ups also reduce the amount of hydrocarbons, nitrous oxides and other pollutants that come out of your car's exhaust pipe. These chemicals pollute our water as well as our air. Hydrocarbons can cause cancer and nitrous oxide is one of the ingredients in acid rain. Acid rain increases the toxicity of other pollutants in street runoff, which adds to the risk of sickness or death for fish and other aquatic life.
4. Repair Leaks
Spots on your driveway or garage floor mean the engine, transmission or radiator in your car is leaking. Have the leak repaired right away. Then clean up the spot by using cat litter or another absorbent material to soak up the spill. Sweep up the cat litter and put it in a sealed bag in the trash for disposal. Do not scrub the spot with detergent and wash the dirty water into the street. Remember, all that dirty water ends up in lakes and streams.
5. Recycle Antifreeze
Recycling antifreeze can be a challenge. A few recycling sites now have separate tanks for antifreeze collection. Check with your local gas station or auto repair shop – they may accept used antifreeze.
Used antifreeze should not be flushed down the drain because it has pollutants that may cause problems for sewage treatment plants or septic tanks.
Antifreeze is very poisonous to people and animals. Because of its sweet taste and smell, antifreeze may attract children or pets and other animals. Drinking only three ounces may kill an adult and even less will kill children or pets.
6. Return Used Batteries
Return your used car or truck battery to the place where you bought it. Other retailers may charge you for disposal. Be careful – old batteries may leak acid. Wear gloves and goggles and put the old battery in a leak-proof container. If you drop it, neutralize any spilled acid with baking soda or lime.
Do not throw old batteries in the trash or bury them – you'll be breaking the law. Old batteries contain hazardous chemicals that can leach through the soil and pollute our groundwater.
7. Check Tire Pressure
One of the simplest and cheapest ways to prevent pollution is to keep your tires inflated. For every pound that your tires are under-inflated, your car loses 1% in gas mileage. Under-inflated tires also wear out sooner. The solution is simple – check your tire pressure frequently, especially as temperature changes in the fall and spring. Tires lose a pound of pressure for every 10-degree drop in temperature. By reducing the amount of gasoline your car burns, properly inflated tires reduce the amount of polluted exhaust that your car makes.
8. Use Up Paints, Polishes and Cleaners
Paints, polishes and special cleaners for cars are usually flammable and toxic. Try to buy only what you need. If large amounts are left over, donate them to a friend or a school auto-repair class.
To dispose of small amounts, leave the container open in a safe place away from children, pets, wildlife and flames. When the liquid is gone and the substance is hard, cap the container and put it in the trash. The potentially toxic ingredients are locked into the hardened material and are less likely to cause pollution. However, burning will release the toxic chemicals. If your community burns trash, ask the public works department how to properly dispose of these materials.
9. Substitute Shoveling for Salt
Salt may be an easy way to get rid of snow and ice, but it pollutes lakes, streams and groundwater. It also kills trees and grass as well as corroding auto bodies, metal bridges and underground cables. Shovel your driveway and sidewalk before the snow gets packed down and icy. If the pavement is still slick, use sand or sand mixed with salt to provide some traction and melt the snow. After the snow melts, sweep up the sand to keep it out of storm sewers and waterways.
10. Drive Less
Driving less is the best way to prevent pollution. Water quality tests show that the most polluted runoff comes from heavily traveled streets and highways. This runoff often contains enough zinc, lead or copper to kill fish and other aquatic life.
Is there a way you could help reduce water pollution by driving less? Could you walk, ride a bike, car pool or take the bus to work? If not every day, could you do this once or twice a week? Could you do several errands on your next shopping trip? Could you work at home one day a week?
Driving seems cheap and convenient, but many costs, such as road construction, are hidden in our tax bills. If we paid the full price of auto transportation at the gas pump, a gallon would cost $4.50 or more.
y following the simple steps listed inside, we can all help reduce the pollution that comes from our cars, streets, driveways and parking lots. Together, our actions will add up to cleaner water for us and our children. B
This publication is available from county UW-Extension offices, Cooperative Extension Publications – 1-877-947-7827, and from DNR Service Centers.
Printed on
recycled paper
GWQ019 Car Care for Cleaner Water
DNR WT-533-99
R-09-99-10M-25-S
A publication of the University of Wisconsin–Extension in cooperation with the Wisconsin Department of Natural Resources.
Author: Carolyn Johnson, UW-Extension.
©2008 by the Board of Regents of the University of Wisconsin System. Send inquiries about copyright permission to: Director, Cooperative Extension Publications, 201 Hiram Smith Hall, 1545 Observatory Dr., Madison, WI 53706. University of Wisconsin-Extension is an EEO/Affirmative Action employer and provides equal opportunities in employment and programming, including Title IX and ADA requirements.
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Posture
What is good posture
'Good' posture is sometimes described as 'back straight, shoulders back and tummy in'. In many respects this posture is good, but posture is about more than sitting or standing as straight as possible. Normally the body adopts many different postures in order to do different tasks and moving into different positions during the day helps the body to remain flexible.
It is better to think of 'good' posture as a position in which you:
- feel safe and well balanced
- are able to do everyday tasks easily
- are doing the least amount of damage to your body
Bad posture
Posture only becomes 'bad' when it causes harm to your body or stops you doing everyday things. This may happen if you:
- hold one position for a long time
- feel unbalanced and have to use effort to stay upright
- find that stiff muscles make it easier to sit or stand in a bad posture, which makes the problem worse
Checking your posture
Achieving good posture takes time and practice. If you can work these checks into your daily routine, it is much easier and eventually will become automatic.
Look at yourself in a mirror or watch yourself in a shop window as you go past. Imagine a line drawn through the centre of your body.
- Does your body look the same on each side of the line or are you leaning towards your weaker side?
- Is one shoulder higher than the other? If so you may have a curve in your spine
- Are both bony points of your hips at the same level and pointing forward? You can check this by standing against the kitchen sink or a work surface.
- Keep your head level, the eyes fixed on a window frame or picture and the chin tucked in.
- When sitting, adjust your position to suit you. Your bottom needs to be well back in the seat allowing the knees to bend at a right angle. Your feet should rest flat on the ground or on a footrest (a pile of books can act as an adjustable footrest). If sitting in a wheelchair, make sure your feet are in the right place on the footplates and that the footplates are adjusted correctly.
Exercises to help the pelvis
The pelvis is the key to good posture. Because the pelvis supports the spine, provides the 'sitting bones' and is joined to the thigh bones, it is like a keystone. If the pelvis is in a good position, the rest of the body tends to follow.
If your posture has become altered, it will take time to change it again. It may not be possible to reverse all the changes but it is important to remember that there is progress in not allowing things to get any worse. There are very few people who do not notice some improvement once they start an exercise programme. | <urn:uuid:2aef526f-8d04-4f69-a9df-f9ffa6142885> | CC-MAIN-2018-05 | http://hambletonandrichmondshiremsbranch.co.uk/Physio/Posture.pdf | 2018-01-17T09:11:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00155.warc.gz | 159,529,187 | 571 | eng_Latn | eng_Latn | 0.99894 | eng_Latn | 0.998709 | [
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Seat No.: ________ Enrollment No.___________
GUJARAT TECHNOLOGICAL UNIVERSITY BE - SEMESTER– 1 st / 2 nd EXAMINATION (NEW SYLLABUS) – SUMMER 2016
Subject Code: 2110013
Date:09/05/2016
Subject Name: Engineering Graphics
Time: 02:30 PM to 5:30 PM
Total Marks: 70
Instructions:
1. Question No. 1 is compulsory. Attempt any four out of remaining Six questions.
2. Make suitable assumptions wherever necessary.
3. Figures to the right indicate full marks.
Q.1 Objective Question (MCQ)
Mark
(a)
07
1. When a surface of an object is inclined to a plane of projection, it will appear _________________ in the view.
a. foreshortened
b. in true size and shape
c. as a line
d. as a point
2. A sphere can be described in how many views?
a. 4
b. 3
c. 2
d. 1
3. If point C is below HP and behind VP then in which quadrant point
C lies?
a.First b. Second
c. Third
d. Fourth
4. A cone base diameter 40 mm and axis 60 mm is cut by a plane parallel to the base then the true shape will be
a.Parabola
b. Circle
c. Isosceles Triangle
d. Regular Triangle
5 The angle between each axis for an isometric drawing is ____.
a. 90 degrees
b. 120 degrees
c. 180 degrees
d. 60 degrees
6. Representative fraction is ratio of
a. Maximum length/Minimum length
b. Actual length of object/Length of object in drawing
c. Length of object in drawing/Actual length of object
7. Scale used when the lengths are required in three consecutive units is
(c) Draw an ellipse if the distance of focus from the directrix is 50mm a
Q.4 (a) Draw the Projections of the following points on same Reference line keeping 30 mm distance between its projectors.
(a)Point A is 20 mm above HP and 40 mm behind VP.
(b)Point B is 10 mm above HP and 20 mm in front of VP.
(c)Point C is in the HP and 20 mm in front of VP.
(b) A pentagon plate, side 40mm is resting on H.P. on one of its corners The plate is inclined to H.P. by 45 0 and perpendicular to VP. Draw its projections.
(c) A hexagonal plate is resting on one of its side on H.P. The side on which it rests makes an angle of 45 0 with V.P. and the plate makes an angle of 45 0 with H.P. Draw the projections of the plate.
Q.5 (a) A line PQ 70 mm long is parallel to VP and 30 0 inclined to HP. The end P is 30 mm above HP and 20 mm in front of VP. Draw the Projections .
(b) A Pentagonal pyramid, side of the base 35 mm and height 70 mm is resting on HP on its side, has one of its triangular faces perpendicular to the HP and VP both. Draw its projections.
(c) A line AB is 75 mm long. It is inclined at an angle of 45 o to the Horizontal Plane and 30 o to the Vertical Plane. The end A is in the HP as well as in the VP. Draw the projections of the line .
Q.6 (a) Explain Systems of Dimensioning in brief.
(b) A square pyramid, base 45 mm side and axis 70 mm long has its base in H.P. all edges of the base are equally inclined to V.P. It is cut by a section plane Perpendicular to V.P. and inclined at 45 degree to the H.P. such that it bisects the axis. Draw its sectional top view and Front View.
(c) Draw the Sectional Front View from the direction shown with arrow and Top View using the FIRST angle projection method for the object shown in Figure.
07
03
04
07
03
04
07
03
04
07
Q.7 (a) Which are the Difference between 1 st angle projection Method and 3 rd angle Projection Method.
(b) Draw Isometric View of Square Prism with side of base 40 mm and length of axis 70 mm.
(c) Draw Isometric View of the Following Object.
***********
04
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HILLSIDE JUNIOR SCHOOL ANTI BULLYING POLICY
Definition
Bullying is the intentional desire to hurt, to threaten or to frighten someone else. To do this, the bully exercises some form of power over the victim. Both the power and the bullying actions can be difficult to recognise as bullying is often subtle and kept hidden from adults.
Types of bullying
There is no clear image of bullying behaviour or of a bully type. Some children tend to use threats of violence or actual physical intimidation, while others might prefer verbal malice, exclusion of the victim or the setting of others against their chosen victim. Cyber bullying is another form either by using the internet or mobile phones.
All bullying is aggression, be it physical, verbal or psychological, although not all aggression is necessarily bullying. Some bullies are also the victims and sometimes victims become bullies themselves.
Recognising bullies
Bullies tend to have assertive, aggressive attitudes over which they exercise little control.
Bullies tend to lack empathy; they find it hard to imagine what the victim feels.
Bullies tend to lack guilt; they rationalise that the victim either 'started it' in the first place, or somehow 'deserves' the bullying treatment.
Dealing with bullying incidents
When dealing with bullying incidents we should;
Listen carefully to any child's complaint and take any incident or report seriously.
Take charge yet remain calm; reacting emotionally is likely to add to the bullies enjoyment and give the bully greater control of the situation.
Take action as quickly as possible.
Decide who are the pupils involved and whether any action needs to be public or private.
Reassure the victim, so they feel neither inadequate nor foolish.
Offer the victim concrete advice and support.
Make it absolutely clear to the bully that their behaviour is unacceptable.
Encourage the bully to see the victim's point of view and how to change their own behaviour with relevant support.
Explain clearly if a stripe or playtime behaviour report is being given, without reacting aggressively or punitively as this might give the hidden message that it is all right to bully if you have the power.
Be vigilant in watching out for aggressive behaviour in class and at break times, in order that a situation doesn't get out of hand and so that potential bullying can be recognised and avoided.
All incidents should be reported to the class teacher who will decide if it needs to go further.
When dealing with a bullying incident the class teacher should be informed and if the incident is deemed more serious the headteacher or assistant head informed. A stripe card should be issued if the incident is deemed serious.
In the case of cyber bullying the parents will be informed and if it is in the form of an email the child's school account may be blocked.
Parents
For some pupils bullying behaviour is condoned and legitimate in their out of school world, where strength is often shown through verbal or physical bullying. Some children believe that they 'should stand up for themselves' or to get their retaliation in first. These children often display a lack of acceptance of the seriousness of their actions. A number of children deliberately mislead their parents about their behaviour at school in order to avoid trouble or to generate blanket parental support for themselves. Some bullies even deceive their parents into thinking that they are the victims themselves, when in fact they are not. Parents and children must be made aware that bullying is not acceptable within school under any circumstances. Where aggressive or bullying behaviour is observed, class teachers should tell the parents about their concerns, informally at first after school or at open evenings, and more formally later if bullying behaviour becomes persistent.
All parents of pupils entering the school are expected to sign Hillside's Home School Agreement, which states what we expect from the home - school partnership. Finally, there should be an open discussion of bullying and good behaviour in general.
Relevant issues should also be addressed in the curriculum especially through R.E, SEAL, and P.S.C.H.E. and assemblies. Bullying is present throughout society and in many different forms. By being able to discuss their problem we hope to minimise its incidence and its effects at Hillside.
Bullying can take place by adults towards other adults. Any member of staff has the right to report any incident of bullying to the headteacher or Chair of Govs.
Related Policies Behaviour Policy
V Shepherd Agreed by Governors Curriculum C'tee Oct 2014
To be reviewed Sept 2015 | <urn:uuid:78eccb62-f2d6-4e27-a6ef-ec03b0386e40> | CC-MAIN-2018-05 | http://hillsidejunior.org/serve_file/43545 | 2018-01-17T08:55:45Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00155.warc.gz | 162,423,021 | 942 | eng_Latn | eng_Latn | 0.968104 | eng_Latn | 0.99868 | [
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Limited
A student performing at the Limited Level demonstrates a minimal command of Ohio's Learning Standards for Grade 8 Science. A student at this level has an emerging ability to explain how geologic processes formed the Earth's surface and interior and explain how the geologic record contains evidence of these changes, communicate that the characteristics of organisms are a result of inherited traits passed on by reproduction, describe how fossils provide evidence of the changes and diversity of life over geologic time, predict how forces with magnitude and direction affect the movements of objects, and explain the differences in types of potential energy.
A student at the Limited Level can:
- Recognize that seismic data can be used to determine the composition of Earth's interior;
- Recall that geologic and fossil records serve as evidence for past environmental conditions;
- Recall that tectonic plates move;
- Identify tectonic plate boundaries;
- Define tectonic activity, erosion, and deposition;
- Define relative and absolute age of geologic features;
- Describe sexual and asexual reproduction;
- Recall that mitosis and meiosis are processes by which genetic material is copied and divided;
- Complete a monohybrid cross Punnett square;
- Identify gravitational, electric, and magnetic fields;
- Identify that motion is relative and dependent on the position of the observer;
- Define potential energy (e.g., gravitational, elastic, chemical, electric).
Basic
A student performing at the Basic Level demonstrates a partial command of Ohio's Learning Standards for Grade 8 Science. A student at this level has a general ability to explain how geologic processes formed the Earth's surface and interior and explain how the geologic record contains evidence of these changes, communicate that the characteristics of organisms are a result of inherited traits passed on by reproduction, describe how fossils provide evidence of the changes and diversity of life over geologic time, predict how forces with magnitude and direction affect the movements of objects, and explain the differences in types of potential energy.
A student at the Basic Level can:
- Recall that movement of tectonic plates is caused by convection currents;
- Identify types and characteristics of tectonic plate boundaries and the resulting features or events;
- Describe major geologic processes that form specific features on the surface of Earth (e.g., tectonic activity, erosion, deposition);
- Identify the processes that cause the formation of various types of surface features (e.g., rivers, streams, deserts, coastlines);
- Identify and recall factors (e.g., topography, climate, soil, rock characteristics) that affect the surface patterns associated with streams, floodplains, glaciers, coastlines, flooding, and deserts;
- Describe how to determine relative age of geologic features;
- Analyze the inheritance patterns shown in pedigrees based on relationships between phenotypes and genotypes;
- Use diagrams to show the genetic differences between the daughter cells produced by mitosis and meiosis;
- Explain the advantages and disadvantages of sexual and asexual reproduction;
- Identify behavior of objects with mass, charge and/or magnetic properties in gravitational, electric or magnetic fields;
- Interpret the magnetic field from drawings/pictures of a magnet and iron filings;
- Interpret force/free-body diagrams;
- Describe different types of potential energy (e.g., gravitational, elastic, chemical, electric).
Proficient
A student performing at the Proficient Level demonstrates an appropriate command of Ohio's Learning Standards for Grade 8 Science. A student at this level has a consistent ability to explain how geologic processes formed the Earth's surface and interior and explain how the geologic record contains evidence of these changes, communicate that the characteristics of organisms are a result of inherited traits passed on by reproduction, describe how fossils provide evidence of the changes and diversity of life over geologic time, predict how forces with magnitude and direction affect the movements of objects, and explain the differences in types of potential energy.
A student at the Proficient Level can:
- Use seismic data, graphs, and charts to interpret the structure of Earth's interior;
- Explain and justify conclusions based on data, maps, and diagrams about the formation and boundaries of geologic features due to tectonic plate movement;
- Explain the characteristics of rocks and soil, climate, location, and topography as they relate to constructive and destructive processes occurring between the hydrosphere and lithosphere;
- Explain the connection between the presence of specific rock types, rock features, or fossils and environmental conditions at the time of formation (e.g., rocks with ripple marks and moving water, basalt and volcanic activity);
- Apply the concept of uniformitarianism to determine the relative age of geologic features using the law of superposition, index fossils or crosscutting relationships);
- Use diagrams or data from geologic columns and glacial cores to interpret and compare relative and absolute age and environmental conditions;
- Predict how genetic variation (e.g., beak structure, coloration) affects the survival or extinction of a species when environmental conditions change gradually or suddenly;
- Compare end products of sexual and asexual reproduction with an emphasis on their advantages and disadvantages in relation to the continuation of the species;
- Use pedigrees to explain the principles of Mendelian genetics, law of segregation, and law of independent assortment;
- Explain the relationship between electric currents and magnetic fields;
- Explain that generators and motors transform electrical and mechanical energy using electric currents and magnetic fields;
- Compare the properties of gravitational, electric, and magnetic fields;
- Complete and analyze simple force/free-body diagrams;
- Explain the changes in motion in a scenario involving balanced or unbalanced forces;
- Compare the different types of potential energy and their attributes.
Accelerated
A student performing at the Accelerated Level demonstrates a strong command of Ohio's Learning Standards for Grade 8 Science. A student at this level has a superior ability to explain how geologic processes formed the Earth's surface and interior and explain how the geologic record contains evidence of these changes, communicate that the characteristics of organisms are a result of inherited traits passed on by reproduction, describe how fossils provide evidence of the changes and diversity of life over geologic time, predict how forces with magnitude and direction affect the movements of objects, and explain the differences in types of potential energy.
A student at the Accelerated Level can:
- Analyze or complete a diagram that shows how constructive or destructive processes affect the lithosphere;
- Use evidence from a geologic column to make conclusions about Earth's geologic history and make comparisons between the past and present;
- Analyze data to justify conclusions that the fossil record serves as evidence for biodiversity and/or diversity within a species and the fact that most species that have lived on Earth are now extinct;
- Interpret data from real-world scenarios or experiments showing outcomes (e.g., survival and reproduction rates) of sexual and asexual reproduction under varying environmental conditions;
- Design an experiment to determine possible genotypes and their probabilities of occurring in offspring from a cross;
- Use diagrams of motors, generators, or electromagnets to demonstrate the relationships between current and magnetic field;
- Predict changes in motion given a scenario involving balanced or unbalanced forces;
- Describe various forms of potential energy within a system in terms of the positions of the objects involved (e.g., elastic potential energy in a spring, electric potential energy associated with charges).
Advanced
A student performing at the Advanced Level demonstrates a distinguished command of Ohio's Learning Standards for Grade 8 Science. A student at this level has a sophisticated ability to explain how geologic processes formed the Earth's surface and interior and explain how the geologic record contains evidence of these changes, communicate that the characteristics of organisms are a result of inherited traits passed on by reproduction, describe how fossils provide evidence of the changes and diversity of life over geologic time, predict how forces with magnitude and direction affect the movements of objects, and explain the differences in types of potential energy.
A student at the Advanced Level can:
- Use evidence from aerial photographs and/or topographical maps to generate and justify a conclusion about how specific land features were formed;
- Evaluate rock and fossil data to generate and justify conclusions about past environmental conditions;
- Trace climate change as documented by the geologic record and ice cores;
- Evaluate graphs showing population data related to environmental changes;
- Interpret and explain data from real-world scenarios or experiments showing outcomes (e.g., survival and reproduction rates) of sexual and asexual reproduction under varying environmental conditions;
- Interpret a pedigree to determine the genotype of an individual within that pedigree;
- Design an experiment to assess how objects would behave in electric, magnetic, or gravitational fields;
- Design an experiment to test the effect of multiple forces on the motion of an object;
- Make and justify conclusions using data collected from an experiment that studies the relationship between position and potential energy in a system. | <urn:uuid:8fa3262e-ee49-4bd8-ad9b-975e8db63dbb> | CC-MAIN-2018-05 | http://oh.portal.airast.org/core/fileparse.php/3094/urlt/OCBA_G8_Science_PLDs.pdf | 2018-01-17T08:31:52Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00154.warc.gz | 258,430,573 | 1,768 | eng_Latn | eng_Latn | 0.988852 | eng_Latn | 0.98907 | [
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This exemplar has been edited to update the framework questions of the Learning Story.
Child: Tegan
Teacher: Jane
A learning story
Tegan sat down on the couch in the book area, bringing the guitar with her. She began to play the guitar and said, "It's working, it's working."
I asked Tegan, "What's working?"
"My playing – it's working."
"How do you know that it's working?" I asked.
"The birds are moving. I played the guitar so they could dance."
What did I learn about Tegan today?
Tegan displayed a genuine interest in the new birds. She demonstrated this by wanting to play the guitar for them so that they would dance. "They are moving."
Tegan was also interested in using a musical instrument to accomplish what she wanted to do.
This can be linked to Te Whàriki, Communication, Goal 4: "Children develop skills with media that can be used for expressing a mood or a feeling or for representing information, such as crayons, pencils, paint, blocks, wood, musical instruments, and movement skills".
How might we stretch the learning further?
Encourage Tegan to help care for the birds and to communicate with them.
What's happening here?
The kindergarten has just received some budgies in a cage. Tegan is aware of the new birds and also has an interest in the guitar. She plays it and observes the birds moving. This generates opportunities for dialogue with her teacher and for her musical development. It identifi es her perception of the power of music in her world.
What does this assessment tell us about learning in the arts (using a Te Whäriki lens)?
What aspects of noticing, recognising, and responding to learning in the arts does this assessment exemplify?
This short dialogue between Tegan and her teacher illustrates the importance of using conversation and questioning to illuminate what children are thinking. Without the interest and questioning from the teacher, no one would be aware of the purposeful task that Tegan had set herself in encouraging the birds to dance.
As with other forms of language, music grows and develops in meaningful contexts when children have a reason to communicate. Here we have an example of Tegan using the guitar to create music to express her feelings and her desire to communicate with the birds. She is discovering a different way to be creative and expressive.
How does this assessment exemplify developing competence in the arts?
Tegan is both exploring and producing music through playing the guitar. She recognises that music can serve different purposes and wants to provide music for the birds to dance to. As she plays the guitar, she is experiencing a range of musical elements, including beat, rhythm, and tempo, and drawing on her own imagination and creativity. Her belief that the birds also hear the music and dance to it "critiques and transforms" conventional purposes for playing the guitar. | <urn:uuid:bff27a58-a6c3-4948-9c83-33b9c8285c4d> | CC-MAIN-2018-05 | http://www.elp.co.nz/files/CLSC2017_Kim%20Hope_Tegan%20plays%20for%20the%20birds.pdf | 2018-01-17T08:34:16Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00155.warc.gz | 466,261,630 | 588 | eng_Latn | eng_Latn | 0.999407 | eng_Latn | 0.999407 | [
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St Philip's Catholic Primary School, Arundel
BEHAVIOUR, DISCIPLINE AND ANTI-BULLYING POLICY
Revised September 2017
Agreed by Governors: September 2017
Review due: September 2018
At the centre of the St Philip's behaviour and discipline policy are the following aims:
- Teachers have a right to teach and children have a right to learn
- To promote inclusion through reasonable adjustment (see Appendix C)
- As Christians, to follow the teachings of Jesus
- To maintain a whole school ethos which encourages good behaviour
- Bullying is unacceptable
- To have a clear, consistent approach to bullying (see Appendix B)
- To promote good behaviour (see Appendix A)
- To have a clear set of guidelines to follow regarding challenging behaviour (see Appendix B)
- For all of the school community to be stakeholders in our policy and accept responsibility for it
- For our behaviour policy to be reflected outside of school and to be a part of education for life
We see positive behaviour promoted through:
- Promotion of our school ethos
- Promoting pupil ownership of school values
- Teaching and implementation of the Gospel Values
- Explicit class teaching and celebration in assemblies
- Maintaining Healthy Schools status (refer to Appendix A)
We know our policy is working through:
- Monitoring
- Ongoing Professional Development and training of staff (Teachers, Learning Support Assistants, Lunchtime Supervisors, Office Staff)
- Observations
- Work scrutiny
- Reporting
- Feedback from all stakeholders
The sanctions shown attached on the Behaviour Management Plan (appendix B) are applied when there is unacceptable behaviour.
Appendix A
Encouraging good behaviour
i. Ownership of our school values:
- School Council
- Class council
- Paired classes
- Faith buddies
- Year 6 playtime monitors
- Monitors: PE/ICT/Library/Cloakroom/ Classroom etc.
- Playground: play leaders, adult and pupils
- Liaison and work with parents: individual behaviour plans (IBPS)Individual Education Plans ( IEPs), Home School Agreement, Parent/Teacher consultations.
- Housepoints for sustained good behaviour and/or effective role modelling
ii. Explicit Teaching:
- Positive people
- Circle time
- EPR
- Visitors eg community services, Local police, Local clergy
- Self-esteem: child of the week
- Anger management
- Choices/consequences
- Anti-Bullying
- Pupil targets
- Transition work
- Training of staff (including involvement of Inclusion Support Team)
- Working with Outside Agencies e.g. Family Link Worker)
- Sociogram work
- Setting good examples
- School Mission Statement
- Catholic ethos
- Headteacher newsletter to keep parents informed and up to date with activities carried out in school.
iii. Healthy Schools:
- Fruit & Vegetables only allowed at morning and afternoon playtimes
- Breaks – split plays facilitate maximum use of space
-
Rewards: golden time, housepoints, praise, stickers, celebration assembly
- Lunchtime clubs i.e Rosary Club
- All children are given a water bottle when they start at school which can be accessed during learning time as well as access to water fountains at playtimes.
Appendix B St Philip's Catholic Primary School, Arundel Behaviour Management Plan
Positive support / action
Child's behaviour
Sanctions / action taken
Appendix C
Range of Possible Reasonable Adjustments
- Opportunity to talk to teacher if child needs to leave the class. Child needs permission. This is instead of using Exit Card at child's request.
- Teacher adjusts child's seating in the class according to needs.
- When 'out of class', give opportunities for child to feel valued and build self-esteem, e.g sharing success or having quality time with member of Leadership Team.
- Banned from breaktime football. Red and yellow cards set up and instructions to Lunchtime Supervisors written down for consistency.
- Facilitate team- building opportunities for a child to build on positive times in school and develop self-esteem.
- Give child an opportunity to be an Office Angel if we know child's organisational skills can be developed and valued in this role. It also gives child a focused activity at morning break.
- Map showing safe places in the school, and where child is allowed to go.
- Flexibility with the 'additional hours' so that we can be proactive rather than reactive. Liaise with County to get these if urgently required.
- Teacher or other identified member of staff sits with child quietly talking child through his/her work or calming him down to reduce escalation of anger and mounting inability to cope.
- Review child's behaviour during the day and have conversation with parents about whether child should attend the after school club.
- Monitoring sheets in place for playtime, lunchtime in the hall, lunchtime on the playground and on the field. This enables us to identify vulnerable times or places for child.
- Weekly monitoring sheet: the objectives on this are adapted as necessary. A copy of this sheet is sent home every week for parents.
- Time Out Box available for use when necessary.
- Key LSA workers identified to support individual children.
- Social stories in place for different challenging situations e.g. supply teachers, swearing or friendship issues.
- Regular discrete checks by appropriate member of Leadership Team with class teacher to check there are no problems in class.
- Regular reminders about what is expected and what child can do if he is finding it difficult to cope.
- Visual coloured prompts to warn child that he is close to going beyond the acceptable boundaries encouraging him to stop and think.
- Child making a model/ card/reminder to keep in pocket to remind child of expected behaviour.
- Designated member of staff trained in restraint ensuring that reasonable restraint can be carried out if and when a child's behaviour is considered to be endangering any other pupil, member of staff or the child him/herself.
The school will actively seek advice and support from outside agencies whenever necessary, including making referrals to Family Link workers to support home/school, Holistix report completed and external professionals liaised with accordingly.
ANTI-BULLYING POLICY
Rationale
In St Philip's School we believe that every person should be able to come to school without fear of being bullied. We value each person and celebrate the differences that make us unique individuals. Any bullying in our school will be treated seriously and dealt with promptly. This Anti-bullying policy is directly linked to the Catholic ethos that is promoted in our school.
We agree with the DfE guidance which defines bullying as actions that are meant to be hurtful, and which happen on a regular basis. Bullying can be direct (either physical or verbal) or indirect (e.g. being ignored or not spoken to). Bullying can also take place via text messages, instant messenger or any other social media system. We understand that bullying can occur regardless of age, sex, denomination, race or role in school.
What bullying is not
It is important to understand that bullying is not the odd occasion when children fall out with their friends, one off name calling or arguments, or when the occasional trick is played on someone. It is bullying when it is done Several Times On Purpose (STOP).
Children sometimes fall out and say and do negative things when they are upset in the heat of the moment. When occasional problems of this kind arise it is not classified as bullying. It is an important part of a child's development to learn how to deal with friendship breakdowns, a one-off episode of name-calling or a hurtful childish prank. Parents and school staff will work hard to teach our children how to deal with these particular types of situations and how to develop social skills to repair relationships.
Through regular assemblies, circle time and EPR topics, we aim to teach pupils these subtle differences in the relationships they have with others.
Aims and objectives
Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing and maintaining a school ethos in which bullying is regarded as unacceptable.
We aim as a school to produce a safe and secure environment where all can learn without anxiety, and where measures are in place to reduce the likelihood of bullying. We aim to make all who are connected with our school aware of our intolerance of bullying, and we make clear each person's responsibilities with regard to the management of any bullying incidents which may occur either in school or on any social media systems.
The governing body:
- supports the Headteacher and members of the Leadership Team in all attempts to eliminate bullying.
- reviews the effectiveness of this policy.
- requires the Headteacher to keep records of all incidents of bullying and to report to the governors on request about the effectiveness of anti-bullying strategies used in school.
- responds in 10 school days to any request by a parent to investigate incidents of bullying. A parent who is dissatisfied with the way the school has dealt with a bullying incident can ask the Chair of Governors to look into the matter. In all cases the governing body notifies the
Headteacher, and asks her to conduct an investigation into the case and to report back to a representative of the governing body.
The Headteacher:
- implements the school anti-bullying strategy and ensures that all staff are aware of the school policy, and know how to deal with incidents of bullying.
- reports to the governing body about the effectiveness of the anti-bullying policy on request.
- ensures that all children know that bullying is wrong and that it is unacceptable behaviour in the school.
- ensures that all staff receive sufficient training to identify and deal with all incidents of bullying.
- sets the school climate of mutual support and praise for success, so making bullying less likely.
- will contact the parents of a victim of bullying if it has been ongoing over a period of time or for a very serious incident.
- will contact the parents of a perpetrator of bullying if it has been ongoing over a period of time or for a very serious incident.
- will collate and file all records of bullying in an appendix in the Child Protection Register/Safeguarding File.
- will use assemblies to explore strategies for avoiding bullying behaviour, dealing with bullying, and creating a positive atmosphere where all are valued.
The teachers and support staff:
- take all forms of bullying seriously and seek to prevent it from taking place.
- record all incidents of bullying on a Behaviour Report Form and forward these to the class teacher or Deputy Headteacher or Headteacher. All Behaviour Report forms which log bullying must be forwarded to the head teacher for monitoring and filing.
- do all they can to support a child who is being bullied.
- routinely attend training, which equips them to identify bullying and to follow school policy and procedures with regard to behaviour management.
- use a range of methods and strategies to help prevent bullying and to establish a climate of trust and respect for all.
- remind children of the Golden Rule and to model this at all times to all children.
- will explore with the children, through formal curriculum delivery and informal discussions, how it feels to be bullied, and help pupils to practise the required restraint to avoid bullying behaviour.
- use Circle Time to praise, reward, celebrate the successes of all the children, thus creating a positive atmosphere.
- receive training on positive behaviour strategies and be aware of anti bullying strategies such as the Friendship Box (FB)
- a nominated office member of staff will open the Friendship Box (FB) twice weekly and refer it to the head teacher.
The parents:
- who are concerned that their child might be being bullied, or may be a perpetrator of bullying, should inform their child's class teacher immediately. If they are not satisfied with the outcome they should contact the headteacher. If they remain dissatisfied, they should
follow the school's Complaints Procedure outlined on the website and available from the school office.
- have a responsibility to support the school's anti-bullying policy.
- should actively encourage their child to be a positive member of the school community.
The pupils:
- take part in activities across the school and in assemblies.
- are encouraged to tell anyone they trust if they are being bullied and if the bullying continues they must keep on letting people know.
- are invited to tell us their views about a range of school issues, including bullying, in a variety of different ways e.g. questionnaires, Class Councils, School Council, Peer Mediators' reviews, assemblies and in Circle Time.
- are aware of the Class Rules and School Rules which are explored in assemblies, classes and School Council meetings.
- School Council help to review the Anti Bullying Policy when necessary.
Monitoring and Review.
The Headteacher will monitor this policy on a day-to-day basis.
The Headteacher will report to the governors on the effectiveness of this policy on request.
This anti-bullying policy is the governors' responsibility and they now plan to review its effectiveness annually. This will be done by examining the behaviour Report Forms which log incidents of bullying and by discussion with the headteacher.
Governors will analyse information for patterns of people, places or groups. They will look in particular for racist bullying or bullying directed towards children with disability or special needs or those children who are particularly able.
This policy will be reviewed every two years, or earlier if necessary. | <urn:uuid:75e2bcfe-3658-454d-bd48-c43a63ed72fd> | CC-MAIN-2018-05 | http://stphilipsarundel.org.uk/images/PDFs/behaviourpolicy2017.pdf | 2018-01-17T09:13:24Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00157.warc.gz | 329,810,503 | 2,725 | eng_Latn | eng_Latn | 0.915627 | eng_Latn | 0.997982 | [
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PETS IN THE CLASSROOM
PURPOSE:
To explore the world of animals through observation, care, and feeding of classroom pets while adequately maintaining the safety and health of all children, parents, volunteers, and staff.
PROCEDURES:
2. Animals allowed in preschool classrooms shall be limited to fish, water frogs, hermit crabs, butterflies, insects, hamsters, gerbils, guinea pigs, rats, mice, and rabbits.
1. Animals not allowed in the centers at any time will be: reptiles (e.g., lizards, turtles, snakes, iguanas), frogs, monkeys, hook-beaked birds, baby chicks, ferrets and potentially aggressive animals. Educational programs which include prohibited animals and are run by zoos, museums, and other professional animal handlers are permitted. (CCD Rules for The Certification of Child Care Centers, regulation 414-300-0240)
3. Animals allowed in infant or toddler classrooms will be limited to fish (according to CCD Rule 414-300-0240 (4))
5. Other animals, not excluded, may visit the classroom for the duration of, but not more than, one day and will be properly caged and/or maintained in a safe, healthy, and sanitary manner.
4. All staff must be aware of children's allergies and fears. If a child has an allergy to an animal that animal will not be allowed in the classroom setting. If a child has a fear, appropriate measures will be taken to help the child deal with the fear. Parent(s) shall be informed in writing of any animal in the center.
6. Any animal on the premises shall be in good health, show no evidence of carrying any disease, have been vaccinated according to a licensed veterinarian's recommendations, and be a friendly companion for the children.
8. Animals shall be kept in an approved cage for the type of animal. Cages shall have removable bottoms and shall be kept clean and sanitary.
7. Animals shall be kept out of rooms used for storage of food, food-related equipment and supplies, or for food preparation.
9. Centers will have and follow written procedures for the care and maintenance of the animals in the center.
a. The cleaning of cages shall not be done in areas used for food preparation, storage, or serving.
10. There shall be assigned staff who are responsible for the handling, care, and feeding of the animal(s).
b. Staff must immediately and thoroughly wash their hands after handling animals or cleaning cages.
d. Animal food supplies shall be kept out of the reach of children and stored separately from food supplies and equipment. Animal food shall be stored in a manner that does not attract rodents or insects.
c. The cleaning of cages shall be scheduled when children are not present.
e. Chemicals related to the care of animals shall be kept under lock.
12. If children are allowed to handle animals they shall immediately and thoroughly wash their hands after handling.
11. Staff will always be present when children are handling animals.
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Educational Programming Resources for Chapters
Adapted from the Lambda Phi Chapter at Florida International University
It is often difficult to plan programming for the entire chapter or Greek community. Finding educational programming for scholarship can be equally difficult if you're looking for topics that can apply to all chapter members. This resource includes different workshops and materials. However, in order to insure that your chapter members receive a quality program, do not be afraid to utilize other campus resources like Career Services, the Learning Center, the Office of Fraternity & Sorority Life and the members of the University Faculty.
This manual provides resources for conducting the following workshops:
Ω Time Management
Ω Academic Goal Setting
Ω Study Skills
Ω Effective Note Taking
Ω Memory Skills
Ω Effective Test Taking
There are additional workshops that can be conducted with the help of outside sources. For instance:
Career Services
Resume Writing: Whether you are starting your job search or just looking for a valuable summer internship, your resume is the key to getting your foot in the door. This educational program is one that the entire chapter can benefit from.
Interviewing: Once that resume gets you in the door you need to be prepared to dazzle the interviewer with your personality and knowledge. An interview often consists of more than just knowing all the right answers. Knowing what to expect from an interview, as well as what you should bring to the interview are important skills to acquire.
Finding Your Future: Most college students come to a point in their academic growth and wonder why am I doing this? What type of career is right for me? A workshop to help point members in new directions is a valuable experience.
Time Management Workshop
"Making your Time Count"
Types of Time:
Committed Time: This is time that you have little to no control over.
* Eating
* Sleeping
* Classes
* Meetings
* Working
* Traveling to and from appointments
Managing Committed Time:
* Make a list of all committed activities each day.
* Figure out how much time each activity will take.
* Add it up. How much time do you spend each day on committed activities?
Personal Time:
* Studying
* Working out
* Hanging out with friends
* Hobbies
* Entertainment (shopping, watching TV, reading, etc.)
Managing Personal Time: Personal time is an important part of maintaining a healthy lifestyle. It can be a great way to relieve academic stress.
* Make a calendar and include committed time activities.
* Look for holes in that time and figure out when the best times are for you to go for a walk, watch a little TV, catch up with friends, etc.
* Set a time limit for these activities, and try to have some time to yourself each day!
* Where does studying fit in? Determine what time(s) of day you study the best, and under what circumstances. Write that into your schedule.
Now that you've determined how many hours a day you spend doing different activities, it's time you develop your own worksheet.
Time Management Worksheet
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week of:_________
Academic Goal Setting
The Workshop:
1. Divide chapter members into groups by major. Distribute goal setting worksheet.
2. Have members go around their group and share a goal that they have set for themselves in the past and what they did to make sure that they achieved it.
a. Have older members identify their earlier goals. What goals did they have that got them through the past couple years?
b. What were some struggles that they confronted along the way?
3. Explain to all chapter members how to make a goal statement.
a. A broad statement of what the individual would like to accomplish over the next year or semester.
b. The goal must include a way for it to be evaluated as to whether it has been accomplished or not.
c. Is the goal realistic? Is the goal challenging?
d. Does it reflect the overall objective the individual is trying to accomplish?
4. Talk about obstacles to accomplishing goals.
a. What are some common obstacles that we all encounter?
b. What are some ways we can support our members in avoiding these obstacles?
c. What are some ways that we can support our members when confronting obstacles?
5. Have group members complete the Goal Setting exercise worksheet.
a. Step One – Brainstorming Ideas
i. Ask members to share some ideas with the larger group.
b. Step Two – Writing Goals & Objectives
c. Step Three – Fill out individual sheets for each goal.
6. Decide what you would like members to do with those goals. How will members make sure they continue to strive for these goals over the next year or semester?
Order of Omega
GOAL PLANNING WORKSHEET
STUDENT INFORMATION
Name:
Current Date:
Review Date:
INSTRUCTIONS
Goals should always be: S– Specific
M – MeasurableA – AchievableR – Realistic
T – Time Bound
1. Goal/Objective. Briefly describe each goal/objective and when the goal/objective should be met or accomplished.
2. Measurement. How will the goal/objective be evaluated? (Use quantitative measures where applicable.)
3. Importance. Rank the goal as Essential, Important, or Desirable as follows:
Essential – required for academic performance
Important – helpful for academic performance
Desirable – asset for academic performance
1ST GOAL/OBJECTIVE
Description:
Measurement:
Importance:
Essential Important Desirable
2ND GOAL/OBJECTIVE
Description:
Measurement:
Importance:
Essential Important Desirable
3RD GOAL/OBJECTIVE
Description:
Measurement:
Importance:
Essential Important Desirable
Study Skills
Getting Started:
* Have everyone break up into groups of 7-10 people.
* Have a flipchart or 2 pieces of large paper.
* Have markers for each small group.
The Workshop:
* Each group will need a recorder and a spokesperson. Have the recorder write down ideas.
* Give each group a discussion topic and 15 minutes to discuss.
* Group 1: Discuss environments that are most conducive to concentrated study.
* Group 2: Discuss ways to schedule time for study.
* Group 3: Discuss procrastination and ways to overcome and prevent it.
* Group 4: Discuss ways to reward yourself for completing assignments.
* Group 5: Discuss strategies for dealing with an especially difficult course or professor.
* Group 6: Discuss ways to reduce mental and physical stress that may affect your ability to study effectively.
* Have groups share their ideas after 15 minutes.
* Hand out worksheets after discussion is over. Take the time to review any items that were not mentioned.
* After the workshop is complete, make copies of the ideas and hand out or post for all members to utilize.
Procrastination Discussion:
Causes: A list of things that commonly happen when you procrastinate.
* Confusion about subject or assignment
* Inability to prioritize
* Anxiety as a result of other classes and personal situations
* External pressure from friends, parents, and employers, etc
* Becoming overwhelmed by personal and academic demands
Cures:
* Simplify large and difficult tasks by breaking them into smaller tasks.
* Utilize your calendar and schedule time to complete work/study over several days.
* Set priorities ahead of time to help determine what should be completed first.
* Find a work area that will help you study effectively.
* Establish your own reward system to aid in getting things finished.
* Concentrate on your projects or tasks until they're complete.
* Have another person hold you accountable to getting your work completed.
* Look to friends and other chapter members for encouragement and support.
* Remember to allow time for a break to revitalize yourself.
Tips for setting up an effective study schedule:
1. Only tackle difficult subjects when you are most alert.
2. Schedule your study time first, and then add meetings, socials, etc.
3. Develop a routine. Divide up your subjects and assign each of them a certain day or certain amount of time each day to review.
4. Don't spend more than an hour, hour and a half on one subject. Switch it up, even if it's only for a couple of minutes.
5. Start major projects and papers long before the due date.
6. Prioritize activities. Leave some room in your schedule for unexpected assignments or activities.
7. Eat well-balanced meals and snacks.
8. Make sure you allow for exercise and recreational activities to relieve stress and the burden of class work.
9. Get enough sleep so that you may function at your highest level.
10. Stick to your established study schedule.
A Method of Comprehending Textbooks
SURVEY – Look over a chapter for a few minutes before studying it in depth.
- Read the title and introductory paragraph(s). Fix the name of the chapter in your mind. Often the introduction to the chapter supplies background for recognizing the purpose of the chapter. It may also state specifically the method of development the author intends to follow.
- Read headings, subheadings, and italicized words. Go through the chapter heading by heading; they will form a topical outline.
- Read the summary at the end of the chapter. Reread it to see which ideas the author restates for special emphasis or what general conclusions he or she comes to. If there is no summary, read the last sentence or two before each new heading.
QUESTION – Formulate questions in advance.
- Turn each heading and subtitle into a question. Who? What? When? Where? Why? How? Add higher level questions when needed. You should be able to answer these questions when you finish your study of the paragraph, section, and chapter.
- Restate the questions from headings to help fix them in your mind. These questions give purpose to your reading. Remember that reading is thinking, and good students think.
READ – Read the material.
- Read only the material covered under one heading or subheading at a time, looking for the answers to your questions.
- Do not take notes while reading.
- Read ideas, not just words.
- Read aggressively, with the intent of getting answers, of noting supporting details, and of remembering.
RECITE & REDUCE – Do "question-read-recite" for each subheading.
- Answer the question that you raised before you began to read. Answer fully, and be sure to include the reasons the author believes the answer is true. Recall the answer and do not refer to the book.
- Reread or skim to locate and prove your points. Correct and add to your answer.
- Tell yourself the major concept(s) of the section. Check your answers by referring to the book.
REVIEW – Review the material.
- Look over your notes and headings and subheadings in the text. Get an overall view of the main points.
- Make up a test such as a teacher might give. Try true-false and completion-type questions for details. Essay questions are easy to make from the main headings.
- Recall subpoints under each main point.
Effective Note Taking
Getting Started:
On a flipchart write out the following information:
Quality Notes:
- Help you to organize and understand information.
- Help retain and recall information.
- Reinforce the learning process by incorporating lecture material into one's own words.
- Eliminate need for time consuming textbook review.
- 3-ring loose-leaf notebook with lined paper.
Getting Organized:
- Dividers and pockets
- Pen
- Syllabus for each class
The Workshop:
1. Begin by asking chapter members why effective note taking is important. Make sure to write down their response on a flip chart, or large sheet of paper. When chapter members are finished, compare their list with the "Quality Notes" list you previously wrote down.
3. Divide chapter members into groups of four. Each group should select someone to write.
2. Ask chapter members for five effective techniques for note taking that they consider useful. Again, write down answers. When finished introduce chapter members to the "Getting Organized" sheet.
4. Have each group brainstorm ways to get the most out of class (5 minutes).
5. Have each group report to the entire chapter on what they came up with; write each tip on paper/flip chart. (Take this list and type it up for every member to use.)
Ideas for Effective Note Taking:
- Review notes from the previous lecture before class starts.
- Go to class, and be on time. Don't leave early.
- Do assigned readings ahead of time.
- Sit near the front and make eye contact with the professor.
- Write down all assignments and their due dates.
Tips for Developing an Outline from a Textbook or Handout:
- Finish the reading before taking notes or marking up the text. This allows for better comprehension.
- Be brief, use phrases or words that will trigger your memory. However, don't be too brief. Make sure that you will still be able to get the general idea of what you are trying to take from the text.
- Write down only the most important points.
- Look for clues such as bold words, italics, or numbered lists. Incorporate these into your text, they are important.
- Utilize note cards. This will help you when you are trying to memorize terms or concepts. Categorize the note cards for easy reference and memorization.
- When reviewing, develop questions that support the main ideas you are covering. Use your notes to develop the questions.
Top 10 Ways to Use Your Notes:
1. Review and edit your notes within 24 hours of class.
3. Develop questions from the main ideas of the text and notes.
2. Review notes weekly.
4. Cross-reference the ideas with different chapter in your text.
6. Form study groups and compare notes.
5. Utilize a 3-ring binder to help you organize your notes.
7. Take down examples used in class or text to help you remember the main idea in your notes.
9. Relate the themes of movies to lectures and notes.
8. Highlight the main points used in both lectures and text.
10. Use note cards!
Cornell Note-taking Format
Note-taking Area: Record lecture as fully and as meaningfully as possible.
Cue Column: As you're taking notes, keep cue column empty. After the lecture, reduce your notes to concise jottings as clues for reciting, reviewing, and reflecting.
Summaries: Sum up each page of your notes in a sentence or two.
This format provides the perfect opportunity for following through with the 5 R's of note-taking: Record, Reduce, Recite, Reflect, & Review.
Record: Take notes in main note-taking area.
Reduce: Summarize in cue column.
Recite: Cover note-taking area and use cue column to go over facts and ideas
from the lecture in your own words.
Reflect: Use notes as a starting point for your own reflections on the course.
Review: Spend 10 minutes every week in quick review of your notes to help retain most of what you have learned.
Cue Column
Note-taking area
Summaries
Two Column Note-taking Format
Class: ________________________
Date: ______________
Page: _______
Rough Notes
Don't Understand
Vocabulary
3 Types of Memory:
Sensory Memory:
- Short lasting
- Sensory memory is exact, but very brief.
- First memory that most stimuli encounter
- Most things that go into sensory memory will be lost
- Involves senses
- Cannot count on sensory memory
- Through selective attention, some information can be transferred to short-term memory.
Short-term Memory:
- This type of memory allows a person to hold in information that is immediately available.
- Short-term memories can be stored as images. But more often they are stored by sound, especially in recalling words and letters.
- Most people can only hold in 5 to 9 different things in their short-term memory.
- Short-term memory acts as a temporary storehouse for small amounts of information.
- It provides a working memory where we do much of our thinking.
- Unless the information is important, it is quickly "dumped" and forever lost.
- Limited amount of space and time frame (1 minute)
- Short-term memories are brief and very sensitive to interruption, or interference; however, they can be prolonged by rehearsal.
Long-term Memory:
- Long-term memory works like a warehouse full of rows and rows of files.
- Long-term memory seems to have an almost unlimited storage capacity.
- In your long-term memory you will find memories and other relatively important information.
- Long-term is subject to constructive processing, or ongoing revision and updating.
- Long-term memory is highly organized to allow retrieval of needed information.
Memory Skills & Techniques
How do we take those short-term memory items and transfer them into long-term memory items?
There are 6 crucial steps in the process of retaining and recalling information from long-term memory.
1. Intention:
b. Be confident in the fact that you will be able to remember.
a. Focus your attention on material you know you're going to want to remember.
2. Understand:
b. Take the time to explain the material to yourself.
a. Be careful; make sure you understand the material you are reading.
c. Organize the material into a subject or category.
a. Relate the facts that you just read with facts that you already know.
3. Associate:
b. Make sure that you understand the material correctly. You are less likely to remember the material if you cannot understand it.
a. Re-read over the material.
4. Repeat:
b. Say the material aloud to yourself.
d. Quiz yourself.
c. Write it down.
5. Visualize:
6. Mnemonic Aids:
a. Organize information into a valid, clear mental picture. For example, to remember the necessary elements of a novel, form a picture of all the important characters dressed in the style of the period doing something representative of the character, etc.
a. For information that defies association or visualization, adapt a memory technique.
Mnemonic Devices
- Mnemonic devices are very beneficial and helpful to use, which allows for information to stay in your memory longer.
- Mnemonic systems use mental images and unusual situations to link new information with familiar memories already stored in long-term memory.
- Such strategies give information personal meaning and make it easier to recall.
For example, SQ3R is an acronym for
Acronym: most commonly used mnemonic device; involves taking either an already existing word, a word that you make up or a group of nonsense syllables. Each letter of the word or nonsense syllable that is used should stand for the words or stages that you are trying to remember.
Acrostic: an acronym where a phrase or sentence is used instead of a word or nonsense syllables. For example, Please Excuse My Dear Aunt Sally is used to remember a mathematic procedure; Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction.
S
urvey-
Q
uestion-
R
ead-
R
ecite-
R
eview.
Associations: involves associating what you are learning with some word, picture or life experience that has some connection to what you are learning.
- Four basic principles of mnemonics:
2) Make things meaningful.
1) Use mental pictures. Visual pictures or images are easier to remember than words.
3) Make information familiar. Connect it to what you already know. Another way to get information into long-term memory is to connect it to information already stored there.
4) Form bizarre, unusual, or exaggerated mental associations. Forming images that make sense is better in most situations. However, when associating two ideas, terms, or especially mental images, you may sometimes find that the more outrageous and exaggerated the association, the more likely you are to remember.
Before Test Day:
- Attend every class!
- Start studying 5-7 days prior to the exam by reviewing notes and material.
- Find out the format of the test in advance.
- Make a list of questions the professor might ask.
Day of the Test:
- Eat a good breakfast, lunch or snack.
- Read every question/problem before answering, and then tackle the more difficult ones first.
- Arrive early to class and get situated and ask any last minute questions.
- Ask for interpretation if you do not understand the question.
- Review your exam before turning it in.
- Pace yourself and use all of the allotted time.
True/False Questions:
- True/False questions are usually based on patterns of "describing relationships". Both parts are usually true, but the statement is made false by over and underestimating the modifiers.
- Pay attention to words such as not, none, never, negatively, rarely, worst, universally, always, every, all most, many, some, sometimes, little, more, equal, less, often, usually, few, seldom, good, and bad. These words change the meaning of statements and are often ignored.
o Example: "some", "most", "all", etc.
- There is a tendency for extremely positive or negative statements to be false and well qualified statements to be true.
- If one clause of a statement is false, then the entire statement is false.
Test-Taking Strategies
Essay Questions:
- Read all questions before beginning. Answer the easiest ones first and budget your time.
- Follow directions: compare/contrast, explain, list, describe, discuss, etc. Most essays are marked incorrect because the student fails to follow instructions, or forgets to provide all the information that the instructor has asked for.
- After reading the question, outline the points you want to make in the margin. This will help you organize your essay so you don't leave any information out.
- Divide the answer into three parts: short introduction, main body, and conclusion.
- Use correct grammar and spelling. Write legibly.
- Use examples and facts to support your main point or position.
- Proofread each answer. Leave space between answers so you can add new ideas or additional thoughts.
Test Taking Workshop
Getting Started:
- Flip chart or 2 large pieces of paper will be needed.
- Have markers available for each group.
The Workshop:
- Once chapter members have completed the assessment begin a discussion with them about their answers.
- Begin by having each member take the Test-Taking Skills Assessment.
- Break chapter members down into groups of 7-10 people. Have them discuss strategies that they personally use when preparing for different types of exams.
- When groups are finished, have each group share their ideas and write down ideas on the flipchart.
- Hand out and go over the Test-Taking Strategies mentioned above.
.
Test-Taking Assessment
Please check each sentence below that applies to your test preparation. Be totally honest with yourself!
__ I begin studying for a test at least five days in advance.
__ I make a list of the questions I think my professor may ask.
__ I find out the format of the test in advance.
__ I make written notes as I read material in the textbook.
__ I talk with the professor about material I may not completely understand.
__ I answer easier questions first, then go back and complete the more difficult ones.
__ I read each question at least twice before answering.
__ If I don't know the exact date when answering a question, I write down a reasonable time frame.
__ I jot down pertinent facts before I begin formulating my answer to an essay question.
__ I always read the directions to the test carefully and make sure to follow them.
__ I proofread my answers before turning in the test.
__ I underline key words in the question so I will be sure to follow the instructions
__ I get plenty of rest and eat a balanced meal before a test.
__ I try to arrive early for a test.
__ I use all of the allotted time for a test and pace myself using extra time to review my answers. | <urn:uuid:6f4e10bf-d6a7-404f-8690-aa3ca08740cd> | CC-MAIN-2018-05 | http://www.orderofomega.org/images/educational_resources.pdf | 2018-01-17T09:18:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00155.warc.gz | 555,053,289 | 4,981 | eng_Latn | eng_Latn | 0.924672 | eng_Latn | 0.997838 | [
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LESSON 7:
INTERROGATION OF IMMIGRANT
Objective
The purpose of this lesson is to give students an opportunity to experience what the immigrants went through and felt during their interrogations on Angel Island.
Grades
4-12
Time
One class period
Materials
Handouts
Standards
California History-Social Science Content Standards
Procedure
1. Anticipatory Set: Ask the class to help define interrogation. Lead a discussion on why people are interrogated. Ask them if they have ever been in a situation where they have been interrogated and to describe how it made them feel. Encourage students to give examples of people being interrogated and what it must have felt like for them.
2. Instruction/Background Information: Explain to students that many of the immigrants who traveled through Angel Island had to go through extensive interrogations in order to gain passage to the United States. They had to answer very difficult questions about minute details of their family, village, home, etc. In order to pass the interrogation, their answers had to match the answers of family members who were already living in the United States.
Because of the stringent immigration laws, many times people posed as relatives to legal immigrants who were not actual family members. These immigrants were referred to as "paper daughters," "paper sons," and "paper wives." To try and guarantee passing of the interrogation, people bought coaching papers with information on details they may be asked about. If a person was not successful in the interrogation(s) s/he could be further detained and ultimately deported.
Guided Practice/Application (can be done in two periods)
Part One: Assign groups of students (four per group preferably) to read through a portion of a sample interview of an immigrant. In pairs have them read the parts of the interviewer and interviewee.
Part Two: Using the three different handouts as a basis, have students act in the role as the interrogator, the immigrant, and the immigrant's family member. Like many immigrants who had to assume a different identity in order to come to the United States, students will also assume the new identities based on the background information. Students should read through the information about their person. Then as best of their ability, they should role play what an interrogation was like for an immigrant and their family member. Students should pair up and work with a partner during the interviews. By working with a partner, students have more opportunities to discuss and reflect on the experiences of interrogator and interviewee.
The steps of the interrogation should be in this order:
- Interrogator interviews potential immigrant.
- Interrogator interviews immigrant's family member to corroborate immigrant's testimony
- Interrogator reviews interviews. Do the answers to the same questions match?
Note: In this scenario based on a real case file, the husband and wife have different accounts of where they lived. It is up to the inspector to determine to let this applicant in. In the actual case, Ho Kwai arrived from China as a wife of U.S. citizen arriving to join her husband on June 1910. She was denied entry and in her subsequent appeal she was also denied entry due to discrepencies in their living arrangements after they were married. Both the husband and wife insisted they were telling the truth. Later the decision was overturned and she was granted entry. This is a very typical experience for general problems and hassles. Ho Kwai's original file contains 20 pages of Board of Special Inquiry interrogations, lots of bureaucratic correspondence about a certificate of identity damaged in a fire, and a Hong Kong marriage certificate with husband and wife photos affixed.
Wrap Up: As a class discuss with the students how it must have felt to be an immigrant being interrogated. Ask whether the students felt the interrogations were fair and/or necessary, and discuss why or why not. Also, ask where they thought this kind of interrogation could prove or disprove one's identity. Why might there be discrepancies in the testimonies of two people. Reflect with the class on whether they feel those type of interrogations are necessary in today's time.
Case Study Reflection Questions
- Describe the experience your person had on Angel Island.
- Brainstorm the possible feelings your person must have experienced during his/her stay on the island.
- Brainstorm what the interrogator might have felt toward the immigrant.
Writing assignment: Have students write from the perspective of the interrogator or an immigrant reflecting on their plight:
- From the perspective of the "immigration inspector:" Write a brief report on your interview that you just completed with Ho Kwai. Do you believe her claim that she is
married to Tow Wing Soon? You should include a summary of you applicant's claim to enter the United States and your reason for awarding or denying her entry into the United States.
- From the perspective of Ho Kwai: What are your thoughts regarding the interrogation? Write a brief letter to your sister in China describing how you felt being interrogated and whether or not you think the inspector believed you. What do you think your chances are of entering the United States? What will do if you are admitted to the United States, and what will you do if you are deported back to China?
Vocabulary
alleged – doubtful, suspect, supposed
Coaching Papers - papers that give personal information about the person whose identity an individual has taken corroborate – to make certain
interrogation - situation where a person is asked questions s/he is required to answer
Paper daughter/son - a person who is not an actual relative, but uses documents that claim s/he is a relative of an immigrant who has successfully already immigrated to the U.S.
Source: Vumport, Roberta Kugell and Smith, Marcella M. The Chinese Experience in 19 th Century America. Urbana-Champaign: University of Illinois, 2000.
Document Source: National Archives & Records Administration, San Bruno
Prepared by Caryn Salmon with the Angel Island Immigration Station Foundation.
STUDENT HANDOUT
Name_____________________________________________ Date_______________________
Sample Interrogation of an Angel Island Immigrant
Q: What is your name?
A: Ho Kwai
Q: Is your father living?
A: No
Q: Is your mother living?
A: No
Q: Have you any brothers or sisters?
A: A brother Ho You; working in a store in
Shanghai.
Q: Where does he live?
A: No. 10 Tow Hing Fong St.
Q: Is that the same place you lived?
A: yes
Q: Who is your husband?
A: Tow wing Sing (Identified the husbands
photos)
Q: Is he on the steamer with you?
A: Yes
Q: What is his occupation?
A: He did not tell me what he did.
Q: How did you get married?
A: American custom
Q: Not until you married him
A: That is right
Q: Where did you meet him on the day that you married him?
A: We went to the consulate together.
Q: What time of the day did you go?
A: About one o'clock.
Q: Was this in Hong Kong?
A: Yes
Q: When did you go to Hong Kong?
A: First month, 18 th day
Q: What time of the day did you leave?
A: 9 a.m.
Q: Who went with you?
A: My husband.
Q: You were not married to him then, were you?
A: No
Q: Who went with you then?
A: My sister-in-law
Q: Was your husband whom you married
afterwards in the party?
A: Yes.
Q: You said you never saw your husband till the day you married him?
A: I counted that day.
Q: You left home at 9 a.m.?
A: Yes
Q: How did you go to Canton from Hong
Kong?
A: In a vehicle on wheels, run by a man.
Q: Did you go by any boat? A: Yes.
STUDENT HANDOUT
Name_____________________________________________ Date_______________________
Student Activity: Interrogation of an Angel Island Immigrant Inspector for Immigrants
Your role
As an inspector your role is to ask questions, and after careful review of the answers, determine whether the people have established their case. In this case, determine if this woman is indeed the wife of a man who is a United States citizen.
Sample Questions:
- How old are you?
- What is your name?
- What is your occupation in the U.S?
- When did you marry your husband/wife?
- When did you get married?
- Who helped arrange your marriage?
- Where did you stay after you got married?
An Inspector Explains His Technique
"I was a lot more thorough than most inspectors. I gave them a pretty good examination that involved a lot of different angles. We started by getting the data on the applicant himself: his name, age, any other names, and physical description. Then we would ask him to describe his family: his father, his boyhood name, marriage name, and any other name he might have had, his age, and so forth. Then we would go down the line: how many bothers and sisters described in detail—names, age, sex, and so forth. Then we would have to go into the older generations: paternal grandparents; then how many uncles and aunts and they had to be described. Then the village: the district, how many houses it was composed of, how many houses it was composed of, how arranged, how many houses in each row, which way the village faced, what was the head and tail of the village. Then the next door neighbors. Then describe the house: how many rooms and describe them. What markets they went to. Find out about the father's trip: when he came home, how long was he home, did he go to any special places, and describe the trip from his village to Hong Kong. In describing the home, we had to get the details of the main things in it and how the family slept, what bedroom each occupied. Sometime it would take three or four hours to examine each one." - Immigration inspector (Island, p. 112)
STUDENT HANDOUT
Name_____________________________________________ Date_______________________
Student Activity: Interrogation of an Angel Island Immigrant Chinese immigrant
Your role
You have traveled with your "alleged husband" from China to the United States on the SS China of the China Mail Steamship line. You are hoping to enter the United States and know that you have to go through a process of questioning.
Your identity
Your name is Ho Kwai. You were born in China and are 5 feet tall, 39 years old. You arrived in the port of San Francisco on the SS China. You plan to work as a seamstress and live at the New China Hotel on Clay Street, San Francisco.
Your family background
You were married on February 28, 1920 at the Registrar-General office in Hong Kong. Your sister-in-law helped to arrange the marriage. Your wedding was witnessed by your husband's friends Wong Jung and Hong Ah Sing. Your wedding ceremony was conducted in the tradition of a Western Christian ceremony rather than Chinese ceremony. After you were married in Hog Kong, you went back to Canton and lived together with your husband on 15 Say Kay Lee Street in Canton. For a few days, you cooked for your husband and he joined you for his meals and to sleep at night. Later in March you moved to Hong Kong and lived at 243 Des Voeux Road on the top of a three story building.
ANGEL ISLAND IMMIGRANT JOURNEYS
Lesson 7, Student Handout
STUDENT HANDOUT
Name_____________________________________________ Date_______________________
Student Activity: Interrogation of an Angel Island Immigrant
Chinese immigrant's family member
Your role
You are trying to bring your wife Ho Kwai to the United States. You are called to be a witness on her behalf. Your answers will need to match her answers to prove that you are husband and wife.
Your identity
Tow (Ho) Wing Soon also known as Tow Suey Sun. You are a cook who has worked in San Mateo and San Rafael but now live in Los Angeles. As a cook you typically made 15 dollars per month. You have had other jobs as a waiter and store clerk.
Your family background
Your father was a merchant the Quong Chung Store. You were married to your second wife in March. Your wife's sister-in-law Chun Shee, the wife of Ho You, her brother helped arrange the marriage. The ceremony was a Christian rather than Chinese ceremony. Your wedding was witnessed by your friends Wong Jung and Hong Ah Sing. Your first wife has passed away and you have a son from the first marriage. After getting married you lived with your wife in Hong Kong at 243 Des Voux Road, on the top floor of a four story building occupied by families. | <urn:uuid:e903c242-4266-4c5c-bc6f-7fab612553ae> | CC-MAIN-2018-05 | https://aiisf.org/pdf/Curriculum_Guide_Lesson_07.pdf | 2018-01-17T09:14:14Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00157.warc.gz | 604,469,849 | 2,708 | eng_Latn | eng_Latn | 0.998983 | eng_Latn | 0.99942 | [
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Answers to Requirements
1) October 1, 2000 (www.americancatholic.org)
2) Katharine Drexel's father was wealthy.
However, her mother opened her home to the poor three days each week and her father spent a half an hour each evening in prayer. (www.americancatholic.org)
3) Indians and African Americans. She had always been interested in the plight of the Indians, having been appalled by reading Helen Hunt Jackson's A Century of Dishonor. (www.americancatholic.org)
4) Founding of Xavier University in New Orleans, the first university in the United States for African Americans. She also founded Sisters of the Blessed Sacraments. (www.americancatholic.org)
5) When visiting with Pope Leo XIII in Rome, Katharine asked him for missionaries to staff some of the Indian missions that she as a lay person was financing. She was surprised to hear the Pope suggest that she become a missionary herself. Katharine made the decision to give herself totally to God through service to African Americans and Native Americans. On February 12, 1891, after her novitiate at the convent of the Sisters of Mercy in Pittsburgh, Katharine made vows as a religious, founding the Sisters of the Blessed Sacrament. (www.ewtn.com/saintsHoly)
.
6) Her Feast Day is March 3 rd (www.americancatholic.org)
Visit www.nccs-bsa.org for information on how to order patches for any of our religious activities.
Frequently Asked Questions
May only Catholics or Scouts earn this? Who may earn this activity patch?
Any youth or adult may earn any of the activity patches. The requirements are grade-specific.
Is this activity considered a religious emblem and may a Scout receive a religious knot after earning this activity?
No. This activity is considered a religious activity, not a religious emblem. Scouts may not receive a religious knot for earning any of the activity patches.
Will there be more Saint Activity Patches?
Yes. There may be additional Saint patches released, from time to time.
Who may serve as an adult mentor for this activity?
Any parent or adult who meets the standard BSA and diocesan safe environment requirements.
Is there any time requirement?
Only that the grade-specific requirements need to be completed while in the respective grade level.
Do the answers need to be submitted?
No. The answers should be reviewed by an adult. The Order Form and patch fee are the only things that need to be submitted.
Who do I check with once I complete the requirements for my grade level?
Any knowledgeable parent, Scout leader, group leader, priest, religious or catechist.
Footsteps of American Saints
Katharine Drexel Activity Patch
National Catholic Committee on Scouting ®
Footsteps of American Saints Activities
This activity honors those men and women who led heroic lives of faith. Their words, deeds, and devotion to prayer and sacraments, inspire all American Catholics. In the U.S. church calendar, some have the rank of "saint" and are venerated by the universal church. Some have the rank of "blessed" and are venerated by the local church. Some have the rank of "venerable" and, while on the way to becoming a "saint", may be venerated by Catholics. Most of these men and women lived and worked in either North or South America. Many lived in what is now the United States. Others never set foot there; however their lives and work had a huge impact on the Catholic American landscape. All of them sought to follow Jesus.
Requirements for Katharine Drexel Activity Patch
All – Read about this saint. You can find the answers to these questions on www.americancatholic.org. Feel free to use other resources.
1 st thru 5 th Grades - Complete 4 requirements and 2 activities.
6 th thru 12 th Grades - Complete 5 requirements and 3 activities.
Requirements:
1) When did she become a saint?
2) What kind of upbringing did Katharine Drexel have as a child that led her down the path to help others?
3) What groups of people did Katharine Drexel dedicate her life to helping and Why?
4) What was considered one of her crowning achievements?
5) What prompted Katharine Drexel to devote her life to serving African Americans and Native Americans?
6) When is Katharine Drexel's Feast Day?
Activities:
Requirements for Adults:
1) Discuss with your family or counselor, some of the values that you admire most about Katharine Drexel. What is she known for? How can you be more like her?
2) Draw a picture showing some of her accomplishments. Share this picture with your family.
3) Organize a food drive and donate the food to charitable organization in her name.
4) Katharine Drexel lived her life to serve African Americans and Native Americans. What can you do in your community to assist others? Organize a fund raising event or service project.
1) Assist the youth with this American Saint Activity.
2) Share your thoughts with the youth about this American Saint.
3) Review the responses to the requirements of each youth participant to confirm his accuracy and to insure his understanding.
4) Fill out the order form for this American Saint Activity and send it along with the fee to NCCS.
For more information about this saint, check out the websites below.
- www.catholic.org
- www.americancatholic.org
- www.NewAdvent.org
- www.ewtn.com/saintsHoly | <urn:uuid:4f154600-89cd-4c3d-bb5b-48048488ac05> | CC-MAIN-2018-05 | http://www.nccs-bsa.org/pdf/rac/fas-06.KatharineDrexel.pdf | 2018-01-17T09:24:49Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00159.warc.gz | 513,120,806 | 1,159 | eng_Latn | eng_Latn | 0.996375 | eng_Latn | 0.996516 | [
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June Weissman Fourth Grade Tuesday, February 15, 2005 9:30 to 12:00
A CONSIDERATION OF EXCELLENCE
Today's class consists of eleven students from Sicomac School
Objectives: Given examples of superior work, students will distill those characteristics that connote excellence. Given scenarios in which the protagonists are forced to make difficult decisions, students will discover how each person's values and beliefs contribute to his or her definition of excellence. Given a set of goals, students will begin to realize the personal dimensions to their definitions of excellence.
Anticipatory Set: Students will view their original songs, which have been posted on the WEL website. Through the use of rubrics, peers have reviewed their efforts. Would others agree with their concept of excellence? Who composed the rubric? What did I seek? Might another teacher have other criteria? Why is it that
two people can view the same work and have different reactions? Can there be a standard definition of excellence?
Materials:
! "When High Schools Try Getting Tough, Parents Fight Back"—article form the Wall Street Journal, 2/8/05
! GoodWork Toolkit Scenarios about Carol Marin and the president of Swarthmore College, Alfred Bloom
! Letters from students' WEL.com books
! Internet and Smartboard
! Q-Sort Cards
! Student Samples of Excellence
! Legal pads
! White drawing paper
! Markers, pencils
Procedure: Students were asked to bring to class some work, not necessarily their own, that they consider excellent. Each student will tell why he or she thinks the work is excellent. We will consider these samples in light of letters students had written in the back of their WEL.com books on the subject of good work. How does the student define excellence? I will ask which work is most excellent? Are there measures to help determine what work is best? Does excellence change over time?
How do the students define excellence? How is excellence measured? What standards should be used in assessment?
I will read the article, which pits schools and teachers against parents and students in a quest for excellence and seek student feedback. Students will meet in groups of three and four to consider the following questions. Who are the major players? What is each of their concerns? What are the schools' criteria for excellence? What are their values and beliefs? What are the parents' criteria for excellence? What are their values and beliefs?
What are the students' criteria for excellence? What are their values and beliefs? What are the teachers' criteria for excellence? What are their values and beliefs? Answers will be charted on white drawing paper. Is excellence defined by good grades or by tackling work that is challenging? How do colleges and employees decide whom they should accept?
If time permits, one or two scenarios from the toolkit will be shared and analyzed. The first considers the case of Carol Marin, a journalist who left a prestigious job as an anchorperson because of resistance to a change that she considered an affront to the station's integrity. Another considers a dilemma faced by the president of Swarthmore College who had to terminate the men's football team in order to keep the student population diversified. Students will be encouraged to see that in large part their own beliefs and values determine their concept of excellence.
Each will create an identity chart, including words and phrases that they believe describe them, such as physical traits, gender, age and roles. With another color pen, they will include words and phrases that describe the way they are viewed by others. A list of physical and personality traits will be provided as a resource.
They will classify their findings into major categories of descriptors (physical traits, activities, roles, etc.). Which would they not be willing to give up or compromise? They will compare their lists with others. What most surprises them? Are there instances in which their self-concepts clash with what others think of them? What tension does that cause? What roles have been identified? How is their concept of excellence influenced by these values, traits and beliefs?
Closure: Cards will be distributed to the students that reflect 30 different values and beliefs. Students will sort the cards according to their perceived importance: the four most important, six more
important, ten relatively neutral, six less important, and 4 least important. To what extent do they guide this student's actions and impressions of excellent work?
The attributes are:
1. Accomplishment
2. Recognition by one's parents
3. Quality
4. Recognition by one's peers
5. Recognition by one's teachers
6. Rewarding and supportive relationships
7. Searching for knowledge, uncovering truth
8. Self-examination, self-understanding
9. Social concerns
10. Solitude, contemplation
11. Satisfaction
12. Teaching, mentoring
13. Understanding, helping and serving others
14. Vision
15. Wealth, material well-being
16. Challenge
17. Courage, risk-taking
18. Broad interests
19. Creating balance in one's life
20. Creativity
21. Curiosity
22. Efficient work habits
23. Enjoyment of the activity
24. Faith
25. Fame, success
26. Hard work and commitment
27. Honesty and integrity
28. Independence
29. Personal growth and learning
30. Power and influence
Students will record their values on a chart by writing the number of the value on the back of the card on the following grid.
They will compare their grids to see and decide in what way their results may influence their criteria for excellence.
Assessment: Students will demonstrate their understanding of the personal aspects of excellence by composing letters describing their discoveries. By comparing these with their letters written in the first week of February, I will be able to measure their growth. I will also challenge them to use their own beliefs and values in a continuing journey towards the attainment of excellence. | <urn:uuid:4b33af89-292e-4429-9c00-060b35fa97b4> | CC-MAIN-2018-05 | http://thegoodproject.org/pdf/courses/GWToolkit_Courses_Consideration_of_Excellence.pdf | 2018-01-17T09:10:07Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00160.warc.gz | 345,656,351 | 1,253 | eng_Latn | eng_Latn | 0.990679 | eng_Latn | 0.998667 | [
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Beginner
Apostrophe
The apostrophe has only a handful of uses, but these uses are very important. A misplaced apostrophe can be annoying — not to mention lonely.
The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms
The apostrophe is used to create possessive forms for singular and plural nouns, especially nouns referring to people.
Example:
the mayor's car Esaki' sister
my father's garden
Tago Kikunae's habits
When a noun already ends in "s," you can decide whether or not to use another "s" after the apostrophe.
Example:
Yokito's car
Mikimoto's office
With multisyllabic words, don't add another "s" after the apostrophe.
Example:
Dumas' second novel Socrates' ideas
Jesus' birth,
Illinois' legislature
To form the possessive of an inanimate object, we're usually better off using an "of phrase," but the apostrophe possessive is not impossible, especially with expressions of time and in personifications.
Example:
a year's salary your dollar's worth
my heart's desire the paper's conclusion
Beginner
Apostrophe
To form the possessive of a plural noun, we pluralize first and then add the apostrophe. Notice that with an irregular plural, the apostrophe will come before the "s."
Example:
The Mikio' s house The children's playhouse The travelers' expectations
A contraction allows us to blend sounds by omitting letters from a verb construction. The apostrophe shows where something is left out.
Example:
I am a student here = I'm a student here I have been working on the railroad. = I've been working on the railroad.
They could have been great. = They could've been great.
Let us go. = Let's go.
Who is there? = Who's there?
It is Sato. = It's Sato
REMINDER:
It's is a contraction for "it is"; the possessive of it = its (no apostrophe).
The apostrophe is also used to form the plural of digits and letters and to indicate omission of a number in a date
Example:
The word Mississippi has four s's. She got three A's and two B's last semester. She dotted all her i's very carefully. summer of '99; class of '38
The apostrophe doesn't mind being used, but it wants to be used wisely. Use it well and it will be there whenever you need it! | <urn:uuid:016893de-4902-4f47-b510-6b881cd92c28> | CC-MAIN-2018-05 | https://flexenglish.net/etoc/materials/Business%20English/Be-Grammar/for%20Beginners/Apostrophe.pdf | 2018-01-17T09:07:19Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00161.warc.gz | 672,295,065 | 536 | eng_Latn | eng_Latn | 0.999208 | eng_Latn | 0.999303 | [
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Lessons Out of School
Boyhood Home from 1948 to 1961
208 E. Brown Street, Earlville, Illinois
Ten Anecdotes from Childhood
by Alan Harris
Each life is a leaf that knows little of the whole tree.
This book is downloadable in Adobe Acrobat PDF format at:
Stories and Essays by Alan Harris Meditations, Meanderings, and Yarns www.alharris.com/essays
Not to be sold in any form.
Copyright © 2000 by Alan Harris. All rights reserved.
Contents
The Anecdotes
1. A Shooting in Town
ONE HOT SUMMER DAY when I was about ten, I was sitting alone on our front porch when I looked east and saw Jerome, our rotund old neighbor, carrying a rifle as he walked my way from where he and his ancient mother lived three doors away.
I knew that Jerome was an accurate shooter because he and Dad would sometimes shoot rats around Jerome's barn, and Dad had remarked once that Jerome hardly ever missed a rat.
Anyway, when Jerome got about halfway to our house with his rifle, a big dog was trotting along on the other side of Brown Street--probably a stray. That same dog had come up to me the previous day and I had petted it—it seemed pretty friendly. Jerome stopped walking, aimed his rifle at the dog, and shot it dead with one bullet.
Then he lumbered across the street, grabbed the ex-dog by one hind leg, and dragged it over to his front yard, all the while muttering loud oaths about how that dog ever got into this world.
I never found out what Jerome did with the carcass because I went on into our house, not feeling too well.
I was dumbstruck that anyone could be allowed to do such a thing, right there in town. I told my parents about this, but what could they do?
Lesson: Killing is a bad deal.
2. A Shrill Focusing
THERE HAD BEEN A BIG SNOW the day before, and I was walking home from school along Stilson Street where a stretch of sidewalk had been shoveled very straight and neat, leaving foot-high cliffs of snow on either side of the bare concrete. Absentmindedly, I walked along and rounded off the neat top corner of snow, kicking some of it down onto the sidewalk with each step.
Suddenly Florence's shrill voice (my first acquaintance with her) scolded me from her ample front porch—for wrecking a shoveling job she had just paid perfectly good money to get done.
"Come up here on the porch," she commanded. Like someone who owned me, she put a broom in my hands and ordered me to sweep up all the snow I had kicked down.
I dutifully did, and it took an embarrassingly long time.
When I returned the broom to her, she softened into "I hope I wasn't too harsh with you. I can see that you probably didn't mean to do it. Were you daydreaming?"
"Yeah, I'm sorry."
Lesson: When you mess up, people can own you with their tone of voice.
3. Wayne's Hardware Store
HUMOR AND HARDWARE CAME TOGETHER whenever Wayne was in his store. His laugh, once it got going, sounded like a 2-cylinder John Deere tractor at a little above idle. Every time Dad and I would stop in (and we seldom really needed any hardware), Wayne would banter with us and tell us a new story.
One of the stories I remember was that a backwoods father had confronted his son about possibly having tipped over the family outhouse. The son, thinking to save himself with honesty, replied: "I've read about how George Washington confessed to chopping down his father's cherry tree, so I must be honest, Paw, and tell you that I did tip the outhouse over."
"That's a nice try, son," said the father, "but there's one big difference: George Washington's father wasn't sitting in the cherry tree at the time."
Then Wayne's laugh would come to life like our old flywheelcranked Model A John Deere, catching and firing.
Another time Wayne passed along to us the championship lie from the year's National Liar's Contest, which was: "I have a grandfather clock which is so old that the shadow of its swinging pendulum has worn a hole in the back of the case."
Lesson: Hardware is human; humor, divine.
4. How Cold It Can Get
WHEN THERE WAS SNOW AND ICE on the ground I couldn't use my bicycle for delivering the Ottawa newspapers, so the route always took longer then and wore me out.
There was one house on my route which required walking up north of town a quarter mile, and whenever the wind was very strong and cold from the north or northwest, I wasn't sure I would live through it. No houses or trees were beside the road along the way to slow the wind down.
One night when I was about twelve years old I came back home to report an unusual phenomenon to the rest of the family, who were already eating supper in the kitchen. Dad asked me, "Was it cold out there tonight?"
I said, "Yeah—it was so cold that when my nose ran, the mucus would freeze before it got down to my upper lip."
Dad wasn't impressed by this observation at all, and he scolded me: "Can't you see that we're all eating supper here? Now don't say things like that."
Lesson: When trying to impress, always consider context.
5. A Sorry Quarry
I WAS 16 AND DAD HAD GIVEN ME thorough mechanical and safety instructions on how to use his .22 pistol. I was never to have it out when kids were around and was only to use it for target practice or shooting pests like rats and gophers.
We had an old wooden shed behind our house which would collect forgotten miscellany for a period of several years and then, with grand human effort, get cleaned out in order to again collect forgotten miscellany for several more years, world without end.
Not much miscellany was inside the shed this particular summer and you could actually walk around inside it. The shed's outside north wall sported a large parabolic rat hole such as you would see in Tom and Jerry cartoons. Rats had chewed it out of the clapboard siding for access to their nests beneath the shed's wooden floor.
One day while in the back yard feeding our three geese, I saw a rat scurrying through that hole to get under the shed, so I decided to go get Dad's pistol and see what could be done. Nobody else was around that day.
I went to his bookcase and pulled the main part of the pistol out from where it was hidden behind some books, and then to the fireplace mantel to pick up the cylinder, which always had bullets in it. I was forbidden to assemble the pistol inside the house, and I never did.
I then walked out back, assembled the pistol, quietly entered the shed, and peered down with my head stuck through the open north window. I also pointed the pistol straight down at the rat hole and just waited. Before long a rat stuck its head out through the hole and looked around. I shot him and got him.
My feelings of triumph were surprisingly mixed. The rat had never bothered me personally, but you were just supposed to shoot rats. I was a hero but a murderer. Dad would praise me when he came home, but I felt dirty inside. There was no cure for this ugly feeling except time.
Lesson: Killing is a bad deal.
6. Canine Chemistry
EARLVILLE IN THE 1950'S ALLOWED DOGS as much freedom as it did people. Dogs weren't walked with a leash or tied up or scooped behind or fenced in or dogcaught as are their descendants in modern suburbia. On my paper route a common experience was to be barked at, nipped at, lunged at, or bitten by a frenetic dog.
I would receive all kinds of advice from people for handling dogs, but nothing really worked. Once somebody told me that I could fill a toy squirt gun with ammonia water and use that for self-defense--the ammonia would irritate the dog's eyes and make it stay away. So one day I filled my squirt gun with the proper mix of water and ammonia.
Skippy, the most ill-tempered dog on my paper route, belonged, appropriately enough, to the most ill-tempered couple in town, and this 15-pound terror-terrier was forever harassing me. It was a darn shame that Skippy would sometimes tear up his mean owners' newspaper after I tossed it inside their screen door, but that behavior was beyond my control.
On this particular day Skippy was loose outdoors for some reason, and he rushed at me with furious barking as if to bite me. I whipped out my ammonia gun and shot a squirt at him. Probably only a few millidrops actually hit him, but he immediately became even more furious. He didn't actually bite me, but the ammonia was no help at all.
At the end of my route that day I discovered that the ammonia had gummed up the works inside my squirt gun, which wouldn't squirt properly anymore. I threw away the squirt gun and the whole idea.
Lesson: Chemical warfare is iffy at best.
7. Striking Out the Shed
I WAS 11 YEARS OLD AND ALREADY PLAYING in Little League Baseball. My observation at that time was that the pitchers received all the glory, and I coveted that position. I played left field for a while, and later the coach moved me to shortstop as I became more skilled, and finally to first base near the end of the season. But being a pitcher was my dream.
One problem was that my aim wasn't very precise, and another problem was that I couldn't throw the ball fast enough. Those are problems for an aspiring pitcher.
I determined to throw harder and more accurately, so at home I chalked a big square on the north outside wall of our back shed to represent the strike zone for an average Little League batter. Whenever I could, I would practice throwing the baseball hard at the shed, keeping track of how many pitches were hitting the strike zone and how many were missing it. Whap. Whap. Whap. I fancied myself a dangerous new pitcher in the making.
I was improving a little, I think, until one day I saw that a siding board on the shed had developed a crack about where I'd been throwing the ball. I must be getting stronger to be able to do this, I thought, so I kept on pitching the baseball at the shed with renewed vigor.
After a few days that crack had widened, and finally, with one mighty pitch, I broke a hole through the siding and a piece of board fell down inside. Wow, I said to myself, it's amazing what a little baseball can do.
A couple of days later Dad and I were walking in the back yard and he spotted the hole in the shed.
"What's this?" he asked me.
"Oh, I was throwing my baseball at the shed and I guess I threw too hard." was my braggart's apology.
Dad was not impressed in the least. "You mean you saw this starting to happen and you kept on throwing until the siding board broke? I can't believe you'd be so stupid."
I never did become a pitcher. Pitchers have to be fast, accurate, and above all, smart.
Lesson: Power can be stupid.
8. A Close Call
ONE WINTER'S NIGHT AROUND 6 P.M. I had been delivering newspapers up north of that windy quarter-mile stretch north of town and was walking south back toward town through the snow. I was 14 and far too young to die.
Coming out of town toward me were the wavering headlights of a car being driven fast and erratically. I stepped off the left side of the road to be cautious, but as the car came closer it appeared that the driver had spotted me and was heading straight for me on the shoulder in an attempt to run me down.
I completely stopped thinking (as people do in such moments) and darted away from the left shoulder out in front of the car to escape the threat of being splattered into the ditch. I barely cleared the front of the car and escaped being hit, then ran toward town as fast as I could plop my heavy four-buckle boots along the pavement.
At a safer distance from the maniac car, and completely exhausted, I looked back and saw that the driver, a man, had stopped his car and was getting out. Now what? I was breathing so hard from the exertion of running that I doubted I could escape another attack from him. I walked south into town and he drove on north.
The next day at school I found out that this death driver had been a high school boy who lived in the house where I had just been delivering a newspaper, and that he was probably driving more carelessly than homicidally. But whichever stupidity was prevailing that night, his car's impact could have been lethal.
I didn't dare tell my parents about this close call because they would probably make me give up my paper route.
Lesson: Getting killed is a bad deal.
9. Birthday Glory
THE EVENING OF MY 12TH BIRTHDAY BEGAN with a Little League baseball game on the Earlville High School ball diamond. My coach and the rest of the team had been impressed by my having hit a triple in the opening game of the season, so they were always peppering me with "Get a triple, Harry! Get a triple! We know you can do it!"
Harry was my nickname. Bernard, my coach, was also my mother's first cousin. After those Little League days he continued to call me Harry until he died twenty years later.
My first turn at bat culminated in a walk. Nothing exciting. My second time up, the bases were loaded and my teammates were yelling their usual "Come on, Harry! Drive everybody in. You can do it!" The pitcher's first offering was a fat one and I nailed it for a home run. Our low-budget baseball field had no outfield fence, so the opposing team didn't get the ball thrown back into the infield until long after I had crossed home plate. From my team there was backslapping and "Way to go, Harry! We knew you could do it." Such glory.
My third time at bat, with nobody on base, I watched a few questionable pitches go by. "Look for the good one, Harry! Hit another homer, Harry!" Then a fat pitch came in and I hit it pretty deep into right field. It wasn't hit as hard as my earlier home run, so I ran as fast as I could. After I crossed second base the shortstop bobbled the throw coming in from right field. I took a chance and ran around third base and sprinted toward home plate. It was a reckless move, but I crossed the plate just ahead of the throw to the catcher and was safe. The cheerings were crazed now, and the backslappings were manifold. "Nice job, Harry! Keep it up, Harry!" I was in Harry heaven, it seemed.
Next time I went to bat, everyone was screaming for another homer, and I was psyched up for another one, but instead I hit a low single to right field. Teammates and crowd cheered anyway. "That's okay, Harry. They can't all be homers! Get around those bases now!" Our team won the game, and I had tasted glory knowing that my family was in the stands.
At home after the game my family had a birthday party for me, during which I drank tremendous quantities of Kool-Aid and ate far too much cake. When I went to bed that night, I was all Harry the Hero. 12 years old now. Two home runs. On and on went my mind while my stomach, filled with Kool-Aid and cake, was feeling worse and worse. There was no sleep until halfway through the night.
Lesson: Glory isn't a natural state, but it's fun while it lasts.
10. Rat Stampede
SHELLING CORN ON THE FARM WAS ALWAYS a big occasion. Ear corn was stored for several months in the crib because it dried better while on the cobs and would bring a better price if you didn't sell it at the time of harvest rush. Today's technology of shelling corn in the field with a combine and drying it with heat wasn't yet widely used.
Dad and Uncle Bob would hire John and Elmer each year to come to the farm with their loud, complicated corn sheller that was mounted on a truck bed. All hands had to be there early on shelling day to help make the job go faster.
It was time to shell corn at Uncle Bob's farm, and the rats that year had been especially plentiful in his corn crib. Uncle Bob's son (my cousin) Tom was 13 and I was 14. Our job was to stand between the corn crib and the barn (which were about 25 feet apart) with ball-bat-length 2-by-2 clubs and kill all the rats we could as they ran away from the emptying crib toward the barn.
After the shelling started and the rats were stampeding, we found this task to be great sport. Some rats got away, since there were so many, but we clubbed many of them to death and made piles of their bodies as the shelling progressed.
Uncle Bob's dog Spot was a big help too. A fine farm mongrel, small and bearing mottled markings which no one questioned, he was considered a valuable part of the team. As the rat exodus picked up speed, so did Tom's and my efforts at transporting those freeloaders into rat heaven.
At one point a big rat ran between Spot and me and I swung hard at it just as Spot independently made a lunge for it. Spot grabbed the rat at the very moment my club came down and actually broke in two over the top of the poor dog's skull. I was excruciatingly flummoxed.
Spot immediately rolled over on his side as if he were dying, and he was emitting horrible howls of agony: Awwwr Awwwr Awwwr Awwwr (but an octave higher). I thought I had killed him. Uncle Bob came right over, but he had no idea what to do or say. He picked up Spot and carried him away.
After this incident, Tom and I felt far less gusto for killing rats, but we continued doing our assigned job until the corn shelling was finished, around noon.
That afternoon we saw Spot walking around the barnyard again, apparently recovered from his trauma. He lived to be an old dog.
I don't remember what Dad and Uncle Bob did with those heaps of dead rats.
Lesson: Killing is a bad deal.
About Alan Harris
Born on June 20, 1943, Alan Harris was raised in Earlville, Illinois, a small farming community of about 1,400. His father Keith was a World War II B-17 pilot who for the rest of his life (he died in 1980) farmed the family acreage east of Earlville while also taking time out on weekdays to drive a school bus. Alan's mother Margie served as a diligent housewife and mother of four children, and for many years was Head Librarian of the Earlville Public Library.
Although he studied plenty of poems (often halfheartedly) in the local elementary and high school system, it wasn't until he majored in English at Illinois State University (minoring in trumpet and piano) that Alan began experiencing strange inner stirrings that resulted in some serious poems. His college poems seemed to spring from a new unknown place and seemed rather odd, yet were satisfying to write. Several were published in annual issues
(1964-1966) of ISU's literary magazine, The Triangle.
Alan and his wife Linda were married in 1966, and all through the next 35 years, new poems continued to emerge and seemed to need readers. Every year or two, between 1980 and 1995, he would assemble that interval's crop of poems and self-publish a volume to give to family and friends.
In October of 1995, having acquired some HTML skills, Alan published on the World Wide Web all of his poetry books as Collected Poems. Within a year he added four more site sections: Thinker's Daily Ponderable (original aphorisms), Stories and Essays, Christmas Reflections, and Garden of Grasses. The latter section, originally co-edited with Lucille Younger and now co-edited with Mary Lambert, is an online literary collection for work contributed by other authors.
In 1998 Alan's literary collection took on its current Web address of www.alharris.com and in 2000 was given the title An Everywhere Oasis. After buying a digital camera and taking it to the forest, Alan published several photographic essays and poems which are now available in the site's Gallery. Also offered are 76 audio poetry readings, with 20 poems being read by actor and friend Paul Meier and the others being read by Alan. New "Web-only" poetry books posted since 1995 are Writing All Over the World's Wall, Heartclips, Knocking on the Sky, Flies on the Ceiling, Just Below Now, and a new 2001 work-in-progress entitled Carpet Flights. Launched in December 1999 with co-editor Mary Lambert, a new anthology entitled Heartplace began accepting and publishing work from contributing authors. In 1998 Alan's son Brian composed and performed Bunga Rucka (a recording of which is offered on the Web site), which is based upon Alan's poem of the same title.
Alan has earned his living in a variety of occupations—high school English teacher, junior high band director, piano tuner—all of these before settling into a long career of computer-related work. He retired in 1998 after 22 years' service at Commonwealth Edison in Chicago, initially as a computer programmer, then a systems analyst, and later a computer training coordinator. For his final three years at ComEd he developed Web sites for its corporate Intranet and the Internet. Linda retired in 1999 after working for 20 years at an insurance company, but rejoined the work force in 2000 as a transcriptionist in a large medical clinic. Since retiring, Alan has been doing freelance Web design for individuals, non-profit organizations, and other non-commercial interests, as well as continuing his creative writing. | <urn:uuid:b8e32013-6e98-4f28-bcfd-dd4447f27782> | CC-MAIN-2018-05 | http://www.alharris.com/stories/pdf/lessons.pdf | 2018-01-17T09:10:28Z | crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00160.warc.gz | 391,658,974 | 4,724 | eng_Latn | eng_Latn | 0.989006 | eng_Latn | 0.999556 | [
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USCIS Guide to Creating an Adult Citizenship Education Curriculum
1
Contents
2
Introduction
The Office of Citizenship within U.S. Citizenship and Immigration Services (USCIS) developed this workbook to help administrators and teachers design an adult citizenship education curriculum. It has been created to supplement the Adult Citizenship Education Sample Curriculum and the Adult Citizenship Education Content Standards and Foundational Skills, which are available on the Citizenship Resource Center website (uscis.gov/ citizenship).
The workbook guides readers through the process of creating a curriculum abstract and a scope and sequence. The curriculum abstract provides a general overview of the program and the course. The scope and sequence outlines the order and duration that the content will be delivered, and it includes an alignment chart that maps when specific content will be taught and how it lines up with the course textbook and the 100 civics questions.
This workbook is designed to help administrators and educators develop a process for creating adult citizenship curricula, not for promoting a specific curricular structure.
3
What is a Curriculum Abstract?
A curriculum abstract outlines the basic information about a course, and where that course fits within a program's broader educational capacity. This includes information about the program, such as the type of services it offers, the population it serves, and a description of the larger community. It also briefly describes the course content and objectives, the course structure, and the instructional strategies and resources that will be used during the course.
The information in a curriculum abstract is organized in such a way that anyone can read it and understand why the course is being offered and how it will operate. For instance, a new teacher assigned to a course can read the curriculum abstract and understand what the course covers and how it fits in with the program's broader mission. Alternatively, potential community partners can use a curriculum abstract when determining whether an organization's courses and services align with theirs.
For curriculum writers, creating an abstract is a necessary exercise to organize all of the information about a course that they need to develop the scope and sequence.
The precise information that is included in a curriculum abstract may vary based on the program, the community, the subject matter, the course objectives, or the learning environment. This workbook is specifically designed to help you develop a curriculum abstract for an adult citizenship education course. It is not exhaustive, and you may want to include information that is not specifically identified in the materials that have been provided.
4
1. Description of Program
Provide a brief description of your program (100 – 150 words) that includes, but is not limited to, the following:
* Program name
* Type of program (non-profit, CBO, adult education center, etc.)
* Services offered
* Description of adult citizenship education courses offered
* Basic program structure
* Any other information deemed relevant or unique to the program
Example:
Description of Program
* The Springfield Adult Education Center 2 (SAEC) is a local nonprofit organization that provides GED, ESL, and citizenship education courses in the area.
* SAEC offers leveled courses for students at the low beginning, high beginning, and low intermediate ESL levels. Students are tested and placed using the Comprehensive Adult Student Assessment Systems (CASAS) assessment. Students who are below the low beginning level are encouraged to enroll in an adult ESL course.
* SAEC operates on a semester system. Each semester lasts 18 weeks. The first semester runs from October to February, and the second semester runs from March through July.
5
2. Instructor Bio(s)
Include brief professional biographies (50 – 100 words) for all instructors who will be teaching the course.
Example:
Instructor's Bio
* (Name), who holds a master's degree in ESL from (university), has been teaching adult ESL for eight years and adult citizenship education for the past three years, and previously taught at (school).
6
3. Student Demographics
Provide some basic demographic information about the population served. This may include a breakdown of age, race, gender, and countries of origin.
If you do not have demographic data yet because you are starting a new citizenship education program, then provide predicted information based on the available data. For instance, if your organization offers other educational services (ESL, GED, etc.), you can draw on that data to predict your student demographics. Or, if you have a target population in your community, you can describe that population.
Example:
Predicted Student Demographics
* The students enrolled in SAEC programs are predominantly Mexican; however, students from other Latin American, Caribbean, and South American countries frequently enroll in our programs.
* 68% of students are women, 32% are men.
7
4. Description of Community that the Program Serves
Briefly describe the broader community in which your program is located. This is not just the population that your program serves, but a description of the whole population from which you enroll students. This information includes, but is not limited to, the following:
* Total population
* General geographic description (location in a major city, proximally located to a major city or significant geographic landmark, relative location in a state, etc.)
* Population density (rural, suburban, urban, etc.)
* General economic description (major industries, median income, number of people living below the poverty line, unemployment, etc.)
* Population demographics
* Any other relevant information that is distinctive or unique about the community.
Example:
Description of Community that the Program Serves
* Springfield has a population of about 75,000 people and is located 100 miles southwest of Houston. It is a rural, agricultural community with a median income of $30,276. The population is 47% white, 32% African-American, 19% Hispanic or Latino, and 2% Asian.
8
5. Course Abstract
Provide a brief summary of the course (150 – 200 words). This is a big picture overview of the course that addresses the content, the general instructional strategies or approach that will be used in the course, and the broad learning goals for students.
Example:
Course Abstract
* This course is designed to help prepare adult immigrants at the low beginning ESL level to successfully complete the naturalization process. This preparation includes developing English language skills and civics content knowledge, and learning about the Form N-400 and the naturalization interview. The course will follow a sheltered instruction approach in which civics lessons from the USCIS Citizenship Resource Center provide the outline for the scope and sequence. ESL and naturalization instruction are woven throughout the lessons and activities in the course. Students will build knowledge and skills through scaffolded instructional activities and they can expect to be speaking, reading, and writing in English in every class.
9
6. Course Objectives
Identify 3 – 5 learning objectives that you want students to achieve by the end of the course. Objectives should be specific and measurable. An objective like "Students will learn about American civics and history," only broadly identifies the content that students will learn. A more comprehensive objective identifies the content and the level of mastery of the content that students should expect to achieve.
Example:
Course Objectives
* Students will be able to understand and complete the Form N-400.
* Students will be able to speak, read, and write English at the high beginning ESL level.
* Students will be able to correctly answer at least 90 of the 100 civics questions.
7. Class Structure
Provide the basic information about your class structure. This information is not limited to, but should include:
* Start and end date
* Duration of court
* Day and time of class meetings
* Relevant information about course structure and how class time will be used.
Example:
Course Structure
* The course starts on (date) and ends on (date).
* There are 15 weeks of instruction.
* The course will meet on Tuesdays from 6:00 - 8:00 p.m. and on Saturdays from 10:00 a.m. 12:00 p.m.
* The course is structured around the USCIS low beginner lesson plans on the Citizenship Resource Center website.
* Time will be devoted in each class to addressing the language and requirements of one part of the Form N-400.
* The course will consist of three units organized thematically based on the civics content of the naturalization test.
* A unit test will be administered at the end of each unit that will assess students' English language skills and understanding of the civics content.
* The course includes a comprehensive final exam on the last day of class.
11
8. Student Expectations
Create a set of expectations for your students. These may be relatively straightforward expectations that identify the number of absences students can have, materials they need to bring to class, and when and how to communicate with the instructor about missing class. Depending on the populations you serve, you may also need to include expectations that respect the cultural norms of your students or accommodations for students with special needs.
Example:
12
9. Course Text
Include the titles of all textbooks that will be used during the class. Also include a rationale explaining why these books specifically were chosen.
Example:
Course Text(s)
* The course will use (textbook).
* The text was selected because it is aligned with the USCIS Adult Citizenship Content Standards, it is appropriately targeted for low beginner ESL students, and it most closely follows the scope and sequence of our curriculum.
* Other texts were reviewed but were not selected because they do not logically or naturally follow our curriculum.
13
10. Supplemental Materials
Include a brief list or description of the supplemental resources that will be used during the course. The list does not need to be exhaustive, but it should include any resources that are used on a regular basis.
Example:
14
11. Instructional Space/Resources
Provide a brief description of the learning space where the course will be held, with special attention to how that space may influence instruction and learning. Also include any technological or other resources available in the classroom.
Example:
Instructional Space/Resources
* Description and/or pictures of the facility in which the course is taught.
* Description and/or layout of the classroom in which the course is taught (desks, tables, stadium/theater style)
* Description of any technological resources available and how they will be used during instruction.
15
12. Standardized ESL Assessments
Identify the standardized normed tests your program uses to place students in the class that's appropriate for their language level.
Example:
Standardized ESL Assessments
* CASAS
* Best Plus
16
Scope & Sequence Workbook
What is a Scope and Sequence?
A scope and sequence is the core of a curriculum. While it can often be time-consuming to create, a welldeveloped scope and sequence can increase the consistency of instruction in your program. From an administrator's perspective, if all teachers on staff are following the same scope and sequence, it will ensure that the content and quality of instruction that students receive in class is more predictable from teacher-to-teacher. From a teacher's perspective, having a fully developed scope and sequence that is aligned with a textbook, the appropriate content standards, and relevant assessments makes lesson planning much easier. It means not having to wonder what content to teach and when, because it is all laid out in the scope and sequence table. Then, the teachers can focus their creativity and energy on deciding how to teach the content when developing their lesson plans.
Creating a scope and sequence for an adult citizenship education course can be a challenge. Courses in most other settings usually have one or two content areas that need to be organized and aligned. An adult citizenship education curriculum has three content areas:
1. civics/history
2. ESL
3. the naturalization process and Form N-400
Your scope and sequence should address when and for how long your course will cover the knowledge and skills included with each content area. To find out what knowledge and skills are included with these three content areas, please review the USCIS Guide to the Adult Citizenship Education Content Standards and Foundational Skills. You can use this document as a checklist to make sure your courses cover all of the knowledge and skills that your students need to prepare for naturalization.
There is no single or best way to organize the content. You can organize it any way that makes sense to you or that best fits your students' needs. It is easiest to begin by creating a spreadsheet (like the one provided below), so you have room to organize the sequence of content delivery and align the content with the relevant course materials. You will also need a copy of your course textbook, The USCIS Guide to the Adult Citizenship Education Content Standards and Foundational Skills, and any other relevant reference or resource material that your program uses. You may also want to have a copy of the USCIS Adult Citizenship Education Sample Curriculum on hand as a reference.
Steps to Creating a Scope and Sequence
Once you have your materials collected, you can use the following process to help you create your scope and sequence:
Step 1: Identify Course Structure
When you begin creating your scope and sequence, the first things to consider is the duration of the overall course and how the individual classes are structured. This effects how much time you devote to the three content areas during a class. For example, the USCIS Adult Citizenship Education Sample Curriculum outlines a 15-week course that meets twice a week for two hours. In each class, the first 90 minutes are spent using sheltered or contextualized instructional strategies that use the civics and history content to teach ESL knowledge and skills. The last 30 minutes of classes focus on teaching the naturalization process and the Form N-400. However, it is certainly possible to break the curriculum down into units where civics, history, and ESL are covered in the first few units, while naturalization, the Form N-400, and ESL are covered in the last unit or two.
17
Step 2: Identify the Content Driver
When working with multiple content areas in one course, it helps to identify a single content area that will provide the fundamental structure for the rest of the course. In adult citizenship education courses, the content driver tends to be the history and civics content. This is perhaps due to the fact that the history content, in particular, offers a very natural and obvious chronological progression. It is then possible to weave in the ESL knowledge and skills through the history content. Of course, someone with experience teaching ESL may prefer to use ESL as the content driver. The value of identifying a content driver is that it simply gives you a place to start, and you are able to organize your course more efficiently.
Step 3: Create Scope and Sequence for Content Driver
Once you have identified your content driver, lay out the scope and sequence for that content area. Focus on the one content area. Trying to organize all three content areas at once can quickly become confusing and overwhelming. Identify the number of days of instruction in the course. Make a note of any holidays or events that might conflict with class times or cause class to be cancelled. Also remember to take into account the number of days for assessment (unit tests, midterms, finals, post-testing, etc.), or any special events or presentations in which students are in class but are not necessarily connected to the scope and sequence. It will be easier to start by creating a sequence of units. If you use history and civics as a content driver, you may create three or four units with one on Early American History, another on Modern American History, and a third on government and civics. Of course, there are a variety of ways to organize the units and it depends on what you select for your content driver, the duration of the course, the duration of each class, and your creativity. Once you have your units established, then go back and create the scope and sequence for the individual lessons. These should be broad titles that simply describe the general scope the content that will be taught in that lesson. For instance, you might teach a lesson on "The Constitution," "Is/Are Verbs," or "Parts 1 – 5" of the Form N-400. This is not the time to dig too deeply into the specifics of what goes into the lesson. That should be saved for lesson planning.
Step 4: Create Scope and Sequence for Second Content Area
After you have developed the scope and sequence for the content driver, then create one for the second content area. If possible, try to align the content from the secondary content with the content driver so that you are able to create more thematic lessons. For instance, an ESL lesson on using "when" and "where" question words could align easily with a lesson on Parts 4 of the Form N-400, where applicants are asked to list information about dates and locations of the places they have lived. This may not always be possible or there may be multiple concepts that do not align perfectly. Therefore, there is no reason to overburden with trying to perfectly align the two content areas.
Step 5: Create Scope and Sequence for Third Content Area
Next, create the scope and sequence for the third content area. It is not necessary to try to align all three content areas to one another. In fact, the third content area may operate somewhat independently. For instance, in the USCIS Adult Citizenship Education Sample Curriculum, the civics content is aligned with the ESL knowledge and skills; however, the naturalization and N-400 scope and sequence simply follows sequentially through the parts of the Form N-400
Step 6: Align the Scope and Sequence with the Course Text(s)
Next, you should align the scope and sequence with the textbook that your organization has chosen for that course. Simply identify the chapters from the text that correspond with the content that is addressed in the lesson.
18
Step 7: Align Scope and Sequence to the Content Standards
After you have aligned your scope and sequence with the textbook, align it with the USCIS Adult Citizenship Education Content Standards and Foundational Skills. In this document, you will notice that there are "content standards," which are broader rubrics that encompass several smaller concepts; and there are "progress standards", which identify more specific information for students to learn. The latter is identified by both a letter and a number (e.g. 6r). When you are aligning your scope and sequence with the USCIS Adult Citizenship Education Content Standards and Foundational Skills, you will want to focus on these progress standards. For each day of instruction, identify any progress standard that relates to the content you will be teaching for that day. Some of these progress standards may be used multiple times, some may even be used every day, while others may only be used once. The goal is to include each progress standard at least once in your course.
Step 8: Align Civics and History Content to the 100 Civics Questions
Lastly, align the civics and history content with the 100 civics questions. Similar to the progress standards, some questions may be covered multiple times while others are only covered once. To do this, simply identify the question(s) from the 100 civics questions that correspond with the history and civics content that is covered on a given day.
19
Scope and Sequence Worksheet
Week:
27
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Word Scramble Answers Unscramble
baby word scramble – answer key - giftypedia - baby word scramble – answer key baby word scramble answers baby word scramble answers akeblnt blanket raxbont kisch braxton hicks toletb bottle abby gugby baby buggy christmas word scramble - flandersfamilyfo - unscramble the letters to find words which have to do with christmas. ... christmas word scramble solutions scrooge star rudolph packages manger mistletoe stocking valentine's day word scramble - puzzles to print - then unscramble the shaded letters to answer the riddle. valentine's day word scramble what did the boy bear say to the girl bear on valentine's day? lirangd word scramble - superteacherworksheets - word scramble spelling ... rattle camera january panda planted clever exit never left fellow hello spelling extra every effort entertain unscramble your ... word ... football word scramble - puzzles to print - football word scramble 1. gurad 2. ulhded ... unscramble the letters to form american ... a few have more than one word in the term. letorintcom football word ... scrambled valentine's day - superteacherworksheets - how many words did you unscramble? 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1. osvw 2. nigr rreeba 3. raiagrem word scramble - amazon s3 - baby word scramble you have two minutes to unscramble the following words. each word relates to a baby in some way or another!!! word scramble how the hurricane - cdc - word scramble use this workbook to ... unscramble the words below? insg lisme aklt answers: breathe, color, dance, draw, feelings, help, hugs, listen, ... spring word unscramble - abcteach spring word unscramble 1. plants 2. seeds 3. bud 4. flower 5. fruit 6. compost 7. blossom 8. garden 9. hoe 10. shovel 11. rake 12. water 13. sunshine 14. vegetables ... baby word scramble - baby shower ideas & shops - baby word scramble bcir paerid rpub hotlc gihh irhac etltra wseip reapid keca yabb wdrope itsoebo elolrrst ... baby word scramble answer sheet - baby : blanket . diapers . pacifier . formula . cradle . stroller . teether . mommy . booties . deliver . pregnant . onesie . bassinet . mobile . daddy . breastfeed ... spring word scramble - free printable - name: date: spring word scramble 1. niar rain 2. aesetr easter 3. chram march 4. tfrblteyu butterfly 5. ietk kite 6. utlip tulip 7. dbirs birds 8. rnwioab rainbow baby unscramble - big dot of happiness - title: baby unscramble created date: 5/17/2011 11:15:16 am elementary school career scramble - michigan - career scramble unscramble the list of professions from the word bank below. ... christmas word scramble - moms & munchkins - answers: christmas word scramble snow : cookies holiday . hot chocolate snowman . tree santa : giving decorations . reindeer carols : donate parties . rudolph baby word scramble - baby shower - baby word scramble 1. toletb bottle 2. peiards diapers 3. tabh wteol bath towel _____ 4. hmtrereemot thermometer bridal shower word scramble - free printable - bridal shower word scramble be the first to unscramble the wedding related terms and win! 1. debir bride 2. akce cake 3. tfgsi gifts 4. nohmyoeno honeymoon christmas word scramble - flanders family homelife - page 1 / 3
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christmas word scramble unscramble the letters to find words which have to do with christmas. some of the words have religious meanings, ... baby word scramble - perfect party games - baby word scramble 1. klim milk 2. mymmo mommy 3. afriepic pacifier 4. steibnas ... unscramble the 24 baby related words below. use each letter only once. holiday word scramble - lakeshorelearning - answers: 1. kwanzaa, 2. presents, 3. ribbon, 4. traditions, 5. candles, 6. christmas, 7. hanukkah, 8. ornament, 9. celebrate unscramble the letters to spell the easter word scramble - abcteach - ©2005abcteach name_____ easter word scramble unscramble these words about easter and spring! 1. teskab word scramble - econedlink - word scramble let's unscramble some words about savings bonds! print the page and then write the answers in the blanks when you figure them out. name brain word scramble - university of washington - name _____ brain word scramble unscramble these words. 1. usulcs __ __ __ __ __ __ 2. radu __ __ __ __ 3. onrneu __ __ __ __ __ __ word scramble - communicoltd - magic® word scramble unscramble the words below. ... answers on next page. ... magic® word scramble – answer key 1. word scramble - azhealthzone - word scramble 1. contain the ... answers – 1. whole grains 2. fiber 3. oatmeal, 4. magnesium 5. b vitamins, 6. refined grains. below are fun words to unscramble. whole grains word scramble - azhealthzone - whole grains word scramble unscramble the whole grain words below. then discuss with the group the importance of each word. 1. mrge myplate word scramble - choose myplate - word scramble- grab some grains! unscramble the words and place the correct spelling in the boxes. copy the letters from the numbered boxes into the nrab pcnropo step 1: unscramble these words! adflroi l a - step 1: unscramble these words! ... we're going to disney word scramble printable. kids will love unscrambling words to reveal a special visit. keywords: baby word scramble - baby shower - baby word scramble 1. toletb 2. peiards 3. tabh wteol 4. hmtrereemot 5. tkablne 6. ydetd rabe 7. hbrsu ... tobacco word scramble print this worksheet or write the ... - tobacco word scramble directions: print this worksheet or write the correct answers on a separate sheet. unscramble the letters to answer the clues correctly. word scramble puzzle - mixminder - unscramble each of the school supply words below. ... word scramble puzzle . answers: pencil pen glue eraser backpack party word scramble - cfkcdn - party word scramble . see who can unscramble this list of words the fastest. a) esgma _____ b) losnlabo answers to laboratory anatomy physiology ,answers to vhl ,answers to rochem ltd chapter 8 rscout de ,answers vistas supersite lesson 14 ,answers to macroeconomics 12th edition by gordon ,answers to process server test in arizona ,answers to microeconomics problem set 3 ,answers to schofield and sims comprehension 1 ,answers to the pltw practice exam ,answers to principles of microeconomics ,answers to writing balancing chemical reactions ,answers to lesson 7 genki ,answers to study primate evolution ,answers to penn foster exams 050173rr ,answers to the study questions lord of the flies by brantley collins jr ,answers to toefl bruce rogers ,answers to review questions ict hodder education ,answers to kenexa prove it test on plc ,answers to signing naturally unit 5 bing ,answers wikispaces ,answers to macbeth wordsearch ,answers to sociology 111 test questions ,answers to mathbits ,answers to principles of econometrics 4th edition ,answers to phet lab ,answers to malala the powerful scholastic ,answers to periodic table from planet xeno ,answers to learn key excel session 3 ,ansys design modeler ,answers to vocabulary from classical roots c ,answers to wileyplus anatomy ,answers to uace science uneb past papers ,answers to the drivers test ,answers to lesson 28 similes metaphors ,answers to microeconomics perloff ,answers to lord of the flies figurative ,answers to pearson chemistry workbook ,answers to jurisprudence exam colorado ,answers to questions database administration fundamentals ,answers to sound waves 6 ,answers to problems set wooldridge ,answers to mymathlab homework section ,answers to student exploration hr diagram gizmo ,answers to project lead the way inc ,answers to physical education learning packet 21 ,answers to pre employment test ,answers to reactions in aqueous solutions lab ,answers to multiple choice questions test 2 ,answers to supersize me video questions ,answers to personal finance student activity ,answers to micro mole rockets lab ,answers to varian microeconomic workouts ,answers to lab 42 neutralization reactions ,answers to tesco application form 2013 ,answers to the crucible worksheets ,answers to the ransom of red chief ,answers to laboratory report 12 bone structure ,answers to ntn mechanical apptitude ,answers to supplemental practice problems in chemistry ,answers to pogil average atomic mass ,answers to questions ,answers to ple platoweb personal finance ,answers to nys permit test ,answers to the human body in health disease study ,answers to questions you never asked me ,answers to study questions for the doctrine of atonement ,answers to pipefitter test ,answers to learnsmart financial accounting ,answers to problems in using econometrics studenmund ,answers to protein synthesis worksheet ,answers to panhandle medical practice case study ,answers to the evolution crossword ,answers to mcdonalds multiple choice questions ,answers to vocabulary workshop level d unit 11 ,answers to packet tracer lab ,answers to pathfinder ranger activity ,ansys 16 0 targets electromechanical and power electronic ,answers to sra real math grade 5 ,answers to mcgraw hill economics ,answers to sunshine math ,answers to topic 3 genetic continuity ,answers to ssd1 exams ,answers to the fast food scavenger hunt ,answers to spelling practice book grade 5 ,answers to managerial accounting second edition ,answers to vhlcentral spanish leccion 7 ,answers to math 110 test for mymathlab ,answers to the kcpe ,answers to sapling learning introductory chemistry ,answers to minerals identification physical geology lab ,answers to war
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page 3 / 3 | <urn:uuid:9a181eed-fca1-464a-ae7f-4c0a9a7f1154> | CC-MAIN-2019-13 | http://www.malatyagirl.com/word-scramble-answers-unscramble.pdf | 2019-03-22T18:22:39Z | crawl-data/CC-MAIN-2019-13/segments/1552912202688.89/warc/CC-MAIN-20190322180106-20190322201656-00020.warc.gz | 320,125,922 | 3,513 | eng_Latn | eng_Latn | 0.909017 | eng_Latn | 0.992288 | [
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Program Background
COL's first stranding response for a bottlenose dolphin in 1990
Marine mammals (whales, dolphins and seals) and marine turtles are protected species under the jurisdiction of two U.S. government agencies, the National Marine Fisheries Service (NMFS) and the U.S. Fish and Wildlife Service through the Endangered Species Act of 1973 and the Marine Mammal Protection Act of 1972. The Marine Mammal Health and Stranding Response Program is administered by NMFS and includes volunteer stranding networks in all coastal states. In
Maryland, the Marine Mammal and Sea Turtle Stranding Network has been administered jointly by the Maryland Department of Natural Resources at the Cooperative Oxford Lab (COL) and by the National Aquarium in Baltimore (NAIB) since the fall of 1990. COL stranding personnel respond to dead stranded animals while the NAIB responds to live animals.
From October 1990 through December 2000 COL stranding personnel responded to 116 dead stranded marine mammals (representing 17 species) in Maryland's Chesapeake Bay (12) and along Maryland's Atlantic coastline (104). Stranded species included: Atlantic white-sided dolphin, bottlenose dolphin, common dolphin, dwarf sperm whale, harbor porpoise, long-finned pilot whale, pygmy sperm whale, Risso's dolphin, shortfinned pilot whale, sperm whale, striped dolphin, fin whale, humpback whale, minke whale, harbor seal, harp seal and hooded seal. Sixty-six percent of the cetacean strandings comprised two species, the harbor porpoise (44.8%) and the bottlenose dolphin (21.5%).
Network members responded to 213 dead stranded sea turtles (representing 4 species) in Maryland's Chesapeake Bay (103) and along Maryland's Atlantic coastline (110) from 1991-2000. Species included: loggerhead sea turtle, leatherback sea turtle, Kemp's ridley sea turtle and the green sea turtle. Ninety-one percent of the strandings were loggerhead sea turtles, 5% were leatherback sea turtles, 3% were Kemp's ridley sea turtles and 1% were green sea turtles.
What Species of Marine Mammals & Sea Turtles Have Been Seen in Maryland?
Toothed Whales:
Common dolphin Harbor porpoise Bottlenose dolphin Pygmy sperm whale Dwarf sperm whale Striped dolphin Sperm whale Risso's dolphin Atlantic white-sided dolphin Long-finned pilot whale Short-finned pilot whale Cuvier's beaked whale True's beaked whale Atlantic spotted dolphin Killer whale Melon-headed whale
Baleen Whales:
Humpback whale
Minke whale
Fin whale
Blue whale
Sei whale
Northern right whale
Hair seals: Harp seal Harbor seal Hooded seal Gray seal
Sirenian:
West Indian manatee
Sea Turtles: Loggerhead sea turtle Leatherback sea turtle Kemp's Ridley sea turtle Green sea turtle
Why Study Marine Mammals and Sea Turtles?
Marine mammals and sea turtles have stranded on shores worldwide for ages, but the reasons for these events are only now becoming understood. Prior to the 1970's there were virtually no standards for the examination and collection of samples from marine mammals and sea turtles. The Endangered Species Act of 1973 and the Marine Mammal Protection Act of 1972 paved the way for the creation of formalized stranding networks that now collect standardized data through systematic means. Data are sent to regional offices of the National Marine Fisheries Service. This ensures that potential problems are evaluated for trends not only locally, but also regionally, nationally and globally. All information is compiled and is used to develop conservation strategies to protect these marine animals.
When these animals come ashore dead or ill, concern arises from the general public about the health of our oceans, bays and tributaries. Marine mammals and sea turtles serve as indicator species, alerting us to potential environmental problems. Stranded animals also provide a valuable opportunity to investigate the life history, diseases and mortalities of these oftentimes elusive marine animals. Strandings allow us to examine animals for signs that human behavior is negatively impacting marine mammal and sea turtle populations and to investigate the causes of natural mortality.
Much of what we have learned about marine mammals and sea turtles comes from the study of stranded animals:
Existence of some species is known only from stranding data
Illnesses and mortalities caused by human interaction, viruses, bacteria, parasites and algal toxins and the types, amount, geographic sources and trends in the levels of oceanic contaminants
Information on growth rates, age at maturity, gestation period, birth intervals, reproductive season, longevity
What Do We Do With A Stranded Marine Mammal Or Sea Turtle?
For each animal the latitude and longitude of the stranding location are recorded along with morphometric data, carcass condition (freshly dead, moderately decomposed, severely decomposed, skeleton/bones only, dried carcass) and sex. Animals are photographed and examined externally for tags, commensal organisms, anomalies, disease, signs of injury and evidence of human interaction. A necropsy is performed to determine cause of death. Internal evidence of disease, parasites and anomalies is recorded. Stomach contents are evaluated for feeding activity, prey composition and ingestion of foreign bodies. Hemorrhage, broken bones and other potential signs of human interaction are noted. Samples for research (histology, microbiology and toxicology) and educational purposes are collected and sent to authorized institutions.
Alphaherpes virus on a bottlenose dolphin
Hook, line & sinker removed from sea turtle's intestines
How Does Human Behavior Affect Marine Mammals & Sea Turtles?
Marine mammals are threatened by human interaction in the form of habitat degradation, incidental capture, entanglement, and ship and boat strikes. Sea turtles are threatened by the destruction of critical nesting habitat, the taking of eggs, fishing activity and boat traffic. COL personnel have documented human interaction in a number of marine mammal and sea turtle strandings.
Net marks on bottlenose dolphin
Propeller wounds onloggerhead sea turtle
Under the Marine Mammal Protection Act it is illegal to hunt, capture, pursue, swim with, feed, or otherwise harass wild marine mammals in United States waters. It is also illegal to import any marine mammal products into the United States.
What Can You Do To Help?
If you see a stranded animal...
1. Record its location.
3. Note carcass condition e.g. alive, fresh dead, moderate decomposition, advanced decomposition, skeleton.
2. Identify species or note color, length, head shape, dorsal fin shape and position.
4. Note obvious signs of human interaction e.g. entangled in gear or plastic, propeller wounds, etc.
6. Call the Natural Resources Police 24 Hour Hotline at 1-800-628-9944 to report the stranded animal (dead or alive) and a Stranding Network member will respond.
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Illustrations by Maira Kalman
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In Defense of Food
Join best-selling author Michael Pollan on a fascinating journey to answer the question: What should I eat to be healthy? Cutting through confusion and busting myths and misconceptions, In Defense of Food shows how common sense and old-fashioned wisdom can help us rediscover the pleasures of eating and avoid the chronic diseases so often associated with the modern diet.
Pollan's journey of discovery takes him from the plains of Tanzania, where one of the world's last remaining tribes of hunter-gatherers still eats the way our ancestors did, to Loma Linda, California, where a group of Seventh Day Adventist vegetarians live longer than almost anyone else on earth, and eventually to Paris, where the French diet, rooted in culture and tradition, proves surprisingly healthy. Along the way he shows how a combination of faulty nutrition science and deceptive marketing practices have encouraged us to replace real food with scientifically engineered "food-like substances." And he explains why the solution to our dietary woes is in fact remarkably simple: Eat Food, Not Too Much, Mostly Plants.
In Defense of Food, a new two-hour documentary from Kikim Media, premieres Wednesday, December 30, 2015, 9:00-11:00 p.m. ET on PBS. Michael Schwarz and Edward Gray produced the film, Schwarz directed it and Gray wrote the telescript. Kiki Kapany is the executive producer. * * *
diet on health are not so tasty, including alarming increases in obesity and Type 2 diabetes.
Almost every day there's a new headline about food. Eat more fiber. Drink less milk. Eggs are bad. Eggs are good. No wonder people are confused. In Defense of Food begins with an exploration of what most Americans eat today —the Western Diet — which includes lots of meat, white flour, sugar, and vegetable oils. It's cheap, convenient, and has been processed to taste really good. But the effects of the Western
"The food industry has gotten incredibly good at manipulating the properties of food," says Kelly Brownell, dean of Duke University's School of Public Policy. "It has just the right texture, just the right color, just the right smell to make you consume as much as possible, miss it when you don't have it, and crave it to the point where you want to keep coming back for more."
Perhaps the biggest threat to our health today comes from a nutrient we seem powerless to resist. "Sugar is appearing in foods that were never sweetened
before," Pollan points out, including bread, condiments and even "healthy foods" like yogurt. And soda, which often costs less than milk or bottled water, is marketed as a beverage to have with meals or give to children. But flooding our bodies with sugary beverages packs on calories that lead to obesity. And consuming all that sugar can also trigger big surges of insulin into our bloodstreams, which over time, some scientists say, can push this vital hormone to the breaking point and increase our risk of developing Type 2 diabetes.
According to former New York City health commissioner Thomas Farley, "The people who are suffering the most in the obesity epidemic today are the poor and minorities." In New York City the rates of diabetes for African Americans and Latinos is twice as high as that of whites. "That's not because of their genes," he adds. "That's because of the marketing in those low-income neighborhoods of food that's bad for people."
Lessons from Nature
So if the Western diet makes us sick, what kind of diet will make us healthy? Pollan's search for the answer takes him toward food that comes from nature and the beginning of life.
Mother's milk — considered the perfect food — supplies everything that an infant requires. In 2006, Bruce German, director of the Health Institute at the University of California Davis, was puzzled by the curious fact that about one-third of human milk is composed of a class of sugars that babies can't digest. Why would mothers feed something seemingly useless to their babies? Dr. German and his colleagues wondered if those sugars might be useful to the bacteria that live in babies' intestines. After multiple tests they finally found the one and only bacterium that would grow in human breast milk — bifidobacterium infantis — a bacterium that they discovered helps breast-fed babies by preventing germs that could cause disease from attacking their intestinal linings. "At that point we began to realize the genius of milk," says Dr. German.
The "genius of milk" shows how well nature provides for us — and how hard it is for foods we manufacture to be as good as what nature provides.
And what nature provides is remarkably diverse. In the Andes, the Quechua people harvest potatoes and grains and eat only a small amount of meat. In East Africa, the Masai thrive on a diet consisting mostly of cattle blood, milk and meat. In the Arctic, the Inuit have long eaten tremendous amounts of fat from whales, seals and fish. And in Tanzania, members of the Hadza tribe are some of the last people on earth who still get their food the way our ancestors did: by hunting and gathering. Scientists who study the Hadza have found that they don't develop the
diseases found in those who eat the Western diet, like cancer, obesity, Type 2 diabetes and heart disease.
Eat Food
What Pollan means by telling us to "eat food" is to eat what people ate for thousands of years before we became dependent on processed foods.
The manufactured products that make up so much of the Western diet are found in the center aisles of our supermarkets. Pollan calls these products "edible foodlike substances." Real food can be found on the outer perimeter of the store. "You don't have to be a scientist to know how to eat," says Marion Nestle, professor of nutrition at New York University. "Just go around the outside of the supermarket and pick up fruits, vegetables and meat, and stay out of the processed foods, because they're fun to eat once in a while, but they shouldn't be daily fare."
Saying we should eat food sounds obvious, but much of today's food industry is built on a different idea — that what really matters is eating the right nutrients. Manufacturers bombard us with claims about the good nutrients they've put in their products and the bad ones they've taken out, a way of thinking known as "nutritionism."
Pollan believes that nutritionism is one of the reasons that something as simple as eating has become so complicated, and points out that the nutrients that science identifies as good or bad have changed a lot over time.
During the late 19 th century, Dr. John Harvey Kellogg, one of America's most talked-about health experts, thought protein was bad for people. In the 1890s, he and his brother Will who were vegetarians, invented flaked cereal in an effort to lure people away from the prevailing American breakfast of bacon and eggs. Celebrities including Henry Ford, Amelia Earhart and future President Warren Harding, eagerly submitted to the strange treatments Kellogg prescribed at his celebrated health spa in Battle Creek, Michigan — including all-grape diets and even yogurt enemas. But eventually Kellogg's theories about the perils of protein were proved to be false.
"Now we're looking at gluten the way they looked at protein," Pollan points out. "We have millions of Americans looking to remove gluten from their diet. We're looking for answers. We're looking for dietary salvation. And when someone comes forward with a theory we fall into line."
The campaign to reduce fat in the American diet is the best example of how nutritionism can steer us wrong. When scientists began searching in the 1950s for the cause of what seemed to be a big increase in heart disease, fat got the blame. The Senate Select Committee on Nutrition held hearings and issued a set of guidelines that urged Americans to reduce fat in their diet. For the food industry, the new guidelines provided an opportunity to market new products that were in fact lower in fat — but often much higher in sugar.
Prodded by health experts, the food industry also encouraged consumers to switch from butter to margarine. But in order to make margarine hard enough to spread, it had to be hydrogenated, a process that altered some of the cholesterol-lowering polyunsaturated fats it contained into a kind of fat called trans fat. Consumers were told that trans fat was a healthy alternative to saturated fat.
But in the 1990s, scientists discovered that trans fat was in fact not healthy at all. "As it turns out people who had more trans fat in their diet had higher rates of heart disease and diabetes," says Dr. Walter Willett, Chair of the Department of Nutrition at the Harvard School of Public Health. And many of the new low-fat, high-sugar products, Willett and his colleagues found, were helping to drive increases in obesity and Type 2 diabetes.
By becoming so obsessed with a single nutrient, a tremendous public health mistake was made. Scientists now understand that a healthy diet has to do with a lot more than one kind of food or nutrient. But eating well isn't always easy, especially for the millions of people who live in low-income neighborhoods where so much of what's available is processed food.
Stephen Ritz, founder of the Green Bronx Machine, a nonprofit organization in New York City that teaches young people to grow, eat and love vegetables, spells out the problem: "If you go shopping across the street you'll be able to purchase a wide variety of cigarettes, chocolates, soda, malt liquor and potato chips. People make decisions based on what they can afford. And sadly, what they can afford, often, is cheap food."
At the Institute of Food Technologists Expo in Chicago, attended by people from companies like Kraft and General Mills, food products being developed for tomorrow are showcased by scientists. "There's no question that processed food is convenient and often tasty," observes Pollan. "But when it comes to health, the claims manufacturers use to sell their products are frequently confusing, if not deceptive."
Eat Mostly Plants
In the United States, Seventh Day Adventists have the longest life expectancy of any group. Founded back in the 19th century, the church has always emphasized healthy living. Many Adventists abstain from smoking and alcohol, and about fifty percent are vegetarians.
Scientific studies have backed up their dietary practices, showing that the more red meat you eat, the greater your risk of heart disease, diabetes and certain cancers. But scientists haven't yet been able to figure out for certain what it is about red meat that causes problems. Nevertheless, they agree that eating less meat and more plants is good for you.
Dr. Stephen O'Keefe, a gastroenterologist and colon cancer specialist at the University of Pittsburgh, spent many years working in Africa, where he saw few cases of colon cancer. When he moved back to the U.S. he was struck by the fact that African Americans have one of the highest rates of colon cancer in the world.
O'Keefe realized that the factor most strongly associated with the difference in colon cancer rates between Africans and African Americans was diet. Africans tend to eat more vegetables, fruit, beans and whole grains. Those plant-based foods contain lots of fiber, substances our bodies can't digest. And fiber keeps us healthy by feeding bacteria in our colons.
To investigate just how rapidly a change in diet might affect the factors that give rise to colon cancer, O'Keefe had a group of African Americans in Pittsburgh and a group of people in South Africa swap their everyday diets. After only two weeks, the amounts of harmful compounds increased in the colons of the Africans, while the levels of protective compounds increased in the colons of African Americans.
Not Too Much
Pollan admits that the most challenging part of his mantra may be the last three words: "Not too much." "The wonderful human institution of the meal — this time where people stop what they're doing, sit down at a table and eat socially — is in trouble," he says. "We eat at our desks. We eat while we're driving. We eat while we're walking down the street."
At Cornell University, Brian Wansink, an expert on eating behavior, demonstrates how environmental factors we may not even notice— for example, plate size, or the order in which foods are served — cause people to eat more than they should. He shows us how simple changes in these things can modify consumption.
In Defense of Food reveals that social engineering to control food isn't new. "Government policy has determined the kind of food system that we have," says Marion Nestle. "It determines what food products get supported and which ones don't. So what those of us who are advocating for a healthier food system are after is not getting the government involved in food policy. It already is. We just want it tweaked so that the government role in food policy is to produce a food system that promotes health."
In an effort to stem the rise in Type 2 diabetes and obesity, several municipalities have pursued different strategies to reduce sugar consumption. In 2012, Richmond, California citizens defeated a ballot initiative that would have taxed sugary beverages. That same year, New York's Mayor Michael Bloomberg attempted to limit the size of soda servings, but his proposed regulation was struck down by the courts.
In both instances, food companies spent millions to stop these initiatives. But in 2014, the citizens of Berkeley, California succeeded in passing the first soda tax in the nation's history. "If we discover that works, and in turn we find rates of obesity and Type 2 diabetes moderating or declining, we will have discovered a very powerful tool," Pollan says. "It may or may not work, but I'm delighted that finally we're going to get to try this."
The French Paradox
could this possibly be? They're breaking all our rules of eating."
One of the most striking lessons in how eating less is good for us comes from observing the French. The seeming conflict between the kinds of food they favor and their relative good health has given rise to a mystery known as the "French Paradox." "They eat very fatty foods very often. They have lavish, lush desserts. They drink lots of wine," Pollan says. "And it drives us crazy, but they're not as fat as we are, and they have less heart disease, and slightly better longevity. How
One of the biggest differences between how the Americans and French typically eat is that less food is served in France. Smaller portions are the tradition. In addition, the French much more often eat meals together with others, and spend more time eating and savoring food. Americans, on the other hand, are some of the fastest eaters on the planet.
Concludes Pollan: "There are many aspects of our lives where we feel like we have very little power. But when it comes to food, we do have power. The rise of farmers markets, the rise of organic agriculture, the rise of the food movement —
none of this was the result of government action. All of this was the result of consumers voting with their forks, signaling to farmers and the food industry they wanted something different. And this has created a multi-billion dollar alternative food economy. So we may be at a turning point."
"Eat food, not too much, mostly plants, is what our species has done for hundreds of thousands of years," he adds. "So that advice is about as universal as any advice you could offer. It's very rare in our lives where the answer to a complicated question is so simple, but when it comes to eating, it is."
Eat only foods that will eventually rot.
Eat only foods that have been cooked by humans.
Avoid foods you see advertised on television.
Eat mostly plants.
Treat meat as a flavoring or special occasion food.
If it came from a plant, eat it. If it was made in a plant, don't.
Eat your colors – that is, eat as many different kinds of plants as possible.
Use smaller plates and glasses.
Serve the vegetables first.
Make water your beverage of choice.
Stop eating before you're full.
Eat more like the French do.
Try to spend as much time enjoying the meal as it took to prepare it.
Don't eat anything your great-grandmother wouldn't recognize as food.
Break the rules once in a while.
In Defense of Food Participants (in order of appearance)
Anthony Scavotto was referred to a program for overweight kids at Boston Children's Hospital after gaining 30 pounds in one year.
Nancy Scavotto is Anthony's mother.
David Ludwig, M.D., is a pediatrician, director of the Optimal Weight for Life Program at Boston Children's Hospital, and the author of Always Hungry.
Kelly Brownell is dean of Duke University's School of Public Policy.
David Kessler, M.D., was commissioner of the U.S. Food and Drug Administration from 1990-1997.
David Jacobs is a professor at the University of Minnesota School of Public Health.
Rima Apple is an historian and the author of Mothers and Medicine and Vitamania: Vitamins in American Culture.
Catherine Price is the author of Vitamania: Our Obsessive Quest For Nutritional Perfection.
Joseph Hibbeln, M.D., is a research psychiatrist at the National Institutes of Health.
Susan Allport is the author of The Queen of Fats.
Robert Lustig, M.D., is a pediatrician, a professor at the UCSF School of Medicine, and the author of Fat Chance.
Walter Willett, M.D., is Chair of the Department of Nutrition at the Harvard School of Public Health.
Thomas Farley, M.D., was New York City Health Commissioner from 2009-2013.
Hodari Davis is a member of the Bigger Picture Campaign, which brings together young poets and health care workers in the San Francisco Bay area to highlight the problem of diabetes.
Erica Sheppard McMath is a poet who works with the Bigger Picture Campaign. A video of her poem "Death Recipe" is featured in the film.
Bruce German is the Director of the Health Institute at the University of California at Davis.
Daniele Barile teaches at UC Davis.
David Mills is a professor of food science and technology at UC Davis.
Alyssa Crittenden is an anthropologist at the University of Nevada.
Marion Nestle is a professor of nutrition at New York University.
Sarah Tracy is an associate professor of the history of medicine at the University of Oklahoma. She is currently writing a biography on Ancel Keys.
Paul Rozin is the former editor of Appetite, and a professor of psychology at the University of Pennsylvania.
Joan Gussow is Professor Emerita of Nutrition & Education, Columbia University.
Joan Sabaté, M.D., is a professor at the School of Public Health at Loma Linda University.
Stephen Ritz is founder of the Green Bronx Machine, a nonprofit in New York City that encourages young people to grow, eat and love vegetables.
Chef Bill Peacock is head of the kitchen at JVL Wildcat Academy in the Bronx.
Luis Novoa, a South Bronx resident, is a JVL Wildcat graduate and assistant chef.
Colin Garner is a former executive at Rice Bran Technologies.
Polly Olson is an executive at Davisco Foods.
Adam Waehner is an executive at Cargill, one of the world's largest food companies.
Christopher Gardner is a professor of medicine at Stanford University.
Erin Bird is the Summer Camp Director at Full Circle Farm in Sunnyvale, California.
Carol and Richard Nelson, both in their 90s, are Seventh Day Adventists and residents of a retirement home in Loma Linda, California.
Stanley Hazen, M.D., is a cardiologist and Chair of the Department of Cellular and Molecular Medicine at the Cleveland Clinic
Ellsworth Wareham, M.D., a vegetarian Seventh Day Adventist, was a heart surgeon for more than five decades.
Stephen O'Keefe, M.D. is a gastroenterologist and colon cancer specialist at the University of Pittsburgh.
Jeffrey Gordon, M.D., is the Director of the Center for Genome Sciences and Systems Biology at Washington University School of Medicine in St. Louis.
Jeff Leach is the founder of the Human Food Project.
Brian Wansink is a professor of marketing at Cornell University and the author of Slim By Design and Mindless Eating.
Sandi Swearingen is director of food services at the Lansing Central School District, Lansing, NY.
Claude Fischler is a sociologist at the French National Centre for Scientific Research in Paris.
About Michael Pollan
Michael Pollan is the author of Cooked: A Natural History of Transformation (2013) and four New York Times bestsellers: Food Rules: An Eater's Manual (2010); In Defense of Food: An Eater's Manifesto (2008); The Omnivore's Dilemma: A Natural History of Four Meals (2006) and The Botany of Desire: A Plant's-Eye View of the World (2001). The Omnivore's Dilemma was named one of the ten best books of 2006 by both The New York Times and The Washington Post. A young readers edition called The Omnivore's Dilemma: the Secrets Behind What You Eat was published in 2009.
In 2011, Pollan published an illustrated version of Food Rules with new paintings by Maira Kalman. The Botany of Desire received the Borders Original Voices Award for the best non-fiction work of 2001, and was recognized as a best book of the year by the American Booksellers Association and Amazon.com. A twohour documentary based on the book and produced and directed by Michael Schwarz premiered on PBS in fall 2009. Pollan is also the author of A Place of My Own (1997) and Second Nature (1991).
Pollan was named to the 2010 TIME 100, the magazine's annual list of the world's 100 most influential people, and was named by Newsweek as one of the top 10 "New Thought Leaders" in 2009. A contributing writer to The New York Times Magazine since 1987, his writing has received numerous awards. His essays have appeared in many anthologies, and his articles have appeared in major publications including Harper's Magazine (where he served as executive editor from 1984 to 1994), National Geographic, Mother Jones, The Nation, The New York Review of Books, Vogue, Travel + Leisure, Gourmet, House & Garden and Gardens Illustrated, among others. In 2009 he appeared in the documentary Food, Inc., which received an Academy Award nomination.
In 2003, Pollan was appointed the John S. and James L. Knight Professor of Journalism at UC Berkeley's Graduate School of Journalism, and the director of the Knight Program in Science and Environmental Journalism. In addition to teaching, he lectures widely on food, agriculture, health and the environment. Michael Pollan, who was born in 1955, grew up on Long Island, and was educated at Bennington College, Oxford University, and Columbia University, from which he received a Master's in English. He lives in the Bay Area with his wife, the painter Judith Belzer, and their son Isaac.
In Defense of Food Credits
Producer and Director Michael Schwarz
Producer and Telescript Edward Gray
Executive Producer Kiki Kapany
Narrator
Editors
Michael Pollan
Rhonda Collins
Director of Photography
Sound
Illustrations
Gail Huddleson
Vicente Franco
Ray Day
Maira Kalman
Animation Ekin Akalin
Major funding for In Defense of Food was provided by The National Science Foundation Where Discoveries Begin
About the Filmmakers
Michael Schwarz (Producer and Director) founded Kikim Media with his wife Kiki Kapany in 1996. His work has been honored with the most prestigious awards in broadcasting — including three national Emmy Awards, two George Foster Peabody Awards, the Alfred I. duPont-Columbia University Journalism Award and the Grand Prize in the Robert F. Kennedy Journalism Awards for Coverage of the Disadvantaged.
In addition to In Defense of Food, Schwarz is also currently directing The Valley, a three-hour cultural, intellectual, and technological history of Silicon Valley; and The Ornament of the World, a two-hour history of medieval Spain.
Other recent projects include: The Botany of Desire, based on Michael Pollan's book about the relationship between plants and people; Capturing Grace (executive producer), the unlikely story of what happens when the worldrenowned Mark Morris Dance Group and people with Parkinson's disease join forces to create a unique performance; Extreme by Design, a film about students building a better world, one product at a time; My Father, My Brother and Me (FRONTLINE), a chronicle of Parkinson's disease; and Hunting the Hidden Dimension (NOVA), the story of fractal geometry.
As a Fulbright Fellow in the 1980s, Schwarz conducted documentary production workshops in Malaysia, India, Sri Lanka, Indonesia and Papua New Guinea.
Edward Gray (Producer and Telescript) is a three-time Emmy Award winner, a two-time winner of the Writers Guild of America Award, and a recipient of both the Edward R. Murrow Award and the Robert F. Kennedy Journalism Award. A producer, director and writer, he has worked with such award-winning journalists as Seymour Hersh, Thomas Friedman and Peter Jennings.
Gray has made more than a dozen documentaries for national broadcast on public television, including Alaska, The World and Wally Hickel, the story of the iconoclastic Interior Secretary who was fired by Richard Nixon; Security vs. Liberty, a look at post-9/11 counterterrorism policies for the PBS series America At A Crossroads; Through Many Lives: The Aging Brain, for the series The Secret Life of the Brain; and The Orphan Trains, for the American Experience series. Gray worked with Michael Schwarz and Kikim Media as a co-producer on The Botany of Desire and Hunting the Hidden Dimension.
For ABC News, Gray was senior producer and co-writer of Peter Jennings Reporting: The Kennedy Assassination–Beyond Conspiracy. He spent three years as a staff producer and writer in the TV production unit of The New York Times. Gray lives in New York City.
Kiki Kapany (Executive Producer) combines a background in media and law (J.D. '86). Her experienced legal sense, paired with a sound creative approach to production on a worldwide scale, adds a key dimension to Kikim's resources. Kapany manages all of the entertainment law and day-to-day business required in Kikim's operations, including overseeing business development, strategic planning, finance and administration. Her expertise extends to the creation and management of major production budgets, extensive image research, grant reporting, organizing project deliverables and managing all production and postproduction logistics for a wide variety of projects. | <urn:uuid:6a8999bc-bcdb-4742-959a-6a1a64330bde> | CC-MAIN-2019-13 | https://kikim.com/wp-content/uploads/2016/09/IDOF-Press-Kit.pdf | 2019-03-22T19:17:23Z | crawl-data/CC-MAIN-2019-13/segments/1552912202688.89/warc/CC-MAIN-20190322180106-20190322201655-00075.warc.gz | 534,363,320 | 5,623 | eng_Latn | eng_Latn | 0.934032 | eng_Latn | 0.99871 | [
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-CATS Learn 2 Swim-
Summer Swim Lesson Program
How to determine your child's group?
Please read through ALL three levels below before you decide which group your child belongs in. It is important to know that the instructor and the program director have the right to move participants accordingly. L2S participants will not move to the higher group until they have mastered ALL skills in their current group. It is vital that we have students placed in groups according to their actual skill level.
Below you will also see the detailed list of skills taught in each level.
LEVEL 1 (RAYS)
ü Entry and Exit of pool
ü Willingly submerge face in water
ü Blow Bubbles- mouth and nose
ü Bobbing
ü Front Float- assisted
ü Back Float- assisted
ü Front Kick- assisted
ü Back Kick- assisted
If your swimmer is proficient at each of these skills, sign them up for L2 Sharks.
LEVEL 2 (SHARKS)
ü Willingly enter pool and adjust to temperature
ü Roll from front to back/ back to front
ü Fully submerge head and hold breath under water
ü Enter water by step or jump in
ü Bobbing to a glide
ü Change of direction
ü Float Front and Back- 5 seconds unassisted
ü Front and Back Kick- unassisted
ü Pick up dive sticks from bottom
If your swimmer is proficient at each of these skills, sign them up for L3 Piranhas.
LEVEL 3 (PIRANHAS)
ü Jump in deep water
ü Tread water
ü Freestyle- Arm stroke, kick, breathing
ü Backstroke- body positioning, arm stroke and kick
ü Deep water bobbing
ü Move 7 yards from side without assistance
ü Intro to Breastroke and Butterfly (not needed for JR CATS)
If your swimmer is proficient at each of these skills, sign them up for JUNIOR CATS.
JUNIOR CATS Swim Program
Our JUNIOR CATS Swim Program is designed for swimmers who have graduated from our Learn2Swim Lessons Program, but are not ready to make the full commitment to the CATS Swim Team. The JUNIOR CATS will practice Monday- Friday from 10:30am11:10am. Eligible swimmers are able to participate in one or both of our three-week sessions. SESSION 1 begins June 18th (June 18th – July 6th) and SESSION 2 begins on July 9th (July 9th-AUG 3th). There is NO CLASS the week of July 16th – 20th. Space is limited! The JR CATS program is $112 per session per student. Although we have no age limit it is important that our swimmers can perform a few basic safety/swimming techniques in order to be eligible for this class. JUNIOR CATS must be able to swim independently in the water and have a high level of confidence while in the pool. It is vital for safety reasons that our JR CATS can navigate their way through the pool without a coach standing next to them. The L2S Director reserves the right to remove participants if necessary. Please refer to our check list of L2S Levels as our JR CATS must be proficient up through the Piranhas level. | <urn:uuid:65c249e9-7add-4fa4-87a5-aa7e42304058> | CC-MAIN-2019-13 | https://img1.wsimg.com/blobby/go/ae8adc58-7e53-439d-bb07-47ecc860e287/downloads/1cf6o9oqk_989182.pdf?ver=1551980766108 | 2019-03-22T18:45:34Z | crawl-data/CC-MAIN-2019-13/segments/1552912202688.89/warc/CC-MAIN-20190322180106-20190322201656-00081.warc.gz | 519,701,110 | 771 | eng_Latn | eng_Latn | 0.99784 | eng_Latn | 0.997912 | [
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Intermediate Exercises
from the Website: www.imparareinglese.com
Index of Exercises
Downloaded free of charge from www.imparareinglese.com
-FCE sentence transformation exercises - 1
Complete the second sentence so that it has a similar meaning to the first sentence using the word given (in brackets). Use between two and five words. Do not change the word given.
1 I moved here 10 years ago.
I____________________ for 10 years. (lived)
2 I'm not as old as my brother.
My brother ____________________ me. (than)
3 'Why don't we go to the cinema?'
____________________ to the cinema? (going)
4 I regret not studying harder when I was at school.
I wish ____________________ when I was at school.(studied)
5 Someone has killed the party leader in a car bomb attack.
The party leader ____________________ in a car bomb attack .(has)
6 It's too cold to go to the beach today.
It's ____________________ to the beach today.(warm)
7 You won't pass the exam unless you study harder.
If ____________________ you won't pass the exam.(don't)
8 It took me two weeks to recover from the flu.
I needed ____________________ the flu.(over)
9 He crashed his car because he wasn't paying attention.
If he ____________________ he wouldn't have crashed his car.(been)
10 The doctor suggested that I starting playing golf.
The doctor suggested I ____________________ golf.(up)
-FCE sentence transformation exercises - 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given (in brackets). Use between two and five words. Do not change the word given.
1 What are your plans for the weekend?
What ____________________ at the weekend? (do)
2 I haven't visited my family since 2005.
The ____________________ my family was in 2005. (time)
3 'If I were you, I would study law at university.'
He ____________________ at university.(advised)
4 She complains all the time about the teacher.
She ____________________ about the teacher.(keeps)
5 What was your favourite subject at school?
What ____________________ at school? (enjoy)
6 She won't be allowed to come to the party.
Her parents ____________________ the party.(let)
7 Speaking English is still strange for me.
I'm ____________________ English.(used)
8 I wasn't able to understand much until I had studied for several years.
It was ____________________ understand much.(before)
9 When the test had finished I remembered the correct answers!
I didn't ____________________ the test had finished.(remember)
10 She can't have passed the exam - she's useless at maths!
She ____________________ the exam - she's useless at maths!(failed)
"Intermediate Exercises from the Website: www.imparareinglese.com Downloaded free of charge from www.imparareinglese.com"
-FCE sentence transformation exercises - 3
Complete the second sentence so that it has a similar meaning to the first sentence using the word given (in brackets). Use between two and five words. Do not change the word given.
1 The car had almost stopped when it hit the wall.
The car ____________________ when it hit the wall. (hardly)
2 Despite having several broken bones, John was able to compete in the race. John was able to compete in the race ____________________ several broken bones. (though)
3 My grandfather is one of the last people alive who fought in the war. Other than my grandfather there ____________________ who fought in the war. (very)
4 That car was too expensive for us to buy.
We would have bought that car ____________________ so expensive. (not)
5 'Don't do that again, or you'll be in trouble!' said the teacher.
The students ____________________ do that again. (warned)
6 I can't believe this is the best hotel in the city!
There must be ____________________ one in the city.(hotels)
7 Course fees must be paid in full before the course begins.
Students ____________________ before the course begins.(all)
8 I haven't been to Oxford for at least ten years.
The last time ____________________ at least ten years ago.(went)
9 My parents are both the same age.
My mother ____________________ my father.(as)
10 Learning French is a waste of time because the language is not widely spoken.
There's ____________________ because the language is not widely spoken.(point)
Downloaded free of charge from www.imparareinglese.com
-FCE sentence transformation exercises - 4
Complete the second sentence so that it has a similar meaning to the first sentence using the word given (in brackets). Use between two and five words. Do not change the word given.
1 It was difficult for Sarah to learn to read in Japanese.
Sarah ____________________ to read in Japanese. (difficulty)
2 The police had to find out whose fingerprints they were.
The police had to find out ____________________ to. (belonged)
3 Many people say that there is a ghost in that house.
There ____________________ a ghost in that house. (supposed)
4 It might rain this afternoon so take an umbrella.
Take an umbrella ____________________ this afternoon. (rains)
5 You look the same as you did when we last met ten years ago.
You have ____________________ our last meeting ten years ago. (changed)
6 You didn't need to rewrite the composition.
It ____________________ to rewrite the composition. (was)
7 Toby said that I had taken his girlfriend.
Toby ____________________ his girlfriend. (accused)
8 'Does English bore you?' the teacher asked Fredrick.
The teacher asked Fredrick ____________________ him. (if)
9 It was the child's grandfather who taught him to read music.
The child ____________________ by his grandfather. (was)
10 I regret not being able to speak French fluently.
I ____________________ fluently. (could)
"Intermediate Exercises from the Website: www.imparareinglese.com" Downloaded free of charge from www.imparareinglese.com
FCE sentence transformation exercises - 5
Complete the second sentence so that it has a similar meaning to the first sentence using the word given (in brackets). Use between two and five words. Do not change the word given.
1 'Would you like to come for dinner at our house?' asked Ruth.
Ruth ____________________ come for dinner at their house. (invited)
2 Ivan didn't find it difficult to give up smoking.
Ivan ____________________ smoking. (difficulty)
3 Stefania's suggestions are always useful.
Stefania ____________________ are always useful. (someone)
4 The witness described the assassin in detail.
The witness ____________________ of the assassin. (description)
5 It's a pity we didn't see Athens when we visited Greece.
If only ____________________ when we visited Greece. (could)
6 A very interesting guide told us about the exhibits.
We ____________________ by a very interesting guide. (were)
7 The test was too difficult for the students to pass.
The test ____________________ that the students couldn't pass it. (so)
8 The mechanic in the town centre repaired my father's car.
My father ____________________ the mechanic in the town centre. (had)
9 I only passed the exam because the teacher helped me.
If the teacher had not ____________________ have passed the exam. (not)
10 People say that cats have nine lives.
Cats ____________________ nine lives. (said)
Downloaded free of charge from www.imparareinglese.com
FCE sentence transformation exercises - 6
Complete the second sentence so that it has a similar meaning to the first sentence using the word given (in brackets). Use between two and five words. Do not change the word given.
1 The school has postponed the trip to London until next week.
The school trip to London ____________________ until next week. (off)
2 Meri accidentally crashed her father's car.
Meri did ____________________ her father's car. (mean)
3 It was wrong of you to copy the homework from your friend.
You should ____________________ the homework from your friend. (copied)
4 You may not find it easy to understand phrasal verbs.
It ____________________ for you to understand phrasal verbs. (might)
5 The best surgeon in town did Paolo's operation.
Paolo ____________________ the best surgeon in town. (had)
6 In my opinion you'll be a fantastic teacher!
I ____________________ you'll be a fantastic teacher! (no)
7 I last visited London 7 years ago.
I have ____________________ seven years. (not)
8 'I'll be home by midnight,' said Isadora.
Isadora promised she ____________________ midnight. (get)
9 Teachers from the British Council started this school.
This school ____________________ teachers from the British Council. (set)
10 Chiara spent years trying to pass the First Certificate exam.
It ____________________ the First Certificate exam. (took)
Downloaded free of charge from www.imparareinglese.com
FCE Open Cloze practice - 1
Complete the text using one word in each space.
British and American English
Students of English all over the world are aware that (0) there are differences (1)_____ British and American English. But how great are the differences really?
The varieties (2)_____ English have historical roots. (3) _____ pilgrims left
England in the seventeenth century, (4) _____ language has evolved, giving rise to
changes (5) _____ vocabulary, grammar and spelling. Many of the (6) _____
obvious differences are in the vocabulary used in the two countries (7) _____ many
of the words in common use in the twentieth century (8) _____ not exist in the seventeenth (9) _____ . "Pavements" in Britain, and "sidewalks" in the USA, only
became common later, (10) _____ example.
The two countries (11) _____ also borrowed words from different sources:
courgettes (12) _____ imported to Britain from France (13) _____ zucchini were
brought to America (14) _____ Italian immigrants.
Printing was a relatively new invention in the seventeenth century and the spelling of (15) _____ words had not yet been formalised, which accounts for many of the
differences in spelling.
Downloaded free of charge from www.imparareinglese.com
FCE Open Cloze practice - 2
Complete the text using one word in each space.
Fast food
The concept of "fast food" is very important in English-speaking countries (0) for one major reason: the working day starts at around the same time (1) _____ in European countries, but finishes (2) _____ earlier, typically at about five o'clock in (3) _____ evening when the offices, banks and many of the shops begin to close. As a result, there's not much time for lunch, (4) _____ many people bring something from home to eat at their desks, (5) _____ with a cup of tea or instant coffee made with the office kettle, (6) _____ than going out to a restaurant for a "proper" lunch as do many European office workers, (7) _____ usually finish work much later in the evening.
For (8) _____ who prefer to get out of the office to have a break or (9) _____ fresh air, there are the various fast food options (10) _____ as sandwiches, Cornish pasties, burgers, kebabs, or fish and chips, many of (11) _____ can be eaten "on the move", (12) _____ even the need to sit down!
Only on special occasions is a British office worker likely to eat lunch in a
restaurant. (13) _____ someone's birthday, promotion, engagement or retirement, for example, a group of colleagues will eat together in a pub or restaurant. It is for this reason (14) _____ foreign visitors are often surprised (15) _____ the lack of
affordable, good quality, places to have lunch in the major British cities.
"Intermediate Exercises from the Website: www.imparareinglese.com Downloaded free of charge from www.imparareinglese.com"
FCE Word Formation - 1
Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. There is an example at the beginning (0).
Take-away food in Britain
The fish and chip shop is the most (0) traditional form of British TRADITION take-away, a place which sells (1) __________ hot meals at lunch time AFFORD and in the evening. However, the last thirty or forty years have seen the rapid spread of foreign fast food restaurants, and there are now few towns without Chinese, Indian and Italian restaurants, as well as many other
(2) __________ of food. VARY
Despite the constant (3) __________ , the concept is always the same: INNOVATE
(4) __________ meals to eat in or take away for clients who don't have ECONOMY the time or energy to cook for themselves. Restaurants such as MacDonalds pioneered the idea of fast food to be eaten whilst sitting down in the restaurant itself, and also developed ways of (5) __________ their customers ate SURE (6) __________ and left. QUICK
Visitors to Britain are advised to try everything at least once, (7) ________ SPECIAL the foods which are not common in their own countries. They are also warned not to make (8) _________ with the food they eat at home; the pizza and COMPARE pasta which is served in London, is very (9) ___________ to be LIKE as (10) __________ as the dishes available in Naples or Rome. TASTE
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FCE Error Correction - 1
For questions 1-15, read the text below and look carefully at each line. Some of the lines are correct, and some have a word which should not be there.
If a line is correct, write OK (in CAPITAL LETTERS) in the box at the end of the line. If a line has a word which should NOT be there, write the word in the box at the end of the line. There are two examples at the beginning (0 and 00).
The Economic Outlook
The last few decades have been difficult ones for the our country, but after several years (0) the of positive global economic conditions, things are now looking good for the economy. (00) OK There is a high growth and low unemployment so we are getting richer all the time and (1) most people have jobs. The economy is stable with price and wage inflation are at only 2% and (2) interest rates which are low, so allowing people to buy their own homes and businesses to (3) invest cheaply in capital projects. Demand for consumer goods is high, creating good market (4) conditions for the retail and service sectors. (5)
Many people can believe that the present situation is due to the government's strict monetary (6) policy, and the Central Bank's role in controlling inflation. Moreover, taxes have been kept low in (7) order to stimulate demand, and there is been an extensive policy of privatisation. (8) Not everything is looking so positive though - our manufacturing and agricultural sectors have (9) experienced declines last year and are now in recession. There is also a the growing balance of (10) payments deficit. One of the reasons for this is the exchange rate, our currency is being (11) particularly strong against those of our competitors – this makes exports uncompetitive in terms (12) of price. In addition to this, prices on the stock exchange have been falling down recently, (13) creating difficulties for investors, and there is a general shortage of the skilled workers – partly (14) caused by a brain-drain as many of key staff are lured abroad by higher salaries. (15)
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Negative prefixes – 1
Write the negative form of these words by adding a negative prefix: "un-", "dis-", "ir-", "il-", "in-", or "im-".
1 comfortable
2 patient
3 honest
4 lucky
5 formal
6 possible
7 popular
8 lock
9 appear
10 agree
11 legal
12 polite
13 like
14 logical
15 convenient
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Negative prefixes – 2
Write the negative form of these words by adding a negative prefix: "un-", "dis-", "ir-", "il-", "in-", or "im-".
1 frequent
2 mature
3 legible
4 moral
5 regular
6 believable
7 approve
8 curable
9 familiar
10 grateful
11 relevant
12 dependent
13 responsible
14 accurate
15 resistible
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Adjective suffixes – 1
Form adjectives from these verbs using one (or more) of the following suffixes: "-able", "ive", "-ing", "-ion", "-al", or "-ory".
1 bore
2 depend
3 attract
4 decide
5 explain
6 entertain
7 destroy
8 read
9 agree
10 enjoy
11 educate
12 create
13 protect
14 suit
15 criticise
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Adjective suffixes – 2
Form adjectives from these nouns using one (or more) of the following suffixes: "-y", "-ly", "-ous", "-able", "-ful", "-al", or "-ic".
1 rain
2 mountain
3 art
4 science
5 practice
6 energy
7 comfort
8 infection
9 value
10 success
11 week
12 danger
13 democracy
14 music
15 peace
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Adjective suffixes – 3
Form adjectives from these nouns using one (or more) of the following suffixes: "-y", "-ly", "-ous", "-able", "-ful", "-al", or "-ic".
1 friend
2 grass
3 religion
4 courage
5 fame
6 sympathy
7 alcohol
8 distance
9 literature
10 politics
11 peace
12 fashion
13 profit
14 medicine
15 drama
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Verb suffixes and prefixes
Form verbs from these nouns and adjectives by changing the spelling or by using one (or more) of the following suffixes or prefixes: "-ous", "-en", or "en-".
1 blood
2 proof
3 fright
4 courage
5 danger
6 strength
7 width
8 length
9 sweet
10 deep
11 weak
12 worse
13 bright
14 wide
15 deaf
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Nouns formed from adjectives - 1
Form nouns from these adjectives!
1 important
2 famous
3 hot
4 true
5 poor
6 sad
7 safe
8 free
9 angry
10 efficient
11 curious
12 stupid
13 perfect
14 excited
15 happy
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Nouns formed from adjectives - 2
Form nouns from these adjectives!
1 wealthy
2 hungry
3 young
4 high
5 warm
6 silent
7 patient
8 popular
9 kind
10 generous
11 difficult
12 lazy
13 long
14 intelligent
15 terrible
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Nouns formed from adjectives - 3
Form nouns from these adjectives!
1 cruel
2 necessary
3 arrogant
4 ill
5 weak
6 frequent
7 private
8 deep
9 wide
10 strong
11 boring
12 healthy
13 confident
14 innocent
15 violent"
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Confusing words - 2
Select the correct answer from the menu
1 John has so many dresses/clothes he needs a new wardrobe to put them all in!
2 What I like about my job is that I can know/meet lots of new people.
4 My grandmother has to go into hospital for some tests/exams .
3 The children are only behaving badly because they are annoyed/bored . Find them something to do!
5 I used to have a very boring job working in a fabric/factory .
7 That was such a terrible/terrific film that I'm going to buy the DVD when it comes out.
6 The doctor said I had to make an appointment with a specialist so that she could examine/visit me.
8 Don't forget to close/switch off the TV before you go to bed.
9 I had a terrible discussion/argument with my boss, and now I'm worried I'll lose my job.
10 The nice thing about a family funeral is the chance to see all your relatives/ parents again.
11 I live in the city, but my family still lives in a small village/country in the mountains.
12 At school my favourite subject/argument was maths.
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Make or do?
Write "make" or "do" in each space:
1 _____ homework.
2 _____ an exam.
3 _____ a mistake.
4 _____ a decision.
5 _____ money.
6 _____ the shopping.
7 _____ a film.
8 _____ progress.
9 _____ your best.
10 _____ housework.
11 _____ a suggestion.
12 _____ a profit or a loss.
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Make or do?
Write "make" or "do" in each space:
1 _____ the ironing.
2 _____ the washing.
3 _____ an effort.
4 _____ a decision.
5 _____ something stupid.
6 _____ an exercise.
7 _____ a film.
8 _____ a noise.
9 _____ dinner.
10 _____ your duty.
11 _____ the dishes.
12 _____ a point.
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First and second conditionals
Construct first or second conditional sentences by re-writing the words in order
1 I'd house. was I buy If a rich
2 time I'd more I If conditionals. study had
3 you I I'll, help homework. have If your with time
4 country you would choose? which you anywhere could live If
5 won't He much studies pass he exam unless, harder. his
6 her she would but marry won't I agree.
7 be I change I'd career If cook. a could my
8 in my English is better. when work London I'm to going"
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First and second conditionals
Fill in the gaps in these conditional sentences from the previous exercise.
1 If I was rich __________ buy a house.
2 If I __________ more time, I'd study conditionals.
3 If I have time I'll __________ you with your homework.
4 If you __________ live anywhere, which country would you choose?
5 He won't pass his exam unless he __________ much harder.
6 I would __________ her but she won't agree.
7 If I could change my career, __________ be a cook.
8 I'm going to work in London when my English __________ better.
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Present perfect simple or continuous?
Select the correct answer:
1 I'm annoyed because I've tried/I've been trying to work but the phone keeps ringing.
2 I have thought/been thinking about our relationship.. Shall we get married?
3 John has only cycled/been cycling for a few years but he has already won several important races.
4 I've lost a lot of weight because I've been/I've been going to the gym.
6 The house is a mess because we've redecorated/we've been redecorating it. We've done the bedrooms but we haven't done the living room or kitchen yet.
5 Our boss has been promoted/has been being promoted and we've been wondering who will get his job...
7 The President has promised/has been promising that the government will do everything it can to help the flood victims.
9 The price of fuel has gone up/has been going up 50% in the last six months! 10 Their speaking and listening skills haven't improved/haven't been improving much, despite having studied all the grammar in the book.
8 Rudolf has already climbed the highest mountains in Europe and has recently prepared/been preparing for a trip to the Himalayas.
11 Giulia has tried/has been trying every language school in the city, but still hasn't passed the First Certificate exam.
12 I've tried/been trying to get you on the phone all day! Where have you been?.
"
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Gerund or infinitive?
Select the correct answer:
1 enjoy doing/to do 2 agree doing/to do 3 learn doing/to do 4 avoid doing/to do 5 choose doing/to do 6 practise doing/to do 7 promise doing/to do 8 offer doing/to do 9 want doing/to do 10 finish doing/to do
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Gerund or infinitive? - 2
Select the correct answer:
1 suggest doing/to do
2 fail doing/to do
3 prepare doing/to do
4 decide doing/to do
5 finish doing/to do
6 hope doing/to do
7 delay doing/to do
8 threaten doing/to do
9 end up doing/to do
10 expect doing/to do"
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Gerunds and infinitives (with different meanings!)
Select the correct answer:
1 If you've got a sore throat, try to take/taking an aspirin.
2 Can you remember to see/seeing my glasses? I've lost them.
4 Oh dear! I forgot to do/doing my homework! The teacher will be angry.
3 We regret to inform/informing you that your application has not been successful this time.
5 I would have been here earlier but I had to stop to get/getting some petrol for my car.
6 You need to get/getting your hair cut. It's very long.
7 Please stop to talk/talking for a moment and listen!
8 I'll never forget to kiss/kissing you that evening in 1997.
9 John now regrets to study/studying history.
10 Remember to hang/hanging out the washing before you go to work.
11 He's been trying to graduate/graduating for years, but always fails his exams.
12 My car desperately needs to wash/washing but I just don't have time.
"
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Active and passive adjectives
Select the correct answer:
1 I love studying English. It's just so excited/exciting.
2 My girlfriend isn't interested/interesting in sport at all.
3 I'd like to try a parachute jump but I'm terrified/terrifying of flying!
4 TV is such a bored/boring way to spend your free time.
5 We went to a strange party and met some fascinated/fascinating people.
6 Oscar's failed his exam and now he's feeling a bit depressed/depressing .
7 Don't speak to me now! I'm really annoyed/annoying !
8 Please don't do that! I find it really annoyed/annoying.
9 The students were bored/boring with the lesson and so started to misbehave.
10 Her new boyfriend's really amused/amusing - he knows lots of great jokes!
11 We're very excited/exciting about visiting London for the first time.
12 Party games can be entertained/entertaining as long as everyone plays.
"
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Dependent prepositions
Select the correct answer:
1 I am interested by/in modern jazz.
2 The students are bored with/by studying English.
3 My son's frightened by/of dogs.
4 If you're tired of/with London, you're tired of life.
5 His parents are very proud from/of his success.
6 The furniture is made in/of solid wood.
7 A good way to relax is to listen -/to music.
8 This equipment is used -/for manufacturing paper.
9 The United Kingdom is composed of/by four countries.
10 Divide the cake in/into four pieces, please.
11 We discussed -/about politics for hours.
12 I have to tell you I am in love with/for you.
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Prepositions of movement
Select the correct answer:
1 In April I'm going in/to Paris.
2 This train arrives in/to Milan at 21:36.
3 The teacher came in/into class ten minutes late today.
4 John fell down/out of a tree and broke his arm.
5 To buy a drink in an English pub, go -/up to the bar.
6 Put away/down your books and notes . We're going to do a test!
7 It's a long way -/from Europe to China.
8 Can you put your arm in/through the window and open the door?
9 Go on/over the bridge and turn left at the church.
10 Our next trip will be into/to the United States.
11 While I was in New York I visited to/- Fifth Avenue.
12 We didn't get -/to home until very late.
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Extreme adjectives
Match the "normal" and "extreme" adjectives:
1.cold
A brilliant
2.angry
B exhausted
3.frightened C furious
4.hot
D freezing
5.wet
E fascinated
6.tired
F boiling
7.interested
G soaking
8.clever
H terrified
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Wish
GRAMMAR NOTE:
Wish + SIMPLE PAST - to express a wish about the present
Wish + PAST PERFECT - to express a wish about a past situation
N.B. For a wish about the future, we usually use a modal verb "could" or "would"
Are these sentences grammatically CORRECT or INCORRECT?
1. I wish I studied English more when I was a child.
2. I wish I had become an actor, instead of an accountant.
3. I wish English was easier to learn!
4. I wish I would win the lottery and become very rich!.
5. I wish my children would work harder at school. They're so lazy!
6. I wish the teacher didn't give us so much homework to do today.
7. Sometimes I wish I could fly. Wouldn't it be wonderful to do what birds do?
8. She's nearly 60, and wishes she had been 16 again.
9. I wish I left my boring job and travelled the world, instead of working here.
10.It's Monday morning, but already I wish it was Friday.
11.Don't you wish sometimes that you can go back and live your life again?
12.Oh, I wish the teacher could stop talking! She's SO boring!
13.I often wish I could stay in bed, instead of getting up to go to work every day.
14.I wish I had gone to university when I had the chance.
15.I wish I would be brave enough to ask her out, but I'm afraid she would say 'No'.
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Wish - 2
Fill the gaps with a suitable verb to complete the sentences
N.B. Where "was" or "were" is possible, use "was".
1. I wish I __________ English more when I was a child.
2. I wish I __________ an actor, instead of an accountant.
3. I wish English __________ easier to learn!
4. I wish I __________ the lottery and become very rich!
5. I wish my children __________ harder at school. They're so lazy!
6. I wish the teacher __________ us so much homework to do today.
7. Sometimes I wish I __________. Wouldn't it be wonderful to do what birds do?
8. She's nearly 60, and wishes she __________ 16 again.
9. I wish I __________ my boring job and travel the world, instead of working here.
10.It's Monday morning, but already I wish it __________ Friday.
11.Don't you wish sometimes that you __________ back and live your life again?
12.Oh, I wish the teacher __________ talking! She's SO boring!
13.I often wish I __________ in bed, instead of getting up to go to work every day.
14.I wish I __________ to university when I had the chance.
15. I wish I __________ brave enough to ask her out, but I'm afraid she would say 'No'.
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Order of adjectives
Rewrite the words in order:
1 have just a bought They car vintage sports beautiful
2 to black came work wearing shiny boots leather Susie
3 drink please I'd cold long like a
4 computer He his brand-new personal opened portable
5 was summer's sunny It day a lovely
6 killed elephant angry John African by an was
7 wooden table bought an We antique coffee
8 depressing Mother winter the cold hates grey English"
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Used to or Would?
Are these sentences grammatically TRUE or FALSE?
GRAMMAR NOTE:
USED TO - used for a repeated action or state in the past
WOULD - used for a repeated action in the past (NOT for a state)
If it's a SINGLE ACTION, use SIMPLE PAST TENSE, not USED TO or WOULD!
1. Yesterday I used to buy a new car.
2. When I was I child, I used to play football every Saturday.
3. My mother would live in India when she was young.
4. After finishing medical school, John trained as a cardiologist.
5. My friends and I would go out to a disco every weekend in the summer.
6. My grandfather says winters would be colder when he was young.
7. In 2006, she finished university and got a job in a bank.
8. When my father was young, he used to have long hair!
9. I would spend the money my mother gave me on crisps and sweets.
10.When I was a student, I would go climbing at weekends with my friends.
11.I lived in Birmingham when I was a young man.
12.Susie used to go to a party last weekend.
13.My mother used to be a big fan of The Beatles but my father didn't use to like them.
14.Britain would have high unemployment in the early 'eighties.
15.My sister used to go out with a boy called Pete.
Basic future forms
Which idea does each sentence express? A PLAN, an ARRANGEMENT, a PREDICTION, or a TIMETABLED EVENT?
1. My English courses finishes in June.
A plan, an arrangement, a prediction, or a timetabled event?
2. I'm going to go to bed early tonight.
A plan, an arrangement, a prediction, or a timetabled event?
3. You're very fit. You'll live to be 100, I'm sure!
A plan, an arrangement, a prediction, or a timetabled event?
4. The train for Bologna leaves at 20:05.
A plan, an arrangement, a prediction, or a timetabled event?
5. Mehmet and Giovanni are meeting Daniel tomorrow to study future tenses.
A plan, an arrangement, a prediction, or a timetabled event?
6. When I finish school I'm going to be a famous engineer. A plan, an arrangement, a prediction, or a timetabled event?
7. Do you think it'll be hot tomorrow?
A
plan
, an arrangement
, a prediction
, or a timetabled event?
8. What are you going to do after work this evening?.
A plan, an arrangement, a prediction, or a timetabled event?
9. This summer my father is renting an apartment on the coast.
A plan, an arrangement, a prediction, or a timetabled event?
10. We're going to go skiing at the weekend.
A
plan
, an arrangement
, a prediction
, or a timetabled event?
11. My teacher says I'll pass the exam with no problem.
A plan, an arrangement, a prediction, or a timetabled event?
12. Your exam is on Tuesday at 9 O'clock, so don't be late!
A plan, an arrangement, a prediction, or a timetabled event?
13. Giulia and Maria are going to the cinema tonight.
A
plan
, an arrangement
, a prediction
, or a timetabled event?
14. The economy will grow by over 2% this year, according to economists.
A plan, an arrangement, a prediction, or a timetabled event?
15. I'm going to do all the exercises on this website.
A plan, an arrangement, a prediction, or a timetabled event?
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Basic Future Forms - 2
Put one word in each space to complete the basic future forms. Do not use contracted forms (for example: 'll)
1. I'm __________ to go to bed early tonight.
2. You __________ live to be 100, I'm sure!
3. We __________ meeting tomorrow to study future tenses.
4. When I finish school I'm going __________ be a famous engineer!
5. Do you think it __________ be hot tomorrow?
6. What are you going to __________ after work this evening?
7. This summer my father is __________ a flat on the coast.
8. I __________ going to go skiing this weekend.
9. My teacher says I __________ pass the exam with no problems.
10.The exam __________ on Tuesday at 9 O'clock, so don't be late!
11.Maria and Giulia are __________ to the cinema tonight.
12.The economy __________ grow by 2% this year, according to economists.
13.I'm __________ to do all the exercises on this website.
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Future time clauses
Fill the gaps with IF, UNLESS, IN CASE or WHEN.
1. I'll see you __________ you get home.
2. It's a good idea to photocopy your passport __________ it gets stolen.
3. Let me know __________ your flight is delayed so I won't have to wait at the airport.
4. You won't pass the exam __________ you study.
5. You should study conditionals __________ they are in the exam.
6. Take the keys __________ you're planning to come home late.
7. Don't forget to take your umbrella __________ it rains!
8. I'm going to do a Master's degree, __________ I can get a job straight away.
9. John's studying English __________ he needs it for his future career.
10.The teacher will give you extra help __________ you don't understand.
11.Bring your dictionary to the next lesson __________ you need to check a word.
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Test your verb forms
Choose the correct verb form for each space.
1. This is the first time I have done/do/did this exam.
2. When I left home this morning it rains/has rained/was raining.
4. Tomorrow I think it will rain/is raining/rains.
3. By the time you arrived at the party, all of the interesting people went/have gone/ had gone home!
5. John didn't like his job at all and so decided resign/resigning/to resign.
6. I saw your mother while I have walked/was walking/am walking to work .
7. I try/have tried/have been trying to understand this grammar for hours, but I just can't!
8. Your final exam might/would/can be difficult, but I'm sure you'll pass!
9. I couldn't come to the party because I did/must do/had to do my homework.
10. You couldn't have/might have/could have chosen a better person for the job. She was perfect!
11. In Britain you mustn't/don't have to/need do military service.
13. If the teachers were/teach/are better, the students would learn more.
12. We've been friends for a long time. We know/knew/have known each other since we were young.
14. Why aren't the students told/didn't the students told/weren't the students told that the exam format had been changed?
15. As part of the preparations for this year's World Cup, a new stadium is being built/is building/will build.
"
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Test your verb forms - 2
Choose the correct verb form for each space.
1. This is the first time I have been/go/went to this cinema.
3. By the time you have finished your test, all of the other students will go/have gone/will have gone home!
2. When I woke up this morning I was thinking/has thought/thought it was Saturday, but it isn't!
4. I think she will be/is being/was very successful in whatever career she chooses.
5. I went to the bank because I needed get/getting/to get some cash.
6. I watched a film last night while I have done/was doing/do my homework .
7. I try/have tried/have been trying to loose weight for two months, but I just can't get any thinner!
8. The weather might/would/can be bad at the weekend.
10. You couldn't have/might have/could have made a worse mistake! Your action caused a serious accident!
9. I couldn't help you with your homework because I must go/had to/had to go shopping with my mother.
11. In Britain you mustn't/don't have to/need carry an identity card.
12. I've was living/lived/have lived in the same house since I was a child.
13. If I was rich, I wouldn't/won't/don't ever work again!
14. Why don't you tell me/wasn't you tell me/didn't you tell me that you were going to buy a new house?
15. Are any new stadiums being built/building/built for this year's World Cup?
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Test your verb forms - 3
Choose the correct verb form for each space.
1. Is this the first time you have visited/visited/visit visited Italy?
2. While you talk/have talked/were talking I had a good idea!
3. By the time you will do/do/have done your homework, it will be time for bed!
4. I am sure that tomorrow will be/is being/was warmer than today.
5. I am studying English because I need speak/speaking/to speak it for my job.
7. The students are studying/will studying/have been studying hard for weeks and so should pass the exam easily.
6. The children watch/watched/were watching a DVD while we were driving to Napoli. .
8. I'm not sure what I'll do when I graduate. I might/would/can go to London to work.
10. You shouldn't have/might have/couldn't have been so rude to him. Now is is angry for no reason.
9. When we were at school, we must do/have to/had to do two hours of homework every night.
11. In Britain you mustn't/don't have to/need park where there are two yellow lines – it's forbidden!
13. If I won the lottery, I wouldn't/won't/don't have to learn English.
12. I've do/doing/been doing the same job at the same company for more than 20 years.
14. Why didn't you say you were wanting/want/wanted to come to the party? I would have invited you!
15. A new TV programme is made/is making/is being made about survivors on a desert island.
"
"Intermediate Exercises from the Website: www.imparareinglese.com" Downloaded free of charge from www.imparareinglese.com
ANSWERS TO EXERCISES
FCE sentence transformation exercises - 1
1 I have lived here for 10 years. 2 My brother is older than me. 3 What/how about going to the cinema?
4 I wish I had studied harder when I was at school. 5 The party leader has been killed in a car bomb attack .
6 It's not warm enough to go to the beach today. 7 If you don't study harder you won't pass the exam.
8 I needed two weeks to get over the flu. 9 If he had been paying attention he wouldn't have crashed his car.
10 The doctor suggested I take up golf.
FCE sentence transformation exercises - 2
1 What are you going to do at the weekend? 2 The last time I visited my family was in 2005.
3 He advised me (her/him/us/them) to study law at university. 4 She keeps complaining about the teacher.
5 What subject did you most enjoy at school? 6 Her parents won't let her come to the party.
7 I'm still not used to speaking English. 8 It was several years before I could understand much.
9 I didn't remember the correct answers until the test had finished.
10 She must have failed the exam - she's useless at maths!
FCE sentence transformation exercises - 3
1 The car was hardly moving when it hit the wall. 2 John was able to compete in the race even though he had several broken bones. 3 Other than my grandfather there are very few people alive who fought in the war. 4 We would have bought that car if it hadn't been so expensive. 5 The students were warned not to do that again. 6 There must be better hotels than this one in the city. 7 Students must pay all course fees before the course begins. 8 The last time I went to Oxford was at least ten years ago. 9 My mother is the same age as my father. 10 There's no point learning French because the language is not widely spoken.
FCE sentence transformation exercises - 4
1 Sarah had difficulty learning to read in Japanese. 2 The police had to find out who the fingerprints belonged to. 3 There is supposed to be a ghost in that house. 4 Take an umbrella in case it rains this afternoon. 5 You have haven't changed our last meeting ten years ago. 6 It was not necessary to rewrite the composition. 7 Toby accused me of taking his girlfriend. 8 The teacher asked Fredrick if English bored him. 9 The child was taught to read music by his grandfather. 10 I wish I could speak French fluently.
FCE sentence transformation exercises - 5
1 Ruth invited us/me/him/her/them to come for dinner at their house. 2 Ivan had no difficulty giving up smoking. 3 Stefania is someone whose suggestions are always useful. 4 The witness gave a detailed description of the assassin. 5 If only we could have seen Athens when we visited Greece. 6 We were told about the exhibits by a very interesting guide. 7 The test was so difficult that the students couldn't pass it. 8 My father had his car repaired by the mechanic in the town centre. 9 If the teacher had not helped me, I would not have passed the exam. 10 Cats are said to have nine lives.
FCE sentence transformation exercises - 6
1 The school trip to London has been put off until next week. 2 Meri did not mean to crash her father's car. 3 You should not have copied the homework from your friend. 4 It might not be easy for you to understand
"Intermediate Exercises from the Website: www.imparareinglese.com Downloaded free of charge from www.imparareinglese.com"
phrasal verbs. 5 Paolo had his operation done by the best surgeon in town. 6 I have not doubt that you'll be a fantastic teacher! 7 I have not visited London for seven years. 8 Isadora promised she would get home by midnight. 9 This school was set up by teachers from the British Council. 10 It took Chiara years to pass the First Certificate exam.
FCE Open Cloze practice - 1
(1) between (2) of (3) since (4) the (5) in (6) most (7) because/since (8) did (9) century (10) for (11) have (12) were (13) while (14) by (15) many
FCE Open Cloze practice - 2
(1) as (2) much/far (3) the (4) so (5) together/along (6) rather (7) who (8) those (9) some (10) such (11) which (12) without (13) On (14) that (15) by/at
FCE Word Formation - 1
(1) affordable (2) varieties (3) innovation(s) (4) economical (5) ensuring (6) quickly (7) especially (8) comparisons (9) unlikely (10) tasty
FCE Error Correction - 1
(1) a (2) are (3) which (4) OK (5) OK (6) can (7) OK (8) been (9) OK (10) the (11) being (12) OK (13) down (14) the (15) of
Negative prefixes – 1
1 uncomfortable 2 impatient 3 dishonest 4 unlucky 5 informal 6 impossible 7 unpopular 8 unlock 9 disappear 10 disagree 11 illegal 12 impolite 13 dislike / unlike 14 illogical 15 inconvenient
Negative prefixes – 2
1 infrequent 2 immature 3 illegible 4 immoral 5 irregular 6 unbelievable 7 disapprove 8 incurable 9 unfamiliar 10 ungrateful 11 irrelevant 12 independent 13 irresponsible 14 inaccurate 15 irresistible
Adjective suffixes – 1
1 boring 2 dependable 3 attractive 4 decisive 5 explanatory 6 entertaining 7 destructive 8 readable 9 agreeable 10 enjoyable 11 educational 12 creative 13 protective 14 suitable 15 critical
Adjective suffixes – 2
1 rainy 2 mountainous 3 artistic 4 scientific 5 practical 6 energetic 7 comfortable 8 infectious 9 valuable 10 successful 11 weekly 12 dangerous 13 democratic 14 musical 15 peaceful
Adjective suffixes – 3
1 friendly 2 grassy 3 religious 4 courageous 5 famous 6 sympathetic 7 alcoholic 8 distant 9 literary 10 political 11 peaceful 12 fashionable 13 profitable 14 medical 15 dramatic
Verb suffixes and prefixes
1 bleed 2 prove 3 frighten 4 encourage 5 endanger 6 strengthen 7 widen 8 lengthen 9 sweeten 10 deepen 11 weaken 12 worsen 13 brighten 14 widen 15 deafen
Nouns formed from adjectives - 1
1 importance 2 fame 3 heat 4 truth 5 poverty 6 sadness 7 safety 8 freedom 9 anger 10 efficiency 11 curiosity 12 stupidity 13 perfection 14 excitement 15 happiness
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Nouns formed from adjectives - 2
1 wealth 2 hunger 3 youth 4 height 5 warmth 6 silence 7 patience 8 popularity 9 kindness 10 generosity 11 difficulty 12 laziness 13 length 14 intelligence 15 terror
Nouns formed from adjectives - 3
1 cruelty 2 necessity 3 arrogance 4 illness 5 weakness 6 frequency 7 privacy 8 depth 9 width 10 strength 11 boredom 12 health 13 confidence 14 innocence 15 violence
Confusing words - 2
1 clothes 2 meet 3 bored 4 tests 5 factory 6 examine 7 terrific 8 switch off 9 argument 10 relatives 11 village 12 subject
Make or do?
1 do homework 2 do an exam 3 make a mistake 4 make a decision 5 make money 6 do the shopping 7 make a film 8 make progress 9 do your best 10 do housework 11 make a suggestion 12 make a profit or a loss
Make or do?
1 do the ironing 2 do the washing 3 make an effort 4 make a decision 5 do something stupid
6 do an exercise 7 make a film 8 make a noise 9 make dinner 10 do your duty 11 do the dishes
12 make a point
First and second conditionals
1 If I was rich I'd by a house. 2 If I had more time I'd study conditionals 3 If I have time, I'll help you with your homework 4 If you could live anywhere, which country would you choose? 5 He won't pass his exam unless he studies much harder 6 I would marry her but she won't agree. 7 If I could change my career, I'd be a cook. 8 When my English is better I'm going to work in London
First and second conditionals
1 I would 2 had 3 help 4 could 5 studies 6 marry 7 I'd 8 is
Present perfect simple or continuous?
1 I've been trying 2 been thinking 3 been cycling 4 I've been going 5 has been promoted 6 we've been redecorating it 7 has promised 8 been preparing 9 has gone up 10 haven't improved
11 has tried 12 been trying
Gerund or infinitive?
1 enjoy doing 2 agree to do 3 learn to do 4 avoid doing 5 choose to do 6 practise doing 7 promise to do 8 offer to do 9 want to do 10 finish doing
Gerund or infinitive? - 2
1 suggest doing 2 fail to do 3 prepare to do 4 decide to do 5 finish doing 6 hope to do 7 delay doing 8 threaten doing/to do 9 end up doing/to do 10 expect doing/to do
Gerunds and infinitives (with different meanings!)
1 taking 2 seeing 3 to inform 4 to do 5 to get 6 to get 7 talking 8 kissing 9 studying 10 to hang 11 to graduate 12 washing
Active and passive adjectives
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1 exciting 2 interested 3 terrified 4 boring 5 fascinating 6 depressed 7 annoyed 8 annoying 9 bored 10 amusing 11 excited 12 entertaining
Dependent prepositions
1 in 2 with 3 of 4 of 5 of 6 of 7 to 8 for 9 of 10 into 11 - 12 with
Prepositions of movement
1 to 2 in 3 into 4 out of 5 up to 6 away 7 from 8 through 9 over 10 to 11 - 12 -
Extreme adjectives
1.D 2.C 3.H 4.F 5.G 6.B 7.E 8.A
Wish
1. incorrect 2. correct 3. correct 4. incorrect 5. correct 6. incorrect 7. correct 8. incorrect 9. incorrect 10. correct
11. incorrect 12. incorrect 13. correct 14. correct 15. incorrect
Wish - 2
1. had studied 2. had become 3. was/were 4. could win 5. would study 6. hadn't given 7. could fly 8. was/were 9. could leave 10. was/were 11. could go 12. would stop 13. could stay 14. had gone 15. was/were
Order of adjectives
1 They have just bought a beautiful vintage sports car 2 Susie came to work wearing shiny black leather boots 3 I'd like a long cold drink, please 4 He opened his brand-new portable personal computer 5 It was a lovely sunny summer's day 6 John was killed by an angry African elephant 7 We bought an antique wooden coffee table 8 Mother hates the cold grey depressing English winter
Used to or Would?
1. false 2. true 3. false 4. true 5. true 6. false 7. true 8. true 9. true 10. true 11. true 12. false 13. true 14. false 15. true
Basic future forms
1. a timetabled event 2. a plan 3. a prediction 4. a timetabled event 5. an arrangement 6. a plan 7.a prediction 8. a plan 9. an arrangement 10. a plan 11. a prediction 12. a timetabled event 13. an arrangement 14. a prediction 15. a plan
Basic Future Forms - 2
1. going 2. will 3. are 4. to 5. will 6. do 7. renting 8. am 9. will 10. is 11. are 12. will 13. going
Future time clauses
1. when 2. in case 3. if 4. unless 5. in case 6. if 7. in case 8. unless 9. in case 10. if 11. in case
Test your verb forms
1. have done 2. was raining 3. had gone 4. will rain 5. to resign 6.was walking 7.have been trying 8. might 9. had to do 10. couldn't have 11.don't have to 12. have known 13. were 14. weren't the students told 15. is being built
Test your verb forms - 2
1. have been 2. thought 3. will have gone 4. will be 5. to get 6. was doing 7. have been trying
"Intermediate Exercises from the Website: www.imparareinglese.com" Downloaded free of charge from www.imparareinglese.com
8. might 9. had to go 10. couldn't have 11. don't have to 12. have lived 13. wouldn't 14. didn't you tell me 15. being built
Test your verb forms - 3
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Australian Money I Have...Who Has...
How to play the game:
Distribute the cards randomly to your students. Some students may get more than one card.
Select a student to begin by reading their card aloud. (example: I have 50¢. Who has 70¢?)
The student who has the card with the correct answer to the previous student's "Who Has..." question reads their card aloud. (example: I have 70¢. Who has $1.20? And so on.)
Students must listen for their turn and try not to break the chain.
When the chain circles around to the first student, the game is over.
Suggestions:
Print out the "I Have, Who Has" flashcards on card stock and laminate them so they will
Practice the game once with your students so they understand how the game works, then see if they can "beat the timer." Set a timer for 2 minutes, 5 minutes, or any amount of time you choose. Challenge your students to finish the game before the timer goes off.
P: I have 40¢. Who has $1.35?
I have 70¢. Who has $1.20?
C: I have $1.20. Who has $1.05?
D: I have $1.05. Who has 75¢?
E: I have 75¢. Who has $1.50?
F: I have $1.50. Who has 65¢?
G: I have 65¢. Who has 90¢?
H: I have 90¢. Who has $2.65?
I: I have $2.65. Who has 15¢?
J: I have 15¢. Who has $2.00?
K: I have $2.00. Who has 55¢?
L: I have 55¢. Who has 25¢?
M: I have 25¢. Who has 95¢?
N: I have 95¢. Who has $1.10?
O:
I have $1.10. Who has 40¢?
Q:
I have $1.35. Who has 20¢?
R: I have 20¢. Who has 45¢?
S: I have 45¢. Who has 60¢?
T: I have 60¢. Who has 80¢?
U: I have 80¢. Who has $1.70?
V: I have $1.70. Who has $1.55?
W: I have $1.55. Who has $2.50?
X: I have $2.50. Who has 50¢?
Y: I have 50¢. Who has $1.15?
Z: I have $1.15. Who has 85¢?
AA: I have 85¢. Who has $1.90?
BB: I have $1.90. Who has $1.65?
CC: I have $1.65. Who has 30¢?
DD: I have 30¢. Who has 35¢?
Australian Money
I Have...Who Has...
I have
Who has 70¢?
Who has $1.20?
www.superteacherworksheets.com Super Teacher Worksheets - www.superteacherworksheets.com Card B
Australian Money I Have...Who Has... Australian Money I Have...Who Has...
I have
I have
Who has $1.05?
Card C
Super Teacher Worksheets - www.superteacherworksheets.com
Who has 75¢?
Card D
Australian Money
I Have...Who Has...
I have
Who has $1.50?
Who has 65¢?
www.superteacherworksheets.com Super Teacher Worksheets - www.superteacherworksheets.com Card F
Australian Money I Have...Who Has... Australian Money I Have...Who Has...
I have
I have
Who has 90¢?
Card G
Super Teacher Worksheets - www.superteacherworksheets.com
Who has $2.65?
Card H
Australian Money
I Have...Who Has...
I have
Who has 15¢?
Who has $2.00?
www.superteacherworksheets.com Super Teacher Worksheets - www.superteacherworksheets.com Card I Card J
Australian Money I Have...Who Has... Australian Money I Have...Who Has...
I have
I have
Who has 55¢?
Card K
Super Teacher Worksheets - www.superteacherworksheets.com
Who has 25¢?
Card L
Australian Money
I Have...Who Has...
I have
Who has 95¢?
Who has $1.10?
www.superteacherworksheets.com Super Teacher Worksheets - www.superteacherworksheets.com Card N
Australian Money I Have...Who Has... Australian Money I Have...Who Has...
I have
I have
Who has 40¢?
Card O
Super Teacher Worksheets - www.superteacherworksheets.com
Who has $1.35?
Card P
Australian Money
I Have...Who Has...
I have
Who has 20¢?
Who has 45¢?
www.superteacherworksheets.com Super Teacher Worksheets - www.superteacherworksheets.com Card R
Australian Money I Have...Who Has... Australian Money I Have...Who Has...
I have
I have
Who has 60¢?
Card S
Super Teacher Worksheets - www.superteacherworksheets.com
Who has 80¢?
Card T
Who has $1.70?
Who has $1.55?
Australian Money
I Have...Who Has...
I have
www.superteacherworksheets.com Super Teacher Worksheets - www.superteacherworksheets.com Card V
Australian Money I Have...Who Has... Australian Money I Have...Who Has...
I have
I have
Who has $2.50?
Card W
Super Teacher Worksheets - www.superteacherworksheets.com
Who has 50¢?
Card X
Australian Money
I Have...Who Has...
I have
Who has $1.15?
Who has 85¢?
www.superteacherworksheets.com Super Teacher Worksheets - www.superteacherworksheets.com Card Z
Australian Money I Have...Who Has... Australian Money I Have...Who Has...
I have
I have
Who has $1.90?
Card AA
Super Teacher Worksheets - www.superteacherworksheets.com
Who has $1.65?
Card BB
Who has 30¢?
Australian Money
I Have...Who Has...
I have
Who has 35¢?
www.superteacherworksheets.com Super Teacher Worksheets - www.superteacherworksheets.com Card DD
Fold this page in half to store the cards in when not in use.
Answer Chain:
A: I have 35¢. Who has 70¢?
B: I have 70¢. Who has $1.20?
D: I have$1.05. Who has 75¢?
F: I have $1.50. Who has 65¢?
H: I have 90¢. Who has $2.65?
J: I have 15¢. Who has $2.00?
L: I have 55¢. Who has 25¢?
M: I have 25¢. Who has 95¢?
Q: I have $1.35. Who has 20¢?
S: I have 45¢. Who has 60¢?
U: I have 80¢. Who has $1.70?
W: I have $1.55. Who has $2.50?
C: I have $1.20. Who has $1.05?
E: I have 75¢. Who has $1.50?
G: I have 65¢. Who has 90¢?
I: I have $2.65. Who has 15¢?
K: I have $2.00. Who has 55¢?
P: I have 40¢. Who has $1.35?
R: I have 20¢. Who has 45¢?
T: I have 60¢. Who has 80¢?
V: I have $1.70. Who has $1.55?
X: I have $2.50. Who has 50¢?
Y: I have 50¢. Who has $1.15?
AA: I have 85¢. Who has $1.90?
Z: I have $1.15. Who has 85¢?
BB: I have $1.90. Who has $1.65?
N:
I have 95¢. Who has $1.10?
CC:
I have $1.65. Who has 30¢?
I have $1.10. Who has 40¢?
DD:
I have 30¢. Who has 35¢?
Super Teacher Worksheets - www.superteacherworksheets.com
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CTE PLAYBOOK
OFFICE OF CAREER AND TECHNICAL EDUCATION June 2018
It is the policy of the Michigan Department of Education that no person on the basis of race, color, religion, national origin or ancestry, age, sex, height, weight, marital status, or disability shall be subjected to discrimination in any program, service, or activity for which it is responsible, or for which it receives financial assistance from the U. S. Department of Education. For further information, contact the Civil Rights Coordinator, Office of Career and Technical Education, P.O. Box 30712, Lansing, MI 48909. 517-241-2091.
TABLE OF CONTENTS
WHAT IS CAREER AND TECHNICAL EDUCATION?
Career and Technical Education is defined as high school instructional programs that prepare students for specific careers. The programs consist of a series of courses that prepare youth for high-wage, high-skill, high-demand careers. The goal of career and technical education is to ensure that students, in grades 9-12, have strong academic foundations, as well as specific technical skills so that they may enter and succeed in their chosen career and/or postsecondary program.
High school career and technical education programs also provide career readiness skills that replicate business and industry and provide students with an opportunity for work-based learning and student leadership opportunities. Career and technical education instructional programs start at high school and then continue at the postsecondary level. A program of study is developed with input from secondary teachers, postsecondary instructors, and business/industry and provides a seamless transition from one level into the next. Through aligned programs, postsecondary education is supported and encouraged through dual enrollment, direct credit, and early/middle college options. These options allow students to earn college credit while still in high school.
The primary objectives for secondary career and technical education programs are:
1. To provide students with the skills needed for employment now (wage earning), and broad transferable academic, employability and career readiness skills, allowing students further employment and education flexibility.
2. To provide an awareness of the opportunities and future trends within high-skill, high-wage, and high demand industries; to increase student options for occupational choice in the pursuit of a career, and provide the requisite knowledge and skills for continued advanced education and training.
3. To provide both academic, technical, and work-based learning experiences to bridge the gap between education and the world of work.
4. To help local employers find well prepared individuals to fill available positions in their communities.
The Michigan Department of Education, Office of Career and Technical Education, works closely with regional career and technical education administrators to provide technical assistance and support for implementation and improvement of currently operating and the development of new career and technical education programs. Programs for secondary students are available through area career centers, intermediate school districts, public school academies, and local education agencies in Michigan.
Students enrolled in secondary career and technical education programs acquire skills that are transferable, career specific, and basic to a rigorous academic education, providing them with the foundation for lifelong learning. career and technical education program choices should relate to the career goals identified in the students' Educational Development Plan. Well-developed career goals begin with a thoughtful look at available careers and student interests. A copy of the "Educational Development Plan Fundamentals" document can be found at the following link:
http://www.michigan.gov/documents/mde/EDP_Sample_from_Kent_296083_7.pdf
WHY SHOULD I START A CAREER AND TECHNICAL EDUCATION PROGRAM?
Benefits to Students
Career and technical education prepares students for the real-world of work by introducing them to workplace skills, by providing it in a hands-on context. Students thrive in career and technical education classrooms. The high school graduation rate for career and technical education students in Michigan in 2014-15 was 96.6 percent versus 79.8 percent for all students.
Benefits to the School District: Forming Partnerships with Postsecondary and Business/Industry
The local school district benefits from partnerships because local resources can be leveraged and shared to benefit the learning of all students and adult learners in their community. As stated above, career and technical education students have a higher graduation rate than those who are not exposed to career and technical education, which boosts the overall graduation rate for a district.
Benefits to Local Business and Industry
Employers benefit from serving on local advisory boards by suggesting preferred skills, needed equipment, and required work-place certifications. Employers who participate with career and technical education programs get a greater return on their investment of time and energy in finding future employees for their industry. This helps build a pipeline of skilled individuals.
Benefits to Postsecondary Partners
Postsecondary partners benefit by creating a seamless transition for high school students to earn college credit and thereby decreasing remediation rates. Faculty members benefit by having a more prepared student in the classroom, while administrators establish the path at the secondary level for student's seamless transition toward postsecondary enrollment.
WHAT CAREER AND TECHNICAL EDUCATION PROGRAMS ARE ALREADY IN MY AREA?
State-approved career and technical education programs are public information and may be obtained by accessing public reports at the following website: http://www.cteisreports.com/ (link to "CTEIS Reports" and then link to "Secondary Taxonomy Report"). Click on the view report blue button and then scroll down to find your district.
HOW ARE CAREER AND TECHNICAL EDUCATION PROGRAMS FUNDED?
There are a variety of funding sources that could be used to fund career and technical education programs. Funding varies per region. Some funding options include foundation grants, local vocational millage, federal Perkins grants, and state aid categorical funding. For more information on career and technical education funding in your area, contact your area Career and Education Planning District administrator by using this link to search for your geographic area: http://www.cteisreports.com. (Click on View Reports-- Program Details--CEPD Admin List)
HOW DO I START A NEW CAREER AND TECHNICAL EDUCATION PROGRAM?
When developing a new career and technical education program, several factors need to be addressed. For example, consideration should be given to job forecasts, employer involvement, and student interest before investing significant time and resources into a new career and technical education program. School personnel should also begin the process of career and technical education program approval through the Office of Career and Technical Education. Program approval gives the district the opportunity to receive state school aid categorical funding for career and technical education, as well as benefit from federal funding through the Carl D. Perkins grant. Career and technical education programs that are not state-approved do not qualify for this additional funding.
Another important step involves a meeting with your regional career and technical education administrator to discuss the proposed program. The Michigan Department of Education works closely with the 53 career education planning district administrators, that in most cases parallel the intermediate school district boundaries. These career education planning district administrators provide technical assistance, professional development, and coordination of career and technical education programs and services for the local school districts within their geographic areas. A map that shows career education planning district
regions and includes career education planning district administrator contact information are provided in the resources section of this document.
As you begin work with the career education planning district administrator and employers in your area, you will need to do the following:
1. The rationale for developing the program should be formulated and agreed upon by those contemplating the establishment of the program. A discussion with career and technical education administrators and employers in the region must be conducted to prevent duplication of programs and to foster collaboration. Below are links for a list of career education planning district administrators by county and the list of career and technical education centers in Michigan.
Career Education Planning District Administrators by County: http://www.cteisreports.com. (Click on View Reports-- Program Details-CEPD Admin List)
Career Technical Centers in Michigan: http://www.michigan.gov/documents/mde/Area_Center_Map_475713_7.p df.
2. A needs assessment should be conducted using current labor market information for high-skill, high-wage, and high-demand careers in your region to support the proposed career and technical education programs. A partnership with local business and industry must be established so that you have relevant information about the knowledge and skills needed for the available jobs. Details on performing a needs assessment are found in the next section.
3. Another consideration is whether local funding, if no additional state or federal dollars were received, will be enough to support the program. Available state and federal grants alone cannot sustain a quality career and technical education program. Local support must be available.
NEEDS ASSESSMENT AND DATA RESEARCH SUPPORTING ESTABLISHMENT OF PROGRAM
New career and technical education program applicants must take into consideration the investment of time and money for the development of a new program. The first step in the process is to collect pertinent data from the region, state, and nation and subject it to critical review. Partnering with local business and industry to hear their needs and concerns is critical to gather the right information on the knowledge and skills needed in the respective instructional program. Results must solidly support the decision to begin a new program. Resources continue to be level funded or declining across the state and nation.
Local districts must collaborate to eliminate duplication, support successful regional programs, and meet local workforce needs.
For your convenience, a link has been provided below that will introduce you to some Internet sources to begin the needs assessment. All data should be reviewed with the career education planning district administrator and Talent District Career Council located in the prosperity region of the county that the career and technical education program will be held. In the next section the links for the prosperity region map, the career education planning district administrator contact for each region, and the Michigan Works! Association director responsible for each of prosperity region are provided.
DTMB, Labor Market Information website http://milmi.org/
Occupational Supply Demand System http://urlm.co/www.occsupplydemand.org
ONet OnLine https://www.onetonline.org/
WORKFORCE AND ECONOMIC DEVELOPMENT PARTNERSHIPS; WHY ARE THEY HELPFUL?
Partnerships between the local workforce and education agencies are essential for economic development. Direct benefits include the creation of a well-prepared and skilled workforce that addresses worker shortages that can build the local tax base and cultivate local talent. Students may be more inclined to remain in the area if they can envision themselves working at an established business in the community. Additionally, business and industry partners enjoy the benefit of growing their own workforce by creating a steady pool of qualified workers.
WHAT IS A PROSPERITY REGION?
In 2013, Governor Rick Snyder announced a new Regional Prosperity Initiative. The Regional Prosperity Initiative establishes a common set of geographic boundaries to be used by all state agencies. The initiative is intended to be a catalyst for the development of a local economic vision in the ten Regional Prosperity Initiative areas. The governor has asked that each state department organize their services according to these new regional boundaries, with the goal of enhancing coordination among departments, leveraging efficiencies, and providing better customer service. Ultimately, the Regional Prosperity Initiative is intended to encourage local private, public, and nonprofit partners to work together to create vibrant regional economies.
State of Michigan Prosperity Regions
http://www.michigan.gov/documents/dmb/Prosperity_Map1_430346_7.pdf
Career Education Planning District contacts for each Prosperity Region http://www.michigan.gov/documents/mde/Prosperity_Region_CEPD_List_55515 2_7.pdf
Talent District Career Council contact by Prosperity Region http://www.michigan.gov/documents/mde/TDCC_Chairperson_Contact_By_Regi on_502788_7_543560_7.pdf
Below is information that applicants will want to gather as they review the need for a new career and technical education program.
1. Based on a review of high-skill, high-wage, and high-demand careers at the national, state, and regional level, please list the three highest priorities for career and technical education programs that exist within your career education planning district.
2. Are there business and industry partners in your community committed to:
Yes No
Actively participate on a program advisory committee?
Yes No
Support training, scholarships, and student leadership opportunities?
Yes No
Support work-based learning opportunities for students?
Yes No
Offer instructor opportunities for training/learning specific to the occupational program (i.e., externships)?
Yes No
Are there state-approved occupational programs at postsecondary institutions located in your region that would be potential partners?
Yes No
Are there other related continuing education options such as training programs or apprenticeships available in the career education planning district related to this career and technical education program?
Yes No
Are there current job openings available related to this career and technical education program in the state of Michigan? Use this link: www.mitalent.org for more information.
3. What data/documentation exists that supports current job openings for this career and technical education program at the regional or career education planning district level?
The role of the career education planning district administrator is key in providing coordination and technical assistance for the new career and technical education program planning process. The new program process requires the approval of the career education planning district administrator on the new career and technical education program application. Applicants must follow the new program process as outlined in annual communications from the Office of Career and Technical Education to career education planning district administrators. Each program has an Office of Career and Technical Education program consultant that provides technical assistance in that area. For a list of consultants by career and technical education program area, see the link below.
Program Consultants
http://www.michigan.gov/documents/mde/17- 18_Career_Cluster_and_CIP_Codes_by_Consultant_578234_7.pdf
CAREER AND TECHNICAL EDUCATION PROGRAM CRITERIA
Michigan's Career Clusters
The Office of Career and Technical Education has aligned current state-approved career and technical education programs into 17 career clusters that represent categories of similar jobs. These groupings make it simpler to talk about career options with students and to organize information.
* Agriculture, Food and Natural Resources
* Architecture and Construction
* Arts, A/V Technology and Communications
* Business, Management and Administration
* Education & Training
* Energy
* Finance
* Government and Public Services
* Health Science
* Hospitality and Tourism
* Human Services
* Information Technology
* Law, Public Safety, Corrections & Security
* Manufacturing
* Marketing, Sales and Service
* Science, Technology, Engineering and Mathematics
* Transportation, Distribution and Logistics
View the Career Readiness Practices defined by Advanced CTE that are included in Michigan's career and technical education standards.
https://cte.careertech.org/sites/default/files/CareerReadyPractices-FINAL.pdf
Program Standards
Career and technical education programs are based on standards identified by business and industry. These standards must be taught within the program to be state-approved and eligible for state and federal funding. Requirements differ for different career and technical education programs. For example, all Automotive Technician state-approved career and technical education programs must be NATEF certified.
While each career and technical education program has its own unique requirements, a career and technical education Classification of Instructional Program (CIP) Self-Review document with specific criteria, must be completed for each state-approved career and technical education program. To view the CIP Self-Review document, go to MCCTE Navigator http://ctenavigator.org/resources. This page also contains gap analysis documents, which contain the standards referred to above.
Michigan Merit Curriculum and Career and Technical Education
Career and technical education programs incorporate academic skills, which may lead to academic credit as well as career and technical education credit, and align with the Michigan Merit Curriculum. The links below provide the Michigan Department of Education requirements for awarding academic credit in career and technical education and the Michigan Merit Graduation requirements for all high school students. Also provided is a link to an example of delivering economics in a state-approved career and technical education marketing program and another for integrating Algebra II into state-approved career and technical education engineering, manufacturing, and industrial technology programs. The Michigan Department of Education, Office of Career and Technical Education does not endorse any specific program, product, or service. Options provided in this document serve as examples only.
Guidelines for Awarding Credit in Career and Technical Education: http://www.michigan.gov/documents/mde/Guidelines_for_Awarding_Credit_in_C TE_468150_7.pdf.
Michigan Merit High School Graduation Requirements Frequently Asked Questions:
http://www.michigan.gov/documents/mde/Complete_MMC_FAQ_August_2014_4 67323_7.pdf
Economics in Marketing:
http://www.berriencte.org/resources/marketingeconomics-collaborativeteaching-model/
Algebra II in Engineering/Industrial Programs:
http://www.kresa.org/Page/1780
Program Delivery and Waivers
Michigan is a local-control state. By definition from edglossary.org, it means "…the governing and management of public schools are largely conducted by elected or appointed representatives serving on governing bodies such as school boards..." The district has autonomy in how they choose to operate programs in their district. Some career and technical education programs may be offered by alternate program delivery methods, such as at a worksite or on a college campus. Keep in mind that access and equity for all students is essential.
Alternate delivery models may require a "Pupil Accounting Waiver." Pupil accounting ensures students are receiving the amount of education required by state law and this determines if a district is meeting requirements to receive the full foundation allowance per pupil. For more information on pupil accounting go to http://www.michigan.gov/mde/0,4615,7-140-6530_6605-21534--,00.html; see the Waiver Information section. Please contact Pupil Accounting at 517-241-6895 for additional assistance.
Properly Certificated Instructors
Michigan law requires that individuals teaching secondary career and technical education programs be certified, authorized, and if required, hold a valid state or federal license for the occupational areas in which they will teach. All entry credentials for teaching secondary career and technical education programs require that the individual seeking the credential have two years (4,000 hours) of recent and relevant work experience in the occupational area.
For more information please visit the Michigan Department of Education's webpage on teacher certification http://www.michigan.gov/mde/0,4615,7-140- 5683_14795---,00.html.
In certain circumstances, a waiver may be requested if the instructor does not meet the listed criteria for certification. Please see the link for career and technical education teacher certification FAQs http://www.michigan.gov/documents/mde/CTE_Teacher_Certification_FAQ_43 6394_7.pdf.
You can also contact the Michigan Department of Education, Office of Professional Preparation Services at 517-373-6838.
Work-Based Learning Opportunities
Career and technical education work-based learning is a combination of school-based preparation and supervised worksite experiences designed in collaboration with business/industry to enable students to acquire knowledge and skills for career and other life roles in real work settings. These experiences relate directly to the approved career and technical education program. The Office of Career and Technical Education's Work-Based Learning Manual can be found at http://www.michigan.gov/mde/0,4615,7-140-6530_2629_53968- 220470--,00.html.
For additional information on work-based learning, visit the Michigan Career Placement (MCPA) website at: www.micareerplacement.org.
Before students participate in a work-based learning opportunity, the youth employment law should be reviewed with the career education planning district administrator to ensure compliance and student safety. The links provided will take you to the Youth Employment page on the Michigan Department of Education's website http://www.michigan.gov/mde/0,4615,7-140- 6530_2629_59590---,00.html.
Please consult with your career education planning district administrator on insurances needed to operate a career and technical education program and offer work-based learning opportunities.
Equipment to Simulate Business and Industry Requirements
Each program has unique equipment recommendations specific to the program content. Districts must provide equipment that simulates the work-site for careers related to the program based on employer/industry input and feedback. All equipment must be inventoried and replaced following district policy or safety upgrades. See item 6, Secondary-Postsecondary Connections for ideas on shared asset utilization.
Eliminate Barriers to Program Access
It is required that all facilities used for any state-approved career and technical education program meet Americans with Disabilities Act standards and accessibility requirements. Compliance with all requirements of Civil Rights law; Title II, Title VI, Title IX, and Section 504 is required by all state-approved career and technical education programs. The Office of Career and Technical Education is the state office responsible for administrating a compliance program to prevent, identify, and remedy discrimination based on race, color, national origin, gender, disability, or age by LEAs, career and technical education centers,
or postsecondary institutions that receive federal financial assistance through a state of Michigan agency.
Secondary-Postsecondary Connections
All state-approved career and technical education programs are required to have a POS that demonstrates the linkage between secondary and postsecondary wage-earning programs. This allows students to earn college credit while in high school.
Shared Asset Utilization
The postsecondary connection can benefit your program and students by sharing assets, e.g., equipment needed to simulate business and industry. The cost of equipment can be prohibitive to secondary career and technical education programs. Among other topics, career and technical education advisory committees should have discussions focused on how assets can be leveraged to benefit both the secondary and postsecondary student. This may require consideration of an alternate delivery model for your program. The Talent Investment Agency/Workforce Development can connect you with various adult education institutions that may provide needed access to equipment. http://www.michigan.gov/wda.
Career and Technical Education Program Advisory Committee
The expertise of individuals from business and industry plays an integral role in providing high-quality career and technical education programs, in addition to fostering the development of a trained and educated workforce. The primary purpose of these program advisory committees is to serve as a resource and a connection to the workplace for career and technical education teachers, administrators and students. For more information please view the Office of Career and Technical Education, Career and Technical Education Program Advisory Tool Kit at http://www.michigan.gov/mde/0,4615,7-140-2629_53968-- -,00.html.
The Career and Technical Education Program Advisory Committee, as well as the Going Pro Campaign, the Governor's Talent and Investment Board (GTIB), and the MiEducator Showcase site can provide promising practices and information in leveraging business partners, destigmatizing career and technical education, and providing critical input into proper business/industry instruction and workforce gaps that need to be filled. The Association For Career and Technical Education® (ACTE®) offers a wide array of resources to engage industry partners.
ACTE®
https://www.acteonline.org/
Going Pro http://www.mitalent.org/skilled-trades
GTIB
http://www.michigan.gov/snyder/0,4668,7-277-57738_57679_57726-267276-,00.html
Student Leadership Learning Opportunities
Students are required to participate in a leadership activity as a part of their career and technical education program. One way to meet this requirement is through a Career Technical Student Organization. Career Technical Student Organizations are an intra-curricular component of preparing students to assume a leadership role in the occupation of their choice.
CURRICULUM AND CREDENTIAL PATHWAY SOURCES
* The National Career Pathways Network has a resource center that offers resources on topics such as: adult and student career pathways, and college and career readiness tool kits. http://www.ncpn.info/resourcecenter.php.
* The Michigan Department of Education's MiEducator Showcase provides numerous lesson plans that are career and technical education and noncareer and technical education focused: www.mi.gov/MiEducatorShowcase
* Advance CTE offers National Career Cluster information which includes possible certifications that students can obtain in each cluster area. The title of the certification program along with the licensing/issuing organization's contact information is listed. This site also includes National Career Cluster standards and programs of study https://careertech.org/career-clusters. To gather specific information on careers simply click on the name of the cluster.
Advance CTE also has a comprehensive Learning That Works Resource Center located at https://careertech.org/resource-center that provides a variety of resources on access and equity, early college credit and transfer agreements, career advisement, credentials and assessments, data and accountability, employer engagement, funding and finance, program quality, systems alignment, and work-based learning.
RESOURCES
Administrative Guide for Michigan CTE Programs; OCTE comprehensive guide on operating a state-approved CTE program in Michigan:
Advance CTE; state leaders connecting learning to work: http://www.miacte.org/
Awarding Credit in Career and Technical Education:
http://www.michigan.gov/documents/mde/Guidelines_for_Awarding_Credit_in_C TE_468150_7.pdf
Association For Career and Technical Education® (ACTE®); National CTE resources http://www.acteonline.org/
Bureau of Labor Statistics; United States https://stats.bls.gov/
Career Ready Practices; Advance CTE
https://cte.careertech.org/sites/default/files/CareerReadyPractices-FINAL.pdf
Career and Technical Information System (CTEIS); CTE public reports http://cteisreports.com/
Career Technical Student Organizations; CTE leadership opportunities for students http://www.ctsos.org/
Going-Pro with Professional Trades; reduce stigma of Professional Trades jobs, information for students and parents on CTE
http://www.mitalent.org/skilled-trades
Hot 50 Jobs for 2024
http://milmi.org/research/michigans-hot-50-for-2024
Hot 25 Professional Trades Jobs http://www.going-pro.com
Labor Market Information for Michigan-Department of Technology, Management and Budget http://milmi.org/
Michigan Association for Career and Technical Education (MI ACTE); MI CTE resources http://www.miacte.org/
Michigan Career Placement Association; Work-Based Learning http://www.micareerplacement.org/
Michigan College Access Network (MCAN); increase college readiness, participation and completion, particularly among low-income students http://www.micollegeaccess.org/
Michigan Merit High School Graduation Requirements Frequently Asked Questions:
http://www.michigan.gov/documents/mde/Complete_MMC_FAQ_August_2014_4 67323_7.pdf.
Michigan Top 10 in 10 Years; strategies and partnerships to make Michigan a Top 10 Education State in 10 Years http://www.michigan.gov/mde/0,4615,7-140-80635---,00.html
Michigan Works Association; services to Michigan's workforce development system http://www.michiganworks.org/
MCCTE Navigator; electronic system for Michigan's CTE community, real time access to state-approved CTE program standards http://ctenavigator.org/
OCTE Staff Quick Reference Directory http://www.michigan.gov/mde/0,4615,7-140-6530_2629-258837--,00.html
O*NET OnLine; U.S. Department of Education published tool for career exploration and job analysis https://www.onetonline.org/
Pupil Accounting MDE; guidance/rules to count pupils for state aid funding http://www.michigan.gov/mde/0,4615,7-140-6530_6605-21534--,00.html
Talent and Economic Development; economic development, Pure Michigan http://www.michigan.gov/ted/
Talent Investment Agency; job seekers, labor market information, veterans, unemployment http://www.michigan.gov/tia
What it means to be Career Ready; Advance CTE https://cte.careertech.org/sites/default/files/CRPC_4pager.pdf
Workforce Development Agency-Talent Investment Agency; apprenticeships, community colleges, adult education http://www.michigan.gov/wda
Youth Employment; Child Labor Law http://www.michigan.gov/mde/0,4615,7-140-6530_2629_59590---,00.html
State Board of Education
Casandra E. Ulbrich, Co-President
Rochester Hills
Richard Zeile, Co-President
Dearborn
Michelle Fecteau, Secretary
Detroit
Tom McMillin, Treasurer
Oakland Township
Lupe Ramos-Montigny, NASBE Delegate
Grand Rapids
Pamela Pugh
Saginaw
Nikki Snyder
Dexter
Eileen Lappin Weiser
Ann Arbor
Governor Rick Snyder
Ex Officio
Sheila A. Alles, Interim Chairperson
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20162017 HOLY TRINITY CATHOLIC SCHOOL STUDENT HANDBOOK
MISSION STATEMENT:
To form a Christcentered Catholic community where faith and learning are lived and celebrated daily through Gospel values and academic excellence.
PHILOSOPHY STATEMENT:
Holy Trinity Catholic School (HTCS) provides a Catholic, Christian environment in which staff and students model faith and love in their daily interactions. A lifelong foundation for successful learning is built upon spiritual growth and academic excellence. By providing differentiated instruction students will acquire the skills to reach their full potential.
We believe the students will develop an awareness and understanding of their place in the global community through stewardship, service projects, and an acceptance of individual differences. Our atmosphere reflects the importance of the church, family, and school working together to provide the basis for a wellrounded education.
DESCRIPTION OF A SIXTH GRADE GRADUATE:
A HTCS sixth grade graduate would have a strong foundation of faith and be an active member of his/her community by being a role model and sharing Christian values with others. The successful graduate would be selfmotivated, proficient in technology, and academically prepared for seventh grade.
SCHOOL HOURS:
DAILY ROUTINE
SCHOOL DAY
ATTENDANCE
* Attendance at school is the right of every citizen. It is also Minnesota State Law.
* When you are absent from school, have a parent call school and state reason for absence. If school is not informed, the school will contact the home. If neither is made, then bring a note from your parents the day you return explaining why you were absent.
* Work missed during your absence must be made up. Contact each teacher to determine what you must do. Please inform office if you'd like homework sent home.
* If you are leaving school during the day present a note to your teacher before 8:20 A.M. When you leave and return to school, check in at the office.
* A student is not to leave the school building without permission from parent, administrator or homeroom teacher.
RELIGION
The theme for this school year is"PROVERBS"
The main reason your parents send you to a Catholic school is for you to get to know Jesus very well and to stay close to Him. Jesus should influence all that we do. Religion is a subject we can continue to learn about all our lives. In a Catholic school we learn about God in Religion class and integrate that knowledge into other classes.
Liturgy is a special part of our week. We're as close to Jesus as we can get when we receive Him in the Eucharist. It is important to participate with our ears, voices, hands, and minds to make the Liturgy come alive for others and us. We also participate in other celebrations: the Sacrament of Reconciliation, a baptismal service, a seasonal prayer service, and a classroom bible service.
Each student is expected to learn Catholic prayers as part of the Religion curriculum. There are different prayers for each grade level.
BEHAVIOR EXPECTATIONS
In the Catholic home and school you can learn the real meaning of discipline. Jesus said that his disciples love each other as they love themselves. We should do the same.
❖ Be prompt and prepared
- Be prepared for you don't know what day your Lord is coming. Matt: 24:42
■ come on time
■ come with needed materials
■ come with your homework complete
■
❖ Respect authority
- I would have you learn this that a life of doing right is the wisest life there is. If you live that kind of life, you will not limp or stumble as you run. Proverbs 4:11, 12
■ listen
■ follow directions
■ accept responsibility for your behavior
❖ Respect the rights of others
- Your strong love for others will prove to the world that you are my disciples. John 13:35
■ use appropriate voice and language
■ be a good listener
■ respect the work and opinions of other students and adults
■ do not tease, harass, or embarrass others
■ maintain a quiet atmosphere in the halls, on the stairs, and in the rooms
■ walk in the halls and on the stairs; open doors slowly
❖ Respect Property
- The Earth belongs to God! Everything in the entire world is His! Psalms 24:1
■ take care of your school
■ respect your property and the property of others
■ gum is not allowed at school
❖ Display a concern for learning
- Have three goals: wisdom, knowing and doing right, and common sense. Don't let them slip away, for they fill you with living energy, and are a feather in your cap. Proverbs 3:21,22
■ remain on task – finish the job!
■ allow other students to do their work
❖ Display appropriate social skills
- Your own soul is nourished when you are kind; it is destroyed when you are cruel. Proverbs 11:17
■ be courteous – say 'please', 'thank you', and 'excuse me'
■ be considerate at all times – school, home, and elsewhere
■ cope with disagreement, teasing, and failure without violence
❖ Display appropriate character
- The character of a child can be known by the way he or she acts – whether what is done is pure and right. Proverbs 20:11
■ be positive in thought, word and deed
■ be productive and constructive
DISCIPLINE PROCEDURES
HTCS believes that students are entitled to a safe and positive, Christian environment. The goal is to develop moral behavior in children, to teach them a good sense of values, respect for self, others, all property, the environment, and to take responsibility for their actions. Cooperation, as well as participation, from parents will reinforce good habits that will last a lifetime.
1. CREATING A CULTURE FOR LEARNING:
Building a Caring Classroom Culture
Building Connection Within the Classroom
Building Student Competence for ProblemSolving and Decision Making
2. DISCIPLINE CONSEQUENCE RUBRIC
The discipline rubric is completed when a child is sent to the administrator's office. The rubric defines the steps that will be taken to correct student behavior and will involve the parents. These steps may include inschool suspension, outofschool suspension or expulsion. See enclosed discipline rubric.
DRESS CODE:
A dress code contributes to an environment that supports a productive and educational atmosphere. Dressing modestly and in good taste contributes to the student's educational discipline and to the creation of a desirable atmosphere for learning.
The intent of the dress code is the development of habits of neat appearance and good grooming, which supports the school's academic environment and Christian values. Students in Preschool through sixth grade are expected to follow the dress code. Parents / guardians are encouraged to help enforce this dress code. All clothing will be neat, clean and in good repair.
Dressup days may be scheduled for special occasions with the approval of the administrator.
* LITURGY DRESS: Students will wear clothing that shows the importance of participation in the Liturgy. This will assist with the building of student character and the value of faith formation.
* PANTS: Pants must be pulled up to waist level.
* SHORTS: Shorts may be worn to school, but not Liturgy. Short length must be as long as the tips of the fingers when standing straight with arms at the wearer's sides.
* SKIRT/DRESS: Skirt or dress length must be as long as the tips of the fingers when standing straight with arms at the wearer's sides.
* SHIRTS, TSHIRTS, SWEATSHIRTS: Shirts must cover the upper part of the body completely. Logos must be modest and appropriate for the school environment. Shirt straps must be at least 1" in width.
* FOOTWEAR: Dress shoes, tennis shoes and sandals are permitted. Shoes are to be clean and in good condition. Laces must be tied or straps fastened. For safety reasons flipflops are not permitted.
* SNOWBOOTS: Students are expected to have boots to wear from first snow until snow melts for recess and the bus ride.
* HATS:Hats may not be worn in the school building, except on special occasions, or lunchroom.
* MAKEUP:Minimal makeup is permitted in 5 th and 6 th grade.
* WINTER WEATHER: Students are expected to have snow pants, hat, mittens and boots for outside play.
* The administrator shall have the authority to make the immediate decisions as to what is and is not acceptable in the way of dress and grooming.
SCHOOL WORK:
Your time is precious. Your reason for being here is to learn your faith and academics. You get time to study every day during class periods or during study periods. Use the time appropriately. Work on assignments or projects. Study for tests. Prepare for classes coming up. Read a good book. All study periods are quiet times. Respect the rights of others.
Homework is a necessary part of your education. It provides an excellent opportunity for parent involvement, increases your sense of responsibility, strengthens study skills, and develops skills of independence building selfconfidence. Homework will be meaningful and individualized.
The average amount of homework is 10 minutes per grade level per night. Example: 3 rd grade = 30 minutes. Persistent, excessive homework or no homework at all may often reveal a problem, which needs attention and correction. Parents are invited to consult with teachers if there is a problem. Students are responsible for class and homework assignments. Failure to complete an assignment may result in a zero.
MAKEUP WORK PROCEDURES:
It is the responsibility of you and your parent to arrange with the teacher the time and place for makeup work. You will be allowed two (2) days to make up schoolwork after returning to school. If you do not make up work during the allotted time, or you have not made any other arrangements with the teachers, you may expect to get a zero for missed work.
If you are absent for several days, parents should contact the office to obtain assignments from the teachers.
The 3 rd – 6 th grade student homework requirements and guidelines for what needs to be signed by parent and returned to classroom teacher:
*All Grades: Core of homework should be reading and math home links due the next day.
*3 RD : 30 minutes for homework or reading; parents sign and return tests for math, science, social, spelling and language; sign notes for social and science
*4 th : 40 minutes for homework or reading; review assignment book; sign and return science, English and social tests.
*5 th : 50 minutes for homework or reading; sign and return science, social and math tests
*6 th : 60 minutes for homework or reading; sign and return science and social tests
HOMEROOM, PERSONAL AND SCHOOL PROPERTY:
Your locker, desk, and assigned textbooks are yours to use; but they are school property. Respect all the materials you use. They are aids for your learning, and are very expensive. Carry books to and from school in a book bag or backpack to protect them from weather and wearandtear. Keep your desk, books, and lockers neat.
Report promptly any damage that occurs to school property. Those responsible have to pay for loss, intentional damage or damage from misuse.
Students are responsible for safety of their own belongings. They are advised to keep valuables at home. A lostandfound container is kept near the breezeway on the first floor hall. Check this if you lose an article. All lostandfound items not claimed by the end of the school year will be donated to charity.
Do your part to keep your classroom neat and orderly.
LIBRARY:
The goal is for children to have a positive experience in the library. This is where "YES!" happens. The library is the place to foster a love of reading. It is where learners can exercise choice with as little interference as possible. We are available for guidance in their materials selection, but we should never negate what they have chosen even if we think it is "too hard" or"too easy."
"The Three Bears" philosophy should be followed when it comes to pleasure reading: sometimes the student feels like reading a book that is "too hard" because he or she is fascinated by the subject, and it feels good to have a "big kid" book about what he or she is interested in. Sometimes the student feels like reading a book that is "too easy" because a little relaxation is needed after stretching the brain muscle all day. And sometimes the student needs a book that is "just right" for reading practice or for research.
The book selection a student makes is valid for him or her, and should be supported. It is OK for a first grader to go home with a book about the future of technology in which he or she cannot yet read all of the words ... the book is meaningful to the child and that is what is important.
Students have access to the library on a weekly basis for a 30minute media class as well as designated times before school, and when accompanied by a classroom teacher.
Material Checkout
Materials are never to be taken from the library without being checked out, even if it is for a few minutes. Books, audiobooks, videos, DVDs, and magazines are available for students to check out and enjoy. Reference materials, such as dictionaries, thesauruses, and encyclopedias are available for inlibrary use.
Students are responsible for using their assigned username and passwords to check out materials. Do not lend materials checked out in your name to others.
Kindergarten– students may check out one book for a one week period.
First Grade – students may check out one item for a period of one week with the option to renew for the first semester of the school year. After demonstrating proper care and return of materials, students may check out two items. Once they begin participating in Accelerated Reading (AR), their AR book counts as a second item.
Second Grade – students may check out up to two items for a period of one week, with the option to renew. It is highly recommended that one of the items is an AR book.
Third through Sixth Grade – students may check out up to two items for a period of two weeks. It is recommended that one of the items be an AR book. Magazines can only be read in the library. If students do not need to check out material, they are expected to read quietly. Additional books may be checked out if needed for classroom research.
Material Returns
Materials need to be returned on time to allow others access to items. Returned items need to be placed on the return shelf. Students are not allowed to shelve materials. An item placed in the wrong spot is considered a lost book. Overdue lists are provided to classroom teachers weekly.
Fees and Refunds
Students are responsible for lost or damaged items. If an item is not returned within three weeks of being due, a letter with the replacement cost will be sent home. Please return payment to school in an envelope marked "library". A refund will be issued if an item has been found within three months of original due date, or before the end of the school year, whichever comes first.
LUNCHROOM
The lunchroom is a place to eat lunches and quietly visit with classmates. Students are expected to be courteous and follow these rules:
* While waiting to get to the serving counter, stay in line, keep hands to yourself and visit quietly.
* Follow the school lunch regulations: Pick 3 out of 5 items: milk, vegetable, fruit, bread, meat/meat alternate – one must be a ½ cup fruit or vegetable! Take all 5 for the best nutrition!
* Remember to say please, thank you, and no thank you to the lunchroom staff.
* Eating off "your" lunch plate is only allowed once seated at the lunch table.
* Students eat only off their own plate and will not bother other students for food from their plate.
* All food stays in the lunchroom.
* Students will sit at assigned tables.
* Students will raise their hand to be allowed to move from their table.
* Students should use the school bathrooms before coming to the lunchroom.
* A student will clean his/her table space when done eating by putting milk carton, napkin, silverware and spilled food on the plate.
* Students will join together in praying the after meal prayer before leaving lunchroom.
* Students will be dismissed from the table once they are quiet and table space is clean. (Dismiss one table at a time)
* Students are to WALK to the plate cleanup table, wait for the volunteer to take the plate and scrape it, andWALKto line up for recess.
* The supervisor will take you outside once you are lined up, quiet and show that you are ready to leave.
ASSIGNED TO CLASSROOM OR OFFICE DURING RECESS
If a student is assigned to the classroom or office during recess
* Teacher will notify the office staff by email or written note before lunch.
* You will report to the office from the lunchroom or recess and wait for the teacher to pick them up or the teacher will notify the office that they are in the classroom and the student can be sent to the classroom.
* Student assigned to the office for discipline will meet with the administrator after recess/lunch. Teacher or supervisor will communicate to the administrator about the incident in writing or verbally.
PLAYGROUND
Have FUN on the playground by being cooperative and following the rules. The playground supervisor is there to ensure the safety and welfare of all students. If a student doesn't follow the rules, the discipline policy will be enforced.
SAFE PLAYGROUND RULES
The playground is to be a safe place for all students to play. Safety precautions are extremely important. Teachers will walk the students through a safety course on the playground.
Students are to:
1. COOPERATE WITH THE SUPERVISOR
- Use good judgment in playing on equipment
- Engage in safe play only –
■ No roughhousing or chasing is permitted
■ No tag near equipment
■ No tackle football
■ No baseballs (only soft balls for football, kickball, softball)
■ No throwing sticks, rocks, or other nonplay objects (use a ball)
■ Green barrel is not a play area
■ No name calling (talk positively and encourage others)
■ Play FAIR, beA GOOD SPORT!
- Stay within sight of playground supervisor without leaving playground area (not allowed in the SW corner of the playground area under the tree/entryway)
- Try to settle disagreements on your own by listening and compromising
2. SLIDES
- Feet first, sitting up
- Only bodies on slide, no rocks
- Slide straight down and walk off immediately at the bottom
- Wait your turn
- One child on the ladder at a time
3. SWINGS
- One rider/one pusher only
- Do not jump off swings
- When pushing a swing, do not follow the swing, backup for swing to return
- Hold on with both hands
- No sideways swinging
- Stay clear of moving swings
4. BARS
- Grasp the bars with both hands using an overhand, reverse, or mixed grip.
- Pullups, chinups, and twining the body over the bar are good conditioning activities.
-
Never stand on bar or attempt to jump off.
- Never hang by the knees or perform other stunts where hands are not in contact with the bar.
5. RINGS
- Rings are to be used for "traveling" and not for acrobatic stunts
- One child must be halfway around before a second child starts
- Only one child on the approach board at a time
6. HORIZONTAL LADDER
- Travel on the ladder should proceed in the same line of direction.
- One child should be halfway across before a second child starts.
- Children should not sit or stand on top of the ladder.
7. BATS AND BALLS
- Volleyballs and basketballs are not to be kicked.
- Bat handles should be taped and watch for cracks/worn places.
- Bats will be swung in approved area only.
- Bats will not be thrown.
- The person catching the ball should wear mask.
- Onlysoft balls may be used for baseball.
- Students must be3 rd gradeand up to play baseball.
8. GRAVITON SPINNER
- Students can use the spinner if they can reach it.
- Keep a safe distance from the circle when students are spinning.
- Both hands must be on the bar.
9. FREDDIE FIRETRUCK
- Students of all ages can use the fire truck.
- Students can sit inside truck but not on top.
10. END OF RECESS
- When the whistle blows, stop play immediately, pick up equipment and walk to the door.
- Students will be allowed to enter the school and walk directly to their lockers/classrooms once all equipment has been picked up.
11. WINTER RULES
- No snowballs, ice chunks or snow throwing
- Must have snow pants and boots
- Sleds only in the area allowed
- No "King of the Hill" on the snow pile
12. INDOOR RECESS
- Recess supervisor is the only person allowed in the equipment room.
- Stage and bleachers is off limits unless approved by supervisor.
- Tennis shoes must be worn in the gym.
- Gym will be divided into areas for various activities.
- Equipment must be put away at the end of recess.
- Respect others' play space and equipment.
13. PERSONAL ITEMS
- Do not bring personal items from home unless requested by the teacher. These unauthorized items will be sent to the office and it will be the student's responsibility to take them home after school. The school is not responsible for lost or stolen items.
HEALTH SERVICES:
The services of the school nurse are available on Wednesdays. Health services include call for emergencies, vision and hearing screening, scoliosis screening, and education in the classrooms on various health topics. If you wish to see the school nurse, call the office to set up an appointment.
LOCKDOWN, FIRE AND TORNADO DRILLS:
Law requires every school to conduct lockdown, fire and tornado drills. Follow directions and move in an orderly manner. Serious accidents and delays may occur otherwise.
BUS TRANSPORTATION:
Safety and order require that bus students abide by these bus regulations:
* Be at the pickup station on time.
* Walk on the left side facing traffic where there are no sidewalks.
* STAY OFF the road and act in a safe manner while waiting for the bus. Respect other people's property; stay off their, driveways and porches. (Line up in an orderly manner while waiting.)
* DO NOT move toward the bus until it has come to a complete stop. Never run to the loading zone. Someone may slip and fall under the bus. Don't attempt to enter a moving bus.
* Take a seat promptly. Keep your hands and head inside the bus. Keep your feet, books and other materials out of the aisles.
* Help keep the bus safe and sanitary; no yelling or loud laughing, it may distract the driver, no spitting and no gum chewing.
* Never throw any kind of object at the bus, on the bus, or from the bus.
* Wait until the bus has come to a stop before attempting to get off.
* If you ever go home on another bus, you need a note from home. Have your teacher sign it, and then give it to the bus driver.
Violation of these rules may mean you lose your privilege of riding the bus. Students who damage a school bus in any way are to be denied the privilege of riding the bus until they or their parents have paid for repairs. The administrator may withdraw the bus privilege for a longer period.
BICYCLES:
* Obey traffic laws. Always ride your bike safely.
* Park bicycles in an orderly manner in the bike rack.
* Lock your bike to keep it safe.
* Walk your bike to the patrol crossing.
* Never take another student's bike without permission.
The school is not responsible for your bike or the way you ride it. We cannot make up for a lost or damaged bike. We cannot undo the injuries that unsafe practices may cause.
SCHOOL PATROL:
The school has a patrol system, which is well organized with a responsible person in charge. For your own safety follow the advice of the school patrol.
WATER BOTTLES:
It is important to have access to sufficient fluids (water) during the entire school day. There are four very simple rules for the use of a water bottle in school:
* The water bottle must remain in a designated area of the classroom. For example, on the corner of your desk.
* The water bottle must go home once a week to be thoroughly cleaned and returned empty.
* The water bottle may be filled before school or at noon break.
* The water bottle should be clearly labeled with your name.
HOLY TRINITY CATHOLIC SCHOOL CHEER
It's fun and it's exciting, We're really very inviting, We truly are delighted at Holy Trinity
DA DA DA DA, DA DA DA DA, DA DA DA DA
There's math, science and reading, and so much more believe us, but most of all there's Jesus, at Holy Trinity
DA DA DA DA, DA DA DA DA, DA DA DA DA
Written by Mason Zajac 2013 | <urn:uuid:7c80b7ef-fb82-4a2e-8bd1-8b9e5a271192> | CC-MAIN-2019-13 | http://www.holytrinitypierz.org/uploads/1/3/3/0/13304722/2016-17_student_handbook_1.pdf | 2019-03-22T19:31:46Z | crawl-data/CC-MAIN-2019-13/segments/1552912202688.89/warc/CC-MAIN-20190322180106-20190322201659-00056.warc.gz | 287,891,613 | 7,210 | eng_Latn | eng_Latn | 0.971787 | eng_Latn | 0.998819 | [
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GLAD YOU ASKED
CULTIVATING REVERENCE
"Show me what reverence looks like." I say this at the beginning of each of my middle school chapels. The children aren't being bad; they're coming from gym, lunch or some other class. They're jousting with their friends, being noisy, sometimes to the point of rowdiness. It's hard to get them seated; it's harder to move them to a frame of mind for something like… chapel.
up with this keeping one's distance."
I continue with an enforced silence often lasting more than a minute. It always feels longer. I make the children be quiet. I make them stop talking. I make them stop wiggling. I make them stop looking at their neighbor from the corner of their eye. Most of the time after about forty five seconds, it begins to get a little uncomfortable. Few of these youngsters are ever silent for that long unless occupied with a movie or TV show. Imposing silence is something I do to create space between the last thing the students were doing before moving to the thing they are about to do. That distance – that space – is necessary for teaching the sensibility of reverence.
Reverence doesn't come naturally to Americans. Since before the founding of the Republic, and suspicion of power and authority – and ultimately revolution – have been part our national DNA. Honor, when it is given, is offered to those who earn it. It is often withheld from other to whom it might be due, regardless of the position or title they hold.
Reverence is an attitude that blends fear and honor. This is not the kind of fear that instills panic or causes pain. It's not the urge to run away. It is better understood as a sensibility that forbids obtrusiveness, that causes one to keep a distance from the object that is revered. In his book, Learning the Virtues That Lead You to God, Romano Guardini reminds us that "in reverence man refrains from doing what he usually likes to do, which is to take possession of and use something for his own purposes. Instead, he steps back and keeps his distance. This creates a spiritual space in which that which deserves reverence can stand erect, detached, and free, in all its splendor. The more lofty an object, the more the feeling of value which it awakens is bound
Reverence is something we cultivate chiefly for God, but we also cultivate it for other people, for great works and for nature itself. In its everyday form reverence flies under another name – respect. When students are taught to respect their teachers and one another they demonstrate a desire for the privacy of another person. They realize that they are not entitled to know everything about a teacher's private life, and the same is true for the student. The good teacher enforces those boundaries, boundaries that create space so that their gifts, standing fully erect and free, are perceived by the student for what they are. Students who respect one another's private worlds come to value others not for what they have, but simply for who they are. In the hallway, this is expressed with simple courtesy. Manners, after all, are morals writ small.
The idea of privacy is at the heart of respect, and it is increasingly difficult to teach because we live in a world of no secrets. TV shows are based upon the exploitation of the private worlds of hurting people, served up as entertainment. When we are not peering into the secrets of someone on a reality show, we can occupy ourselves divulging ourselves on social media, shrinking what is left of our own private spaces, exhausting what should be held in reserve.
In the end our children are powerfully shaped by a world devoid of reverence. The space once occupied by awe, honor, and a fear of trespassing, are so lacking as a habit of the heart, that students have trouble coming to terms with reverencing something like an ancient text. I'm troubled that many acknowledge the Bible as merely another book – nothing particularly special about it. Day in and day out, however, we place students in the presence of greatness: great books, great ideas, great stories, and great wonders of nature. Our hope is that by so doing, they may respond to their education with a heartfelt respect for the religious and cultural heritage that belongs to them. | <urn:uuid:72e78054-f98e-4136-9568-9c47f74198fc> | CC-MAIN-2019-13 | https://www.newcovenantschools.org/wp-content/uploads/2019/02/GladYouAsked-Cultivating-Reverence.pdf | 2019-03-22T19:22:16Z | crawl-data/CC-MAIN-2019-13/segments/1552912202688.89/warc/CC-MAIN-20190322180106-20190322201659-00066.warc.gz | 868,007,264 | 922 | eng_Latn | eng_Latn | 0.998692 | eng_Latn | 0.998692 | [
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Summer 2014
This summer, I spent five weeks in the Central Plateau of Haiti doing research and continuing Sewanee's aid project, Zanmi Café (Partners in Coffee). This multifaceted project was created by Dr. Deborah McGrath in an attempt to ease environmental pressure caused by deforestation and Haitian agriculture. In addition, McGrath has spent eight years building relationships with Haitian farmers and developing incentives for these farmers to stop cutting down trees in the country. Zanmi Agrikol (Partners in Agriculture) and Sewanee have been working together since 2011 to develop a program to pay Haitian farmers for ecosystem services present on their farms, primarily carbon sequestration. Large fruit trees, such as mango and avocado, are present on many Haitian farms and absorb the largest amount of atmospheric carbon dioxide. As an incentive for the farmers to keep these trees, Sewanee has helped plant coffee seedlings, which require large amounts of shade. The farmers can sell these carbon offsets as well as gain additional income from coffee and fruit sales. All of this is meant to ameliorate deforestation and provide long-term income to the villages we were working in. Hopefully the project will include more villages in the future.
My responsibilities for the project included continuing past research done on the socioeconomic status of the farmers in the villages we were researching, Bois Joli and Blanchard. I also worked with Geanina Fripp, Duncan Pierce, Elizabeth Sega, and four Haitian students to explore the current health of the Bois Joli farms. We took a baseline biodiversity survey of birds and insects, with a focus on butterflies, ants, and ground beetles. These groups of organisms were selected because they affect the health of crops, primarily by feeding on pests.
The first few weeks were spent preparing our equipment for our biodiversity survey and distributing about 13,000 coffee seedlings, along with other fruit tree seedlings, to the farmers.
Scott Summers
Summer 2014
Zanmi Café, Haiti
After all the seedlings were planted, we began our research. At each farm, we verified the number and placement of all the seedlings, and selected eight farms to do our survey on. Our methodology included setting out eight beetle traps, ten ant traps, and three butterfly traps along a fifty meter transect across the farm. All the traps, with the exception of the ant traps, were left for a period of two days and collected. After the collection, all the captured insects were recorded and identified. The ant traps had to be recorded every 15 minutes for an hour-long period. In addition to the three butterfly traps, we made nets and walked along the transect four times, running up and down it, catching any butterflies we were able to. To collect bird data, we stood in the middle of the transect and recorded all birds that were seen or heard. While we were doing all of this, we were training four Haitian students on how to collect data so they could continue working in Bios Joli after we left. Their collaboration with us will be their final project and will allow them to graduate their school, CFFL, with an honorary degree from Sewanee. The purpose of surveying these groups of organisms as soon as the coffee was planted is to see if there is a change in biodiversity over time. Hopefully we will see an increase in biodiversity, which would indicate improved health of these agroecosystems. Increased biodiversity will also improve crop yield and health, which could potentially lead to more income for the farmers.
I was beside myself when I found out I was approved for this internship. I plan on going to graduate school for invertebrate biology and work in conservation or agricultural work focusing on insects, so this project was the ideal way to build experience in those fields. Not only was it a learning experience for my chosen career path, but I also felt like I was making a difference in many people's lives. Haiti is still in poor condition after the 2010 earthquake, and is one of the poorest countries in the western hemisphere. While there is no way to affect everyone in the country with our project, we still helped change the lives of about forty families for the
better. Seeing the look on the farmers' faces when we arrived for the first time was an uplifting experience. They were thrilled to see us and were eager to work with us again. As the project continues, I hope we will be able to include more villages so we can reach out to more people in need.
All in all, this internship was one of the greatest experiences of my life. It was eyeopening seeing such poverty and suffering in one place, as it was like nothing I had ever seen before, but it was also a very hopeful experience. Everyone we met was happy to meet and talk to us, they continue to live and thrive despite the poor state much of the country is in, and they never lose hope. Beyond gaining invaluable experience that will help me gain admission into graduate school and work to stop deforestation, I feel I have grown more from just five weeks in Haiti than I have from any other opportunity. Along with the fantastic work we got to do, it was just an amazing way to spend part of my summer. Nothing beats climbing a tree and pulling three or four huge mangoes down for everyone to eat.
As I was flying down to Haiti, a lady who was on a mission trip told me a little about the country and said "Haiti will break your heart and won't give all the pieces back." I now know what she meant, and I cannot wait to continue working with Dr. McGrath to make a difference. | <urn:uuid:5063efb7-cd12-425c-8ec4-7c3ca32b7177> | CC-MAIN-2019-13 | http://careers.sewanee.edu/media/careers/internships/2014/Summers,-Scott--internship-report-2014-(publicity).pdf | 2019-03-22T18:33:02Z | crawl-data/CC-MAIN-2019-13/segments/1552912202688.89/warc/CC-MAIN-20190322180106-20190322201659-00072.warc.gz | 36,553,986 | 1,158 | eng_Latn | eng_Latn | 0.999012 | eng_Latn | 0.999313 | [
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UNEX Developing Written Skills
Title: Painting and words www.unextyou.com
Title: Painting and words
Keywords: #writing, #creativity, #painting and words
Duration: 30-45 min
Description
Correct writing requires trying to write various types of texts. Practice makes perfect. In the contemporary world, where short messages, often incorrect, replace welll-edited longer forms of text, it is worth motivating students to write different texts. Exercises that stimulate curiosity and imagination are primarily motivating.
Objectives
1. Development of creativity
2. Learning new words
3. Practicing the ability of correct writing of various types of texts
Activity(ies) (stages)
1. A teacher shows a painting to students (it is worth if it was a painting of a famous artist – this is how students learn about works of art present in culture) and gives (writes on a blackboard) 10-15 words to students.
2. Students with a teacher explain every word – they give its meaning or look for it in a dictionary.
3. The students' task is to write a text based on the painting and given words. It can be a story, description, dialog, essay, etc. Students are to use most of given words and somehow refer to
the picture (it can be a place of events, an object owned by the character, it can describe the situation from the picture, etc. – any idea is allowed).
4. Chosen students read their texts loudly.
Tips for trainers
- Choose words that will enrich students' vocabulary and stimulate their creativity. Sample words: ambivalent, gray-blue-pink, contemplation, mystification, transcendence, existential, eudaimonia, misogynist, interlocutor, imponderabilia, faux pas, megalomania, idolatria, holistic, dilettante, affirmative, frivolous, trivial, relevant, trivial, etc.
- You can also give unusual word combinations that will stimulate students' imagination. E.g. blue and yellow zebra, frivolous teacher, grotesque celebration, unbridled thoughts, reticent speaker, philantropic miser, good-natured villain, plush Eiffel Tower, chocolate-spinach cake, etc.
- After writing the texts, students can also be asked to exchange them with colleagues and to evaluate each other's texts for creativity and correctness.
List of resources, materials, etc.
- Paintings on various topics
- List of various words
- Projector to display paintings
- Sheets of paper/notebooks where students may write down their texts
Evaluation/Feedback
A teacher answers the questions:
No
No | <urn:uuid:ac3bfe6f-8b88-4100-b04d-c4ebe5819e28> | CC-MAIN-2022-40 | http://unextyou.com/downloads/io3en/UNEX_IO3_Writing_Painting%20and%20words.pdf | 2022-09-30T20:03:16+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00249.warc.gz | 57,875,272 | 546 | eng_Latn | eng_Latn | 0.984275 | eng_Latn | 0.997228 | [
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Get Free Animal Farm Comprehensive Test And Answer Key
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A Study Guide for George Orwell's "Animal Farm," excerpted from Gale's acclaimed Novels for Students.This concise study guide includes plot summary; character analysis; author biography; study questions; historical context; suggestions for further reading; and much more. For any literature project, trust Novels for Students for all of your research needs.
Film and cinema.
Animal Farm is George Orwell's brilliant political satire and allegorical fable about the corrupting effects of power. Published in 1945 it is, to this day, one of the most famous and influential works of fiction ever written. Part of the Macmillan Collector's Library; a series of stunning, clothbound, pocket-sized classics with gold foiled edges and ribbon markers. These beautiful books make perfect gifts or a treat for any book lover. This edition features an introduction by journalist and writer Jason Cowley. When the old Major, a highly respected white boar, gathers his fellow farm animals to preach about freedom, rebellion and the evils of man, he incites a revolution that has been brewing for years. The animals drive out their drunken farmer, Mr Jones and create their own society which promises equality for all. Two scheming pigs, Napoleon and Snowball, appoint themselves leaders and what begins as a supposedly equalitarian community descends into an increasingly violent and hierarchical society permeated by lies and corruption. Two modern classics in one volume.
Set in the waning days of the British Empire in Burma (currently Myanmar), Burmese Days is a moving and insightful story of colonial life where socio-economic divisions are strictly upheld and corruption is rife within the local administration. An Indian, Dr. Veraswami has incurred the enmity of U Po Kyin, the local magistrate, and only membership in the white-only Club will protect him. John Flory, a white timber-merchant, is positioned to help
Veraswami, but finds his own life changing when he falls in love with the newly-arrived Elizabeth Lackersteen. The first of George Orwell's novels, Burmese Days is based on Orwell's observations and experiences as a policeman in Burma in the 1920s, and explores such themes as imperialism and racism. First published in 1934, Burmese Days received a mixed reaction from the press, simultaneously lauded and criticized for its unflinching portrayal of colonial life. HarperPerennial Classics brings great works of literature to life in digital format, upholding the highest standards in ebook production and celebrating reading in all its forms. Look for more titles in the HarperPerennial Classics collection to build your digital library.
REA's MAXnotes for Charles Dickens' Hard Times MAXnotes offer a fresh look at masterpieces of literature, presented in a lively and interesting fashion. Written by literary experts who currently teach the subject, MAXnotes will enhance your understanding and enjoyment of the work. MAXnotes are designed to stimulate independent thought about the literary work by raising various issues and thought-provoking ideas and questions. MAXnotes cover the essentials of what one should know about each work, including an overall summary, character lists, an explanation and discussion of the plot, the work's historical context, illustrations to convey the mood of the work, and a biography of the author. Each chapter is individually summarized and analyzed, and has study questions and answers.
The original CliffsNotes study guides offer expert commentary on major themes, plots, characters, literary devices, and historical background. The latest generation of titles in this series also features glossaries and visual elements that complement the classic, familiar format. The animals in CliffsNotes on The Animal Farm reflect different kinds of humans and their struggles for freedom and power. Orwell felt that a farm where "All Animals Are Equal" would solve many social and economic problems—but he also knew that such a system would be difficult to maintain. Find out what happens on the farm when some of the animals act on the principle that "Some Are More Equal Than Others." You'll also gain insight into the life and political views of the author, George Orwell. Other features that help you study include Character analyses of major players A character map that graphically illustrates the relationships among the characters Critical essays A review section that tests your knowledge A Resource Center full of books, articles, films, and Internet sites Classic literature or modern-day treasure—you'll understand it all with expert information and insight from CliffsNotes study guides.
Deepen appreciation and understanding of Orwell's classic novel with engaging images that reinforce the concepts of literature and aid preparation for the CSEC English B examination. - Build understanding of the novel through images, text and Directed Reading Thinking Activities (DRTA) that work together and are ideal for use across all secondary grades.
This is an idea book. It was designed for you, the literature teacher, as a time-saver that brings together key ideas, background information, and suggestions for teaching the novel successfully. Choose from the suggestions in the book to suit your style; adapt and expand on activities as they suit your students. Above all, this book is meant to be a tool to assist you in intensifying your students' involvement with the text and with the way literature helps to make sense of our world.
In the PENGUIN STUDY NOTES series and originally published as ORWELL'S ANIMAL FARM, a study guide to the novel, aimed at those preparing for the GCSE examination. It includes character studies, summaries of the plot with examinations of the background and major themes, as well as suggesting topics for discussion.
When the downtrodden animals of Manor Farm overthrow their master Mr Jones and take over the farm themselves, they imagine it is the beginning of a life of freedom and equality. But gradually a cunning, ruthless elite, masterminded by the pigs Napoleon and Snowball, starts to take control. Soon the other animals find themselves hopelessly ensnared as one form of tyranny is replaced with another . . .
All animals are equal but some animals are more equal than others. It's just an ordinary farm - until the animals revolt. They get rid of the irresponsible farmer. The other animals are sure that life is improving, but as systems are replaced and half-truths are retold, a new hierarchy emerges . . . Orwell's tale of propaganda, power and greed has never felt more pertinent. With an exciting new cover and inside illustrations by superstar Chris Mould.
Use Bloom's Taxonomy to Help Students Independently Evaluate Literature. Instead of teaching your students how to answer questions about a particular text, help them develop the skills to critically evaluate literature without relying on outside guidance. Using Bloom's learning domains, Levels of Understanding breaks down complex questions into smaller parts and outline the steps necessary for students to develop a sound evaluation of a text. Students will begin with the most basic and fundamental skill, comprehension, move on to reader response, analysis, and synthesis, and gradually build to the highest skill, evaluation. Not only will these guides help you prepare your students for standardized tests like the AP Language and Literature exam, the SATs, and the ACTs, but they will also give students the self-assurance to develop and articulate a personal assessment of the text — a skill that will be advantageous in college and beyond.
Discusses the characters, plot, and writing of Animal farm by George Orwell. Includes critical essays on the novel and a brief biography of the author. Lulu the Snow Goat is the remarkable true story of a Nubian goat living on a farm in North Carolina who always knows when snow is coming. Even when meteorologists fail to predict it, without fail Lulu heads to the barn and snuggles up in the hay…and a few hours later, snow begins to fall. Soon
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Lulu's owner Earl realizes that the only time she goes to the barn is when it is going to snow. And so, the next time he sees Lulu head to the barn, Earl alerts school superintendent Joe Sinclair so he can close the schools in time to keep kids safe at home. But when Lulu's "prediction" doesn't match the local meteorologist's, Dr. Joe decides to ignore Earl's advice. A few hours later, the buses are struggling to stay on the road due to the ice and snow that has fallen. Dr. Joe decides to trust Lulu's instincts from then on, no matter how foolish he might look taking advice from a goat! Soon, Lulu the Snow Goat becomes a local hero. And not only does she help keep kids safe, but her fame also helps raise scholarship money to send kids to college. George Orwell set out 'to make political writing into an art', and to a wide extent this aim shaped the future of English literature – his descriptions of authoritarian regimes helped to form a new vocabulary that is fundamental to understanding totalitarianism. While 1984 and Animal Farm are amongst the most popular classic novels in the English language, this new series of Orwell's essays seeks to bring a wider selection of his writing on politics and literature to a new readership. In Why I Write, the first in the Orwell's Essays series, Orwell describes his journey to becoming a writer, and his movement from writing poems to short stories to the essays, fiction and non-fiction we remember him for. He also discusses what he sees as the 'four great motives for writing' – 'sheer egoism', 'aesthetic enthusiasm', 'historical impulse' and 'political purpose' – and considers the importance of keeping these in balance. Why I Write is a unique opportunity to look into Orwell's mind, and it grants the reader an entirely different vantage point from which to consider the rest of the great writer's oeuvre. 'A writer who can – and must – be rediscovered with every age.' — Irish Times
A simple guide to a smarter strategy for the individual investor A Wealth of Common Sense sheds a refreshing light on investing, and shows you how a simplicity-based framework can lead to better investment decisions. The financial market is a complex system, but that doesn't mean it requires a complex strategy; in fact, this false premise is the driving force behind many investors' market "mistakes." Information is important, but understanding and perspective are the keys to better decision-making. This book describes the proper way to view the markets and your portfolio, and show you the simple strategies that make investing more profitable, less confusing, and less time-consuming. Without the burden of short-term performance benchmarks, individual investors have the advantage of focusing on the long view, and the freedom to construct the kind of portfolio that will serve their investment goals best. This book proves how complex strategies essentially waste these advantages, and provides an alternative game plan for those ready to simplify. Complexity is often used as a mechanism for talking investors into unnecessary purchases, when all most need is a deeper understanding of conventional options. This book explains which issues you actually should pay attention to, and which ones are simply used for an illusion of intelligence and control. Keep up with—or beat—professional money managers Exploit stock market volatility to your utmost advantage Learn where advisors and consultants fit into smart strategy Build a portfolio that makes sense for your particular situation You don't have to outsmart the market if you can simply outperform it. Cut through the confusion and noise and focus on what actually matters. A Wealth of Common Sense clears the air, and gives you the insight you need to become a smarter, more successful investor.
The importance of being able to read for meaning should never be underestimated. The ability to decode text is not enough. It is vital that children understand what they are reading. More importantly, it is fundamental that they enjoy what they are reading, so that they grow up to become lifelong readers. The passages in the Brilliant Activities for Reading Comprehension series are designed to do just that. They provide children with a variety of engaging, enjoyable texts that will grab their attention, and indeed their teacher's attention as well. The types of comprehension passages range from newspaper articles and dialogues, to plays, stories and poems. They gradually increase in difficulty as you progress through the book, and through the series, encouraging children to develop their ability to read for meaning and use a range of strategies to engage with the text. The passages are ideal for guided reading. Tasks range from simple factual recall and vocabulary work to more open-ended questions enabling the reader to provide a more personal response. The cross-curricular activities provide a wealth of ideas for extending the passages further and are ideal for fast-finishers.
This remarkable and monumental book at last provides a comprehensive answer to the age-old riddle of whether there are only a small number of 'basic stories' in the world. Using a wealth of examples, from ancient myths and folk tales via the plays and novels of great literature to the popular movies and TV soap operas of today, it shows that there are seven archetypal themes which recur throughout every kind of storytelling. But this is only the prelude to an investigation into how and why we are 'programmed' to imagine stories in these ways, and how they relate to the inmost patterns of human psychology. Drawing on a vast array of examples, from Proust to detective stories, from the Marquis de Sade to E.T., Christopher Booker then leads us through the extraordinary changes in the nature of storytelling over the past 200 years, and why so many stories have 'lost the plot' by losing touch with their underlying archetypal purpose. Booker analyses why evolution has given us the need to tell stories and illustrates how storytelling has provided a uniquely revealing mirror to mankind's psychological development over the past 5000 years. This seminal book opens up in an entirely new way our understanding of the real purpose storytelling plays in our lives, and will be a talking point for years to come.
George Orwell's Nineteen Eighty-Four is unquestionably the most famous dystopian novel of all times. Written in the year of 1948, the author swapped the last two digits while describing a future totalitarian society where the minds, attitudes and actions of the subjects are thoroughly scrutinized by the "Thought Police", suspected dissidents tracked down and where the worship of the mythical party leader Big Brother is forced upon the masses. The low-ranking party member Winston Smith begins secretly to question the whole system and initiates a forbidden love affair with another party member.
♥♥Animal Farm by George Orwell♥♥ From The Writer of the Books Like : 1. 1984 2. Animal Farm Down and Out in Paris and London 3. Homage to Catalonia 4. Burmese Days 5. The Road to Wigan Pier 6. Keep the Aspidistra Flying 7. Coming Up for Air 8. Why I Write About the Author : Eric Arthur Blair (25 June 1903 – 21 January 1950), known by his pen name George Orwell, was an English novelist, essayist, journalist and critic. His work is characterised by lucid prose, social criticism, opposition to totalitarianism, and support of democratic socialism. ♥♥Animal Farm by George Orwell♥♥ Orwell produced literary criticism and poetry, fiction and polemical journalism. He is known for the allegorical novella Animal Farm (1945) and the dystopian novel Nineteen Eighty-Four (1949). His non-fiction works, including The Road to Wigan Pier (1937), documenting his experience of working-class life in the industrial north of England, and Homage to Catalonia (1938), an account of his experiences soldiering for the Republican faction of the Spanish Civil War (1936–1939), are as critically respected as his essays on politics and literature, language and culture. ♥♥Animal Farm by George Orwell♥♥ Blair was born in India, and raised and educated in England. After school he became an Imperial policeman in Burma, before returning to Suffolk, England, where he began his writing career as George Orwell—a name inspired by a favourite location, the River Orwell. He lived from occasional pieces of journalism, and also worked as a teacher or bookseller whilst living in London. From the late 1920s to the early 1930s, his success as a writer grew and his first books were published. He was wounded fighting in the Spanish Civil War, leading to his first period of ill health on return to England. During the Second World War he worked as a journalist and for the BBC. The publication of Animal Farm led to fame during his life-time. During the final years of his life he worked on 1984, and moved between Jura in Scotland and London. It was published in June 1949, less than a year before his death. ♥♥Animal Farm by George Orwell♥♥ About the book : Animal Farm is a satirical allegorical novella by George Orwell, first published in England on 17 August 1945. The book tells the story of a group of farm animals who rebel against their human farmer, hoping to create a society where the animals can be equal, free, and happy. Ultimately, the rebellion is betrayed, and the farm ends up in a state as bad as it was before, under the dictatorship of a pig named Napoleon. ♥♥Animal Farm by George Orwell♥♥ According to Orwell, the fable reflects events leading up to the Russian Revolution of 1917 and then on into the Stalinist era of the Soviet Union. Orwell, a democratic socialist, was a critic of Joseph Stalin and hostile to Moscow-directed Stalinism, an attitude that was critically shaped by his experiences during the May Days conflicts between the POUM and Stalinist forces during the Spanish Civil War. The Soviet Union had become a totalitarian autocracy built upon a cult of personality while engaging in the practice of mass incarcerations and secret summary trials and executions. In a letter to Yvonne Davet, Orwell described Animal Farm as a satirical tale against Stalin ("un conte satirique contre Staline"), and in his essay "Why I Write" (1946), wrote that Animal Farm was the first book in which he tried, with full consciousness of what he was doing, "to fuse political purpose and artistic purpose into one whole". ♥♥Animal Farm by George Orwell♥♥ The original title was Animal Farm: A Fairy Story, but U.S. publishers dropped the subtitle when it was published in 1946, and only one of the translations during Orwell's lifetime kept it. Other titular variations include subtitles like "A Satire" and "A Contemporary Satire". Orwell suggested the title Union des républiques socialistes animales for the French translation, which abbreviates to URSA, the Latin word for "bear", a symbol of Russia. It also played on the French name of the Soviet Union, Union des républiques socialists soviétiques. ♥♥Animal Farm by George Orwell♥♥ Completely updated to reflect the 2021 exam update, Barron's SAT Study Guide includes everything you need to be prepared for exam day with comprehensive review and practice from experienced educators. All the Review You Need to Be Prepared An expert overview of the SAT, including test scoring methods and advice on college entrance requirements In-depth subject review covering all sections of the test: Reading, Writing and Language, and Mathematics Updated Writing and Language sections to reflect the removal of the optional essay Tips and strategies throughout from Barron's authors--experienced educators and SAT tutors Practice with Confidence 7 full-length practice tests--4 in the book and 2 online-- including 1 diagnostic test to assess your skills and targe your studying Review chapters contain additional practice questions on each subject All practice questions include detailed answer explanations Interactive Online Practice 2 full-length practice tests online with a timed test option to simulate exam experience Detailed answer explanations included with expert advice Automated scoring to check your learning progress Online vocabulary flashcards for additional practice to support reading, writing, and language
Clinical examination is a fundamental part of the process ofveterinary diagnosis. Without a proficient clinical examination andan accurate diagnosis it is unlikely that the treatment, control,prognosis and welfare of animals will be optimised. This book will assist veterinary students in their understandingof farm animal clinical examination and act as a quick referencefor clinicians who are called upon to examine an unfamiliarspecies. It will also provide a more detailed account forexperienced clinicians in their continuing professionaldevelopment. The authors provide a simple, explicit and reliable method ofexamining cattle, sheep, pigs and goats of all ages in the searchfor diagnostic information.
Each title in this series offers an exciting approach to English literature and will help students achieve a better grade. This book is packed with detailed summaries and commentaries, snappy advice, fun facts, and an extended resources section.
A complete program of practice exercises designed to improve reading speed and comprehension includes tips on study habits and test-taking skills.
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Animal Farm Comprehensive Test And Answer Key
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An Ottawa science lab discovers that lasers do mess with molecules
BY TOM SPEARS, THE OTTAWA CITIZEN MARCH 15, 2012
NRC Scientist Albert Stolow and his team have been shooting short bursts of laser light at molecules.
Photograph by: Julie Oliver, The Ottaw a Citizen
OTTAWA — A molecular science lab in Ottawa has shown that while lasers are terrific tools for studying how molecules work, they can also throw curves at those who use them.
Molecules obey the rules of the microscopic world, the rules of quantum mechanics. In that world, the process of observation itself can change the result.
At the National Research Council, Albert Stolow's team has been shooting short bursts of laser light at molecules. Intense laser light in particular can capture an astonishingly brief moment in time, like a super-fast camera: The moment when a chemical reaction happens.
But his new work shows that by observing a molecule with these lasers, scientists actually shuffle around its electrons and may see an altered version of the basic chemistry.
Chemical reactions happen with blinding speed. Atoms form bonds with each other by sharing electrons, or break their bonds to split molecules apart. The electrons within molecules can move so fast that science needs a special word for the short space of time — attoseconds.
One attosecond is a billionth of a billionth of a second. And modern intense lasers can produce pulses of light measured in attoseconds.
That pulse can isolate the moment when the electrons rearrange in a chemical reaction. But the question remained: Does the laser also have an unintended effect on the molecule that it hits?
Prevailing theory, Stolow says, was that intense lasers do have an effect, but only on a single electron within the molecule. The rest of the molecule was supposed to be largely unaffected.
He wasn't so sure. The problem was that all experiments so far tended to be on very small molecules, such as a pair of atoms bonded together. He moved up a step to an industrial chemical called butadiene, which is a little bigger — 10 atoms of carbon and hydrogen.
His study, published Friday in the journal Science, shows that the laser's electric field slams into the electrons and "pushes around" many of them, causing a bigger change in the molecule than others had suspected. In other words, the research tool briefly changes the molecule. And that means that anyone using intense lasers to investigate chemical reactions will have to take into account the unintended side effects from the laser itself.
Stolow says that in the world of very small particles, or quantum science, "there is no such thing as looking without touching.
"It's a complication we have to face," he said. "How will this tool be used if it's going to be applied to more important chemical and physical questions? How does the observation change the system you're looking at?
Team member Jochen Mikosch, an avid sailor, compares the research to sailing. "You set out from shore and you don't know what awaits you," he said. Many times the group thought it knew where the work was headed, "but often the outcome was completely different ... That's something I like very much about science."
It's like having a new car, he says. "We're taking it for a test drive and saying: These are the issues. You're going to have the change the oil, and steer in a certain way, and change the tires.' These are the issues you'll have to face for the tool to be used."
German and Dutch physicists were part of the team. The work was done in the NRC's building on Sussex Drive.
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Website Navigation
Your assignment is in two parts: fi rst, you'll map the website of the Wing Luke Asian Museum (http://www.wingluke.org/). Use the following diagrams as a guide for how your map should look visually—it's not important that your nodes be round, or your lines diagonal. Rather, your map should visually refl ect the structure of the site.
First, sketch your map out on notebook paper--you may fi nd that you need larger paper for your fi nal map. Indicate with arrows major paths of navigation through the site.
The second part of the assignment is to create a sketch of what you are planning on for your website's structure. The required categories are on your Research Project Assignment handout. Bring a sketch to class on Tuesday, November 4th for review before you make your fi nal version.
Top-down Navigation
This approach to information architecture involves organizing information based on site objectives and user needs. You start with broad categories and break the categories down into logical subcategories. This is the most common form for informational sites.
Global Navigation
Provides access to a broad sweep of the entire site. It brings together the key set of access points that users might need to get from one end of the site to the other.
Local Navigation
Provides access to what's nearby in the architecture. Local navigation will provide access to a page's parent, siblings and children. It is structured to refl ect the way users think about the content.
Supplementary Navigation
Provides shortcuts to related content that might not be readily accessible through global or local structures. This scheme allows the user. to shift the focus of exploration without starting over while maintaining a hierarchical structure.
Adaptable architecture can accommodate the addition of new content within a section (top) as well as entire new sections (bottom).
Adaptable Architecture
Hierarchical Structure
Hierarchical structure—sometimes called tree or hub and spoke structure—has nodes that have a parent/child relationship with other related nodes. Not every node has children, but every node has a parent, leading all the way up to the parent node of the entire structure. This is the most common form of structure.
Sequential Structure
Sequential structure and the sequential fl ow of language is the most basic type of information architecture there is. Books, articles, video—all are designed to be experienced sequentially. Only very small sites on the web, such as articles or sections, use this technique, or it may be imbedded inside of a site.
Organic Structure
Organic structures don't attempt to follow any consistent pattern. Nodes are connected together on a case-by-case basis, and there is no strong concept of "sections". Organic structure can be a god choice for free-form exploration, such as some educational or entertainment websites. It can be challenging to fi nd your way back to the same information again.
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3 First Meeting
Chapter Outline
This chapter describes the history of contact between the peoples of the North American continent and the peoples of the European continents as well as the United Kingdom. It looks at some of the ways these early interactions began to disrupt Indigenous Peoples across what would become Canada. Prior to documented dates of contact however, there is evidence which indicates the existence of earlier cultural exchange. The eastern arctic was the place of first contact between Indigenous Peoples, namely Dorset (ancestors of modern Inuit) and Beothuk peoples. After this time, a succession of European explorers took the shock value out of these early contacts. However, in spite of ongoing European presence in the form of whaling and fishing activities, there was little sustained contact until the demand for fur brought more European traders and settlers.
There were differences in the ramifications of these early contacts for the various Indigenous groups involved. For the ancestors of Inuit, the first primary basis for involvement with Europeans was whaling activities, and in this regard, Inuit technology for deep sea whaling soon led to the growth of worldwide whaling. From an Indigenous perspective, some of the first trading encounters with the Inuit also revealed just how strong the European desire was for the fur clothing worn by the Inuit. It was along the Atlantic coast, where more direct contact and subsequent conflict and hostilities arose as Europeans trappers began to compete with Inuit people for fur and game resources; however, the Inuit were less susceptible to significant disruption to their lifestyles as the harsher arctic environment was not appealing to the Europeans.
For the Beothuk of Newfoundland, their first interactions began with European fishermen off their coastal waters. The Beothuk were known to have been extremely wary of European explorers, a sentiment likely connected to the actions of Portuguese explorer Gaspar Corte-Real, who had taken 57 Beothuks and sold them into slavery. As European fishermen began to intrude into Beothuk fishing sites, hostilities erupted and continued to become increasingly violent, especially once the Beothuk began to aggressively defend encroachment on their natural resources. As settlement grew, the Beothuk retreated inland, but the ongoing feuding resulted in open hunting being declared on their people. By 1829, the last known Beothuk had died.
The final sections of this chapter address the ramifications of the rapidly advancing fur trade. European diseases that travelled along the pre-existing trade networks decimated large numbers of Indigenous Peoples before the physical arrival of traders themselves. The chapter concludes by discussing key differences between Indigenous and European ethos, indicating that these differences would lead to misunderstandings between the two groups, as well as that these Indigenous groups did not have diplomatic measures in place that would have allowed them to unite quickly and prevent the takeover of their lands. Further, as a result of their diversity, the fragmented nature of Indigenous nations would come to be used by the newcomers as a tool for European domination.
Learning Objectives
- To recognize the different types of contact made as part of the early relationships between Europeans and Indigenous Peoples.
- To gain insight into some of the early ontological differences between Europeans and Indigenous Peoples that help to shape our understanding of first contacts.
- To understand the differing nature of impact and their causes upon various Indigenous Peoples resulting from this contact.
Key Terms, Figures or Sites
Beothuk: Indigenous inhabitants of Newfoundland at the time of the arrival of the Europeans. (p. 52)
Cabot, John (Giovanni Caboto) (c. 1451–1498?): Italian explorer financed by England who reached the shore of North America in 1497. He set out for the New World again in 1498, but his ship disappeared. (p. 47)
Cartier, Jacques (1491–1557): French explorer who reached what is now eastern Canada. France used his three voyages, between 1534 and 1542, as a basis for its claim to sovereignty of North America. (p. 50)
Demasduit (1796-1819): Beothuk woman who was captured by armed fur traders and taken to St John's, where she cooperated with her captors, providing enough information for Anglican missionary John Leigh to compile a Beothuk vocabulary. She died while waiting to be returned to her people, but her legacy lives in Leigh's work. (p. 55)
Dorset Name given by scientists to a culture that thrived for more than 3,000 years in what is now northern Canada and Alaska but disappeared around 1000 ACE, replaced by the Thule. Their name derives from Cape Dorset, on Baffin Island. (p. 46)
first meetings: First communication between peoples who have no prior knowledge of each other. One historian has listed three basic types: collisions, relationships, and contacts. (p. 42)
Heyerdahl, Thor (1914–2002): Norwegian anthropologist who developed a theory that people from South America, not Asia, had populated Polynesia. To prove his thesis, that sailors on rafts could travel the distances required for this, Heyerdahl sailed from Peru to Polynesia in the Kon Tiki, a replica of the balsa rafts made by South American Indigenous people. He later sailed from Morocco to the Caribbean in a replica of an ancient Egyptian papyrus boat. (p. 44)
Hudson, Henry (fl. 1607–11): English explorer who searched for a northwest passage to China on behalf of first the English Muscovy Company and then the Dutch East India Company, for whom he also explored the Hudson River. (p. 50)
Little Ice Age: Period between 1300 and 1850 when global temperatures fell, causing the northern sea ice to stay all year. This affected wildlife, which caused hardship for hunters. In Europe, it resulted in increased demand for furs, which spurred New World exploration. (p. 47)
Thule: Name given by scientists to the northern people who preceded the Inuit and whose culture spread from Alaska across what is now northern Canada to Labrador, Newfoundland, and Greenland about 1000 ACE. The Inuit are the direct descendants of the Thule. (p. 47)
Study Questions
1. What evidence exists to suggest that there was contact between Asian societies and Indigenous societies prior to any contact with Europeans?
2. What are the two sites in the world where writing was undisputedly invented? Why might this knowledge surprise a lot of people?
3. Provide at least two examples to demonstrate the author's statement regarding the 'formidable originality' of the Indigenous civilizations of the Americas.
4. Why did the Norse not remain in North America?
5. Where did first contact with Europeans take place in the Americas and what groups of people were involved?
6. What two ancestor groups preceded the 'modern' Inuit of the Arctic (in order of appearance)?
7. During this period, what were the activities which promoted more sustained contact between Indigenous Peoples of eastern Artic and Europeans; secondly, what European groups were involved?
8. What was the primary reason for the lack of sustained contact in the Arctic region?
9. What is the Columbian Exchange? Provide some examples of this exchange.
10. In 1764, why was it necessary for the governor of Newfoundland to issue a proclamation urging that the Inuit peoples be treated as friends?
11. What was the result of contact for the Beothuk?
Essay Questions
1. Describe the three basic types of first encounters listed by one historian and briefly explain each. Provide one specific example of each type of contact drawn from the case studies presented in this chapter.
The three types of encounters are collisions, relationships and contacts. The transmission of diseases and the slave trade are examples of "collisions." "Relationships" were characterized by trade, evangelization, and colonial administrations. Short-lived encounters between Europeans and non-European cultures reflect meetings that were considered to fall under the type of "contacts." These were usually peaceful encounters that occurred between groups who knew nothing of each other previously; however, certain behaviors that might be interpreted as threatening could then eventually lead to collisions. (pp. 42–43)
The Norse and Skraeling encounters are an example of relationships. This encounter was most likely with the Dorset people. It is believed they traded for various goods, especially weapons. Evidence for this relationship also stems from discovery of an Inuit figurine from the thirteenth century, which was found in Bergen, Norway (p. 46). The story of Henry Hudson's brief trade exchange, is an example of a first meeting that be termed 'contact' (p. 50). The Beothuk are an example of a collision that resulted in the extinction of the people (pp. 52-53).
2. Briefly discuss two examples of possible transoceanic cultural exchanges for which there is some evidence. Explain the nature of the evidence, its implications, and a time frame for the cultural exchange.
Examples can include any of the following:
- Two varieties of Asian chickens found in America when Spaniards arrived (p. 43)
- Peanut (an American plant) found in China 5300–4800 years ago (p. 43)
- Ceramics found at Valvidia, Ecuador, dated to 5200–4800 years ago resembled Japanese pottery, and led to much debate; later refuted as a theory (pp. 43-44)
- India-American connection through the exchange of plants (p. 44)
3. Discuss the changing nature of these early contacts between Europeans and Indigenous Peoples in what is now Canada. Include the reasons behind these early encounters and be sure to focus your discussion on the Indigenous perspective about the nature and impact of these contacts.
Although there is strong evidence of earlier contact and/or exchange (pp. 43-46), the first documented contact took place with ancestors of the modern Inuit (Thule) (p. 47) and also Beothuk peoples. The Inuit had already had some interaction with the Norse; additionally, they were already familiar with European goods and items due to their extensive inland trading activities (pp. 47-49). This previous familiarity and skill with the trading process is evident in Inuit accounts of their first trade interaction with the English, which indicate that European traders so desperately wanted the fur clothing worn by the Inuit, they bargained with them to part with the clothes off their back in exchange for European garments.
Due to the Europeans' distaste for the harsh environment of the arctic region, there was no sustained contact or interaction for some time. As such, the Inuit way of life was left more unscathed than others who fared less well in the face of these early encounters.
Conversely, the Beothuk way of life was significantly affected even during the earlier period of fishers and whalers on the Atlantic coast. Intrusion into Beothuk fishing sites triggered hostilities these earlier contentious relations may have also been influenced by the fact that in 1500, the Portuguese explorer, Gaspar Corte-Riel, had taken 57 Beothuk to be sold into slavery (p. 52). As contact and developing settlement continued to grow, Beothuk concern for their natural resources increased, with more tension and feuding between the two groups. A self-ascribed sense of European may have also helped to justify the subsequent open hunting season declared on the Beothuk. Subsequently, the Beothuk became extinct; Shanawdithit, the last known Beothuk, died in 1821(pp. 54-55).
As trading activities progressed, other detrimental effects suffered by Indigenous Peoples included substantial loss of life from the introduction of European diseases that travelled along existing trade routes. Large numbers of Indigenous Peoples and communities were decimated by these new diseases, especially smallpox (p. 55).
Prior to the arrival of Europeans, Indigenous Peoples were skilled traders who operated on their own terms. The impact of these early encounters varied among groups also. When necessary, the Inuit had the advantage of retreating into their Arctic homeland, away from the comfort of the Europeans. However, the Beothuk suffered the fate of extinction as they fought to preserve their natural resources and lifestyles. For many more Indigenous Peoples, a sinister outcome of these first contacts was also death and disease, which decimated Indigenous communities in very high numbers. (p. 55)
Additional Resources
Further Readings
——. Encounters on the Passage: Inuit Meet the Explorers. Toronto: University of Toronto Press, 2008.
——. and Pitseolak Ashoona, Pitseolak: Pictures out of My Life. Montreal and Kingston: McGillQueen's University Press, 2004.
Cook, Ramsay. The Voyages of Jacques Cartier. Toronto: University of Toronto Press, 1993.
Dickason, Olive Patricia. The Myth of the Savage and the Beginnings of French Colonialism in the Americas Edmonton: University of Alberta Press, 1984.
.
Eber, Dorothy Harley. When the Whalers Were Up North: Inuit Memories from the Eastern Arctic. Montreal and Kingston: McGill-Queen's University Press, 1989.
Fischer, David H. Champlain's Dream. Toronto: Alfred A. Knopf Canada, 2008.
Green, L. C., and Olive P. Dickason. The Law of Nations and the New World. Edmonton: University of Alberta Press, 1989.
Grant, John Webster. Moon of Wintertime: Missionaries and the Indians of Canada in Encounter since 1534 Toronto: University of Toronto Press, 1984.
.
Heidenreich, Conrad E. and K. Janet Ritch. Samuel de Champlain before 1604: Des Sauvages and Other Documents Relating to the Period. Montreal; Ithaca; Toronto: McGill-Queen's University Press; Champlain Society, c2010.
Marshall, Ingeborg Constanze Luise. A History and Ethnography of the Beothuk. Montreal and Kingston: McGill-Queen's University Press, 1996.
Morrison, R. Bruce, and C. Roderick Wilson, eds. Native Peoples: The Canadian Experience, 3rd edn. Toronto: Oxford University Press, 2004.
Paul, Daniel N. We Were Not the Savages: A Micmac Perspective on the Collision of European and Aboriginal Civilization. Halifax: Nimbus Publishing Ltd., 1993.
Sleeper-Smith, Susan, ed. Rethinking the Fur Trade: Cultures of Exchange in the Atlantic World. Lincoln: University of Alberta Press, 2009.
Tkaczuk, Diana Claire, and Brian C. Vivian, eds. Cultures in Conflict: Current Archaeological Perspectives. Calgary: University of Calgary Press, 1989.
Trigger, Bruce G., ed. Handbook of North American Indians, vol 15: Northeast. Washington: Smithsonian Institution, 1978.
——. Native and Newcomers: Canada's "Heroic Age" Reconsidered. Montreal and Kingston: McGillQueen's University Press, 1985.
Wright, Ronald. Stolen Continents: Conquest and Resistance in the Americas. Toronto: Penguin, 2009.
Websites
Uncovering Secrets of Newfoundland's Extinct Beothuk Peoples http://www.rcinet.ca/en/2014/09/02/uncovering-secrets-of-newfoundlands-extinct-beothukpeople/
Canadian Museum of History/Musée Canadien de l'Histoire. "Inuit and Englishmen: The Nunavut Voyages of Martin Frobisher."
http://www.museedelhistoire.ca/cmc/exhibitions/hist/frobisher/frint01e.shtml
Gaspar Corte-Real – Letter on the Voyage of 1591 http://nationalhumanitiescenter.org/pds/amerbegin/contact/text1/gcreal.pdf | <urn:uuid:8a6de2b3-9e54-4e65-80c5-1c0d812cac4f> | CC-MAIN-2022-40 | https://learninglink.oup.com/protected/files/content/file/1533138306700-Chapter3_SSG.pdf | 2022-09-30T19:21:39+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00251.warc.gz | 381,689,940 | 3,293 | eng_Latn | eng_Latn | 0.939011 | eng_Latn | 0.994739 | [
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Windows Of The Mind Level 5 By Frank Brennan
This second edition updates a course which has proven to be a perfect fit for classes the world over. Engaging content and a strong focus on grammar and vocabulary combine to make this course a hit with both teachers and students. The Teacher's Resource Book contains extra photocopiable grammar and communication activities and full pages of teaching tips and ideas specially written by methodology expert, Mario Rinvolucri. A Testmaker Audio CD/CD-ROM which allows teachers to create and edit their own tests is also available separately, as is Classware which integrates the Student's Book, class audio and video.
A simple-to-use, scripted workbook to grammar and composition that accompanies the First Language Lessons for the Well-Trained Mind, Level 4 textbook and makes successful teaching easy—for both parents and students.
This second edition updates a course which has proven to be a perfect fit for classes the world over. Engaging content and a strong focus on grammar and vocabulary combine to make this
course a hit with both teachers and students. Popular course features have been refreshed with new content, including the imaginative reading and listening topics, 'Culture in Mind', and 'Everyday English' sections. New for the second edition is a DVDROM with the Level 5 Student's Book containing games, extra exercises and videos featuring the photostories' characters as well as a 'Videoke' record-yourself function. There is a full 'Vocabulary bank' at the back of the book which expands upon lexical sets learned in the units.
In 1997, writer Patricia Stacey and her husband Cliff learned that their six-month-old son Walker might never walk or talk, or even hear or see. Unwilling to accept this grim prediction, they embarked on a five-year odyssey that took them into alternative medicine, the newest brain research, and toward a new and innovative understanding of autism. Finally their search led them to pioneering developmental psychiatrist Stanley Greenspan who helped them save their son and bring him into full contact with the world. This enthralling memoir, at once heart wrenching and hopeful, takes the reader into the life of one remarkable family willing to do anything to give their son a rich and
emotionally full life. We stand witness as they struggle to elicit the first sign that Walker is connecting with them, and share in their fears, struggles, tiny victories, and eventual triumphs. The Boy Who Loved Windows is compelling and inspiring reading for parents and professionals who care for children with autism and other special needs. The book is also a stunning literary debut, of interest to anyone who cares about the lives of children and the passion of families who, against huge odds, put these children first.
English in Mind Level 2 Student's Book with DVD-ROM
How to Change Your Mind
English in Mind
First Language Lessons for the Well-Trained Mind Overcoming Your Strongholds
Cambridge English Readers is an exciting new series of original fiction, specially written for learners of English. Graded into six levels - from elementary to advanced - the stories in this series provide easy and enjoyable reading on a wide range of contemporary topics and themes. Each of these highly entertaining stories centres around one of the five senses. We meet Arlo, who will stop at nothing to get silence, Gopal who
uses smell to protect the memory of his sister, Kathy whose blindness is her power, David whose tongue is his fortune, and Jamie who overdoes his search for physical strength. The cassette contains a recording of the full text of the book.
So You Think You're Smart is an eclectic collection of word games, riddles and logic puzzles to tantalize, tease and boggle the brains of readers of all ages and educational levels. The brain teasers are about ordinary words and things that everybody knows about so only common sense and a bit of resourcefulness are needed to solve them. The book is in its 17th printing and has appeared on Saturday Night Live.
Cognitive linguists are convinced that the nature of linguistic structures is strongly influenced by the way we experience and perceive the world and by how we conceptualize and construe these experiences and perceptions in our minds. At the same time, the study of linguistic structure and usage is credited with the potential to open windows to how our minds work. The present volume collects papers investigating linguistic phenomena that reflect the key cognitive processes of metaphor, metonymy and conceptual blending, which have proven to be highly influential in linguistic conceptualization. Theoretical and methodological issues, such as metaphor identification and the relevance of the target domain for children's
understanding of metaphor, are focused on in the first section. The second and third parts are devoted to the application of the theoretical frameworks of the conceptual theory of metaphor and metonymy and the theory of conceptual blending to linguistic data. The contributions critically explore the explanatory potential of these theories, build bridges between them, link them with other approaches and notions (such as construction grammar, common ground and stance/evaluation), and uncover conceptual regularities and cognitive models that underlie and shape our language use in specific domains. The linguistic structures under consideration span the range from compounds and premodified noun phrases to constructions and texts such as jokes and political speeches. Methods applied include psycholinguistic experiments, analyses of data culled from authentic language corpora and discourse-analytical approaches. This brand new edition of English in Mind revises and updates a course which has proven to be a perfect fit for classes the world over. Engaging content and a strong focus on grammar and vocabulary combine to make this course a hit with both teachers and students. --Book Jacket. Opening The Heart And Mind Of A Child Threatened With Autism First Language Lessons for the Well-trained Mind English in Mind Level 1 Workbook
American English in Mind Level 2 Workbook
Metaphor, Metonymy and Conceptual Blending
American English in Mind is an integrated, four-skills course for beginner to advanced teenage learners of American English. The American English in Mind Level 4 Workbook provides language and skills practice for each Student's Book unit. The Workbooks can be used both in the classroom and at home. Listening exercises utilize audio tracks found on the DVD-ROM accompanying the Student's Book.
This second edition updates a course which has proven to be a perfect fit for classes the world over. Engaging content and a strong focus on grammar and vocabulary combine to make this course a hit with both teachers and students. This Workbook provides extra language and skills practice for use both in the classroom or at home. It also includes extra vocabulary exercises corresponding to the expanded lexical sets in the Student's Book 'Vocabulary bank'. 'Study Help' and 'Skills Tips' sections give learners extra support and guidance. The audio content to accompany the workbook is included on the Student's Book DVDROM and on the Audio CDs.
American English in Mind is an integrated, four-skills course for beginner to advanced teenage learners of American English. The American English in Mind Page 6/19
Level 3 Teacher's Edition provides an overview of course pedagogy, teaching tips from Mario Rinvolucri, interleaved step-by-step lesson plans, audio scripts, Workbook answer keys, supplementary grammar practice exercises, communication activities, entry tests, and other useful resources.
What the New Science of Psychedelics Teaches Us About Consciousness, Dying, Addiction, Depression, and Transcendence
This second edition updates a course which has proven to be a perfect fit for classes the world over. Engaging content and a strong focus on grammar and vocabulary combine to make this course a hit with both teachers and students. Popular course features have been refreshed with new content, including the imaginative reading and listening topics, 'Culture in Mind', and 'Everyday English' sections. New for the second edition is a DVD-ROM with the Level 1 Student's Book containing games, extra exercises and videos featuring the photostories' characters as well as a 'Videoke' record-yourself function. There is a full 'Vocabulary bank' at the back of the book which expands upon lexical sets learned in the units.
English in Mind Level 2 Workbook
American English in Mind Level 4 Student's Book with DVD-ROM
The Boy Who Loved Windows
English in Mind Level 3B Combo with DVD-ROM
American English in Mind is an integrated, four-skills course for beginner to advanced teenage learners of American English. American English in Mind Level 4 Student's Book with DVD-ROM features 16 units. Thought-provoking reading, listening, speaking, and writing topics motivate teenage students of American English. Content-rich photostories and dialogues present contemporary spoken American English in realistic contexts. 'Culture in mind' sections give insight into different aspects of English-speaking life. 'Check your progress' sections help students monitor their learning. The DVD-ROM features stimulating grammar exercises, games, video, unit tests, Workbook audio, and selected Student's Book audio. The videos feature the photostory characters and include 'Videoke,' which allows students to record and hear their voices in portions of the video dialogues. The English in Mind Combos offer flexibility in a contemporary English course for teenagers. Each Combo contains eight Student's Book units with the corresponding Workbook material grouped into two modules, and offers approximately 40 to 45 hours of classwork. Clear learning objectives at the beginning of each module, plus 'Check your Progress' sections at the end, help students and teachers plan learning more effectively. There are free Audio CDs/CD-ROMs combining an interactive CD-ROM and audio material. The English in Mind Combos can be used with mixed-ability classes. Combo Starter A is for complete beginners. Combos 1A and 1B are for elementary students; 1A contains a 16-page starter section to review key language. Combos Levels 2A, 2B, 3A and Page 8/19
3B take students from pre-intermediate to intermediate level.
American English in Mind is an integrated, four-skills course for beginner to advanced teenage learners of American English. The American English in Mind Level 1 Workbook provides language and skills practice for each Student's Book unit. The Workbook can be used both in the classroom and at home. Listening exercises utilize audio tracks found on the DVD-ROM accompanying the Student's Book.
This fully revised edition of the successful course for teenage learners, English in Mind, has been updated with new topics, more grammar practice, plus a new emphasis on writing and vocabulary to support your teaching needs. Core features include a proven communicative, multi-skills approach, clear learning objectives and regular opportunities to monitor student progress. The Workbook includes Study help, Skills tips and Skills in mind and Unit check pages. The exercises support work completed in the Student's Book and a free Audio CD/CDROM contains the Workbook listening material, definitions for glossary terms and carefully graded grammar exercises.
Windows of the Mind
English in Mind Level 3A Combo with Audio CD/CD-ROM
Windows Of The Mind
Mind Games
First Language Lessons for the Well-Trained Mind, Level 4
A simple-to-use, scripted workbook to grammar and composition that accompanies the Page 9/19
First Language Lessons for the Well-Trained Mind, Level 4 textbook and makes successful teaching easy—for both parents and students. This workbook, accompanying the Level 4 Instructor Guide (available separately) in the First Language Lessons complete elementary grammar series, uses classical techniques of memorization, dictation, and narration to develop your child's language ability in the important, foundational years of language study. This Level 4 Student Workbook provides complete worksheets for the student, making it possible for busy parents and teachers to spend more time teaching and less time preparing. Grade Recommendation: Grades 4-5. American English in Mind is an integrated, four-skills course for beginner to advanced teenage learners of American English. The American English in Mind Level 2 Workbook provides language and skills practice for each Student's Book unit. The Workbook can be used both in the classroom and at home. Listening exercises utilize audio tracks found on the DVD-ROM accompanying the Student's Book.
The Level 3 Student Workbook (Grades 2-4) for First Language Lessons, used alongside the teacher's Level 3 Instructor Guide, gives teachers everything they need to spend more time teaching their students--and less time preparing lessons, making copies, or gathering supplies. It's all right here: inside this book, you'll find poems for memorization, empty sentence diagram frames, and blank lines perfectly sized for young students' copywork, dictation, and narration. First Language Lessons, Level 3 is a complete grammar and
writing text that covers a wide range of topics--including parts of speech, sentence diagrams, and skills in beginning writing, storytelling, and narration. This Level 3 Student Workbook is the perfect complement to the lessons. Grade Recommendation: Grades 2-4.
American English in Mind Level 4 Workbook
This simple-to-use scripted guide to grammar and composition makes successful teaching easy for both parents and teachers. It uses the classical techniques of memorization, copywork, dictation, and narration to develop a child's language ability in the first years of study.
English in Mind Level 4 Workbook with Audio CD/CD-ROM for Windows (Middle Eastern edition)
First Language Lessons for the Well-Trained Mind: Level 4 Student Workbook (First Language Lessons)
American English in Mind Level 3 Workbook
Mind and Body
Cambridge English Readers Is An Exciting New Series Of Original Fiction, Specially Written For Learners Of English. Graded Into Six Levels From Elementary To Advanced The Stories In This Series Provide Easy And Enjoyable Reading On A Wide Range Of
Contemporary Topics And Themes.Each Of These Highly Entertaining Stories Centres Around One Of The Five Senses. We Meet Arlo, Who Will Stop At Nothing To Get Silence, Gopal Who Uses Smell To Protect The Memory Of His Sister, Kathy Whose Blindness Is Her Power, David Whose Tongue Is His Fortune, And Jamie Who Overdoes His Search For Physical Strength.
First Language Lessons is a simple-to-use, scripted guide to grammar and composition that makes successful teaching simple—for both parents and teachers. The Level 3 Student Workbook (Grades 2-4) for First Language Lessons, used alongside the teacher's Level 3 Instructor Guide, gives teachers everything they need to spend more time teaching their students—and less time preparing lessons, making copies, or gathering supplies. It's all right here: inside this book, you'll find poems for memorization, empty sentence diagram frames, and blank lines perfectly sized for young students' copywork, dictation, and narration. First Language Lessons, Level 3 is a complete grammar and writing text that covers a wide range of topics—including parts of speech, sentence diagrams, and skills in beginning writing, storytelling, and narration. This Level 3 Student Workbook is the
perfect complement to the lessons. Grade Recommendation: Grades 2-4.
American English in Mind is an integrated, four-skills course for beginner to advanced teenage learners of American English. The American English in Mind Level 3 Workbook provides language and skills practice for each Student's Book unit. The Workbook can be used both in the classroom and at home. Listening exercises utilize audio tracks found on the DVD-ROM accompanying the Student's Book.
This multi-level English course is for teenagers. English in Mind Combo 1A offers the first eight units of the Level 1 Student's Book and Workbook. It includes corresponding material from the Level 1 Audio CD / CD-ROM.
English in Mind Level 3 Workbook
English in Mind Level 1B Combo with Audio CD/CD-ROM
Windows to the Mind
American English in Mind Level 3 Teacher's Edition
Englische Lektüre Für Das 5. Lernjahr. Paperback with Downloadable Audio
"Pollan keeps you turning the pages . . . cleareyed and assured." —New York Times A #1 New York Times Bestseller, New York Times Book Review 10 Best Books of 2018, and New York Times Notable Book A brilliant and brave investigation into the medical and scientific revolution taking place around psychedelic drugs--and the spellbinding story of his own lifechanging psychedelic experiences When Michael Pollan set out to research how LSD and psilocybin (the active ingredient in magic mushrooms) are being used to provide relief to people suffering from difficult-to-treat conditions such as depression, addiction and anxiety, he did not intend to write what is undoubtedly his most personal book. But upon discovering how these remarkable substances are improving the lives not only of the mentally ill but also of healthy people coming to grips with the challenges of everyday life, he decided to explore the landscape of the mind in the first person as well as the third. Thus began a singular adventure into various altered states of consciousness, along with a dive deep into both the latest brain science and the thriving underground community of
psychedelic therapists. Pollan sifts the historical record to separate the truth about these mysterious drugs from the myths that have surrounded them since the 1960s, when a handful of psychedelic evangelists inadvertently catalyzed a powerful backlash against what was then a promising field of research. A unique and elegant blend of science, memoir, travel writing, history, and medicine, How to Change Your Mind is a triumph of participatory journalism. By turns dazzling and edifying, it is the gripping account of a journey to an exciting and unexpected new frontier in our understanding of the mind, the self, and our place in the world. The true subject of Pollan's "mental travelogue" is not just psychedelic drugs but also the eternal puzzle of human consciousness and how, in a world that offers us both suffering and joy, we can do our best to be fully present and find meaning in our lives.
This second edition updates a course which has proven to be a perfect fit for classes the world over. Engaging content and a strong focus on grammar and vocabulary combine to make this course a hit with both teachers and students. Popular course
features have been refreshed with new content, including the imaginative reading and listening topics, 'Culture in Mind', and 'Everyday English' sections. New for the second edition is a DVD-ROM with the Level 2 Student's Book containing games, extra exercises and videos featuring the photostories' characters as well as a 'Videoke' record-yourself function. There is a full 'Vocabulary bank' at the back of the book which expands upon lexical sets learned in the units. This brand new edition of English in Mind revises and updates a course which has proven to be a perfect fit for classes the world over. Engaging content and a strong focus on grammar and vocabulary combine to make this course a hit with both teachers and students.
American English in Mind is an integrated, four-skills course for beginner to advanced teenage learners of American English. American English in Mind Level 3 Student's Book with DVDROM features 16 units. Thought-provoking reading, listening, speaking, and writing topics motivate teenage students of American English. Content-rich photostories and dialogues
present contemporary spoken American English in realistic contexts. 'Culture in mind' sections give insight into different aspects of English-speaking life. 'Check your progress' sections help students monitor their learning. The DVD-ROM features stimulating grammar exercises, games, video, unit tests, Workbook audio, and selected Student's Book audio. The videos feature the photostory characters and include 'Videoke,' which allows students to record and hear their voices in portions of the video dialogues.
American English in Mind Level 3 Student's Book with DVDROM
English in Mind Level 1A Combo with Audio CD/CD-ROM English in Mind Level 1 Teacher's Resource Book American English in Mind Level 1 Workbook English in Mind Level 2 Teacher's Resource Book
Are you losing the battle with your own low self-esteem? Do you want to overcome anger control issues and self-control problems? Do you want to break free from the bondage of sexual immorality and the power of pride? In Mind Games, Kayode Enwerem draws on the experience of speaking to tens of thousands of people with selfPage 17/19
doubt and negative thought questions to offer proven and powerful methods for using Christian guidance and scripture to overcome fear and regain self-confidence and selfcontrol.Mind Games offers direction that anybody in any life situation can quickly and easily apply to gain victory over strongholds. You too can be transformed by the truth of Bible scripture resulting in freedom and victory for the child of God. In this book, you will learn the valuable instruction about: * How to recognize your Giants* Overcoming Fear; the number one tactic of the enemy* How to realize the purpose of fighting the giant* How to overcome the seed of Self-doubt associating you with your past* The secret of defeating the Giant, thereby improving self-esteem for men and women* Discover God's true greatness and overcome strongholds in life. Grab a copy today!
This second edition updates a course which has proven to be a perfect fit for classes the world over. English in Mind 3 Combo B with DVD-ROM features a new Welcome Unit and Units 8-14 from the full Student's Book renumbered as Units 1-8, together with the corresponding pages from the Workbook. Thought-provoking topics motivate teenage students. Content-rich photostories present contemporary spoken English in realistic contexts. 'Culture in mind' sections give insight into different aspects of Englishspeaking life. The DVD-ROM features stimulating grammar exercises, games, video, unit tests, Workbook audio and selected Student's Book audio. The videos feature the
Copyright : raceandwealth.coas.howard.edu photostory characters and include 'Videoke', which allows students to record and hear their voices in portions of the video dialogues.
Acorns delineates the future of humanity as a reunification of intellect with the Deep Self. Having chosen to focus upon ego (established securely by the time of Christ), much more beta brain wave development will destroy our species and others, which process has already begun. We create our own realities through beliefs, intents and desires and we were in and out of probabilities constantly. Feelings follow beliefs, not the other way around.
American English in Mind is an integrated, four-skills course for beginner to advanced teenage learners of American English. The American English in Mind Level 1 Teacher's Edition provides an overview of course pedagogy, teaching tips from Mario Rinvolucri, interleaved step-by-step lesson plans, audio scripts, Workbook answer keys, supplementary grammar practice exercises, communication activities, entry tests, and other useful resources.
English in Mind Level 1 Student's Book with DVD-ROM
So You Think You're Smart
English in Mind Level 5 Student's Book with DVD-ROM
Acorns: Windows High-Tide Foghat
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Introduction
PURPOSE
At YouthSpeak, our vision is to inspire and empower youth to live resilient and meaningful lives. Our mission is to assist youth facing challenges through leadership training and empowering them by sharing personal stories in order to promote mental health, well-being, empathy, and hope in assemblies and workshops. We aim to make sure no child or youth feels alone, and those who are struggling with mental health or challenges are connected to available support tools to improve their overall well-being.
The purpose of this teacher guide is to provide valuable and easy-to-follow awareness-building activities. This teacher's guide is a resource that teachers can use in their classrooms with their students. The activities in this teacher guide are for the Intermediate and senior divisions but may be modified for your unique classroom.
HOW TO USE
This teacher guide has a number of activities that are designed to address online use. They can be used in the classroom to help students understand and explore important topics about online use and safety from a young age. Each activity has an estimated time frame and a material list at the top of the page. The specific steps on how to run the activity are under it. The activities are also easily transferable to a virtual classroom with alternatives noted when needed for a virtual setting. Teachers do not need to follow every step for each activity and can revise the steps to suit their unique classroom.
SAFE SPACE
Please remind students that the classroom is a safe space and encourage them to have open discussions about bullying prevention and mental wellness. Discussing these topics can bring up strong thoughts and feelings, and it is important to let them know that if students are experiencing any difficult feelings and need help, that the teachers, administration, and other caring adults are always there to listen and support them
1. Digital Dilemmas
ORGANIZATION
GRADE: 7 to 12
TIME: 25-35 minutes
TIME: 25-35 minutes
MATERIALS: Blackboard/ whiteboard/ television/ handout/ school/personal computer (optional)
DELIVERY: This activity can be completed both in class, and virtually over google meets.
OBJECTIVE
To reflect on how our relationships are affected by devices and the internet. At the end of the activity, students will be able to identify the qualities of healthy and rewarding relationships. Ultimately the goal is to have students gather new strategies to set boundaries in order to navigate the challenging dynamics of relationships fostered through technology.
INSTRUCTIONS
1. Initiate a whole class discussion on how personal devices and social media affect students' relationship with their peers with the following prompts:
* How many students use social media?
* How many students use social media as a means of communicating to one another?
* How often do you chat with your friends? Every hour? Day? Week?
* How has this usage affected the dynamic of your relationship?
* Are these effects more positive or negative?
2. Have students break off into pairs and distribute Boundaries within Friendships Handout. For part 1, each student in a pair will have the option to choose either one of the following resources below to review. Students are to capture their thoughts and share a summary of their resources. If not all students have access to school/personal computers, consider playing the following videos to the entire class or astutely pairing students with those that have personal devices to play the videos with students that do not possess the same devices.
Resource 1:
Healthy vs Unhealthy Relationships https://www.youtube.com/watch?v=Gn7ZQ2x0cOE
Resource 2: That's Not Cool
https://www.youtube.com/watch?v=_2ogq_UczAw&t=68s
After conducting their review of the resource, they are to share their notes with their partner. After a few minutes of partner discussion, Invite students to share their notes in a group discussion. Take the time to highlight any comments that you want your students to capture (either on the board or display) and allow time for your students to copy them down.
3. Introduce the following activity by informing students that, when something happens within a relationship that makes an individual feel worried, sad, anxious or uncomfortable, it is called a red flag feeling. This feeling is a warning sign that something off might be going on.
Explain to students that when you experience a red flag feeling that it is important that they do not quickly make reactive decisions but take a moment to slow down and think about how they are feeling. The following routine is meant to provide a 4 step process that supports reflective decision making and supportive social skills when dealing with digital dilemmas.
a. Identify: Who is actually involved in this situation? What is the digital dilemma they are facing at this moment?
b. Feel: What could each person in this situation be feeling? Why might it be difficult for them to handle this dilemma?
c. Imagine: Consider the options available for this situation to be dealt with. Be creative! There is never one single "right" answer. Choose the options you think may actually lead to a positive outcome, where the most "good" may occur.
d. Act/Say: Aftering reflecting on what could be done, think about how it will be done. What would people say or do to resolve this dilemma? How would they say/do it? What is the most appropriate medium?
Have students return to the handout and follow the instructions for part 2. Provide students with a scenario involving a digital dilemma. After 7-10 minutes, have students share their responses using the 4 step routine.
Optional Activity: An alternative or additional component to part 2 of this activity can involve having students create their own scenario involving a digital dilemma. In small groups (3-4), students will have to write a script for a scenario that involves red flag feelings. Students will have to develop the problem and resolve it using the 4 step Feeling Routine. Students will then role-play and present this scenario to the whole class while submitting a written reflection on the thought process behind their scenario.
Digital Dilemma (Handout)
Part 1 Instructions
In pairs, each member will choose one of the resources below. Record what the source says about meaningful relationships and whether you agree with these points as you review the resource. Write down your thoughts in the space provided. Share your thoughts with your partner.
Resource 1
Watch: Healthy vs Unhealthy Relationships
https://www.youtube.com/watch?v=Gn7ZQ2x0cOE
Resource 2
Watch: That's Not Cool
https://www.youtube.com/watch?v=_2ogq_UczAw&t=68s
Part 2 Instructions
Read the following digital dilemma and use the 4 step Feelings Routine to brainstorm possible strategies for navigating a potentially unhealthy relationship.
Digital Dilemma
Identify:
Feelings:
.
Imagine:
Part 1: List the options available
Part 2: Underline or circle the option you feel is best
Action:
Part 1: How would they carry out this option?
In person
Text
Direct Message
Video call (facetime)
Email
Other: _________
Part 2:
What would they say? Who are they saying it to? Write out the conversation.
2. Digital and Real Self
ORGANIZATION
GRADE: 7 to 12
TIME: 30-40 minutes
MATERIALS: Blackboard/ whiteboard/ television/ handout/ cue cards/ personal computer (optional)
DELIVERY: This activity can be completed both in class, and virtually.
OBJECTIVE
Allows students to have an open discussion about the media that they post and interact with. Students will be able to analyze the portrayal of themselves online versus the way they act in reality. They will think critically about the images that they view from others and themselves.
INSTRUCTIONS
1. Initiate a class discussion by asking students to think about what they share through digital media, be it from social media posts, text messages, etc. have students consider how accurate that portrayal of themselves is in relation to their real self. Do they present themselves differently online than they do during a face-to-face interaction?
Have students share their thoughts to the group discussion. Take the time to reiterate comments (or write on the board) the varying ways they shift attitudes when presenting their online self compared to their real life interaction.
2. Take a moment to explain to your students that many people present themselves differently than how they act in real life. Pose examples such as famous video game streamers, actors, Youtubers, influencers, etc. Remind students that having a difference between online and real world self is not inherently bad.
Have students watch the following video to further this point.
Online vs. Offline Self: Who is the Real You? | New Age Creators https://www.youtube.com/watch?v=SZAkZ4TzSEA
However, you should remind students that this change between two identities is not always without concern. In some cases, when the differences are so huge, this may be a sign that it can lead to a risky situation.
4. Distribute a cue card to each student (or ask students to write google doc if learning virtually) and inform them to create a nameless profile of their self
portrayal through a digital medium. Have students consider how they present themselves on Instagram, gaming community, TikTok, Youtube, etc. Make sure students do not write their name on their name on the profile. Give students 5-10 minutes to write down a profile describing that cover:
- Personality
- Appearance (more adjective based words and without any direct statement of physical features like specific hair colour)
If the class is large, consider dividing students into even groups (6-10) and have them place their nameless profiles in the centre of a desk so that they are all visible. Ask students to read each profile in order to identify the student they think that profile belongs to and record their answers on another sheet or google doc.
After a few minutes have students share their answers with the class and discuss the results. Consider asking the following questions to foster deeper discussion:
* How many students had correct answers?
* How accurate were the profiles?
* How different were some of the profiles you read from the actual student?
* Does knowing the person in real life change the way you think about the online profile?
3. Social Media Body Image
ORGANIZATION
GRADE: 9 to 12
TIME: 30-40 minutes
MATERIALS: Blackboard/ whiteboard/ television/ personal computers (optional)
DELIVERY: This activity can be completed both in class, and virtually over google meets.
OBJECTIVE
To reflect on their experiences with social media and become more active viewers. This activity allows them to illustrate their awareness of imposed "attractiveness" and beauty ideals. Ultimately developing the notion that these images promote an unrealistic sense of beauty that negatively affects body image and related issues.
INSTRUCTIONS
1. Split students into small groups (3-4 people) and display the following prompts on the board (or whichever means you have available):
* Do you feel that you must look a certain way to be considered attractive? What physical features are considered attractive in our society?
- Discuss beauty ideals that society has imposed on them
* Who or what has communicated those ideals to you? How? What have those messages looked like?
- Discuss where these ideals are advertised or prompted.
- Examples can include social media, tv shows, etc.
Students should have about 5 minutes to develop their answers. After which the teacher will facilitate a whole class discussion to have students share their thoughts for another 4-5 minutes. Take the time here to address that the following lesson covers sensitive issues and may bring up negative reactions from some students. Provide a trigger warning for students and remind the class to be mindful of their peers when making comments.
2. Have students access The Inquisitive Mind's article, "Selfie Esteem: The Relationship Between Body Dissatisfaction and Social Media in Adolescent and Young Women".
Selfie-Esteem: The Relationship Between Body Dissatisfaction and Social Media in Adolescent and Young Women | In-Mind
* Instruct students to read the article and make notes when finished about how Instagram (or other visually based apps like Snapchat and Tiktok) make them feel for 7-8 minutes..
* After every student has finished, have a 5 minutes group discussion.
- Prompts to further discussion:
■ Do the feelings described in the article match your own? If so, how? If not, how do they differ?
■ Why do instagram photos make you feel that way?
- If comfortable, Share your own thoughts with the students.
Optional topics to add or save for another date:
* With the article focusing mostly on the female perspective on social media, how do you feel about the disparity in presenting the negative male experience with social media? Is it the same as women? Why is it so hard to find relevant information for males?
3. Present a powerpoint briefly stating the negative effects of internalizing beauty ideals and their effects on mental health. Reiterate "trigger warning" during this discussion session as it may directly address areas of concern for some individuals. Keep it to 5-8 minutes.
* Important points to discuss are:
- Self objectification
- Body surveillance
To further expose students to these effects play one of the following Ted Talks on the effects of these imposed beauty ideals from social media:
* Why thinking you're ugly is bad for you - Meaghan Ramsey https://www.youtube.com/watch?v=MyUreckKJ1Y
* Our Bodies are Not an Image - Mary Jelkovsky
https://www.youtube.com/watch?v=DoDzwM0gybg
(Each video is around 10-12 minutes so take some time to watch both videos and decide which best fits your goals for the class.)
Have students record notes during the video.
* Have a group discussion with the class on the discussion presented in the video.
Alternatively, this activity can consist of having students divided into groups of 3-4 and assigning each group to watch either video before sharing their thoughts in group discussion.
4. Media Motive
ORGANIZATION
GRADE: 7 to 12
TIME: 10-15 minutes
MATERIALS: Blackboard/ whiteboard/ television/ Personal Computers (optional)
DELIVERY: This activity can be completed both in class, and virtually over google meets.
OBJECTIVE
To provide opportunities for learners to better identify unrealistic, artificial, and altered photos and/or videos that are posted on social media and/or advertising. This activity will discuss the impact media messages have on an individual while also providing strategies to neutralize the impact of such messages.
INSTRUCTIONS
* Using a PowerPoint slide, present the six concepts in media analysis that facilitate media literacy.
- All media messages are "constructed"
- Each medium has different characteristics, strengths, and a unique "language" of construction
- Media messages are produced for particular purposes
- All media messages contain embedded values and points of view
- People use their individual skills, beliefs, and experiences to construct their own meanings from media messages
- Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process
■ Allot 5 minutes for this presentation.
* Next, present various Instagram photos from "Instagram model" profiles (i.e., fitness models, influencers, etc.)
* In small groups, have students analyze the pictures and how they were constructed. Ask them:
- What message does this picture convey?
- What was the purpose of posting this picture?
- What values are communicated?
- Is this photo selling a product, service, idea, etc.?
- Does the post focus more on what the woman looks like or what she can do/is capable of?
- How does it make you feel? How might it make others feel?
* After 5-7 minutes, open up the discussion to the entire class. Have the small groups share their thoughts.
- Allot 5 minutes for large-group discussion.
Class brainstorm: have the class brainstorm strategies to help students become critical viewers of media messaging.
- Provide students a copy of the attached handout Strategies for Becoming a Critical Viewer of the Media based on The National Eating Disorders Association Guide.
Link:
https://www.ndsu.edu/fileadmin/counseling/Tips_for_being_a_Critical_Viewer _of_Media.pdf
- Take the time to discuss with students each of the strategies discussed on the sheet.
5. After going through the strategy sheet. Provide students with the following Take Home Activity:
- Students are to find their own example of an advertisement or social media post that they find particularly impactful on their own body image whether it be negative or positive. Have students write a short reflection piece on their chosen item. Invite students to prepare for sharing their responses in class the following day if they wish to.
Strategies For Becoming a Critical Viewer of the Media (Handout)
Media messages about body shape and size will affect the way we feel about ourselves and our bodies, only if we let them. One of the ways we can protect our self-esteem and body image from the media's narrow definitions of beauty is to become a critical viewer of the media messages we are bombarded with each day. When we effectively recognize and analyze the media messages that influence us, we remember that the media's definitions of beauty and success do not have to define our self image or potential.
Remember:
* All media images and messages are constructions. They are NOT reflections of reality. Advertisements and other media messages have been carefully crafted with the intent to send a very specific message.
* Advertisements are created to do one thing: convince you to buy or support a specific product or service.
* To convince you to buy a specific product or service, advertisers will often construct an emotional experience that looks like reality. Remember that you are only seeing what the advertisers want you to see.
* Advertisers create their message based on what they think you will want to see and what they think will affect you and compel you to buy their product. Just because they think their approach will work with people like you doesn't mean it has to work with you as an individual.
* As individuals, we decide how to experience the media messages we encounter. We can choose to use a filter that helps us understand what the advertiser wants us to think or believe and then choose whether we want to think or believe that message. We can choose a filter that protects our self esteem and body image.
5. Privacy Diary
ORGANIZATION
GRADE: 7 to 12
TIME: 20-30 minutes
MATERIALS: Blackboard/ whiteboard/ television/ Personal Computers (optional) /
Handout
DELIVERY: This activity can be completed both in class, and virtually.
OBJECTIVE
To present the risks associated with giving out personal information (be it photos, messages, etc.). This activity presents the different levels of access technology presents to one's personal information while allowing students to reflect on their real world usage.
INSTRUCTIONS
1. Begin the activity by asking students what the word privacy means to them. Continue discussion posing some of the following questions:
* What is privacy?
* Is it desirable?
* Does privacy mean the same thing when exploring in the online world and the real world?
* When and where would you have privacy? When and where would you not?
* Can this privacy be exposed? In which ways?
Follow students' responses by asking students how their privacy changes when someone:
* knows your age and name?
* knows your location/home and phone number?
* knows your favorite movie and snack to eat?
* eavesdrop a personal conversation?
* reads your email or messages?
* looks through your bedroom window?
* follows you all day?
Explain to the class that these questions pose varying degrees of importance, they all still relate to a loss of privacy. Losing privacy is not inherently a bad thing but we need to be aware of when it happens. Knowing that helps us keep our ability to choose whether or not we want to give up that privacy in the first place.
2. Provide students with the Privacy Diary worksheet. This handout will ask students to reflect and write down every time within their average week when they consider they give up their privacy at any level. Ask students to share what privacy score they gave themselves out of 5. Limit this section to 5-10 minutes.
Now present the class with additional information/scenarios within our modern digital society that regularly compromises our privacy when we:
* Download or upload a computer file
* Sign into a website
* Pass a security camera
* Visit a site that uses cookies (and if they even know what sites uses cookies)
* Turn on a cellphone
* Share information such as their name, phone number, email address, etc. when making an account
* Send an email or message
Ask students to reevaluate their privacy scores after considering this information.
3. Provide students the following link that contains tips for protecting online Privacy :How To Protect Your Privacy Online In 8 Tips : Life Kit (or distribute a printed copy). Read through it together as a class then have students answer the questions on the second handout titled I can Build a Secure Online Identity.
4. When you've discussed the questions with the class, make a chart on the front board with three headings:
* Things nobody should see (information that should be kept entirely private)
* Things only your friends and/or family should know
* Things everybody can see
Ask students which elements of their social media profile belong under each heading and discuss which is more important to them: protecting privacy or having high visibility. What factors might affect this decision? What aspects of privacy are important to them and why?
Privacy Diary (Handout)
In the following chart, write down every time you lose or give up some type of privacy within a typical week. Consider both the real world and online situations. For every incident, explain whether or not you had the choice to accept the privacy loss.
When finished, give each example a score between 1 and 5. A score of 1 means that you feel like you have very little privacy and a score of 5 means that you feel like you have a lot of control over privacy. Record your overall privacy score.
Your overall privacy score is (circle one): 1 2 3 4 5
I Can Build a Secure Online Identity (Handout)
1. What do privacy settings on social media actually control?
2. How should you set your privacy settings? Why?
3. What information should you not post on social media? Give at least three examples.
4.What should you consider before posting something to a social networking site? List three examples.
Booklists to Check Out
Coming of Age Online: Social Media in YA Literature http://www.yalsa.ala.org/thehub/2014/08/0/social-media-in-ya-literature/
Taking a Stand Against Bullying: 25 Bullying Preventions Books for Tweens and Teens https://www.amightygirl.com/blog?p=10257
11 Enlightening and Empathetic YA Novels About Mental Illness https://www.readbrightly.com/enlightening-empathetic-ya-novels-about-ment al-illness/
Reality Scoop: Promoting Mental Wellness with YA Literature http://www.yalsa.ala.org/thehub/2016/02/02/reality-scoop-january-is-mentalwellness-month/
You're Not Alone: Mental Health Nonfiction Picks for Teens http://www.yalsa.ala.org/thehub/2019/09/09/mental-health-nonfiction-picks-fo r-teens/
Resources
* Kids Help Phone: Text- 686868 (24/7 support) https://kidshelpphone.ca/
https://therapyforblackgirls.com/
* Find trusted, culturally competent therapists that know our feelings and can help navigate being a black girl.
* Black Youth Helpline:a Black youth specific service, positioned and resourced to promote access to professional, culturally appropriate support for youth, families and schools.
* Youth Line offers confidential and non-judgmental peer support through
https://blackyouth.ca/ +1416-285-9944 / +1833-294-8650
our telephone, text and chat services.
* Naseeha is a 12pm-12am confidential & anonymous helpline for Muslim youth to discuss mental health & wellness struggles. Text: 1-866-627-3342 Phone: 1-866-627-3342
https://www.youthline.ca/
+1647-694-4275
* Hope For Wellness is a 24/7 helpline for indigenous peoples and the chat is online at their website, phone and chat counseling is available in English and French. On request, phone counseling is also available in: Cree, Ojibway, and Inuktitut.
* If you or someone you know is in crisis or requires immediate support, please contact 310-COPE at 1-855-310-COPE (2673) or visit your nearest emergency department.
Phone: 1-855-242-3310 www.hopeforwellness.ca
* Autistic Self-Advocacy Network (ASAN): to empower autistic people across the world to take control of their own lives through public policy advocacy, the development of autistic cultural activities, and leadership training for autistic self-advocates. https://autisticadvocacy.org/
Apps for Students:
* Calm: This app teaches activities to help you sleep, breathe and relax.
* Headspace: Options customized for three age groups—under 5, 6-8, and 9-12. Plus, parents can use the adult version to practice breathing alongside their child.
* HelloMind: Young worriers can significantly benefit from HelloMind, an app which helps change negative thought patterns.
* Smiling Mind: It is designed to help youth through the stresses, and challenges of daily life. It offers programs for a variety of age groups, including 7-9, 10-12, 13-15, 16-18 and adults.
* MindShift: Scientifically proven strategies based on Cognitive Behavioral Therapy (CBT) to help you learn to relax and be mindful, develop more effective ways of thinking, and use active steps to take charge of your anxiety.
Want to Get Involved and Help Empower Other Youth and Inspire Change?
Here are some ways you can support:
* Join an event committee
* Attend our events
* Join our Board of Directors
* Follow us on social media
@youthspeakcan
YouthSpeakCAN
YouthSpeak
@youthspeakcan
* Donate to Canada Helps
- You can click the "Donate" Button on the www.youthspeak.ca homepage
- OR this link will take you straight to the donation page https://www.canadahelps.org/en/charities/youthspeak-performan ce-charity-organization/?utm_expid=.Z0WUQV4rT9mKtKTXtGPdnw. 0&utm_referrer=https%3A%2F%2Fyouthspeak.ca%2F
* Share your special skills with our team of youth to help build their leadership
* Perform administrative tasks that are important behind the scenes work
www.youthspeak.ca
905-967-0604
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UNEX Developing Written Skills
Title: Chain written
www. ……..
Title: Chain Written
Keywords: to be used after in search function on the website #writing skills, # expression
Duration: 10-15 minutes.
Description:
Ideally, groups of at least four children should be involved in this exercise. The exercise starts when we give one of them a sheet of paper with the beginning of a story, and ask them to continue writing it down as he/she thinks of it. You will also have to tell him that he only has three minutes to do it. The child will then pass the paper to his partner on the right, who will have the same time to continue with the story. And so on until the end. At the beginning of the exercise, we will explain that the story has to be completed, so the last of the children will have to end it.
Objectives:
Please list the objectives you want to achieve (short and long term)
1. Enrich their vocabulary, thanks to constant practice of writing.
2. Encourage their ability to plan, as they have to think about how they will develop their story in an integrated way.
3. It encourage students' desire to write, enhance their creativity and improve their linguistic competence, which in turn develops social, emotional and cognitive skills, as well as serving as a basis for the child's learning
4. To deepen the mastery of writing, spelling, grammar, lexical structures and basic skills (writing, reading, listening), so that students are competent in creating their own texts
5. Exercise writing different types of texts using the appropriate form for each type of text.
Activity(ies) (Stages):
1. Make groups of at least four students
2. The teacher gives each group a sheet of paper with the beginning of a story and tells them that they will have to continue writing it and that each one has only three minutes to do so.
3. The first student will continue the story and when the three minutes he has to write have passed he will pass the paper to his partner on the right, who will have the same time to continue with the story. And so on until the end. At the beginning of the exercise, we will explain that the story has to be completed, so the last of the children will have to finish it.
Tips for trainers
Always think about how to make things easier for them: Prepare the material, solve their doubts, and encourage them to have fun while doing the exercises.
Do not censor their ideas: Since childhood, we have been conditioned not to think differently. When they write, don't judge. If you see that something they have put in is not appropriate, simply don't reinforce it.
If they get stuck, give them examples: But always encourage them to give free rein to their own ideas.
List of resources, materials etc.
Preparation of this activity is very simple and it does not require a lot of materials. The teacher will make groups of four students and give each group a sheet of paper with the beginning of a story. The teacher can give the same story start to each group or can prepare sheets with different starts, so that each group has a different story start.
Evaluation/Feedback
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No. 3
(Updated 11/98)
TEENS: ALCOHOL AND OTHER DRUGS
Teenagers may be involved with alcohol and legal or illegal drugs in various ways. Experimentation with alcohol and drugs during adolescence is common. Unfortunately, teenagers often don=t see the link between their actions today and the consequences tomorrow. They also have a tendency to feel indestructible and immune to the problems that others experience. Using alcohol and tobacco at a young age increases the risk of using other drugs later. Some teens will experiment and stop, or continue to use occasionally, without significant problems. Others will develop a dependency, moving on to more dangerous drugs and causing significant harm to themselves and possibly others.
Adolescence is a time for trying new things. Teens use alcohol and other drugs for many reasons, including curiosity, because it feels good, to reduce stress, to feel grown up or to fit in. It is difficult to know which teens will experiment and stop and which will develop serious problems. Teenagers at risk for developing serious alcohol and drug problems include those:
! with a family history of substance abuse
! who are depressed
! who have low self-esteem, and
! who feel like they don=t fit in or are out of the mainstream
Teenagers abuse a variety of drugs, both legal and illegal. Legally available drugs include alcohol, prescribed medications, inhalants (fumes from glues, aerosols, and solvents) and over-the-counter cough, cold, sleep, and diet medications. The most commonly used illegal drugs are marijuana (pot), stimulants (cocaine, crack, and speed), LSD, PCP, opiates, heroin, and designer drugs (Ecstasy). The use of illegal drugs is increasing, especially among young teens. The average age of first marijuana use is 14, and alcohol use can start before age 12. The use of marijuana and alcohol in high school has become common.
Drug use is associated with a variety of negative consequences, including increased risk of serious drug use later in life, school failure, and poor judgment which may put teens at risk for accidents, violence, unplanned and unsafe sex, and suicide.
Teens: Alcohol and Other Drugs, "Facts for Families," No. 3 (11/98)
Parents can help through early education about drugs, open communication, good role modeling, and early recognition if problems are developing.
Warning signs of teenage alcohol and drug abuse may include:
Physical:
Fatigue, repeated health complaints, red and glazed eyes, and a lasting cough.
Emotional:
personality change, sudden mood changes, irritability, irresponsible behavior, low self-esteem, poor judgment, depression, and a general lack of interest.
Family:
starting arguments, breaking rules, or withdrawing from the family.
School:
decreased interest, negative attitude, drop in grades, many absences, truancy, and discipline problems.
Social problems:
new friends who are less interested in standard home and school activities, problems with the law, and changes to less conventional styles in dress and music.
Some of the warning signs listed above can also be signs of other problems. Parents may recognize signs of trouble but should not be expected to make the diagnosis. An effective way for parents to show care and concern is to openly discuss the use and possible abuse of alcohol and other drugs with their teenager.
Consulting a physician to rule out physical causes of the warning signs is a good first step. This should often be followed or accompanied by a comprehensive evaluation by a child and adolescent psychiatrist.
For additional information see Facts for Families: #4 The Depressed Child, #17 Children of Alcoholics, and #33 Conduct Disorders. See also: Your Child (1998 Harper Collins)/Your Adolescent (1999 Harper Collins).
# # #
The Development of the Facts for Families series is a public service of the AACAP. If you would like to support expanded distribution of the series, please make a tax deductible contribution to the AACAP Campaign for America's Kids. By supporting this endeavor, you will support a comprehensive and sustained advocacy effort on behalf of children and adolescents with mental illnesses.
Please make checks payable to AACAP, and send to: AACAP, Campaign for America's Kids, P.O. Box 96106, Washington, D.C. 20090
The American Academy of Child and Adolescent Psychiatry (AACAP) represents over 6,000 child and adolescent psychiatrists who are physicians with at least five years of additional training beyond medical school in general (adult) and child and adolescent psychiatry.
Facts for Families is developed and distributed by the American Academy of Child and Adolescent Psychiatry (AACAP). Facts sheets may be reproduced for personal or educational use without written permission, but cannot be included in material presented for sale. To purchase full sets of FFF, contact the AACAP Publications Clerk at: 1.800.333.7636, ext. 131.
Nelson A. Tejada, American Academy of Child & Adolescent Psychiatry, Operations Department, Phone: 202-966-7300 ext. 131, Main Fax: 202-966-2891, Publication Fax: 202-464-9980 | <urn:uuid:80cc8960-dcd6-4b7d-bf53-18ba6ea80dae> | CC-MAIN-2022-40 | https://www.16thcircuit.org/Data/Sites/1/media/family_court/Documents/fff%20alcohol_other%20drugs.pdf | 2022-09-30T20:26:51+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00257.warc.gz | 640,389,941 | 1,078 | eng_Latn | eng_Latn | 0.996837 | eng_Latn | 0.997702 | [
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God is Hope
Revelation 21, 22
The Holy Spirit is With Us
KEY VERSE:
"The Spirit of God lives in you." Romans 8:9 & 11, NIRV paraphrased
CHECK-IN
(until 15 minutes after the start of each service)
Purpose: To build relationships with families and help parents feel comfortable leaving their child.
As parents check-in their child at your classroom, try to welcome them by name to help them feel secure in leaving their child in your care. Once you've completed each of the check-in procedures, welcome the child into your classroom and encourage him/her to play with the classroom toys and activities. If you have LITs in your classroom, this is a great time for them to help engage with the kids while you continue checking in the kids.
If a child is upset or reluctant to enter the room, encourage him or her by offering toys, books or other fun items. If a child is still upset, let the parents know that we will text them if their child continues to be upset. Then, offer to carry the child into the classroom and try to calm the child with toys or other activities.
Use the "Connect" reminder (listed below) to help kids feel comfortable and safe in your class!
CONNECT WITH KIDS
Purpose: Building relationships & prioritizing safety for our youngest children.
Our goal, first and foremost, when serving babies and young toddlers is to prioritize building trusting relationships and the feeling of safety. We build trust with our littlest kids by meeting needs and helping them learn that church is a secure place where they are loved, known and safe.
The 4 Ss are a simple way to keep our hearts and minds focused on this:
When a child feels...(most of the time)
SAFE: physically and emotionally
SEEN: known and understood
SOOTHED: calmed and supported
They can become SECURE.
EXPLORE ACTIVITY
(10 minutes)
The Explore Activity is a chance to get the kids thinking about the upcoming Bible story for the day. Encourage your kids to engage with the activity as they prepare for the lesson.
DISCUSS: God is Hope
In today's lesson, we are going to learn about how God is Hope and we will see Him in heaven.
Say: Let's all take turns sharing our favorite things. Maybe your favorite thing is a special stuffed animal or your favorite snack? Those are all special things that we love, right? Today, we're going to talk about how God is full of love. God loves each of us! And God is our hope!
MAKE: Watercolor Paintings
Supplies: watercolor paints, brushes, paper, water cups with 1 inch of water
Directions: Show the kids how to dip their brush in water, then paint on the paper.
Say: What is your favorite place? Do you like to go camping? Do you like to go swimming? Do you like to see animals? Let's paint the most beautiful things we can imagine.
While you are working with each child:
* You are painting beautiful colors!
* Tell me about your painting.
* Heaven is the most beautiful best place of all.
CLEAN UP
(5 minutes)
Have the children begin cleaning up as you transition into Large Group time. All the toys should be put away by the end of clean up time.
Try singing: "Clean up, clean up, everybody do your share. Clean up, clean up, everybody everywhere."
LARGE GROUP
(15 minutes)
After clean up, have your class gather around the story time rug/blanket/squares and Hamilton's house for Large Group time. .
WELCOME & PRAYER
Tell the kids you are so excited to have them joining you this morning and give them a brief explanation of Large Group and the expectations of them during this time. After going over the expectations, pray to open large group time.
WORSHIP
Purpose: Engage our youngest children through the power of music!
Use the Little Kids music videos on Plex (Miss Mindy) to sing some simple songs with your class. To access these videos, go to Plex > Videos > EC > 2s/3s folder.
* Only God can do
* God is so Good
READ A BIBLE STORY
Purpose: Engage our youngest children in a meaningful way by teaching God's word!
This week, read about a story about John's Dream in Jesus Calling Bible Storybook
BIG IDEA:
Heaven is the best place of all. We love Jesus and He is in Heaven. Someday we will go there.
As you read, try to engage the child(ren) even more by pointing to the pictures as you read, allowing the kids to turn the page or repeating key words and phrases. It's ok if you don't read every word on the page! Kids have very short attention spans (1 minute for each year of age) so try to keep your interactions short and don't get discouraged if a child loses focus!
BIBLE STORY (5-7 minutes)
THIS WEEK'S LESSON: God is Hope
Using the props and Hamilton puppet, tell the story for the day. Make sure to keep it brief and engaging by asking the kids questions throughout and using Hamiliton to keep their attention.
Invite Hamilton to come out and see the class. Hamilton is holding cotton balls.
Say: Hi Hamilton! What is that you're holding? Cotton balls? Why do you have cotton balls? Hamilton whispers into your ear. Oh, you were trying to pretend they were clouds? Why? Hamilton whispers into your ear. That's a good point, the clouds can remind us of Heaven! We're actually going to learn about Heaven today. It's going to be so wonderful there! Let's read about it in the Bible, or the Big God Story! Where is the Bible? Have Hamilton grab the Bible from the shelf.
Read the John's Dream story from Jesus Calling Storybook Bible on page 252-255.
Say: Heaven is a wonderful place. Someday we will go there to be with Jesus! What are you most excited for in Heaven?
Say: God thought of everything wonderful and fun and special. That's because God loves each of us so much and He wants to have a special place for us to live with Him forever. Hamilton, how does that make you feel? Hamilton jumps up and down excitedly. Oh, you're very excited, Hamilton! How does that make each of you feel? Let kids respond.
Say: Thanks for helping us learn about Heaven today! We can't wait to learn more about God with you next time. Bye, Hamilton. Put him in his house.
SAY IT OUT LOUD! (30 seconds)
This is the opportunity to remind the children of the God Statement for the day. Even if they struggle to pay attention during the lesson, this part is important to do every week.
We are learning that "the Holy Spirit is with us." (Have the kids shout it out together multiple times).
WORSHIP RESPONSE (2 minutes)
Worship Response is an opportunity for the kids to apply what they just learned and to respond to what God is doing in their life. Have the kids sit in a place where they can be still and reflect independently. Then read through the Worship Response prompts below as you lead the kids through the time.
Encourage class to sit quietly.
Say: Think of the best birthday and the best Christmas all together.
Say: Heaven is even better than that! If we love Jesus, we'll go there someday at the right time, when God says! That makes me feel so happy, like I'm getting a warm hug. Let's all give ourselves a big hug to remind us that God loves us!
BLESSING (1 minute)
Read the verse and blessing over the kids before closing Large Group. Encourage the kids to stand and open their hands to receive the blessing as a truth that they can take with them this week and hide in their hearts.
Say: Friends, always remember God makes the best things for us!
CLOSING ACTIVITIES
(Until parents pickup)
PLAY: Dance Party
Supplies:
peppy music on Plex
Directions: Gather kids around and turn on music through Plex or Spotify. As the music plays, encourage the kids to dance or sing or clap their hands. To take it up a level, play freeze dance by pausing the music every once and a while and having the kids stand still until the musica starts.
Say: Let's have a Dance Party! Clap your hands, march around, dance, jump. Yay Jesus. We love you!
PLAY!
Purpose: Engage our youngest children by playing games and having fun!
While your class can participate in free play for most of the remaining classroom time, please try to lead at least one structured activity with your class. This is a great opportunity to introduce kids to classroom games and encourage interaction and participation with others.
Suggestions of activities:
* Hide an object and let kids find it
* Name and count parts of the body
* Discuss colors & numbers
* Turn on music and play freeze dance
* Have kids follow simple instructions (hop, sit down, clap, etc.)
* Read a board book
* Build a tower and let kids knock it down
* Play with a ball
CHECK-OUT
(end of service)
As parents arrive for check-out, the kids can continue participating in free play. Follow the check-out procedures for your classroom, making sure to send all of the child's belongings (diaper bag, bottle/sippy cup, pacifier, blanket, etc.) with the parent.
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Sydney Irlen Dyslexia Centre
For Reading, Dyslexia and Perceptual Difficulties
466 King Georges Rd, Beverly Hills NSW 2209
Ph: 9554 4790 Email: firstname.lastname@example.org
_______________________________________________________________________________________________________________________________________________________________________________________________
TEEN QUESTIONNAIRE
Date: ______________
Name:
Male/Female: _______ Age:______
Address: ____________________________________________________________ P/code: __________
Ph: ___________________School: _________________________ Year:____ Date of Birth: ___________
General Indicators
(Please circle)
Often S/times Rarely Never
While reading do you:
1. Skip words and/or lines?
O S R N
2. Lose your place?
O S R N
3. Re-read lines?
O S R N
4. Use your finger or a ruler as a marker?
O S R N
5. Not notice the full stops and commas?
O S R N
6. Read slowly and hesitantly?
O S R N
7. Become fidgety or restless?
O S R N
8. Become easily distracted?
O S R N
9. Read word by word?
O S R N
10. Have difficulty with comprehension?
O S R N
11. Would you describe your reading fluency as erratic?
O S R N
Do you:
12. Avoid reading whenever possible?
O S R N
13. Avoid writing tasks?
O S R N
14. Find spelling difficult?
O S R N
15. Daydream in class?
O S R N
16. Become easily distracted in class?
O S R N
17. Lose your place when copying from the board or a book?
O S R N
18. Make errors while copying from the board or a book?
O S R N
19. Make errors in mathematical calculations by placing answers or
numbers in the wrong columns?
O S R N
Visual Resolution
Often S/times Rarely Never
20. Do words ever look blurry or fuzzy?
O S R N
21. Is reading hard because words double, move or look funny? O S R N
22. Do you blink, squint or open eyes wider to help see the words better? O S R N
23. Do you ever confuse: letters - b /d , p/q, i/I or o/c/a ? O S R N
24.: words - was/saw, on/no, for/of/from ? O S R N
25.: numbers - 83 = 38, 275 = 257
O S R N
Eye Strain / Fatigue
While reading do you:
26. Complain of eye strain?
O S R N
27. Find your eyes: hurt O burn O itch O water O feel dry O become sleepy O
28. Rub your eyes?
O S R N
29. Move closer to the page?
O S R N
30. Move away from the page?
O S R N
31. Move your head or body side to side while reading across lines of text? O S R N
32. Read from an awkward angle / tilt your head / close one eye? O S R N
33. After reading or book work do your eyes look red or watery? O S R N
34. Do you complain of headaches at the end of the school day? O S R N
35. Do you feel exhausted or want to have a sleep after school? O S R N
36. When watching television or on the computer do your eyes?
hurt O burn O strain O water O feel tired O
Photophobia
(Light Sensitivity)
Often S/times Rarely Never
Do you:
37. Find it bright in the sun / like to wear sunglasses or a hat? O S R N
38. Squint when outside / complain about the light?
O S R N
39. Prefer to read in dull light or in a darker part of the room?
O S R N
40. Shade the page when reading?
O S R N
41. Find computer screens, white boards or Smart Boards bright or glary? O S R N
Depth Perception
Do you:
42. Consider your handwriting to be untidy/sloppy?
O S R N
43. Have difficulty catching a tennis ball on the full?
O S R N
45. See yourself as clumsy?
O S R N
46. Knock into furniture / veer into people when you walk beside them? O S R N
47. Trip on stairs / like to hold onto the railing when walking on stairs? O S R N
Family History
Yes No
48. Is anyone in your family sensitive to light, bothered by sunlight / glare or
must wear sunglasses?
O O
49. Does anyone in your family: (a) avoid reading?
O O
(b) read slowly?
O O
(c) suffer with eyestrain when reading?
O O
50. Did anyone in your family drop out of school, have a learning problem or dyslexia? O O | <urn:uuid:f7e5bf14-a8c8-4efa-b9a0-d6e783d3ade8> | CC-MAIN-2022-40 | http://sidc.net.au/images/Self_Tests/Irlen_Syndrome_Teenagers_Questionnaire.pdf | 2022-09-30T19:49:58+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00255.warc.gz | 51,311,303 | 1,265 | eng_Latn | eng_Latn | 0.988132 | eng_Latn | 0.992418 | [
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Health and Healing The Power of Choice
Lesson #2 for April 10, 2010
Scriptures: Genesis 2:16-17; 3:1-13; Deuteronomy 30:10-19; Psalms 119:11; Colossians 3:2; Hebrews 11:8-10.
1. This lesson is about choices–choices we make on a day-by-day basis–and the consequences and implications of those choices. There are many examples in the Bible of people who made good choices, e.g., Abel, Abraham, Daniel, Joseph, and Jesus. There are also many examples of people who made bad choices, e.g., Cain, Samson, Saul, and Judas. In today's society, people are making many choices which still have consequences.
2. Who gave us the power to choose? We talk about freedom, free moral choice, and the right to choose. Millions of people down through the centuries have died fighting for freedom. Often, that has meant political freedom. Dictators, despots, and even many ordinary people have tried to suppress the freedom of others. (Do parents have the right to "suppress" the "freedom" of their children?) Looking back at the history of our universe, we know that Lucifer made bad choices and so did Adam and Eve. Why did God allow them to do that? Couldn't He have prevented it? Why is freedom so important to God?
3. To be really free, one must have choices. To really love, one must also be able to hate. Choice is not just chance. In order to choose, we must have some idea of the future consequences of our choice. That means we must have an orderly universe. Science would not be possible without an orderly universe. So, in this basic sense, law is essential. And if we live in an orderly universe, choices have consequences. The antediluvians made so many bad choices that God had to destroy them in order to maintain contact with the human race. God is preserving a permanent record of all the bad choices by the inhabitants of the universe as well as the consequences of those bad choices so that this demonstration of the results of sin will never need to be repeated. Our little planet has become the lesson book of the universe.
4. Why did Lucifer/Satan rebel in heaven? His position in heaven was beside the throne of God–in the highest position of any created being. In many ways, he was treated as equal with God the Son. Shouldn't he have been extremely happy in that position? (See Ellen White, Patriarchs and Prophets, "Why Was Sin Permitted?" pp. 33-43) Satan became jealous. He moved away from the throne of God. He suggested doubts to other angels. When the other angels began to realize where he was headed and they wanted to go back to God's side, Satan told them they that they had already gone too far to go back. Eventually, Satan caused war in heaven. What could possibly have caused war in heaven? The war on this earth is really over who is telling us the truth. How is "war" conducted in heaven? In Paradise Lost, Milton suggested that they threw mountain chains at each other! Dr. Richard Nies suggested that when the conflict arose, God the Father, the recognized head of heaven, stepped back out of the spotlight and allowed each one of the angels to make up his own mind if he would follow Satan or Christ. When each had made up his own mind, God the Father reappeared, and those who were opposed to God fled from His presence. This is the best explanation that I have ever heard. Ellen White tells us that God called all of the angels together and explained what the consequences of rebellion would be. Lucifer/Satan almost gave in and repented, but his pride would not allow it.
5. Read Genesis 2:16,17. Was God threatening Adam and Eve? Or was He warning them? God refused to take away Satan's freedom to approach our first parents. But, He tried to protect them by limiting Satan to that one tree. And we know what happened. (Genesis 3:1-6) Thus, we see that because God is love, (1 John 4:8,16) His greatest desire is to have His children love Him back. The only way that is possible is for Him to allow real freedom. God refuses to run a universe full of robots; so He has to allow freedom.
6. Review the story of Adam and Eve. Eve wandered away from Adam. They were told to stay together. But when they discovered that they were separated, neither one of them noticed or chose to do anything about it. Eve approached Satan's tree, either accidentally or intentionally. She heard a strange voice speaking to her. Instead of running, she waited to hear. When she recognized where the voice came from, instead of sounding an alarm, she stayed to listen to that voice from the tree. She chose to believe a talking serpent instead of believing her wonderful heavenly Father. She accepted the fruit that the serpent offered. She took it to Adam and convinced him to eat some also. When tempted, apparently, neither of them suggested that they should first discuss the matter with God or one of the holy angels before eating. After eating the fruit, they had a feeling of excitement. Martin Luther stated that if Satan had tempted Adam first, he would have said, "No!" At which of those steps did Adam/Eve first sin? Was it when they no longer trusted God? How long was it before Adam and Eve fell? How often are we led down a rosy path today? In the area of entertainment? In the area of diet?
7. Read Genesis 3:7-13. Almost immediately after eating of the fruit, Eve and Adam felt a sense of fear and guilt. They had never felt those emotions before. Where did those emotions come from?
8. When we fall into sin, how likely are we to blame someone else? Adam blamed Eve; Eve blamed the serpent. Both, in effect, blamed God! Do we ever blame God?
9. How did Jesus succeed even as a small child and always correctly exercise His free will? How did He prevent Satan and all his evil host from getting the best of Him? Was Jesus somehow protected by God? (1 Corinthians 10:13) Think of all the Bible examples that we have!
10. Read Deuteronomy 30:9-20. God begs us to choose life. How do we do that? Would any of us consciously choose death? Do we choose death unconsciously? What are the factors that lead us into sin?
11. How many conscious choices do we make every day? Most of our choices are automatic. If we had to stop and think carefully about which socks to put on, what clothes to wear, how to put our clothes on, which utensil to use to eat with, etc., we would be exhausted even before we got to work in the morning. Most of our choices every day are done with very little mental effort. Technically, those choices are not free choices. How many truly free choices do we have? Probably relatively few. God "paid an enormous price" to give us the right to freely choose at critical junctions in our life. What caused Joseph to grow up from a spoiled child into a trusted advisor? What choices did he make that affected that process? What choices did Daniel and his three companions make that impacted the rest of their lives? (Daniel 1:8-16) What choices did Abraham and Moses make? (Hebrews 11:8-10;24-28)
12. Abraham made some bad choices: 1) He took a secondary wife in order to get an heir. (Genesis 16). 2) He lied about his wife on two different occasions. (Genesis 12:10-20; 20) But, Abraham also made some very good choices: 1) He went out of his way to entertain visitors. (Genesis 18:115) 2) Late in his life in response to a dream, he took his only son, Isaac, and prepared to sacrifice him. (Genesis 22) Why did God ask him to make such a choice?
13. All of us are sinners. (Romans 3:10,23; 1 Kings 8:46; 2 Chronicles 6:36; Ecclesiastes 7:20; 1 John 1:8-10) But, God has made provision for our sins. He has made it possible–although sometimes difficult–to come back. If we sin and then repent, are there still consequences? Absolutely! If you kill someone, that person is still dead even if you are sorry and repent! But, perhaps more important and much more common are other decisions that affect us only. Every time we sin, we are injuring ourselves–making it easier for us to sin again.
14. Read the second commandment. (Exodus 20:4-6) Why did God tell us there and elsewhere that the consequences of our sins extend to the third and fourth generation? Are there ways in which our sins impact our children and even our grandchildren? By eating of the fruit of that tree, Adam and Eve doomed the rest of the human race to live outside of the garden. None of us have had the choice of going back. (Romans 5:12) While our actual DNA may not change, which genes will
be expressed may change rather dramatically in response to what we do or what we are exposed to.
15. Consider some examples of choices that might affect our children and grandchildren. Dietary choices are very often handed off to children because they learn to eat what we eat. Are we setting good examples? Are our food choices the best ones? Are we setting healthy examples for our children?
16. And what about things we drink? Research has demonstrated that approximately 7% of people who take their first drink of alcohol will end up as problem drinkers or even alcoholics. Do we set examples which clearly show our children the truth in this matter? There has been considerable advertising supported largely by money from the alcohol and liquor business to suggest that one drink a day might be healthy for the heart. Those studies are clearly flawed. Careful studies have demonstrated that drinking plain water is much healthier! That has been demonstrated by research which, of course, has not been publicized widely. Furthermore, even if the alcohol were good for your heart, it is certainly not good for your brain or your liver. Why don't they mention those facts?
17. Do you feel like you are locked into habits that you inherited from your parents or grandparents? Do you wish that you could eliminate some of those habits? How much effort does it take to change one's eating or drinking habits?
18. There are several passages in Scripture which suggest that God will take into account where we were born. (Psalm 87:5,6, KJV) What does that imply to you? In the end, will God's judgment be perfectly fair? Will everyone agree with the results of His judgment? (Philippians 2:6-10)
19. What does it mean to choose to follow Jesus? Is that the single most important decision we make in our entire lives? Does that involve a single decision made on one occasion and then it is all over? Or does that involve repeated decision-making on a daily basis?
20. Do we choose to accept the guidance of the Holy Spirit? How do we do that?
21. Notice Ellen White's comments about choice:
Every soul has a heaven to win, and a hell to shun. And the angelic agencies are all ready to come to the help of the tried and tempted soul. He, the Son of the infinite God, endured the test and trial in our behalf. The cross of Calvary stands vividly before every soul. When the cases of all are judged, and they [the lost] are delivered to suffer for their contempt for God and their disregard of His honor in their disobedience, not one will have an excuse, not one will need to have perished. It was left to their own choice who should be their prince, Christ or Satan.—Ellen G. White, Selected Messages, book 1, p. 96.
God does not compel men to give up their unbelief. Before them are light and darkness, truth and error. It is for them to decide which they will accept. The human mind is endowed with power to discriminate between right and wrong. God designs that men shall not decide from impulse, but from weight of evidence, carefully comparing scripture with scripture.—Ellen G. White, The Desire of Ages, p. 458.
© 2010, Kenneth Hart, MD, MA, MPH. Permission is hereby granted for any noncommercial use of these materials. Free distribution is encouraged. It is our goal to see them spread as widely and freely as possible. If you would like to use them for your class or even make copies of portions of them, feel free to do so. We always enjoy hearing about how you might be using the materials, and we might even want to share good ideas with others, so let us know. email@example.com | <urn:uuid:409e2eff-6200-44b4-b1ab-f8ddd907c97f> | CC-MAIN-2022-40 | https://www.theox.org/images/uploads/ss_10/KHart_SS_PDF_10Q2_2_Health_and_Healing__The_Power_of_Choice.pdf | 2022-09-30T18:37:34+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00254.warc.gz | 1,009,688,209 | 2,735 | eng_Latn | eng_Latn | 0.997808 | eng_Latn | 0.997877 | [
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Religious Education Long Term Planning – Summary of Year 1 Units
AUTUMN 1 – Celebrating: How do we celebrate special times?
AUTUMN 2 - Celebrating: How do we celebrate special times?
Aims: Children will develop their knowledge of religious practices and ways of life, including celebrations for a new baby, a wedding and a birthday. They will think about questions of identity, diversity and belonging. They will express their own thoughts simply.
Children will be able to talk about a special celebration and how it makes people feel, ways in which people celebrate and how they like to celebrate.
Children will be able to reflect on and show awareness of themselves and others as special and unique individuals. They will listen to a story from a faith tradition (The Birthday of Guru Nanak)
Children will recognise and talk about special objects and clothes used at a baptism.
Children will be able to talk about a time of celebration, talk thoughtfully about making promises and about special ways to make a celebration day stand out.
Children will draw on their first-hand experiences of celebrations to recreate role play and play scenarios.
Children will be able to talk about some features of religious life, identify with the feelings religious people have on special days and make links to their own special celebrations.
SPRING 1 – How do we say thank you for the Earth? Cycles of the year. What can we learn from stories Christians tell?
SPRING 2 – The Power to make a difference? What can we learn from stories and prayers from Jesus?
Aims: Children will learn about Christian stories of creation and ways of celebrating the fruitful earth. They will explore big questions about values and about what really matters.
Children will express how it feels to create something themselves Children will be able to summarise the story of Genesis and recall what happened on each day.
Children will be able to talk about caring for the earth and recognise ways that certain behaviours might spoil it.
Children will recognise some features of the story of creation and understand what Christians believe about God.
Children will be able to identify some of the features of Harvest Festival Celebrations and will understand how Christians thanks God for the earth.
Aims: Children will learn about the stories and prayers of Jesus and will reflect on the power that they may have to make a difference to others. Children will explore the Christian belief that prayer can make a difference as to can kind or generous actions.
Children will identify the Lord's Prayer as a special prayer for Christians, finding suitable images to represent its meaning. Children will understand why Jesus and others may pray. Children will be able to identify how Jesus helped people through an understanding of the story of Jesus and the Ten Lepers. Children will be able to identify a range of ways in which Christians pray and reasons why they do so.
SUMMER 1 – Beginning to learn about Sikh people: symbols, stories, sharing.
SUMMER 2 – Beginning to learn about Sikh people: symbols, stories, sharing.
Aims: Children will acquire knowledge and understanding of Sikh beliefs, experiences and practices, as well as reflecting on their own beliefs and values. The unit sets the foundations for developing positive attitudes of respect towards Sikhs and to other people who hold views and beliefs that are different from their own.
Children will identify symbols found / used in their everyday lives. They will be able to name some Sikh artefacts and/or symbols and suggest their meaning.
Children will listen to and recall key points of a story about a Sikh Guru.
Children will reflect on their own values in response to the story of Dunni Chand
Children will understand that a gurdwara is a special place and will understand what happens there, particularly in the langar kitchen.
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Periodization (or Periodized Training)
Athletes and coaches have subdivided their training into various sub-periods for many years. Although micro cycles can be traced back to Phylostratus in 202 BC, the first modern use was in Germany, used by the coaches who's athletes dominated the 1936 Olympics.
The modern practice of periodized training was largely invented and refined by Eastern-block nations during the Cold War (1950-1970), when sport became the battlefield for contesting ideologies. Despite the efforts of many sport scientists, there is not a sound scientific basis for periodization. However, there is much evidence to show that, on a practical level, it really works.
The modern meaning of the term "periodization" is largely associated with Tudor Bompa, who has written and invented significantly on this topic in the last forty years. Major contributions have also been made on this topic by Vern Gambetta, Istvan Balyi , PeterTschiene and Charles Poliquin.
In its simplest form, "periodization of training" means "dividing the training up into periods". Each period is dominated by one training goal - to get faster; to get stronger; to build endurance; to recover from fatigue; to deliver peak performance. In the real world, these periods, called phases, are not totally devoted to one training mode.
A small detour is required here to review the concepts of overload training. Think of the body as a black box. If you stress one of the systems inside the black box beyond its normal workload, the black box responds to the stress by trying to make that system stronger, strong enough to tolerate the higher stress level.
The black box [body] can, however, only make the system stronger if it is given a rest phase in which to build this stronger system. Training then, consists of overloading the body system that is to be trained, letting the system rest and rebuild, and then stressing it again to a higher level.
Periodization is all about managing this stress-and-rest cycle to optimize improvement and maximize the overall gain in performance. The kind of periodization applied to a particular athlete will be strongly influenced the sport the athlete pursues, the physical characteristics that are required, and the training age of the athlete.
Annual Training Plan:
A generic, periodized annual training plan is classically divided into the following eight phases:
* General Preparation
* Specific Preparation
* Pre-competition
* Competition
* Taper
* Peak
* Relax
* Off-season
Phases will be described in more detail below.
Each phase can last for many weeks. The characteristics of a phase are that the over all goal of the training remains the same and that the tendency in the training load (up, down, level) remains consistent over the phase. Phases are in turn, subdivided into smaller units, called macro cycles.
The training load, described as volume, is measured in hours, or miles, or weight lifted, or laps or kilometers, largely at the convenience of the sport. Hours are a convenient measure for calculating volume distribution.
Volume is increased during a phase to improve training response, at the expense of increasing fatigue levels. Volume is decreased across a phase to lower fatigue levels, so that improved performance can show through. There are exceptions to these general rules and some phases may maintain the volume at a constant level.
Macro cycles are used to control the training load and the fatigue level generated by training. If the training load is increased continuously over a long phase, say twelve weeks, by the end of the phase, the athlete will accumulate so much residual fatigue that he/she will not be able to train properly. The wise coach will break the phase into smaller sections (macro cycles) that have weeks of increasing load followed by a rest period. The length of these macro cycles is governed by the systems to be trained and the time in the training year.
A typical macro cycle from the General Preparation phase would be three weeks of increasing load, followed by one week of lower load. This is called a 3-1 macro cycle. For endurance athletes working on aerobic capacity, where training is focused on long duration and low intensity, either 3-1 or 4-1 macro cycles are appropriate. During the pre-competition phase, where these same athletes will be working at much more intense training, doing intervals on or above the anaerobic threshold, shorter macro cycles, 2-1 or even 1-1 would be appropriate.
The next level down is the micro cycle, which in most sport training coincides with the week. A 3-1 macro cycle, which has four micro cycles (3+1), is most often four weeks long. Micro cycles determine how the training load is laid out during the week. Most of the time the pattern is "a heavy-day, followed by a light-day", a model much honored in the breach. Designing micro cycles is almost another art in itself, as the definitions of "light" and "heavy" must take into account both the volume of training, the intensity of the training, and the [energy] systems trained. Heavy and light are measured and defined in terms of fatigue level incurred and recovery opportunities available.
Building an Annual Plan:
Timing:
If you have followed the periodization logic so far, we are going to:
* Divide our training year into phases,
* Divide the phases into macro cycles, each with 1-5 micro cycles,
* Allocate our training load into daily chunks within micro cycles,
* Allocate our daily training hours to particular training types.
Only at this point do we decide whether to get on our bike, go to the pool, the gym, the track or the sauna!
First define in general terms what your training year looks like:
When does it start [start date]? When is your first competition [first race]? When is your most important competition [the peak race]?
From this information, we can work out how many weeks there are between each of these dates, so we can calculate how many weeks are available for each of the phases in our training plan.
"Start date" to "first race" includes the first three phases, Gen.Prep, Spec.Prep and Pre-comp.
"First race" to "peak race" includes Competition and Taper phases.
"Peak race" to year-end, includes Peak, Relax and Off-season.
Given these three dates, YPI can easily generate a first draft of phases for you to edit. At this point, you will know the start, end date, and duration for each phase.
Now you have to decide how many hours to train during each phase. Adding up the hours in each phase to gives the training load for the year [total hours]. This calculation is easier to do backwards!
Volume:
Given the total volume, it is possible to calculate the hours per phase, based on a classic annual volume curve. Where does this "total volume" figure come from?
* How many hours did you train last year? Add 10%.
* What is the sport norm for your age class?
* Ask other athletes/coaches in your sport about total volume;
* Experiment with YPI - choose a number and see what kind of hours per week you get at 100% volume. Is it too high or too low?
The volume curve is somewhat sport specific, but in general has a similar shape in all annual plans. The basic volume curve built into YPI increases through the preparation phases to some peak value (100%) at the top of the Pre-competition phase. Volume is adjusted downward by 40-50% for the Competition phase, which assumes a level volume load. Volume decreases again in the Taper phase, dropping to perhaps 25% of the maximum volume. The Peak volume depends on the nature of the competition. After this comes the unloading phase called Relax, in which the total volume maybe around 30-40% of maximum volume, followed by Off-season, with a further decrease in volume.
Given the total volume, YPI will help you do the calculations that will give you an appropriate volume curve for your training plan. Using the built in macro cycle buttons, and then the built in micro cycle buttons, youcan very quickly get to the point where you know, logically, how many minutes will be optimal for a particular training day.
Emphasis:
Emphasis governs what kind of training you should be doing at which time in the year. The options are:
* Mental,
* Tactical,
* Physical,
* Technical.
The balance of these four elements is very phase and sport specific. For example, in an endurance sport, where the general preparation phase starts 5-6 months before the competition phase, the balance might be:
* Mental, 10%
* Tactical, 0%
* Physical, 85%
* Technical, 5%
Ten percent may not seem much, but for an endurance athlete training 10-14 hr per week, 10% is 60 to 90 min./week Ten to fifteen minutes, five days a week over 12 weeks, can go a long way.
For a biathlete, who uses the general preparation phase to work on shooting skills as well as for endurance training, the ratio would look more like this:
* Mental, 2%
* Tactical, 0%
* Physical, 83%
* Technical, 15%
Formal mental training can be decreased as precision shooting involves practicing the mental skills of focus, concentration and attention control.
Intensity:
In books and articles that describe periodised training plans, the intensity curve is usually a near-reciprocal of the volume curve. As volume increases, intensity goes down; as volume goes down, intensity increases. This reciprocal arrangement should result in fatigue loads that are consistent with the athletes training capacity.
Effective aerobic training requires low intensity training over long durations (long slow distance), applied over a long time period. Training the anaerobic system requires very intense activity over short periods of time (interval training) and it responds quickly to training load. Happily, endurance athletes can train these energy systems sequentially and end up with a classic Intensity vs Volume profile.
Intensity is a sometimes a hard item to come to grips with. It usually refers to physical intensity of effort, but doesn't have any consistent measurement across exercise types. For a track and field athlete who normally runs 3000m races, running 4 x 400m intervals at 90% race pace is more intense than jogging 1600m at 50% race pace. But how does that compare with spending an hour in the weight room doing hypertrophic exercises? Each sport has its own way of coming to grips with this comparative scale. As a general guideline, the more fatigue produced per unit time, the more intense the activity. Other general measurements of intensity are based on perceived effort (1 -10 scale), or on relative heart rate. YPI uses heart rate zones and converts this information into an estimate of fatigue level (Banister).
Phase Details:
General Preparation:
Is usually the first phase of any periodized plan. In this phase, training focuses on developing a foundation for the sport performance. This is where the athlete trains those systems that are slow to change, for example the aerobic energy systems. Long term changes, such as increasing muscle mass and strength would also be targeted in this phase. Training is aimed primarily at overall fitness. Athletes in more technical sports would also use this phase to work on significant technique changes or to tune new equipment. Volume/load would be increasing throughout.
Specific Preparation:
Is a continuation of the preparation phase, but signals a transition into more sport specific training. For example, a cross-country skier who was mostly running and biking in the General Preparation phase, would begin to include more and more roller skiing into the training program during this phase. Also during this phase, the athlete would begin to work on systems that train more easily than those targeted in Gen. Prep. For example anaerobic energy systems, speed and power. Volume/load would be increasing throughout, with peak volume (hr./week) higher that in General Preparation.
Pre-competition:
This is the phase where the athlete prepares specifically for competition. The peak volume (hr./week) in this phase may be less than in the previous phase, or it maybe more depending on the sport type, training history and the length of the Competition Phase. Generally, if the volume is less, the intensity of training will be increased. A good rule of thumb is to try to keep the fatigue level constant as the volume goes down and intensity goes up. Macro cycles will be shorter, tending to 3-1, 2-1 and sometimes 1-1.
Competition:
In order to perform well, the athlete should be relatively rested. To accomplish this, the total volume and the fatigue levels are reduced significantly in this phase. Peak volume may be reduced to 50% of the highest previous peak volume. In sports where the competition season is relatively long, the early races will be treated as training races. Racing effort is counted in the training load. Between races, training will focus on exercises and drills that keep the athlete tuned up for racing. Significant effort will be put into recovery activities. The slope of the volume curve may be flat, with many 1-1 or 2-1 micro cycles, matched to the competition schedule.
Taper:
This phase is primarily designed to lower the accumulated fatigue level to as low a value as possible, while optimizing the race-readiness of the athlete. Volume is gradually lowered across the phase while training focuses on short, intense training efforts followed by mental and physical recovery activities. Taper length depends on the sport and on training age. Generally speaking, the older the athlete, the longer the taper; young children and teens have relatively little endurance, but recover quickly. Another rule of thumb is, the shorter the event, the shorter the taper needed, probably reflecting the different residual fatigue levels experienced, for example, by sprinters and marathon runners. A two-week taper phase would use a 1-1 macro cycle, with a decreasing volume. Volume would be about 25-30% of peak volume.
Peak:
This is the peak performance time. It may be only one competition lasting two days, or it maybe a week or more of play-downs leading to a final competition. Emphasis is on mental preparation, performance and recovery. Fatigue levels may go well above normal competition levels by the end of a peak period if recovery is neglected.
Relax:
This is a de-tuning phase, in which the training load and it's intensity is gradually lowered from the levels experienced in the competition phase. The volume of training at the peak of this phase may be higher than in the competition phase, but the intensity will be lowered and the focus will be on recovery. Volume decreases across the phase, which is generally only one macro cycle.
Off-season:
Strictly speaking, this is not a training phase, it is a stage in the year devoted to recovery and regeneration, particularly mental recovery. Rifle shooters put away their rifles and go fishing, hockey players get out their golf clubs and go walking, cross-country skiers go hiking, etc. It is also the time to take care of chronic and repetitive strain injuries. No particular volume constraints, although activity should not drop off suddenly, or fall too far below the beginning levels anticipated for the first macro cycle of the next general preparation phase.
Macro Cycles:
Macro cycles are subdivisions of Phases. Each Phase is subdivided into one or more macro cycles. Macro cycles are usually from two to five weeks long. Each week is a micro cycle. A two-week macro cycle would contain two micro cycles. A five-week macro cycle would have five micro cycles. The way you divide up the weeks in a Phase depends on the number of weeks in the phase and its purpose: loading, maintaining, competition, taper, unloading, etc.
Longer macro cycles are usually found in loading-phases. As a consequence, macro cycles are rarely longer than five weeks, because four to five weeks of increasing volume of training without a rest can lead to injury and over training and certainly lead to debilitating residual fatigue levels.
Preparation phases are usually more than five weeks, sometimes longer than ten. A ten week phase could be divided into three macro cycles: 4, 4, 2, or two macro cycles: 5, 5. One would normally avoid a 3, 3, 3, 1 pattern because of the single week at the end [because it would follow a recovery week and precede a low week in the next macro cycle, leading to three low weeks in a row (see below)].
Preparation phases are normally loading phases, i.e. the volume increases over the duration of the phase. Working on the principle of "load and recover", loading macro cycles are usually divided into a loading period, followed by a rest period. For example, a five-week macro cycle could is divided 4-1,i.e. four loading weeks, followed by a lower volume recovery week.
Here are some examples that are pre-coded in YPI Planner:
1-1: High followed by low. Useful in competition phase, especially where athletes compete on weekends. A repeated pattern of 1-1 cycles gives a sequence of load and taper weeks [micro cycles]. The 1-1 macro cycle is frequently used in taper phases for unloading. Also used to include a special training block in a phase.
2-1: Two loading weeks, followed by a recovery week. Useful in phases where intensity is high, requiring more frequent rest and recovery.
3-1: Three loading weeks, followed by a recovery week. A utility macro cycle, most often used in preparatory phases.
4-1: Four loading weeks, followed by a recovery week. Used mainly in endurance sports in preparatory phases where high volumes of low intensity work are required for aerobic training.
Custom: The custom macro cycle option can be used to generate any sequence of micro cycles [weeks] that are required within a macro cycle. For example, a five week macro cycle could be designed as: two-up, onedown, one-up, one-down, if so desired. The custom macro cycle function allows the YPI user to override the phase's loading factor and/or calculated volumes, and set the micro cycle volume(s) to any desired value. Most useful in competition phases.
1-0: Used for one-week phases, e.g. a Taper or Peak phase. Automatically assigned a one week macro cycle and a single micro cycle by YPI.
In YPI, a phase can be loading, unloading or maintenance. If the workload is increasing, then YPI increases the volume of training in each successive macro cycle. If the volume is decreasing, YPI decreases the work volume in successive macro cycles. For maintenance phases, the amount of work per macro cycle is pro-rated to give a flat volume curve.
Within each macro cycle of loading and maintaining phases, the chosen loading pattern is followed, e.g. a 2-1 macro cycle in a maintenance phase would contain two loading plus one recovery micro cycles. In an unloading phase, the sequence is reversed, giving a pattern of micro cycles with decreasing volumes within the macro cycle: one high followed by two low, providing a gradual taper in volume.
Micro Cycles:
Micro cycles are sub-parts of macro cycles. Generally seven days long (one week for convenience) micro cycles can be longer or shorter, but are rarely longer than two weeks. Unlike macro cycles, which have a distinct load recovery pattern, there is no generally agreed model for how to vary volume or intensity within a single micro cycle.
There are some generally applicable rules of thumb:
* Follow a heavy-volume day with a lighter volume day.
* Follow an overload activity with recovery activity.
* Avoid training that stresses the same energy system(s) on successive days.
* Allow sufficient time for recovery between workouts.
* Approximately 50% of training time should be recovery activity.
* Put one rest day in every micro cycle.
These generalizations are derived from high performance situations where athletes are training year round and often seven days a week. They must of course be modified for younger athletes, recreational and masters athletes, fitness exercisers, etc. to allow for their different physiology, ambitions, practice times, etc.
To make micro cycle planning easier, YPI Planner provides a number of pre-calculated micro cycle patterns. When the user clicks on one of these buttons, the program calculates the time per day for each day of the micro cycle, based on the pattern chosen and the underlying loading goal of the Phase. Once calculated, the pattern can be customized and the total time for that micro cycle adjusted.
Some example pre-programmed patterns from YPI are:
Low - high, no days off. Sometimes used in severe overload situations.
High - low, Friday off. Typical for athletes who only have lots of time to train on weekends.
Low - high, Sunday off. This pattern gives both the athlete and the coach a day off on the weekend.
Race week/Pre-race week: Could be a race week for short duration events. Could be used in the last week of a taper phase in endurance sports, with races scheduled for the week afterwards.
Mid-week rest: Used for high intensity low volume micro cycles, for example, just before a taper - peak
sequence.
If you have followed the process to this point, the calculations will have provided you with a plan that shows how much volume you should plan to do in on a particular day in a particular week during the year.
Daily Training Tasks:
This is the lowest level of the plan - what to do today. This is the area in which it is most difficult to be prescriptive, either in theory, or particularly in software. This is the point where the training volume calculations meet the purposes of the training plan, the specifics of a particular sport, together with the capabilities and training history of the trainee.
The training literature yields only a few generalizations:
* Follow an intense practice session with a less intense session.
* Follow an overload activity with a recovery activity.
* Allow sufficient time for recovery between workouts.
* Avoid training that stresses the same energy system(s) on successive days.
* Avoid training that stresses the same mental system(s) on successive days.
* Approximately 50% of training time should be recovery activity.
* Avoid dehydration. If not, re-hydrate as soon as possible.
* Eat sufficient calories in a balanced diet.
The general thrust of the plan is outlined when you think about Emphasis (see above) and Intensity (see above). In the YPI Diary, where detailed daily planning takes place, this issue of training emphasis is made concrete on a weekly or micro cycle basis.
In YPI, the user fills out an Intensity table that lists, for each phase, the proportion of training that should [ideally] be spent on each aspect: Mental, Technical, Tactical and Physical training. Physical training is further sub-divided into training intensities based on heart rate zones: Z1, Z2, Z3, Z4, Z5 and Strength, expressed as a percentage of the time available.
YPI Diary uses these percentages to calculate the minutes per week that should be spent on each aspect of training. These are the ideal, or target amounts. When you fill out the planning part of the Diary, adding training activities to specific time slots for each day, YPI keeps a running total for each aspect on-screen. The user can compare the target volumes with the plan-to-date as training tasks are added to the week. It is up to the user to distribute the allocation(s) over the training week (micro cycle) using the general guidelines given above. The user-allocated training tasks are not constrained | <urn:uuid:de3747e6-732b-4677-ad35-f11b34e352a3> | CC-MAIN-2022-40 | http://www.hurdlecentral.com/Docs/PlanningPeriodization/Periodization_PeriodizedTraining.pdf | 2022-09-30T20:22:40+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00257.warc.gz | 77,041,736 | 4,851 | eng_Latn | eng_Latn | 0.998882 | eng_Latn | 0.999016 | [
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History of the Birdell/Noland Churches of Christ
Randolph County, Arkansas is one of the oldest and most well known counties in the state of Arkansas. The area that is now known as Randolph County has been at one time or another owned by three different countries. This land was originally owned by the French, but was sold to the Spanish in 1770 who divided it into two districts: Upper Louisiana and Lower Louisiana. After thirty years, Napoleon Bonaparte forced the Spanish to sell all of the land west of the Mississippi River back to the French. In the year 1803, Napoleon sold this land to the United States in what is known as the Louisiana Purchase. Two years after the purchase, the area was renamed the Territory of Louisiana. This name was used until December 7, 1812 when the area became known as the Territory of Missouri.
After the New Madrid earthquake the Territory of Missouri added a new county named Lawrence County. From 1819 until 1835 the area that is now known as Randolph County was part of Lawrence County in the Territory of Arkansas. One year later in 1836 the Territory of Arkansas became the State of Arkansas.
During this time there was a movement taking place in Randolph County that was known as the Restoration Movement. This movement was started by several men including Barton Stone, Thomas Campbell, and Alexander Campbell in Kentucky and West Virginia. These men taught that the church needed to get back to worshiping the same way as Christians worshiped in New Testament times. Before the movement really took off there were a few families that had been influenced by these men who began to migrate west.
Three Rivers
In about the year 1806 there was a group of settlers who came to Arkansas from Kentucky and settled a few miles west of the present site of Old Davidsonville State Park. These people settled at a place which came to be known as Three Rivers. The area obtained this named due to the fact that three rivers run together in a close proximity to each other. These rivers are the Eleven Point River, Spring River, and the Black River. The Black River at this time had a major impact on the lives of people who lived in this area. This was the way that they received the supplies they needed for there were no stores or even any towns near this area at that time. Before these families left Kentucky they had been influenced by the teaching of men like Barton Stone and had joined his "Christians only" movement. Therefore, when they moved to Arkansas they took their new religious beliefs with them. When they arrived in the Three Rivers area they met in each others homes for a while and then they built a meeting house, these families constituted the first Church of Christ west of the Mississippi River. The foundation of this old building can still be seen today. This meeting house served the Three Rivers congregation until the settlement of Fort Davidsonville was established at the site of an ancient Indian village.
Davidsonville
Fort Davidsonville for its time was a very large community. At one time the population of Fort Davidsonville was nearly five hundred. If you visit this site today, you cannot begin to imagine how that many people lived in that small of an area. The interesting thing about this settlement was it held the first courthouse, land office, post office and many other firsts for the state of Arkansas. Davidsonville as it came to be called became the first county seat of Lawrence County. When first settled, court was held in the home of a man named Solomon Hewett, but was soon replaced by an actual courthouse. In 1829 an epidemic of yellow fever swept through the village and wiped out over half of the population. After this tragedy, most of the survivors moved into a new settlement called Jackson near the present town of Imboden.
The Christians which had been meeting at Three Rivers moved into the community of Davidsonville not long after its establishment. They built a new meeting house there and were joined by several new families. The church now consisted of members of each of the following families: Ellis, Leathers, Scot, Von Bauers, Reeves, Phillips, Ferguson, Slayton, Gwin, Barnes, Pyland, Pace, Hufstedler, and Lemmons. Most of these families are still prominent in the Churches of Christ in Randolph County today. After the epidemic of Yellow Fever swept through the community of Davidsonville, these Christians were left with nowhere to go.
Gwin Creek
These families moved three miles north and settled on a small creek named Gwin Creek. One of the first things they did was build a meeting house. They built a log church building and conducted services in this location for the next twenty-three years. In the year 1852 the church split and half of the congregation moved to Cherry Hill which is the modern day Noland congregation and the other half moved three miles farther north and settled on another small creek called Carter Creek.
Cherry Hill/Noland
Until the year 1890 this community and the congregation of the Lord's church there were known as Cherry Hill. In 1890 a post office was established at this location and the name was changed to Noland. There are several accounts of how this community received this name. The three most popular are: 1)The community was named after the first postmaster's wife Nova Pyland. 2) The community was named after an early resident of Randolph County named Charles Noland. 3) The community received its name because when the post office was first established many people came there looking for land and there was none to be had, therefore, the community was named this so people would know that there was no land available. I do not know how it received its name but the name has stuck and it is still known by that name today. The Cherry Hill/Noland congregation met in a log building for twenty-five years until in 1880 it began meeting in an old school house. A white frame 30' X 40' church building was constructed in 1910 and served the congregation until the present building was built in 1956. Preachers at Noland through the years have included P.E. Pinkston, Glendon Walker, Jerry Collins, and the current preacher is Joshua Dement. Noland remains an active and thriving congregation to this day with an average Sunday morning attendance of 35.
Carter Creek
The other half of the old Gwin Creek congregation who moved to Carter Creek consisted of seven families. These families were: the Leathers, Pyland, Pace, Slayton, Barnes, Hufstedler, and Lemmons families. These families built a new log meeting house but it burned not long after it was built. Another building was built soon after but was just a temporary building and was very small. In 1855 a decision was made and they decided to move the church one mile farther north to Hubble Creek.
Hubble Creek
The Hubble Creek congregation was formed in 1855 by the members of the former Carter Creek congregation and several members from the Blue Springs congregation in Independence County. The first documented mention of this congregation was in 1857 when members of the church attended a District Cooperation Meeting at the Mill Creek Church of Christ in Izard
County. At the time, Hubble Creek was listed as having fifteen members. This congregation was a very strong and very spiritual group of believers. They enjoyed some of the greatest preachers that the brotherhood has ever known. Around the time that the church was established a new family moved into the area. The family of which I am mentioning is the John M. Lemmons family. This was a family that would become known throughout the world for their abilities. Three of the earliest preachers at Hubble Creek were: John M. Lemmons, William Nicks (Nix), and W. B. Hodge. These were three men who served the church as located ministers in the early days. In 1868 the elders of the Hubble Creek church were: John M. Lemmons, Cullin Pyland, L. D. Cartwright, Samuel J. Donnell, and S. M. Hufstedler (my Greatgreat-great grandfather). The church issued minister credentials to two of John M. Lemmons' sons. Amos Josephus Lemmons and Peyton Lemmons. These two men became very popular preachers in Randolph County and across the nation. This congregation was a strong and thriving church until 1944 when it was forced, due to low attendance, to consolidate with the newly formed Birdell congregation.
Negrotown/Old Birdell/New Friendship
Probably the most significant thing the Hubble Creek Church did during its many years of existence was to establish a congregation of the Lord's Church for the growing African American community in 1873. This congregation was located on what is present day Fairview Road across the Eleven Point River from Hubble Creek. The Hubble Creek church had an African American family meeting with them named Shockley. George "Kit" Shockley was ordained by the elders at Hubble Creek. Shockley along with his three sons who also became preachers established the Negrotown Church of Christ in 1873. A one room white frame building was built and was named Friendship School. This would become the meeting house for the Negrotown congregation. This building housed the congregation until the 1950's when a new cinder block meeting house was built. This housed the church until the late 1960's when the Negrotown Church of Christ consolidated with the Birdell Church of Christ. The original meeting house remained standing until 1994 when vandals set fire to the building destroying a piece of history. The new cinder block building was converted into a residence and it is the current home of Ms. Luttie Mae Johnson a former member of the Negrotown church.
Oak Hill
In 1863 Amos Josephus Lemmons held a mission meeting probably through the Hubble Creek Church and formed the Oak Hill Church of Christ. This church built a one room white frame building which served this congregation until 1917. This building is long since gone, but the site where it stood is on the property of Mr. Jim Menard about a quarter of a mile off of Hwy. 62 on Squirrel Road. There are no known pictures of this building, and none of the members are living today. My Great-Great Grandmother Fanny (Hufstedler) Wells was a member there while she was growing up, but she did not pass any information down to the next generation. In 1917 the group decided to build a new building closer to the community of Birdell and they named this new congregation Little Springs.
Little Springs
This church was located on present day Fairview Road across from the residence of Howard Dunn, and about two miles from the Negrotown church. The church built a white frame 30' X 40' building that served the congregation until 1940. When my great-grandmother Ruth
(Wells) Menard was growing up they would walk about two miles from their old home to attend church here. This church was unique in that it utilized the use of one cup during communion. The main preacher during the church's existence was Amos M. Lemmons who was the son of John M. Lemmons. During this church's existence they were strong supporters of the Negrotown Church. The Negrotown church would host Sunday afternoon singings and many of the Little Springs members would attend and lend their support. This is one thing both of these congregations are remembered for, their great gospel singing.
In about the year 1940, conflicts came to a blow and the church split. All of the reasons for the split are unknown, but the two major ones were the use of multiple cups in communion and one man trying to run the entire congregation. This man, whom I will not name, felt he ruled the congregation, and could tell everyone else what to do. One thing he did that the people disagreed with was he had thought the same people had to do the same things week after week. One time a man came got up to lead singing, and he was not who this man wanted to lead so he told the man, "If you don't sit down, I'll knock you down." He was known for doing things of this nature, and finally the people had enough and all but three families began meeting with the Old Union church. These three families immediately tore down the Little Springs church house and built a home for one of the families. These three families continued meeting at this home until one of the families began meeting with the Birdell church and the other two families established the Hillside congregation between Pocahontas and Maynard. All in all this was a very strong and faithful congregation of the Lord's Church.
Old Union
About the time Oak Hill began meeting in 1866, a new log school house was built and named Old Union. Several families who lived near this building began holding worship services there. This building served the school and congregation until it was destroyed by fire in 1912. In 1913 a new one room white frame school house was built by a man named William Campbell, this building is still standing today. This man was the Grandfather of Lucille Hufstedler who is a life long member of the Old Union/Birdell Congregation. Many people affiliated in the Churches of Christ in Randolph County today attended school at Old Union. Two of the people who attended Old Union are the Wallis brothers Ralph and Frank. Ralph Wallis became one of the most popular gospel meeting preachers in Randolph County and his brother Frank became a well-known song leader for the Pyburn Street congregation. The church continued meeting in the Old Union school house until 1942 when they constructed the building at Birdell and established a new congregation.
Birdell
In 1942 the Old Union church had outgrown its building and began to seek out a place to construct a new building. They found a place just across the Eleven Point River on the road that would become Highway 62. The church members began construction soon after and three men from the congregation did most of the work. These men were Hutch Fielden, Jeff Fielden, Uncle Jeff Hufstedler, and Glen Hufstedler. They hauled the stone and sand by horse and wagon to the location and constructed the sandstone building that is still used by the church today. This building was finished in March of 1943 and a dedication ceremony was held on April 27, of the same year. On that Sunday they had between fifty and sixty people present and Oscar L. Hayes preached the first sermon in the new building.
The newly established congregation appointed four men as elders they were: Hutch
Fielden, Glen Hufstedler, Jake Hufstedler, and P. E. Pinkston. After these men passed away the church went for many years without elders. In the early to mid fifties an addition was added to the church house. Two new classrooms were built up stairs, the fellowship area in the basement was enlarged, and two classrooms and restrooms were added to the basement. This church has remained a strong and faithful congregation for the sixty-two years it has been in existence. For many years the attendance was near seventy, but it gradually began to decrease. In the mid nineteen-nineties the attendance dropped into the low thirties. In the past few years the attendance has climbed back up and the average Sunday morning attendance is between fortyfive and fifty. In the year 2000, the church appointed three elders and three deacons. The elders were: Jay Hyde(deceased), Danny Wells(deceased), and Gary Wells. The deacons were: Randy O'Neal(resigned a year later), Randy Utnage, and Jimmy Wells. The congregation does not currently have elders and deacons serving.
Through the years the Birdell church has enjoyed some of the greatest preachers to ever stand in the pulpit. Some of the men who served as full-time ministers were: Oscar L. Hays, Ralph Wallis, Jack Gray, Lowell Blasingame, Cecil Wilson, Maurice Hurd, Carter Crewse, Dr. Grant Killian, Pete Waites, Ira Woodward, Mike Bowers, Stanley Rogers, John Flowers, Don House, Danny Wells, William "Rowdy" Fortson, Wilburn Baucom, Bill Willard, and currently Timothy Wells. Their favorite preachers for gospel meetings have been: Ralph Wallis, Jack Gray, and in more recent years Tim Wooldridge.
One thing the Birdell church has always been known for is its outstanding gospel singing. The song leaders through the years have been: Hutch Fielden, Frank Wallis, Eugene Hufstedler, Jim Grissom, Jay Hyde, and Gary Wells who currently serves in this capacity.
The church has always been a strong supporter of their youth. While they never have had a large youth group, they always find ways to keep them interested and encouraged. For several years they enjoyed a program where every first Sunday of the month the teenage boys would conduct the worship service.
In 2003 the church underwent a renovation of the basement. Jim Collins a member of the Birdell church put paneling up over the old stone walls, put in new lighting, and put in a kitchen area. This has provided the congregation with more room to have meals and more storage space.
The church is very active in supporting mission work. They currently support mission work in: India, Kenya, Tuba City, Arizona(Indians), and several local mission efforts. They also support the Paragould and Morrilton childrens' homes.
This writer was blessed to grow up in the congregation at Birdell and feels equally blessed to have been able to serve as the minister for the Noland congregation for five years. These two congregations have a long history of serving the spiritual needs of southern Randolph County. Untold numbers of lost souls have been added to the church through their efforts. Both continue today as thriving congregations of the Lord's church and continue to write the next chapters of their history. | <urn:uuid:93feaf22-2b3b-414d-af14-c516933ede8b> | CC-MAIN-2022-40 | http://thecobbsix.com/wp-content/uploads/2015/08/History-of-the-Birdell-Noland-churches-of-Christ.pdf | 2022-09-30T18:33:22+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00257.warc.gz | 51,906,746 | 3,819 | eng_Latn | eng_Latn | 0.998772 | eng_Latn | 0.998887 | [
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The First-Food System: The Importance of Breastfeeding in Global Food Systems Discussions
Lesley Oot 1 , Frances Mason 2 , Karin Lapping 3
1 FHI Solutions, Alive & Thrive, Washington, DC; 2 Save the Children, UK, London; 3 FHI Solutions, Washington, DC
INTRODUCTION
The United Nations (UN) Food Systems Summit (FSS) in September 2021 is a unique and critical opportunity for stakeholders to discuss and evaluate how the world's populations obtain and consume foods. However, the conceptual framework that will guide and influence the summit's discussions is incomplete. Developed in 2017 by a high-level panel of experts (HLPE; see Figure 1), the framework articulates the relationship between food supply chains, the food environment, consumer behaviors, diets, and, ultimately, nutrition and health outcomes. The framework emphasizes that food systems comprise drivers, actors and elements that interact with one another, as well as with other systems (such as health, energy and transportation).
However, this framework does not articulate a critical element: the first-food system, the system that provides food for children aged 0-36 months (Baker et al. 2020). It omits any mention of breastfeeding
or breastmilk, the first human food, and the relationships between its supply chain, the food environment and behavior, and nutrition and health outcomes.
This paper presents three key elements of this first-food system that should be included in upcoming food system discussions and incorporated into future food system frameworks: the marketing of commercial milk formula (CMF) 1 by the formula industry; maternity protection policies and practices; and the impact of the CMF industry on the environment. Any future framework should specifically include reference to the first food – breastmilk – and the direct impact of the CMF industry and other social, cultural, political and economic drivers on breastfeeding (see Figure 2). This paper aims to help stakeholders at the summit recognize the critical role breastmilk plays in food systems as the "first food" - and ensure the framework addresses factors that impede breastfeeding.
At the structural level, social norms and customs, often influenced by the media, advertising, and marketing but also national policies and legislation, influence perceptions, knowledge, and beliefs around infant feeding behaviors. These factors help to shape the external environment for breastfeeding behaviors and beliefs.
At the settings level, the health system and health providers, family and community members (including mothers-in-law, peers, religious leaders, etc.), and the mother's workplace and/or employment, are the sources of influence. The health system and health providers provide advice and support for mothers to breastfeed but can also deter and harm breastfeeding practices by promoting CMF and/or offering unclear guidance. Family and community members help to establish and enforce social norms around breastfeeding and are critical to ensuring that mothers have the time, support, and space to breastfeed. Without maternity protections that allow mothers the time and space to breastfeed or express and store breastmilk, employment can impose practical barriers to breastfeeding. Within the health system, the COVID 19 pandemic has brought unprecedented impacts on nutrition service provision. Seventy-six countries reported disruptions to maternal health services, which encompass antenatal and postnatal care, including breastfeeding support (UNICEF, 2020).
At the individual level a mother's personal attributes, such as her age and education level, her personal beliefs, perceptions, knowledge, and intentions around breastfeeding, and her relationship with her infant, affect her breastfeeding choices (Rollins et al. 2016).
The food system, taken as a whole, impacts the availability, accessibility, and utilization of foods, some of which can significantly interfere with breastfeeding practices. A survey of children, parents and caregivers found that more than 75% of households reported income losses since the start of the COVID-19 pandemic: 81% of those surveyed reported finding it hard to pay for food (Save the Children, 2020). The resultant increased risks of malnutrition and food insecurity reinforce the importance of protecting, promoting and supporting breastfeeding through its immunological protection to the infant.
1 CMF is a term that can be used interchangeably with the term breastmilk substitutes.
WHERE BREASTMILK AND BREASTFEEDING FIT WITHIN THE HLPE FRAMEWORK
Breastfeeding/breastmilk fits directly within the HLPE's framework discussion around improving diets and ultimately nutrition and health outcomes. Breastmilk is a critical part of a young child's diet and should be the only food for infants under six months. Consistent and substantial global evidence highlights the importance of breastfeeding for the optimal health and well-being of women and children around the world; in fact, increasing breastfeeding practices to optimal levels could save more than 800,000 infant lives every year (Victora et al. 2016).
The World Health Organization recommends that infants be exclusively breastfed for six months, including initiation within the first hour of life, and that they continue to breastfeed for up to two years or beyond.
Breastfeeding gives all children the healthiest start to life. Providing for breastfeeding according to recommendations reduces infant morbidity and mortality, and continues to protect children throughout life – reducing the likelihood of stunting and wasting, guarding against infections, supporting recovery from illness, and reducing the risk of childhood obesity and chronic illness (Black et al. 2008; Lamberti et al. 2011; Debes et al. 2013; Horta and Victora 2013). Breastfeeding also protects the mother, reducing her risk of breast and ovarian cancer and assisting in birth spacing (Victora et al. 2016).
Breastfeeding directly contributes to improved social and economic development. Breastfeeding stimulates cognitive development – resulting in improved intelligence, education attainment, and income; ultimately translating at a national level to greater economic productivity (Victora et al. 2015; Horta et. Al 2015; Victora et al. 2015). At the national level, improving breastfeeding practices through programs and policies has been shown to be one of the best investments a country can make, as every dollar invested is estimated to result in a US $35 economic return (Walters et al. 2017).
Supporting breastfeeding and recognizing breastmilk as an optimal element of the first-food system also has benefits for society through its contribution to reducing climate change. As the shortest food chain – mother to child – breastmilk is more environmentally friendly than breastmilk substitutes, which utilize resources to produce, transport, and market.
PROTECTING, PROMOTING AND SUPPORTING BREASTFEEDING: THE FSS DIALOG
Stakeholders at the FSS have an important opportunity to ensure that breastmilk and breastfeeding are understood as critical to the health and nutrition outcomes envisioned by the HLPE framework. By recognizing the contributions of the practice of breastfeeding to social and economic development and the negative impacts of the use of breastmilk substitutes, they can identify actions to protect, promote and support breastfeeding that will help the FSS to achieve its objectives related to the 2030 Sustainable Development Goals. Below and in Figure 3, we have highlighted key gaps in the current framework that merit specific attention.
Figure 3 How the commercial milk formula industry and regulatory policies influence breastfeeding and the first-food system.
Gap 1: Impact of the CMF industry on the food environment and consumer behavior
The current framework indicates the influence of retail and markets on food environments, consumer behavior and ultimately health and nutrition outcomes. The specific and significant impact of the CMF industry on the health and nutrition outcomes of young children via its impact on the food environment and consumer behavior should be explicitly recognized.
Why is this addition important?
The CMF industry, valued at over US$60 billion in 2018 and expected to reach US$119 billion by 2025, has tremendous influence over how the world's most vulnerable population – infants aged 0-36 months – are fed (Global Breastfeeding Collective, 2020). The industry's marketing undermines efforts to promote and support breastfeeding. In 2016 breastfeeding was declared a human rights issue that should be protected and promoted. Despite this, only around 44% of the world's children are exclusively breastfed, in part due to the aggressive promotion of CMF products (UNICEF, 2021).
While some infants need formula for medical reasons and formula is the choice of feeding by some parents, globally the CMF market far exceeds population growth—more formula is being produced than there are children to consume it (Save the Children, 2018). In addition, this growth is far greater than any other comparable product (Ibid). Furthermore, in some countries, such as Cambodia, CMF companies spend 60 times more money promoting their products than the Government spends to promote breastfeeding (Ibid).
The CMF industry uses diverse and continuously evolving marketing strategies to change social norms and influence feeding decisions such as product and cross-product promotion (e.g., promotion of milks for children aged 12-36 months to create brand recognition), distribution through trusted sources like health facilities and health workers, and extensive social and mass media campaigns. Some companies use false health claims and tout formula as an equivalent, if not superior, product to breastmilk, affecting parents' abilities to make informed choices regarding what to feed their infants (Global Breastfeeding Collective, 2020; Save the Children, 2018). This kind of promotion is often illegal, violating the International Code of Marketing of Breastmilk Substitutes (Code), adopted in 1981. The Code and its subsequent resolutions were created to protect infants and young children from inappropriate marketing by prohibiting the promotion of breastmilk substitutes, bottles, and teats to the public, health-care workers and facilities, and the distribution of samples or vouchers to new parents. However, despite legislation in 84 countries that have enacted the Code, violations of the Code are widespread. Data from 2014-2017 document more than 800 violations of the Code in almost every one of those 84 nations (IBFAN-ICDC, 2017). Aggressive marketing deceives consumers and puts children's lives at risk, especially when these products are promoted where access to clean water and supplies to safely provide formula to infants is lacking. It is no wonder then that babies who are exclusively breastfed are 14 times less likely to die than babies who are not breastfed (Lamberti et al. 2011).
CMF companies highly target health workers. According to a study of CMF industry practices, Mead Johnson Nutrition (acquired by RB in 2017) had a global salesforce of 1,900 employees in 2010, of which 1,350 (71%) were dedicated to selling to health professionals, and the remaining 550 (29%) to pharmacy and supermarket retailers (Baker et al. 2020).
The CMF industry's -multibillion-dollar campaigns to aggressively market their products drastically influence both the food environment (access, availability, affordability, quality) and consumer behavior (choosing what food to purchase and prepare for young children), resulting in negative health and nutrition consequences. Explicit mention of the impact of CMF companies on the food system during discussions of the HLPE framework can help to ensure adequate attention and focus on addressing the industry's aggressive marketing, benefiting young children, mothers and families around the world.
Gap 2: Role of family-friendly policies on a mother's ability to breastfeed
The role of political and economic drivers in the food system is a key component within the HLPE framework. Missing are those influential policies (e.g., paid maternity leave and other maternity protections) that impact a mother's ability to provide her infant with the optimal first food – breastmilk. These political and economic drivers should explicitly include family-friendly policies that influence consumer behavior related to breastfeeding and the impact on nutrition and health outcomes.
Why is this addition important?
Family-friendly policies, 2 including maternity protections such as paid maternity leave, paid breaks to either breastfeed or express breastmilk, and access to safe, private, and hygienic spaces for expressing breastmilk at work, are critical to maternal and infant health and well-being. Inadequate maternity protection policies and domestic laws within both the formal and informal work sectors are key barriers to breastfeeding. Women need time, space, and support from their families, communities, and workplaces to breastfeed successfully.
Maternity protection policies and family-friendly workplaces have been shown to have a positive impact on the initiation, the exclusivity, and the duration of breastfeeding, as well as allowing mothers time to bond with their infants following birth.
* Research from 38 lower-and-middle-income countries found that a one-month increase in the duration of maternity leave was associated with a 5.9 percentage point increase in the prevalence of exclusive breastfeeding and a 2.2-month increase in breastfeeding duration (Chani et al. 2018).
* Research also showed that women allowed lactation breaks during work were nearly 62 times more likely to continue breastfeeding than those who do not (Alive & Thrive, 2020). In addition, female workers who are encouraged by their coworkers and supervisors to continue breastfeeding are 2.4 times more likely to continue breastfeeding than those who do not have that support (ibid).
* Female workers who have access to a dedicated lactation room are 2.4 times more likely to continue breastfeeding than women who do not (Tsai, 2013). In Kenya, workplace policies providing breastfeeding flexitime, breaks for breastfeeding mothers, day-care for infants,
2 Family-friendly policies are defined as "policies that help to balance and benefit both work and family life that typically provide three types of essential resources needed by parents and caregiver of young children: time, finances, and services" (UNICEF, 2019a).
facilities for breastmilk expression and home-based nutrition counselling for pregnant and lactating women led to a four-fold increase in the probability of exclusive breastfeeding (KimaniMurage et al. 2020).
Improved breastfeeding practices benefit not only individual mothers and children, but national and global economies as well. In 2016, the Lancet Series on breastfeeding found that economic losses due to suboptimal breastfeeding reached more than $300 billion in 2012 (Rollins et al. 2016). Research that examined the value of breastmilk as a commodity, found that breastmilk was worth more than $110 billion a year in the United States but that the country loses nearly two-thirds of that value due to early cessation of breastfeeding (Smith, 2013).
Family-friendly policies are also good for businesses and the economy. These policies benefit businesses and employers by increasing workers' productivity, earnings, and satisfaction, helping businesses attract and retain high quality staff, improving the company's brand and image (and often earnings), and improving employee health, morale, and engagement (UNICEF 2019a; Office of Women's Health, 2018; Global Breastfeeding Collective, 2019). Studies from the United States demonstrated that workplace breastfeeding policies saved an average of US$3 for every US$1 invested due to reduced employee turnover, increased employee retention and satisfaction, and reduced absences related to illness (Office of Women's Health, 2018). Studies from Kenya and Bangladesh showed similar benefits, indicating reduced absenteeism and improved workplace productivity (Global Breastfeeding Collective, 2019). Furthermore, studies in the United States have shown that companies with breastfeeding-friendly workplace policies report maternal employee retention rates of 83-94 percent, which is much higher than the national rate of 59 percent (Office of Women's Health, 2018).
Economic pressures, income insecurity, and heavy workloads are significant challenges that women face around the world, often negatively impacting breastfeeding practices and the overall health and wellbeing of mothers and children. However, adequate maternity protections can help protect women from these pressures by offering compensation for economic losses, protection against gender discrimination, and a reduction of health risks. Despite these benefits, worldwide only 40% of women with newborns have even minimal maternity benefits, and this disparity only worsens in Africa where just 15% of women with newborns have any protection (UNICEF, 2019b). Women working in the informal economy are particularly unlikely to have any form of maternity protection, contributing to a cycle of poverty and food insecurity.
A lack of family-friendly policies constrains mothers in their ability to choose how and when to feed their infants, significantly affecting how the youngest members of society are fed, their health and nutrition as well as the health of their mothers. HLPE framework discussions should take into consideration the impact of these policies (or lack thereof) on how women are able to feed their families, especially among women working in informal economies who do not benefit from existing maternity protections.
Gap 3: Impact of the CMF industry on climate change and the environment
The HLPE framework identifies the influence of biophysical and environmental drivers such as climate change on the food environment, with no specific mention of the fast-growing CMF industry. Discussions around biophysical and environmental drivers must include the impact of the CMF industry on climate change and the food environment.
Why is this addition important?
Climate change is a real and persistent issue that needs to be addressed immediately. Reducing the purchase and consumption of CMF and improving the prevalence of breastfeeding can help. Research has shown that formula production is emerging as a significant contributor to greenhouse gas (GHG) emissions around the world and the impacts are only likely to increase given the tremendous expansion of the CMF industry (WABA, 2020). A 2016 study found that emissions created by producing CMF from just six Asian Pacific countries (Australia, China, Malaysia, India, Philippines, and South Korea) generated 2.89 million tonnes of carbon dioxide, which was equivalent to driving more than six billion miles by car. Conservative estimates indicate that each kilogram (kg) of milk formula produced generated four kg of GHGs during production (Smith, 2019).
CMF production impacts the climate in numerous ways. First, the main ingredient in most CMF is cow's milk and dairy farming is a major contributor to GHGs through the release of methane and other gases into the air. In addition, the land necessary to feed dairy cattle can lead to deforestation and the food used to feed dairy cows often utilizes pesticides and fertilizers, further degrading the environment. Aside from the specific impacts to the air, land, and water, CMF products also require energy and materials to produce, package, distribute and prepare the formula. Breastmilk production, on the other hand, only requires the mother to consume 500 additional calories a day to account for the extra energy expended in producing milk. CMF products also often come in non-recyclable materials. Research shows that feeding one million babies with formula for two years requires, on average, approximately 150 million cans of formula. Although using a breast pump to express milk requires additional equipment, many of these products can be reused and thus are better for the environment than the one-time use containers of CMF products (WABA, 2020). Given these impacts, a specific mention of the emerging role CMF products play in climate change in the HLPE framework would help to bring attention to addressing the negative impacts of the CMF industry on the environment and the food system itself.
RECOMMENDATIONS
The following recommendations propose how stakeholders at the UN World Food Systems Summit could begin to support the first-food system within their action tracks. First, they suggest focusing on the massive influence of the CMF industry on breastfeeding as well as the industry's negative impact on the environment and climate change. In addition, these recommendations address how stakeholders could protect, promote, and support breastfeeding – the first food – through supportive programs and family-friendly policies that ensure that women have the knowledge, time, and support to breastfeed.
Action track 1: Ensure access to safe and nutritious food for all and reduce the incidence of non-communicable disease, enabling all people to be nourished and healthy.
* Governments, donors, and the private sector need to ensure women have access to quality breastfeeding counselling and services before, during, and after childbirth. Breastfeeding is nutritionally, immunologically, neurologically and endocrinologically superior to breastmilk substitutes (McFadden et al. 2016).
* Governments and the private sector need to provide breastfeeding-friendly workplaces that provide breastfeeding and/or breastmilk expression breaks as well as clean, hygienic, and private places for mothers to express and store breastmilk.
* Governments, donors, and implementers need to work with communities to develop solutions to address the lack of maternity protections for women working in the informal sector, such as through universal health coverage with financial risk protection, microinsurance schemes, and by targeting social protection transfers to vulnerable pregnant or breastfeeding mothers. Governments also need to provide at least 14 weeks of paid leave around childbirth (as recommended by the International Labor Organization), but optimally at least 18 weeks of paid leave.
Action Track 2: Shift to sustainable consumption patterns including through building demand for sustainably produced food, improving nutrition, eliminating wasteful patterns of food consumption and recognising that we need to facilitate a transition in diets towards more nutritious foods that require fewer resources to produce and transport.
* Governments need to incorporate the Code and its subsequent resolutions into their laws and regulations and monitor and enforce the Code in collaboration with WHO's monitoring mechanism, NetCode.
* Stakeholders, including consumers, investors, civil society organizations (CSOs), and the UN need to demand CMF companies publicly commit to full compliance with the Code and disclose a concrete plan for achieving this goal by 2030 at the latest. The Code is for all stakeholders who have a responsibility to protect, promote and support breastfeeding.
* Governments and stakeholders (including investors, CSOs, and the UN) need to increase public awareness and understanding of the Code and its role in promoting and protecting breastfeeding and regulating inappropriate promotions of breastmilk substitutes. Communications should focus on promoting breastfeeding as a social norm, de-normalizing the consumption of CMFs, and calling out CMF companies and media platforms when they violate the Code (Ching et al. 2021).
* Governments, donors, and stakeholders should implement multi-channel social and behavior change interventions for a wide range of audiences (e.g., families, community leaders, health workers, employers, media,) to ensure a supportive enabling environment for breastfeeding that can counter the aggressive marketing of the CMF industry.
* Stakeholders, including consumers, investors, CSOs, and the UN need to raise awareness among decision-makers around the impact of CMF production and consumption on food security, climate change, and the environment.
* Stakeholders, including investors, CSOs, and the UN need to conduct additional research on the impact of CMF on the climate and the environment.
CONCLUSION
Current discussions of the food system and its impact on diets and nutrition outcomes are missing a critical component– breastfeeding and breastmilk. The inclusion of the suggestions shared in this paper will foster a more comprehensive discourse on food and health systems. Breastmilk is the first food and is a vital part of the first-food system. Indisputable evidence highlights the importance of breastfeeding for the health and well-being of individual children as well its significant impact on the health, development, and wealth of nations. Yet despite the tremendous benefits of breastmilk, only 44% of infants worldwide are exclusively breastfeed for the first six months of life as recommended by WHO (UNICEF, 2021). This paper describes three key elements that must be included in food system discussions, highlighting how they influence breastfeeding and bringing much needed attention and action to address them. Women do not make the decision to breastfeed alone; rather, influences on multiple levels impact their feeding decisions.
Stakeholders across the food system need to act to ensure women and families have the ability and support to make the best food choices for their children, including breastfeeding. Explicitly recognizing the barriers to breastfeeding within the food system and recognizing breastmilk as a critical first food, is an important first step in ensuring that children around the world receive the food and nutrition they need to grow, survive, and thrive.
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Walters D, Eberwein J, Sullivan L, Shekar M. 2017. Reaching the global target for breastfeeding. In: Shekar M, Kakietek J, Walters D, Dayton, Eberwein J. (eds.) An investment framework for nutrition: Reaching the global targets for stunting, anemia, breastfeeding, and wasting. Directions in Development—Human Development. Washington D.C: World Bank Group. | <urn:uuid:6af4bd3e-3ec6-435b-89e9-ee355171dfeb> | CC-MAIN-2022-40 | https://video.lmdint.com/file/healthtalks/Breastfeeding-and-Food-Systems-Brief-Final-June-2021.pdf | 2022-09-30T20:04:41+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00256.warc.gz | 628,090,256 | 6,356 | eng_Latn | eng_Latn | 0.951759 | eng_Latn | 0.993919 | [
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JVIB
February 2006 • Volume 100 • Number 2
Play Behaviors and Social Interactions of a Child Who Is Blind: In Theory and Practice
Marie Celeste
Abstract: This case study describes the play behaviors and social interactions of a preschool-age girl who is blind and has no additional disabilities. The data obtained from the assessment protocol indicated that although the participant was developmentally at or above age level in most domains, she demonstrated limited play behaviors and compromised social interactions. The results reinforce the variability of social competence skills in young children with visual impairments.
The construct of play evolves continuously throughout early childhood. Initially, infants and toddlers demonstrate solitary play that evolves into parallel and then social play. Solitary and parallel play are both nonsocial, meaning that a child plays alone although in the presence of his or her peers. As play evolves from nonsocial to social, it is critical for children to be able to initiate and maintain interactions with their peers (Brownell, 1986; Guralnick, 1999b; Rubin & Coplan, 1992). Social play requires that children demonstrate strategies to gain entry into peer groups, resolve conflicts, and maintain interactions with other children.
Preschool-age children with disabilities often have difficulty engaging in positive social interactions. They are typically unable to demonstrate peer-related social competence and, as a result, engage in more solitary play than do their typical peers (Guralnick, Connor, Hammond, Gottman, & Kinnish, 1996a,
1996b; McConnell & Odom, 1999). Studies have found that children who are visually impaired (that is, are blind or have low vision) do not display a full range of play behaviors and demonstrate compromised social interactions (Rettig, 1994; Sacks, Kekelis, & Gaylord-Ross, 1992; Warren, 1984). This report of a case study describes the play behaviors and social interactions of a preschool-age child who is blind and has no additional disabilities.
Review of the literature
Children with disabilities
Children with disabilities receive fewer positive responses to their social bids or attempts to engage in social interactions and, as a result, demonstrate less interest in their peers, which makes them more prone to social isolation (Guralnick et al., 1996a, 1996b; Guralnick & Groom, 1987; Kopp, Baker, & Brown, 1992; McConnell & Odom, 1999; Odom, Zercher, Li, Marquart, & Sandall, 1998). In addition, they are rarely sought out as resources by their peers, infrequently serve as role models, and are the least preferred play partners of typical children (M. Brown & Gordon, 1987; Guralnick & Groom, 1987). Young children with disabilities are likely to develop an unusual pattern of peer-related social behaviors that, if left unaltered, can lead to later difficulty with adjustment (Guralnick & Groom, 1987; Parker & Asher, 1987).
Children who are visually impaired
Studies have indicated that children who are visually impaired demonstrate play behaviors that are predominantly exploratory in nature. These children engage less frequently in manipulative play, or the functional use of toys, and demonstrate more stereotypical behavior during play (Adelson & Fraiberg, 1974;
Parsons, 1986; Rettig, 1994; Sacks et al., 1992; Skellenger & Hill, 1994; Troster & Brambring, 1994; Warren, 1984). In addition, they infrequently engage in symbolic, highly imaginative, or role play and spend more time in solitary play or interacting with adults than with their sighted peers (Adelson & Fraiberg, 1974; Anderson, Dunlea, & Kekelis, 1984; Anderson & Kekelis, 1985; Erwin, 1993; Parsons, 1986; Rettig, 1994; Sacks et al., 1992; Schneekloth, 1989; Skellenger & Hill, 1994; Troster & Brambring, 1993, 1994; Warren, 1984). These limitations may be due to their inability to see how other children gain entry to play groups or sustain participation in group interactions. Hoben and Lindstrom (1980) found that visually impaired students initiated and responded less frequently to interactions that were initiated by their classmates than did their sighted peers. Sacks et al. (1992) observed that these children are less likely to respond to their peers' interests or to offer compliments to other children.
MacCuspie (1992, 1996) found that children who were visually impaired were inclined to have fewer friends and sometimes confused "assigned school buddies or helpers" with true friends. Jones and Chiba (1985) discovered that these children were rejected by their classmates more than were other groups of disabled students. In peer sociometric measures, they were rated as "popular" by students who were identified as "unpopular" by their peers (Jones, Lavine, & Shell, 1972). As a result, peerrelated social interactions are often severely compromised in children with visual impairments. Thus, social play may give rise to feelings of frustration, rather than self-efficacy and independence, which characterize the social experience of typical children.
Inclusion
A founding principle of inclusion is to give children with special needs equal opportunities to participate fully in regular education classrooms with children who are not disabled. However, studies have shown that for some students with special needs, placement in regular education classrooms without appropriate social supports has resulted in social isolation and, ultimately, a more restrictive environment (Gresham, 1981; Sacks et al., 1992). Therefore, classroom teachers need to make the development of social competence a priority for children with special needs. Efforts to include students with special needs are most effective when teachers are actively involved in assessing the students and helping them acquire appropriate social skills. It is critical for children who are visually impaired to be taught the social skills that are necessary to interact effectively with their peers. It is also important that the children's ability to implement these skills successfully is carefully monitored (Kekelis & Sacks, 1988; Sacks et al., 1992).
Methodology
This article presents a case study of the play behaviors and social interactions of a girl in preschool who is blind and has no additional disabilities. The evaluation methods included developmental and adaptive assessments, structured play observations (during "free play" in the classroom, day care, and home), and interviews (with parents, peers, teachers, and caregivers). Gathering data from multiple sources and through varied methods provides a comprehensive picture of a child's social competence, including the type of play (solitary, parallel, group, and so forth) and the quality and efficacy of social interactions (McConnell & Odom, 1999; McFall, 1982; Pogrund & Fazzi, 2002; Tremblay, Strain, Hendrickson, & Shores, 1981).
The participant
The participant was an African American-Hispanic girl aged 4 years, 6 months, who was blind, as a result of Peter's anomaly with secondary glaucoma, and had no neurological or physical handicaps. She had severely reduced vision in her left eye (OS), and no vision in her right eye (OD). She held items within two inches of her left eye (nasally) for viewing and was unable to track identified playmates or adults beyond arm's reach. Although she executed routes to desired objectives within familiar environments indoors and outdoors, she was unable to explore her surroundings visually. A precane device had been introduced; however, the participant did not require it for travel within familiar environments and only utilized it in unfamiliar environments during instruction periods.
The participant was admitted to early intervention services at the age of 4 months. I am a certified teacher of students with visual impairments and a licensed orientation and mobility instructor and have served in that capacity with her since she was 6 months old. The girl received direct vision services on a weekly basis for the duration of her early intervention services. In addition, she participated regularly in a local "gymboree" program that provided structured motor and social opportunities. Most recently, she was enrolled in group swim lessons, a Brownie troop, and Suzuki piano lessons. At age 3, she began to attend an inclusive preschool program. I have continued to provide vision services at the rate of three (two-hour) sessions per week.
Settings
Preschool
The participant attended an independent preschool program half days (from 8:30 a.m. to 11:30 a.m.) five days per week. The class consisted of 18 4-year-old children (7 boys and 11 girls), and the student-to-teacher ratio was 9:1. The two teachers were both experienced, holding advanced degrees in early childhood education and early childhood special education. The children in the class were diverse with regard to developmental level, special needs, and ethnicity and race. Three of them were familiar to the participant from the previous school year.
The preschool classroom was arranged for solitary and small- and large-group activities. It included a fine motor area with beads and puzzles, a light table with related materials, a fully equipped art area with easels, a reading nook (with braille adapted books), a writing center (including materials for producing braille), and a housekeeping area. The daily schedule included free-play activities; circle time; choice time; snack time; and then either a motor, library, art, or music activity.
As part of their preschool curriculum, the children were exposed to responsive, age-appropriate classroom discussions that addressed the concept of disability. The teachers responded to the children's questions about visual impairment, and the participant was encouraged to describe her visual limitations to her peers. Although I facilitated the participant's participation in classroom activities and provided instruction in compensatory skill areas, I took care to include the participant's sighted classmates in most activities.
Day care
To extend her social opportunities, her parents enrolled the participant in a five-day-a-week community after-school day care program from 11:30 a.m. to 4:00 p.m., where she had access to an additional cohort of peers who ranged in age from 2 to 8. This program was organized around activity centers (such as housekeeping, building, and fine-motor activities) with a variety of manipulatives, board games, and developmentally appropriate toys.
Home
The participant resides with both parents (she has no siblings) in a single-family home. The family lives in close proximity to her grandparents, aunts, uncles, and cousins of various ages. Play observations in the home took place in the family room, where many of her toys are located. In addition to traditional familyroom furniture, there are two boxes and a bookcase that house an ample variety of developmentally appropriate toys, as well as a "play kitchen," a small table, and chairs.
Instrumentation
Developmental assessment
The Battelle Developmental Inventory (BDI; Newborg, Stock, Wnek, Guidibaldi, & Svinicki, 1988) is a standardized, normreferenced, individually administered assessment battery of key developmental skills in the personal or social, adaptive, motor, communication, and cognitive domains. Although the normative sample did not include children with visual impairments, it was selected for this research because it allows for adaptive administration and scoring procedures for children with impairments. (It should be noted that a revision of the BDI, the BDI-2, was in publication at the time of this research, but was not yet available for public use.)
The Oregon Project for Visually Impaired and Blind Preschool Children (OR; D. Brown, Simmons, & Methvin, 1991) was also administered. It is a criterion-referenced instrument that was specifically developed for young children with visual impairments. It is not intended to provide a precise developmental age score; rather, it provides estimates of age-functioning levels in each of eight domains: cognitive, language, socialization, selfhelp, fine motor, gross motor, vision, and compensatory skills. The skills in each domain are developmentally sequenced and arranged in age categories. All major skills, including the prerequisite skills for orientation and mobility and braille, are included.
Adaptive behavior assessment
The participant's preschool classroom teachers served as collective respondents for assessing the participant's adaptive behavior on the Vineland Adaptive Behavior Scales (VABS) classroom edition (Sparrow, Balla, & Cicchetti, 1983). The VABS includes 244 items that assess adaptive behavior in the classroom. It was designed to assess personal and social functioning and is organized around four behavioral domains: communication (receptive, expressive, and written), daily living skills (personal, domestic, and community), socialization (interpersonal relationships, play and leisure time, and coping skills), and motor skills (gross and fine). The VABS provides for percentile ranks and stanines (for the domain and composite scores), adaptive levels (by percentile groups), and age equivalents (by raw score conversions). The "adaptive behavior composite" summarizes the child's performance in all four domains. It should be noted that the normative sample for the VABS did not include children with visual impairments.
Structured play observations
The participant was observed during free play in the preschool (60 minutes), day care (40 minutes), and home (20 minutes) settings for a total of 120 minutes (10 minutes per session), over a two-week period. Observations were recorded in 10 1-minute intervals. The observations were analyzed using the Play Observation Scale (POS; Rubin, 2001) and the Individual Social Behavior Scale (ISBS; Guralnick & Groom, 1987). The POS is a measure of social participation and cognitive play. It has proved useful in determining age and gender differences in children's play, socioeconomic status differences in play, effects of the ecological setting of play, individual differences in play, and the social contexts within which the various forms of cognitive play are distributed. Researchers have also used the POS in studies of children with developmental and learning disabilities.
The instrument provides a framework for coding play and nonplay behavior. The cognitive play categories (functional, constructive, dramatic, and games with rules) are nested within the social play categories (solitary, parallel, and group) (Rubin, 2001). It is recommended that behavior be observed in brief intervals (10 seconds to 1 minute), followed by time for coding (to be kept as close to 5 seconds as possible). An Observation Coding Sheet is provided, on which the observer records the child's predominant activity during the allotted time. The instrument provides a means to record the most predominant behavior that is observed during the interval. It is suggested that to obtain a valid measure of the child's general play styles, no more than 5 minutes of behavior should be recorded on any given day, but that a minimum of 15 minutes of POS data should be gathered.
The ISBS is a measure of peer-related social behaviors that was developed by Guralnick and Groom (1987) as an adaptation of the earlier work by White and Watts (1973). It provides a framework for identifying and coding peer interactions. Observers record the occurrence of individual social behaviors, such as joins peers in a specific activity, expresses hostility toward peers, leads in peer activities, follows a peer's lead, refuses to follow the lead of a peer, use of a peer and the participant as a resource, takes an unoffered object, defends property, attention-seeking behavior of peer and participant, and efforts of a peer and the participant to seek agreement. It is recommended that a maximum of 10 minutes of behavior be observed in one day in short intervals (10 seconds to 1 minute). The ISBS provides a series of codes with associated behaviors. The observer is directed to indicate (using the codes) all the behaviors that are observed during the set interval on a recording sheet. The instrument provides for the recording of the range and frequency of social interaction behaviors with peers.
I developed a single, "blended" coding sheet, divided to provide for recording in 10 1-minute intervals. Using a stopwatch, I timed the intervals, observing and then recording the predominant play or nonplay behavior (as indicated by the POS) and all the peer interaction behaviors (as indicated by the ISBS) that I observed. The recording time between intervals ranged from 5 to 15 seconds.
In this study, I used a modified version of the observation schedule (60 minutes of "free-play" over a two-week period in 1minute intervals) and observational instrumentation (POS and ISBS), used by Guralnick, Hammond, and Connor (2003) and Guralnick et al. (1996a). Those studies described the play behavior and social interactions of young children with developmental delays. It should be noted that in those studies, observations were conducted in the preschool settings only. This study expanded the settings in which observation took place to include the day care and home settings.
Interviews
Interviews were conducted with the participant's parents, teachers, and day care provider, and narrative notes of the interviews were recorded. In addition, a sociometric peer rating scale was collected from the classmates. On a 3-point Likert rating scale, the children were asked to sort Polaroid photographs of their classmates into three boxes (3 = like to play with all the time, 2 = like to play with most of the time, and 1 = do not like to play with). Sociometric ratings were calculated by determining the mean ratings of individual children, subgroups of boys and girls, and the class overall (McConnell & Odom, 1999).
Limitations
There are several limitations to the study. Given the nature of the single-case design, the generalizability of the results of this study may be limited. Furthermore, the instrumentation included the use of the BDI (Newborg et al., 1988) and the VABS (Sparrow et al., 1983), neither of which included visually impaired children in its normative sample. In addition, all the data collection and coding were conducted by a single individual, thereby not providing for interrater reliability.
Data Analysis
Developmental and adaptive assessment measures were administered and scored. Structured play observations were scheduled and simultaneously coded using the ISBS and the POS. The ISBS and the POS are designed to facilitate coding of the frequency of behaviors. Open-ended interviews were then conducted with the participant's preschool teachers, day care provider, and parents. The notes of those interviews were analyzed for trends within the narratives. A sociometric peer rating scale was collected from the classmates, on an individual basis, outside the classroom setting. The analysis of the data included primarily descriptive statistics (frequencies, percentages, means, and standard deviations).
Results
Developmental assessment
The BDI (Newborg et al., 1988), and the OR (D. Brown et al., 1991) were used for the developmental assessment. Table 1 presents a summary of the domain scores attained by the child on the BDI, which is a norm-referenced instrument that provides raw scores, percentile ranks, z-scores, t-scores, and age equivalents.
Table 2 presents a summary of the participant's performance on the OR, which is a criterion-referenced instrument that provides "estimated age function levels" only. The results are described in terms of age-functioning levels.
The participant demonstrated skills at or above her age level in the cognitive, gross motor, and communication domains in both the BDI and the OR (see Tables 1 and 2), as well as in the receptive and expressive subdomains of the BDI. The child demonstrated a delay in the fine motor domain on both instruments (see Tables 1 and 2). In the fine motor domain of the BDI, she was unable to demonstrate skills such as folding paper, copying lines and shapes, and cutting on a line with scissors. The OR identifies several of these skills as typically delayed in children who are visually impaired.
Adaptive behavior assessment
Table 3 presents a summary of the scores on the VABS classroom edition (Sparrow et al., 1983). The participant scored below her chronological age level in the socialization domain, with moderately low functioning in each of the subdomains of interpersonal relationships, play, and personal and coping skills.
Play-based observations
The participant was observed during free play in the preschool (60 minutes), day care (40 minutes), and home (20 minutes) settings for a total of 120 minutes (10 minutes at each session), over a two-week period. Observations were recorded in 10 1minute intervals. The observations were coded using the POS (Rubin, 2001), during which the predominant play activity that was observed was recorded. In addition, the frequency and type of the interactions with peers were coded using the ISBS (Guralnick & Groom, 1987).
Preschool.
In the classroom setting, the participant spent 50% of the total time in solitary play while engaged in exploratory activities. For example, she sat away from her peers, examining toys visually (holding each one up to her left eye, examining it, putting it down, and then picking up another one). She simultaneously engaged in private speech, developing elaborate stories that included both fictional and nonfictional characters. During this time, she did not respond to her classmates' attempts to gain her attention or engage her. She spent approximately 20% of the total time in parallel play, engaged in constructive activities. She played independently, at the block center or the fine-motor area, in proximity to other children and aware of them (occasionally turning to listen to their conversations and smiling when something humorous was said) but had no direct interaction with them. She spent 20% of the total time in child-initiated and childmonitored group play, engaged in functional motor activities on the tire swing, where she was verbally interactive and took turns pushing the other children.
Day care.
In the day care setting, the participant spent approximately 50% of the total time in solitary play, engaged in an exploratory activity (visually examining small manipulatives while engaged in private speech). She spent just over 25% of the time observed in parallel play, engaged in constructive activities (assembling puzzles) and 25% of the time observed in group play, engaged in a dramatic activity. For example, she and a peer arranged two chairs side by side and pretended to pilot an airplane traveling to various cities and developed a complex plot on which to base their activities.
Home.
In the home setting, the participant engaged in solitary play only, since no other children were present. During one of the sessions, she was engaged in constructive play (assembling Duplo building blocks), and during the other session, she engaged in dramatic play (using dolls to develop a scenario that included a princess and a castle, with the landing of a stairway as a stage).
An examination of specific interactions with peers yielded some interesting patterns of behavior (see Figure 1). The participant did not lead or follow the lead of peers (indirectly) in either the classroom or day care settings. Although she did not actively refuse to follow the lead of her peers, she did not respond to their indirect attempts to include her. In addition, she did not use her peers as a resource (as a means of obtaining information or help) and frequently failed to respond to their attempts to use her as a resource. Similarly, she did not seek agreement from her peers and frequently failed to respond to their efforts to seek agreement from her. While she sought the attention of peers in both settings (by attempting to show them a toy or asking a question), she frequently failed to respond to their attention-seeking behavior.
Interviews
Interviews were conducted with the child's parents, teachers, day care provider, and classmates to obtain additional qualitative information on her play behaviors and social interactions. When asked about the participant's interactions with other children in the class, the preschool teacher said:
She almost never attempts to initiate interactions with other children. She will ask them, "What's your name?" or "Who are you?" and when the other children respond, she doesn't attempt to engage them in continued conversation. When she participates in conversation, she is rarely the one to terminate the interaction. The other children usually go away or loose interest.
When asked about the frequency and form of play that the child engages in, the teacher replied, "She plays alone mostly or next to other children, but rarely in cooperative play." When asked what types of toys and play equipment the participant usually selects, she responded, "Puzzles, but not to assemble, mostly to look at … clay … blocks. The block area is her favorite activity." When asked if the child offers toys to her classmates as a means of gaining their attention or access to play groups, she responded, "She will share if asked, but she never offers toys otherwise."
When the day care provider was asked what toys and materials the participant enjoys most, she responded, "Blocks and floor puzzles. She'll stick with an activity for a long time. She chooses the same toys and gets upset if you tell her to choose something else." When asked about the child's frequency and form of play, the day care provider stated, "She prefers to play alone mostly. She will play next to other children, but other than [child's name], she doesn't really play 'with' the other children." She also noted that the participant prefers adults. She'll try to engage adults more than children. She'll ask you questions or hold your hand in order to get and keep your attention. She doesn't do that with the children. In fact, until recently, if she wanted a child to go to a certain play area with her, she would grab the child's arm and try to drag the child with her… . Other children try to baby her--she doesn't like that.
The interviews with the peers took the form of a sociometric peer rating scale. The children were asked to sort photographs of their classmates into three categories: like to play with all the time, like to play with most of the time, and do not like to play with. As is shown in Table 4, the mean of the participant's peer ratings was 2.00. Although this mean rating was less than that of the class mean, it was not the least of the scores, since it was greater than that of one classmate (Boy 6) and identical to that of two classmates (Girl 5 and Boy 7). The mean ratings of the remaining six boys and nine girls were greater than that of the participant. Table 4 presents a summary of the rating responses of the other children with regard to the participant.
Discussion
The literature has shown that delays in the language, motor, or cognitive domains can have a direct impact on a child's social competence (Guralnick, 1990; Guralnick, 1999a; Rettig, 1994). However, the participant in this study demonstrated skills that were at or above her age level in these areas, with only subtle delays in fine motor skills. Nor did she exhibit any stereotypic or "negative behaviors," such as anxiety (crying or whining), hovering, aggression (antagonistic behavior), or excessive roughand-tumble play that can have a detrimental effect on social interactions (Rubin, 2001). Yet, she demonstrated limited play behaviors and compromised social interactions.
The results of this study support the findings of previous research (Erwin, 1993; Rettig, 1994; Skellenger & Hill, 1994; Troster & Brambring, 1993, 1994; Warren, 1984). The participant demonstrated predominantly solitary play behavior. She spent most of the total time that she was observed engaged in nonsocial play and only 20% of the time in social play. According to the categories of nonsocial play identified by Guralnick et al. (2003), the participant spent half the time engaged in solitary passive play (in which she chose to play alone) and approximately one-third of the time engaged in reticent play (she was attentive to the actions and conversations of her peers but made no attempt to join them). She reportedly preferred interaction with adults over interaction with her peers, a consequence of which may be a "self-imposed" social isolation from peers. However, contrary to the literature, the participant frequently engaged in highly imaginative role play (whether alone or with others).
Similarly, although the participant frequently failed to respond to the advances of her peers, the peers continued to seek her attention. No instances of solitary active play (showing an interest in peers but being rejected or ignored by them) was recorded. These results contradict those of MacCuspie (1992, 1996) and Jones and Chiba (1985), who found that school-aged children with visual impairments were less frequently sought out and were even rejected by their peers. It should be noted that the participant's failure to respond to her peers' advances translated into missed opportunities to interact. Over time, it may lead to a reduced number of social bids from her peers, thus reducing the likelihood of her peers responding to her bids favorably.
As was mentioned earlier, Jones et al. (1972) found that children with visual impairments were rated as "popular" by students who were identified as "unpopular" by their peers. This was not necessarily the case in this study. A summary of the participant's sociometric peer ratings (see Table 4) indicated that two of the four classmates who identified the participant as someone they like to play with all the time had mean peer ratings that were equal to or greater than the class mean rating (2.176). Of her 17 classmates, 9 indicated that the participant was someone they like to play with most of the time, and only 4 indicated that she was someone they do not like to play with at all. It appears that even though the participant frequently failed to respond to the advances of her classmates and had difficulty sustaining interactions with them, she was identified by all but 4 of her 17 classmates as someone they liked to play with all or most of the time.
The participant's difficulty initiating and sustaining interactions with her peers was a major finding of this study. This difficulty may be attributed, in part, to an inability to make use of the visualsocial cues of her peers. The participant was unable to model the strategies that are necessary for gaining entry into already-formed dyads and triads or to sustain participation in group interactions.
As a result, most of her interactions were brief and were terminated by the other children. The participant's difficulty sustaining interactions with peers may provide insight into why she chose solitary and parallel play more frequently than group play and did not engage in games with rules (that require reciprocal skills similar to active conversation).
The participant's immediate need is to acquire skills to facilitate her successful participation in group interactions. The literature has indicated that children who are unfamiliar with each other require less developed "entry skills" to join in ongoing activities. As children become more acquainted with one another, increasingly sophisticated entry skills are required (Coplan, Gavinski-Molina, Lagace-Seguin, & Wichmann, 2001; Coplan & Rubin, 1998; Coplan, Rubin, Fox, Calkins, & Stewart, 1994; Guralnick & Groom, 1987; Guralnick et al., 2003). This finding suggests that children with disabilities, who have difficulty establishing social interactions with their typical peers, are unlikely to be able to do so over time without direct intervention. It is interesting that the preschool teacher did not interpret the child's approaching a peer to ask "Who are you?" as having initiated an interaction, since the participant did not appear to make an attempt to continue the conversation. This finding may indicate the need to provide teachers with information on how to interpret the subtle modes of communication that children who are visually impaired often depend on. It is likely that by this question, the participant was attempting to initiate conversation, but was unable to maintain the interaction beyond the initial exchange.
Implications for the field
The development of social competence must be a priority for children who are visually impaired, even those who appear to be developing typically. The children's play behaviors and social interactions should be assessed, and a structured plan of intervention should be provided. Professionals in the field must identify strategies that work and provide consistent, long-term support to children with visual impairments because research has indicated that short-term solutions are rarely effective (Sacks et al., 1992).
It is important that social skills intervention be implemented as early as possible before atypical patterns develop. To support the social development of young children who are visually impaired, teachers, parents and other providers of care, and peers need information on how to interpret behavioral cues and recognize the children's attempts to interact. It is essential to provide visually impaired children with a repertoire of social skills that facilitate their entry into social groups and to prepare them to sustain interactions. These skills should be introduced in the early preschool years and as soon as new groups of children are established with a continued emphasis on more developed entry skills as children become more closely acquainted.
Simply including children with visual impairments in typical settings is not enough to ensure that they become full members of the classroom or day care community. Even in the highest-quality environments with supportive professionals, educators must remain sensitive to the social challenges of children who are visually impaired, or their inclusion in typical environments can result in reduced social opportunities and isolation.
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Coplan, R., Rubin, K., Fox, N., Calkins, S., & Stewart, S. (1994). Being alone, playing alone, and acting alone: Distinguishing among reticence and passive and active solitude in young children. Child Development, 65, 129-137.
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Guralnick, M. (1999a). The assessment of peer relations. Seattle: University of Washington Press.
Guralnick, M. (1999b). Family and child influences on the peerrelated social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Review, 5, 21-29.
Guralnick, M., Connor, R., Hammond, M., Gottman, J., & Kinnish, K. (1996a). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation, 100, 359377.
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Guralnick, M., Hammond, M., & Connor, R. (2003). Subtypes of nonsocial play: Comparisons between young children with and without developmental delays. American Journal on Mental Retardation, 108, 347-362.
Hoben, M., & Linstrom, V. (1980). Evidence of isolation in the mainstream. Journal of Visual Impairment & Blindness, 74, 289292.
Jones, R., & Chiba, C. (1985). Social skills assessment and intervention (final report). Bethesda, MD: National Institute of Child Health and Human Development.
Jones, R., Lavine, K., & Shell, J. (1972). Blind children integrated in classrooms with sighted children: A sociometric study. New Outlook for the Blind, 66, 75-80.
Kekelis, L. S, & Sacks, S. Z. (1988). Mainstreaming visually impaired children into regular education programs: The effects of visual impairment on children's social interactions with peers. In S. Z. Sacks, L. S. Kekelis, & R. J. Gaylord-Ross (Eds.), The development of social skills by visually impaired children (pp. 59-82). San Francisco: San Francisco State University.
Kopp, C., Baker, B., & Brown, K. (1992). Social skills and their correlates: Preschoolers with developmental delays. American Journal on Mental Retardation, 96, 357-366.
MacCuspie, P. A. (1992). The social acceptance and interaction of visually impaired children in integrated settings. In S. Z. Sacks, L. S. Kekelis, & R. J. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students: Exploratory studies and strategies (pp. 83-102). New York: American Foundation for the Blind.
MacCuspie, P. A. (1996). Promoting acceptance of children with visual disabilities: From tolerance to inclusion. Halifax, Nova Scotia: Atlantic Provinces Special Education Authority.
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Schneekloth, L. H. (1989). Play environments for visually impaired children. Journal of Visual Impairment & Blindness, 83, 196-201.
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Troster, H., & Brambring, M. (1993). Early motor development in blind infants. Journal of Applied Developmental Psychology, 14, 83-106.
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Marie Celeste, Ed.D., assistant professor of special education, Loyola College in Maryland, 109 Beatty Hall, 4501 North Charles Street, Baltimore, MD 21210; e-mail: <mceleste@loyola. edu>.
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Health and Healing The Environment
Lesson #5 for May 1, 2010
Scriptures: Genesis 1-2:7,18-24; 3:7,17-19; Psalm 24:1; Matthew 25:34-46; Mark 2:27,28; 3:4.
1. This lesson focuses on the environment. What do we include with the term, environment? Who made our environment? What is His ideal plan for the environment? How should it impact our health and happiness? What do we need to do to use it correctly and protect it? In general, Christians believe that God created an almost perfect environment for our first parents. Did God know in advance that sin would come to this planet? If so, was our world made specifically to deal with the sin issue? How different would the Garden of Eden have been made if God had known in advance that sin would not enter our planet?
2. Adam and Eve, in their untainted purity, delighted in the sights and sounds of Eden. God appointed them their work in the garden, "to dress it and to keep it." Genesis 2:15. Each day's labor brought them health and gladness, and the happy pair greeted with joy the visits of their Creator, as in the cool of the day He walked and talked with them. Daily God taught them His lessons. {Ministry of Healing 261.3}
Thousands of years later, God told Moses, "You cannot see my face and live." (Exodus 33:20; Isaiah 6:5; 1 Timothy 6:16) What had changed? How has sin changed us? This is perhaps the biggest question that is not clearly explained in Scripture. What impact did sin have on the environment? Genesis specifically mentions thorns, thistles, weeds, and an earth that would be more difficult to cultivate.
3. For thousands of years after that, there were relatively few humans living on this earth. Therefore, they had relatively little impact on their environment. But in the last 50 years, the number of humans living on planet Earth has exploded. How has this human explosion impacted our environment? What have we done to the air we breathe? To the water we drink, cook with, and bathe in? To the land that we live on? To the oceans that surround us? How much longer can we tolerate this deterioration of our environment?
4. While Christians should be particularly concerned about the environment because we believe that it is God's gift to us, we also believe that an endpoint is coming. We believe that Jesus will come back again and re-create this earth much like it was in the beginning. By contrast, evolutionists have no endgame! As they look at the deterioration of the environment and the potential for nuclear war and environmental catastrophe, it must worry them enormously. Their only hope is that we can somehow preserve what we have; but what we have is rapidly deteriorating!
5. Does the fact that we believe Jesus is coming again soon give us permission to ignore caring for God's gift to us–our earth?
6. Read Genesis 1-2:7; Psalm 33:6,9. Christians believe that God had and has the power to create our world by speaking it into existence. No creature can even dream of doing such a thing. The Devil desperately wishes he had that kind of power, but he does not. The Garden of Eden remained on this earth until the time of the flood. (PP 62.2) What did the
Health and Healing - Lesson #5 - page 1 of 4
skeptics have to say when they went to see it?
7. God created our environment in five days, speaking into existence all sorts of things from light to birds and fish. But after creating animals on the sixth day, He paused; and with a great deal of individual attention, He sculpted the first man. The inhabitants of the universe must have been fascinated as they watched God doing that. After breathing into Adam's nostrils the breath of life–His own Spirit–God allowed Adam to survey his environment and to become a little bit acquainted with the world in which he lived. Soon, Adam realized that unlike the animals, he had no companion suited to his needs. Then, God, the consummate anesthesiologist and surgeon, gave Adam the perfect anesthesia and removed a rib from which He created woman. Then, Adam agreed that God had created for him the very best He possibly could.
8. On the seventh day of creation, God rested. Does that mean God rested His "court" case after He had finished presenting the evidence of creation? Was that intended as an opportunity for the universe to reflect on what He had done in the first six days? Is the Sabbath intended to be an opportunity for us to enjoy our environment and praise God for what He has done for us? How often do we use the Sabbath hours as an opportunity to get out and enjoy the wonders of nature? We need to focus on the best of what God has made.
9. Adam and Eve were given a perfect environment. All their work was pleasant, and God Himself made regular visits to talk with them. The angels also were frequent visitors. Adam and Eve were robed in light. Their surroundings encouraged peace and happiness. God had created an ideal home for them. It was God's plan that they should learn much about Him from that gorgeous natural environment. But then sin entered.
10. Let us remind ourselves that the Bible clearly teaches that this world belongs to God. (Psalm 19:1,2; 24:1; Colossians 1:16)
11. After we sinned, did God consider this world too good a place for us to live in? What is implied by Genesis 3:17. Did God curse the ground because of what Adam and Eve had done? Or was it somehow a natural consequence of sin? (See Genesis 5:29; Romans 8:20-22; Hebrews 6:8) Did God modify the earth for our good?
12. What has Satan done to try to destroy the meanings of the Sabbath? The Jews in Jesus' day had loaded the Sabbath with so many burdens that it was almost impossible to keep. Jesus came along and said that the Sabbath was intended for the use of man. (Mark 2:27,28; 3:4) It was a time for us to do good and not evil. It was not intended to be a burden but a blessing. It should remind us of the One who has done everything for us.
13. Did Adam and Eve really have any idea of the consequences that would result from their sin? What impact has sin had on our environment? (Genesis 3:7,17-19) How often did Adam and Eve go back to the gate of the garden and long to be back in there? Did they talk to the angels at the gate?
14. Recorded thousands of years later are the stories of people like Solomon who seemed to think that everything he owned should be covered with gold. (1 Kings 10:14-22)
15. Think of the time, effort, and expense that went into preparing burial places for the Egyptian Pharaohs who built the great pyramids! Solomon's magnificent temple and his
beautiful home were eventually torn apart at the time of the Babylonian captivity. Thus, we see that the general rule in our world has been that decay, destruction, deterioration, even exploitation have broken down and scattered the resources that God has left us.
16. Now, fast-forward to our day. Because we are such small individuals in relation to the size of our planet, we sometimes forget that our planet–with the exception of the sunshine that we receive through space–must be a self-contained unit. The exchange of heat must be almost perfectly balanced to support life as we know it. The water we use must be recycled again and again and again. As we breathe in oxygen and breathe out carbon dioxide, the plants breathe in the carbon dioxide and replace the oxygen. It was God's intent that there should be a perfect balance. What are the most serious things we have done to upset that balance?
17. In about the last half-century, we have developed the capacity to destroy life on this planet. How long do you think it will be before we would destroy ourselves if God does not step in? There are enough nuclear weapons to destroy our world multiple times over.
18. Read 1 Corinthians 4:9. Our little world is the theater of the universe. What is the universe learning about us from our use of the environment? Do any of the other worlds in the universe have environmental problems?
19. What are the major areas of our responsibility that we see in the environment around us?
1) First of all, we are responsible to the other people that share our planet.
2) We are responsible for the relatively small amount of pure, clean water that we must share with all other living creatures.
3) Our world can only produce a certain amount of food. It has been estimated that it requires ten times as much space and resources to produce a pound of nutrition in the form of meat as it does to produce a pound of food in vegetarian form. Do developed nations have the right to demand that huge overexpenditure of the earth's resources to satisfy their appetites?
4) God has provided incredible ways of purifying our air. We should thank Him for that. But, are we producing so much pollution that we are poisoning our atmosphere? What can we do to reduce the hazards in our environment?
5) When there is a good balance between animal life and plant life, oxygen and carbon dioxide are kept in good balance. Because of the explosion of the human population, plants are being cut down, burned, used, and not being replaced sufficiently. As a consequence, we are seeing a buildup of carbon dioxide in our atmosphere. What are the potential hazards of that? Are these issues so enormous that we as individuals just have to throw up our hands and say there is really nothing that we can do?
20. Read Matthew 25:34-46. In the judgment God will judge each one of us based on how we have treated others. Does that include the ways in which we use or abuse our environment? Do those of us who know the biblical history of our world have a greater responsibility for the environment than those who are ignorant of that history? Should creationists be more environmentally-friendly than evolutionists? What kind of world are we passing on to our children?
21. The sun is an enormously powerful energy source that keeps our world fueled. Sunlight not
only has enormous benefits but also poses a potentially serious hazard. Many ancient cultures recognized the benefits that the sun gives us, and they worshiped it. (2 Kings 23:15; Jeremiah 8:1,2; Ezekiel 8:16) Worship of the sun had become so rampant just before the Babylonian captivity that people were worshiping the sun right in Solomon's Temple!
22. Let us review some of the positive and negative benefits of sunlight. Too much sun exposure can produce skin cancers. On the other hand, we all need the vitamin D that can be produced in our skin using sunlight and its energy. How much sunlight should we get? For lighter-skinned people in relatively tropical environments, five minutes a day is adequate. Darker-skinned people may need up to 30 minutes a day to produce the same amount of vitamin D. As we get older, we produce less and less vitamin D in our skin. Some research suggests that after the age of 55, we produce almost no vitamin D at all. Americans have become so conscious of the hazards of skin cancer that the excessive use of sun blockers, etc., has resulted in an epidemic of vitamin D deficiency. Very few Americans today are getting enough vitamin D. It is almost impossible to get too much vitamin D from natural sources.
23. Sunlight also kills bacteria. It is one of the very best ways of preventing the spread of tuberculosis. The tuberculosis bacteria is exquisitely sensitive to sunlight.
24. But there are many other benefits of sunshine that we do not fully understand. People who get a very limited amount of sunshine are more prone to seasonal depression or seasonal affective disorder.
25. As Christians, we are looking forward to the time when God will re-create our world. Do you think God will say anything to us about preserving the environment when He does that? How do you think God and His children who have finally returned to live with Him will celebrate their first Sabbath together? Will it be an opportunity to marvel over the fabulous environment that God has made for us? As we live our lives day by day, shouldn't we be doing the little we can do to promote a better environment as a thank you to our Creator?
© 2010, Kenneth Hart, MD, MA, MPH. Permission is hereby granted for any noncommercial use of these materials. Free distribution is encouraged. It is our goal to see them spread as widely and freely as possible. If you would like to use them for your class or even make copies of portions of them, feel free to do so. We always enjoy hearing about how you might be using the materials and we might even want to share good ideas with others, so let us know. firstname.lastname@example.org
Last Modified: March 1, 2010
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Neoplasia III: Epidemiology
Epidemiology Lecture Objectives
* List the most common type of cancer in men and women, and the cancer responsible for the most deaths.
* List the seven most important environmental factors that contribute to the development of carcinoma, and describe a little about each one (e.g., types of associated cancers).
* Define, compare and contrast the three types of hereditary cancer.
* Briefly describe the genetic mutations in Li-Fraumeni syndrome and xeroderma pigmentosum, and explain how they lead to the development of cancer in each disorder.
Epidemiology Lecture Outline
* Cancer facts
* Environmental factors
* Hereditary cancer
Cancer Facts
Every year there are:
1.5 million new cases of cancer
>500,000 cancer deaths
Cancer is the 2 nd leading cause of death (after heart disease)
Most common cancers
Cancers causing the most deaths
Men: Prostate
Women: Breast
Men: Lung
Women: Lung
Cancer Deaths
Environmental Factors
HPV (cervical and oropharyngeal cancers)
* Infectious agents
"The single most important environmental factor contributing to premature death in the US."
* Smoking
* Alcohol
Lung, but also oral cavity and pancreatic cancers
* Diet Colon, prostate, breast
* Obesity
* Reproductive history
* Environmental carcinogens
* UV light (skin)
* Arsenic (lung, skin)
* Asbestos (mesothelioma)
* Benzene (leukemia)
* Radon (Lung)
Liver, oral cavity, breast
"The most overweight people in the US have over 50% higher death rates from cancer"
estrogen exposure breast and endometrial cancer
Three Types of Hereditary Cancer
* Familial cancers
* Inherited cancer syndromes
* Syndromes of defective DNA repair
Familial Cancers
* Most cases of cancer are sporadic (random)
* A small number are familial (related to specific germline gene mutations)
* Example: certain BRCA1 gene mutations increase risk of breast, colon, ovary, and pancreatic cancers
* Familial cancers occur earlier and are more aggressive than their sporadic counterparts
Inherited Cancer Syndromes
* Usually autosomal dominant
* Each has a specific gene mutation that increases risk of getting multiple cancers
* Example: Li-Fraumeni syndrome
* mutation in p53 gene
* 25x risk of sarcomas, breast cancer, leukemia, and brain tumors
* cancers usually appear before age 50
Syndromes of Defective DNA Repair
* Inherited mutations in genes encoding DNA repair systems
* Greatly enhance the occurrence of mutations in other genes ("genomic instability")
* Example: xeroderma pigmentosum
* Mutations in genes in "nucleotide excision repair" pathway (fixes UV-damaged DNA)
* Extreme sensitivity to sunlight
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One approach to calm breathing involves 4 x 1 x 4 breathing as follows:
1. Gently and deeply inhale from your diaphragm to a 4 count.
2. Hold for a 1 count.
3. Exhale to a 4 count, gently and deeply from the diaphragm and imagine letting go of tension and stress.
Relaxing the muscles of your body may involve gently tensing and relaxing muscle groups or relaxing without tensing. Scan the muscle groups of your body to determine if there are places where you are aware of n increase in tension. For example: do your shoulders feel tight? Does your forehead or jaw feel tense? The more you try to notice tense spots, the better you will become at recognizing them in a second or two. By pausing and scanning your body, you turn your attention to your body and can determine if any areas are tense or tight. This can serve to increase your awareness of the presence of tightness in your body and you can take steps to break the stress-tension cycle by letting go of muscle tension.
After rating the intensity of your tension and localizing it in your body, you can briefly take several steps to alleviate or prevent this tension. First, as you become briefly aware of tension, gently tense and relax away the tension or simply relax away the tension.
You may learn that the position you are in is uncomfortable and producing tension. For example, you may be slouched over in your chair or you may become aware that you are holding your shoulder high. React to this information by changing positions or by stretching or moving.
For example, you may relieve tension in your neck and shoulders by rolling your head from side to side.
The following exercise can be used at any time during the day. It can be accomplished in as short a time as 20 seconds. It can be done during your coffee break, while watching TV, while driving, or any time when a brief pause is possible. This can especially be appropriately shortly before you enter a situation that has been stressful in the past or that has increased your pain. This exercise can be done many times throughout each day without disrupting schedules and routines.
Begin by interrupting your thoughts. Stop thinking about what's going on around you as much as possible. Become aware of your breathing and of your body. Take a deep breath, hold it, and exhale it slowly. Imagine letting go of stress and relax away muscle tension.
You may have found a positive image or cue word that has enabled you to become more relaxed. You can use these techniques during the brief relaxation. You may also have been working on positive self-statements to deal with stress and pain. It is important to use some of these positive self-statements at this time. It is also important to praise yourself for going through this exercise. The above technique can be accomplished in a matter of seconds. It can have benefits that can last several hours. In the beginning, it will help to practice brief relaxation as frequently as possible. | <urn:uuid:f025eb74-985d-4fdc-9748-4e80f937ed87> | CC-MAIN-2022-40 | https://cascadehealth.org/wp-content/uploads/2016/03/Brief-Applied-Relaxation-ipad.pdf | 2022-09-30T18:40:25+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00261.warc.gz | 182,930,365 | 634 | eng_Latn | eng_Latn | 0.999376 | eng_Latn | 0.999438 | [
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1
The soul of a poem is in its images. I define it as a phrase which creates a physical sensation in the audience—a mental picture, a taste in the mouth, an echo in the ear, goosebumps, a welling of tears. Images are words from the language of sensation—that is, concrete language, language that refers to things you can stub your toe on, or feel stirring your hair, or things you can pick up and hold. Physical, tangible things.
This concrete language of the senses is the Yin to abstraction's Yang. Abstract words are a necessity—we don't think well without them. If you want to say that urban life in the 20th century can be lonely, depressing, sordid, rushed, and anonymous and that it leaves us nervous, dissatisfied and frustrated, you can't (or shouldn't) use those abstract words I've italicized. That is Telling the reader what they should be feeling. Only foolish people enjoy being told how to feel.
The alternative to telling is Showing, or re-creating sensory experience by casting your experience into images. Images create sensations (mostly pictures) inside the audience's mind. Those sensations, in turn, create emotions within the audience. Your job as a poet is to put pictures into other people's minds. Images are a kind of word-picture that leaps off a paper and pierces the eye or the ear and forms an equivalent sensation in the mind, which then pierces the heart.
To be effective, an image needs to be particular (specific), not general. Your words must point at that apple, the one with freckles and a bruise, not some imaginary apple that's already in the audience's mind. Don't say "dog", say "that Labrador over there, the one whose tail is whapping her master's leg."
You find your images in the world, on the Earth. The world is a mirror for our feelings. We notice those physical things which strike a chord within us—when this happens, PAY ATTENTION! Earth is giving you your material. Your unconscious mind collaborates with Earth in this process.
In effect, we often notice what we need to notice. If you want to use your writing process to help you live your life, be open to
IMAGES AND IMAGERY John Caddy
2
receiving your images from your direct sensory experience of the world. Once, when I was long-windedly developing this idea for a second-grade class, a little boy raised his hand and brightly said, "Oh. You just mean the world speaks our feelings back to us." Just. Indeed.
"An image is a piece of news from the real world outside or from our own bodies which is brought into the light of consciousness through one of the senses." —John Frederick Nims
"We think in generalities, but we live in detail." —Alfred North Whitehead
"An image … presents an intellectual and emotional complex in an instant of time." —Ezra Pound
"An image is anything presented to consciousness as a bodily sensation." —John Frederick Nims
"The poem does not just come from a mind, it comes from a mind in (and very much aware of) a body. …Aware of the world. It sounds like a real voice speaking. If we do not believe the voice in a poem, nothing else matters. The poem has left a credibility gap we will never bridge. Whatever else a poem may be, unless it seems a real voice in a real body in a real world, it is not likely to affect us deeply." —John Frederick Nims
The artist picks out the luminous detail and presents it. He does not comment. —Ezra Pound
Abstract
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UNIT 14 LIVABLE AND REASONABLE
live
+ -ABLE = livable horror + -IBLE = horrible
verb or noun suffix adjective
Refer to the spelling rules in Appendix B-II and Appendix C-VI.
A. Fill in each blank with an adjective derived from the word in bold print. Use a negative prefix with the derived adjective when necessary.
Example
: The movie was about crimes of great horror.
The movie was about horrible
crimes.
1. The street cleaner ran away in great terror.
He had seen a _____________________accident.
2. There were many pieces worthy of remark
at the exhibition.
Almost everything at the exhibition was _____________________
3. I couldn't read what he had written. His handwriting wasn't _____________________.
4. Everybody else agreed to my proposal. Is it _____________________to you as well?
.
5. In this article, there are a lot of words that I do not comprehend.
That's why I find the article very _____________________.
6. A lot of people seem to favor the new clerk.
He has made a _____________________impression on most of his
coworkers.
7. It is difficult to obtain peaches in winter.
Peaches are generally _____________________in winter.
8. You can transfer that ticket to another person.
The tickets for city busses are _____________________.
9. You cannotadjustthese roller skates to the size of a child's feet.
These _____________________roller skates are no good because
children cannot use them when their feet get larger.
10. You cannot rely on Jim
He is a very _____________________person.
B. Derive adjectives from the following words by adding -ABLE, -IBLE. Then use each adjective in a sentence using the phrase in parentheses. Try to think other nouns that would go with each of those adjectives.
Example: recover (financial loss)
He went into a bankrupt but luckily his financial loss was recoverable.
1. measure (benefits)
___________
2. sense (solution)
___________
3. change (weather)
___________
4. response (director)
___________
5. notice (hair color, improvement) ___________
6. not bear (noise)
___________
7. not believe (event)
___________
8. eat (food)
___________
9. read ( novel)
___________
10. count (noun)
___________
C. Fill in each blank with one of the words in the box.
noticeable changeable readable sensible
responsible measurable
The employers of that company appreciate Mr. Bean very much because he is a very _________________ person. He finds _________________ solutions to the existing problems. His mood is not _________________ like other workers. His performance is always the same in spite of different working conditions. Due to his positive personality and his _________________ effort, the company made a great improvement this year.
Mr. Bean prepared a catalogue describing the products of the company. In the catalogue there is a _________________ account of the goods illustrated with pictures. The customers use this catalogue in giving their orders. The employers are expecting a _________________ increase in this year's sale record due to the extensive use of this catalogue.
D. Puzzle to solve
Puzzle 1
Across
1 Don't be ____ to school. (4)
2 Smoking is a bad _______. (5)
6 He died at a ____ car accident. (8)
7 Initials of Brigitte Bardot (2)
9 As a general he ____s the army. (4)
11 all the fruits are _____ (7)
13 that loud noise is _______ (10)
Down
1 a _______ and reasonable house (7)
2 I find horror films _______. (8)
3 I enjoyed it. It was a____ book. (8)
4 They were ______ to come. (4)
5 It is a _______ solution. (8)
8 He was ___ by his step-father. (6)
10
He is ___ school. (2)
12 This is a chemistry _______. (3)
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Delaware River Atlantic Sturgeon Research
ATTENTION!
Please report any dead Atlantic sturgeon you find along the Delaware River or Bay to the Division of Fish & Wildlife (302) 735-8663. Please note the location, length, and presence of any tags.
TAGGING PROGRAM:
If you happen to find or catch an Atlantic sturgeon please look for tags, write down the tag number, and call the phone number printed on the tag. Tag returns provide important information about the species.
The Atlantic sturgeon is a prehistoric fish dating back >70 million years. It is found in coastal rivers and waters along the Atlantic Coast from Labrador, Canada to the St. Johns River, FL. Sturgeon have five rows of bony scutes running the length of their body and four sensory barbels in front of an extendable mouth with no teeth. The largest documented Atlantic sturgeon was 14 feet, 811 pounds, and 60 years old. Atlantic Sturgeon are anadromous, meaning they use freshwater rivers for spawning and marine environments for growth and migration. Males usually mature in 12-14 years while females tend to mature in 18-20 years. Adults ascend large coastal rivers for spawning from April-May and spawn at water temperatures from 55-65°F. After hatching, juvenile sturgeon remain in estuarine waters for several years before moving into coastal waters.
Do you know the difference?
Atlantic
sturgeon
Shortnose
sturgeon
For more information on Atlantic sturgeon contact:
Matt Fisher Fisheries Biologist Delaware Division of Fish & Wildlife 4876 Hay Point Landing Rd. Smyrna, DE 19977 (302) 735-8663 email@example.com
The Delaware River once supported the largest and most profitable Atlantic sturgeon fishery along the Atlantic Coast. However, overfishing of spawning adults, poor water quality, and by-catch of juveniles in other fisheries caused the population to collapse prior to the turn of the 19 th century. Due to the poor status of Atlantic sturgeon populations along the Atlantic Coast, a coast-wide moratorium was implemented in 1998, prohibiting harvest. The goal of the moratorium is to restore Atlantic sturgeon spawning stocks to levels which will provide sustainable fisheries and ensure viable spawning populations. Currently, the Atlantic sturgeon is listed as an endangered species by the States of Delaware and Pennsylvania.
To assess the Delaware River Atlantic sturgeon population, the Division of Fish & Wildlife conducts gill net surveys in the lower Delaware River. Sturgeon are measured, weighed, and tagged with an external dart tag and internal PIT tag (microchip) prior to release. Since 1991, nearly 1,900 Atlantic sturgeon have been tagged, ranging in size from 20 to 70 inches. The largest sturgeon tagged by the Division was caught in the Delaware River during June 2001 near Wilmington. This sturgeon was nearly 6 feet in length and estimated at 93 pounds. The survey indicates that the lower Delaware River is an important summer feeding ground for immature sturgeon. Sturgeon tagged in the lower Delaware River have been recaptured in coastal waters from North Carolina to Maine with most fish being caught in waters of New Jersey (32%), Delaware (18%), and New York (12%). Results of this program continue to provide important information on the Delaware River Atlantic sturgeon population. | <urn:uuid:f6dc0633-a688-4aeb-9fbd-82f849864e9d> | CC-MAIN-2018-30 | http://www.dnrec.delaware.gov/fw/SiteCollectionDocuments/FW%20Gallery/Atlantic%20Sturgeon%20Flyer.pdf | 2018-07-21T18:47:23Z | crawl-data/CC-MAIN-2018-30/segments/1531676592654.99/warc/CC-MAIN-20180721184238-20180721204238-00278.warc.gz | 437,842,839 | 709 | eng_Latn | eng_Latn | 0.994481 | eng_Latn | 0.994481 | [
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BY ROMMEL J. MIRANDA, BRIAN R. KRUSE, AND RONALD S. HERMANN
Understanding events involving the Earth– Sun–Moon system is a significant part of our study of the universe. However, students often have difficulty understanding the processes that cause lunar and solar eclipses. A common initial idea students have is that a total lunar eclipse is the same as a new Moon lunar phase (Barnett and Morran 2002). (For more information on Moon phases, see "Using Multiple Representations to Teach Science" in this issue.) Many students also initially believe that a solar eclipse is a global event viewable from everywhere on Earth (Kavanagh, Agan, and Sneider 2005). Based on our experience teaching this topic, we believe it is essential for educators to develop and refine students' initial ideas and understanding of eclipses and to have students explore eclipses not only because they are spectacular natural, observable phenomena, but also because they play an important role in scientists' development of a more complete understanding of the laws governing the universe. It is also important for students to know that scientists today still make observations of the Sun's corona and continue to take accurate mea-
surements of the Sun's diameter, the shape of the Moon, and the distance of the Earth to the Moon during solar eclipses.
In this article, we demonstrate our approach for developing, enlarging, and refining students' initial ideas about lunar and solar eclipses by using a 7E (Engage, Elicit, Explore, Explain, Elaborate, Evaluate, Extend) learning-cycle model (Eisenkraft 2003) to help illustrate how science teachers can immerse students in a range of inquiry-based science experiences. We also use the Know-LearnEvidence-Wonder (KLEW) instructional teaching strategy (Hershberger, Zembal-Saul, and Starr 2006) to demonstrate evidence of student reflection on, learning about, and understanding of eclipses. Our approach further provides students with an opportunity to refine their thinking about eclipses, and to reflect on how their ideas have changed.
The instructional approach
We facilitated the following lesson with middle school science students who were beginning to learn about lunar and solar eclipses. We implemented
31
this lesson after students completed inquiry-based lessons on the size and distance scale of the Earth– Sun–Moon system, the complex motion of the Earth– Sun–Moon system, shadows, and the phases of the Moon. Prior to this lesson, students learned that the orbits of the Earth around the Sun and of the Moon around the Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the Sun, Moon, and stars at different times of the day, month, and year. Students also understood cyclic patterns of lunar phases and that the seasons are a result of the Earth's tilt and are caused by the differential intensity of sunlight on different areas of the Earth across the year. Students further discovered that the diameter of the Moon was approximately one-quarter of the size of the Earth's diameter and that the distance between the Earth and the Moon was approximately 30 Earth diameters. To provide an example of how this 7E lesson can be implemented in a middle school classroom, we specifically describe how the teacher, Mr. Lance (pseudonym), facilitates the inquiry-based lesson with his students and how the students respond to the tasks he asks them to perform.
Engage
Mr. Lance engages students in the topic by presenting a slideshow he created with copyrightfree images of partial and total lunar eclipses as they typically appear from Earth. He instructs students to compile a list of observations individually on an Activity Worksheet (see Online Supplemental Materials. After a few minutes, Mr. Lance facilitates a whole-class discussion with students by asking them what observations they have about the images. Students mentioned that the Earth's shadow blocks the Sun's light, the Sun's light reflects off the Moon's surface, only part of the Moon's surface is visible, the Earth's shadow completely covers the Moon, and the color of the Moon is red-orange.
Elicit
To elicit students' initial ideas and their current understanding of eclipses, Mr. Lance formatively assesses students by asking them to list and describe anything they know about eclipses or have seen on television, in movies, the news, or real life that relates to eclipses. He instructs students to collaboratively work in pairs or groups of threes and to record their responses on the Activity Worksheet (see Online Supplemental Materials). Mr. Lance then conducts a whole-class discussion with students regarding their responses. As student groups share their responses with the rest of the class, he records their ideas under the "Know" section of a KLEW chart displayed in the classroom. Several student groups mention seeing horror or science fiction movies involving werewolves, zombies, crazy people, or omens of disasters about to happen. Some student groups explain that they have seen television shows in which certain types of eclipses gave ordinary people super-human abilities. Other student groups state that they have seen shows about eclipses on the Discovery Channel that show how the Earth, the Sun, and the Moon are specifically aligned, or they have watched news broadcasts that mention when an eclipse will specifically occur. A couple of student groups mention the car Mitsubishi Eclipse and the chewing gum brand Eclipse.
Explore
Mr. Lance asks students to individually illustrate and predict the configuration of the Earth–Sun–Moon system that would result in the partial and total lunar eclipse images they observed on their Activity Worksheet. He instructs students to work in pairs or in groups of threes to share predictions and to decide which prediction best represents their observations. Mr. Lance then conducts a whole-class discussion with students regarding their predictions. All student groups share with the class their prediction and accurate spatial drawing of an Earth–Sun–Moon configuration that would result in the lunar eclipse images. However, Mr. Lance notices that their drawings are not to scale.
Accordingly, through a guided-inquiry activity, Mr. Lance allows students in pairs or threes to explore lunar eclipses via a 3-D modeling design task that centers on the development of a physical scale model of the Earth– Sun–Moon system to refine their initial ideas and understanding of lunar eclipses. He provides the guiding question, "Can you construct a 3-D physical scale model of the Earth–Sun–Moon system to recreate your observations of the partial and total lunar eclipse images?" However, he allows students to develop procedures to explore the question and to make observations and conclusions themselves. Mr. Lance reviews safety procedures (e.g., use safety goggles, do not throw objects at other students, do not put objects in your mouth, do not stare at the point-source flashlight bulb for an extended period of time, do not shine your flashlight in someone else's face) and informs students about clean-up procedures.
He instructs one student from each group to obtain materials from the supply table in the front of the room and bring them back to their table. The materials include:
* one meter stick
* 1" polystyrene ball
* ¼" round plastic necklace bead
* two pointed toothpicks
* two medium-sized binder clips
* one point-source flashlight (or a lamp without a shade).
* one bottle of all-purpose/school glue
* one 4" × 6" index card
Mr. Lance challenges student groups to use any of the materials to construct their own 3-D model of the Earth–Sun–Moon system to scale for the Earth and Moon, and to use their point-source flashlight and 3-D model to recreate their observations of the partial and total lunar eclipse images. He instructs students to clearly draw and label their 3-D model of the Earth–Sun–Moon system and to specifically describe procedures for constructing their 3-D model on their Activity Sheet. Students further record observations using their 3-D model, generate conclusions, and clean up when they are finished with the activity. Mr. Lance closes all classroom blinds and turns off the classroom lights when student groups are ready to use their point-source flashlight and constructed 3-D model. As he moves from group to group during the Explore stage, Mr. Lance reminds student groups that appeared to have difficulty coming up with their own model to reflect on a prior lesson in which they discovered that the diameter of the Moon is about one-quarter of the Earth's diameter, and the Earth–Moon distance is about 30 Earth diameters. To further help student groups that had difficulty perfectly aligning their 3-D model with their point source flashlight, Mr. Lance encouraged them to project shadows onto a 4" × 6" index card.
Throughout the Explore stage, Mr. Lance takes anecdotal student notes in a personal notebook regarding what he observed student groups doing. Mr. Lance observes all student groups as they use the polystyrene ball to represent Earth and the ¼" round bead to represent the Moon. He also notices that all
33
| FIGURE 1: Lunar eclipse 3-D model
A couple of student groups articulate that a limitation of their model was that the point-source flashlight, which represented the Sun, was not to scale.
student groups attach toothpicks to these items with glue so that they can hold them easily. He sees that some student groups hold the Moon stationary and move both the point-source flashlight and the Earth until they are able to create an Earth shadow on the Moon similar to the lunar eclipse images. Other student groups attach both the Earth and Moon directly to the meter stick with binder clips approximately 76 cm (30") apart from each other, and move the point-source flashlight toward their 3-D Earth and Moon scale model until they are able to recreate the lunar eclipse images (Figure 1). Mr. Lance further notes that all student groups project shadows of the Earth on an index card to align their 3-D model.
Explain
Mr. Lance prompts student groups to articulate what they have learned about lunar eclipses based on observations and evidence they collected using their 3-D model of the Earth, the Moon, and the Sun via a whole-class discussion. Each student group displays this information on their group dry-erase boards and explains their findings to the rest of the class. Mr. Lance records students' responses under "Learn"
and "Evidence" on the class KLEW chart. All of the student groups mention that their Earth– Sun–Moon configuration was accurate in recreating the lunar eclipse images. A few student groups explain how they made the distance between the Earth and the Moon to scale in their model to recreate the images. A couple of student groups articulate that a limitation of their model was that the point-source flashlight, which represented the Sun, was not to scale. These groups further describe how they had to move their point-source flashlight close to their Earth and Moon scale model to recreate the lunar eclipse images, and that the Sun is not really that close to the Earth. One group mentions the actual distance between the Sun and the Earth and states that in order for their model to truly be to scale, the Sun would have to be about the length of a football field away from their model of the Earth.
After groups present their findings to the class, Mr. Lance introduces new vocabulary terms (lunar eclipse, ecliptic, tilt, shadow, umbra, penumbra, partial lunar eclipse, total lunar eclipse, super-Moon, and elliptical orbit of the Moon) to explain what students are describing related to lunar eclipses. He then has
| FIGURE 2: Solar eclipse 3-D model
students create picture glossaries in their notebook tion best represents their observations. All student
to record these terms. Mr. Lance also cre- ates a picture word wall on a bul-
letin board in the front of the classroom. Throughout the
discussion, he further en- sures that students artic-
ulate and understand that a lunar eclipse oc-
curs when the Moon passes into the shad-
ow of the Earth and is partly or wholly
obscured.
Elaborate
groups share with the class their predic- tion and accurate spatial drawing of
an Earth–Sun–Moon configura- tion that would result in the
solar eclipse images. Mr.
"How can you use your 3-D model of the Earth–Sun– Moon system to recreate your observations of the partial, annular, and total solar eclipse images you looked at?"
Mr. Lance presents a slideshow he created with copyright-free images of partial, annular, and total solar eclipses as they typically appear from Earth. He instructs students to compile a list of observations individually on their Activity Worksheet. After a few minutes, Mr. Lance facilitates a whole-class discussion with students regarding their observations.
Mr. Lance asks students to individually illustrate and predict the configuration of the Earth–Sun– Moon system that would result in the partial, annular, and total solar eclipse images they observed on their Activity Worksheet. He instructs students to work in pairs or in groups of three, to share predictions with their group, and to decide which predic-
Lance notices that all of the students' drawings now indicate the specific distance between the Earth and the Moon, to scale. However, the distance between the Sun and the Earth is still not drawn to scale in their illustrations. To address this, he facilitates a discussion with the class regarding what an astronomical unit is.
Mr. Lance provides groups with the following guiding questions: "How can you use your 3-D model of the Earth–Sun–Moon system to recreate your observations of the partial, annular, and total solar eclipse images you looked at?" and "From where on Earth would the solar eclipse be visible?" He reviews safety and clean-up procedures again and instructs student groups to use their pointsource flashlight and 3-D model they developed in the Explore stage to recreate their observations of the partial, annular, and total solar eclipse images. Students record their observations, generate conclusions on their Activity Worksheet, and clean up when they are finished.
35
Throughout the Elaboration stage, Mr. Lance takes anecdotal student notes in a personal notebook regarding what he observed student groups doing. He observes some student groups holding the pointsource flashlight stationary while moving just the Moon to recreate the solar eclipse images (students' heads now represented the Earth for these student groups). A few student groups hold their Moon far away from their heads, approximately 76 cm (30"), and have another student in the group move the point-source flashlight to recreate the solar eclipse images. Some student groups simply reverse their 3-D model from the Explore stage to recreate the solar eclipse images and to create the shadow of the Moon cast on the Earth (Figure 2).
Mr. Lance prompts student groups to articulate and explain what they have learned about solar eclipses based on the observations and evidence they collected using their 3-D model of the Earth, Moon, and Sun via a whole-class discussion. Student groups display this information on dry-erase boards or flip-chart paper and explain their findings to the rest of the class. He records students' responses under "Learn" and "Evidence" on the class KLEW chart. All student groups mention that their Earth– Sun–Moon configuration was accurate in recreating the solar eclipse images. Some student groups mention that it was easier to recreate the image using just the Moon ball and point-source flashlight, with a student's head representing the Earth. A few student groups mention that they maintained the distance of the Moon approximately 76 cm (30") from their head (Earth) to keep the Earth and Moon to scale, and simply moved the point-source flashlight to recreate the images. Additionally, some student groups mention that not everyone on Earth can view a total solar eclipse and describe how the shadow of the Moon appeared on their scale model of the Earth. Throughout the discussion, all student groups describe in detail the limitations of their 3-D model.
After student groups present findings to the class, Mr. Lance introduces new vocabulary terms (solar eclipse, partial solar eclipse, total solar eclipse, and annular solar eclipse) to explain what students are describing related to the topic of solar eclipses. He then
has students create picture glossaries in their science notebook to record these terms. Mr. Lance also adds pictures to the word wall. He also facilitates a discussion with students about how solar eclipses only occur during the new Moon phase. Throughout the discussion, he further ensures that students articulate and understand that a solar eclipse occurs when the Moon passes between the Earth and the Sun and the Moon casts a shadow on the Earth, partly or wholly obscuring the Sun.
Evaluate
To evaluate students' understanding of eclipses and their modeling, Mr. Lance selects and provides students with a specific image of a lunar eclipse (partial and total) or a solar eclipse (partial, annular, and total) and instructs them to work in pairs or groups of three. Students use their point-source flashlight and 3-D model to collect data to identify the type of eclipse in the image. To further challenge students, Mr. Lance selects an unrealistic image of an eclipse where a correct Earth–Sun–Moon model is unable to account for the phenomenon shown. This challenge allows students to view astronomical images critically, because many images on the internet are often produced, enhanced, manipulated, or inaccurate. He discusses the challenge with students and allows student groups to use their 3-D model to collect data as evidence to support whether the phenomenon in the image is either realistic or unrealistic.
Extend
Our approach for integrating the "Wonder" from the KLEW teaching strategy with the Extend phase of the 7E learning cycle model can be effectively used to implement open inquiry by providing an ideal opportunity for students to apply their knowledge to new domains, which includes raising new questions and hypotheses to explore.
Thus, Mr. Lance facilitates open inquiry by showing students images of lunar and solar eclipses from another planet such as Mars or Venus. He also shows students images of the transit of Venus and mentions that there cannot be a transit of Mars for viewers on
Earth and suggests that students consider why. Mr. Lance then asks students to write down observations and any new questions they have regarding the images. After a few minutes, students share their questions and record their responses under the "W" in the KLEW chart in the classroom. Using an open-inquiry template (Hermann and Miranda 2010), Mr. Lance helps student groups formulate their own question to explore (see Online Supplemental Materials for the template). Some questions that Mr. Lance hears from student groups are "Which planets can we see transit across our Sun from Earth?" "Which planets can we not see move across our Sun from Earth?" "What stars might be blocked by planets in our solar system?" "Why is there not a lunar and solar eclipse every month?" and "What is an eclipse season?" Students develop their own 3-D physical scale model using various materials (e.g., different-size polystyrene balls, medium-size binder clips, different-size hula hoops, point-source flashlight, toothpicks, allpurpose glue, 4" x 6" index cards, etc.), develop their own procedures, record their observations, generate conclusions on their Activity Worksheet, and clean up when they finish the activity. Students then share with the rest of the class what they have learned based on their observations and evidence. Mr. Lance assesses student group presentations using a rubric (see Online Supplemental Materials).
Conclusion
Hermann 2012) on lunar and solar eclipses. The approach provides teachers with a mechanism to focus on both curricular and instructional practices and typically results in rich and rewarding experiences for both students and teachers. •
ACKNOWLEDGMENT
The activity presented in this article is an adaptation of the activity, "Why do Eclipses Happen?" developed at the Astronomical Society of the Pacific for the Shadows and Silhouettes Outreach Toolkit for the NASA Night Sky Network. Funding for its development was provided by NASA's Kepler Mission education and public outreach program.
REFERENCES
Barnett, M., and J. Morran. 2002. Addressing children's alternative frameworks of the moon's phases and eclipses. International Journal of Science Education 24 (8): 859–79.
Eisenkraft, A. 2003. Expanding the 5E model.
The Science
Teacher
70 (6): 56–59.
Hermann, R.S., and R.J. Miranda. 2010. A template for open inquiry: Using questions to encourage and support inquiry in earth and space science. The Science Teacher 77 (8): 26–30.
Hershberger, K., C. Zembal-Saul, and M.L. Starr. 2006. Evidence helps the KWL get a KLEW. Science and Children 43 (5): 50–53.
Kavanagh, C., L. Agan, and C. Sneider. 2005. Learning about phases of the moon and eclipses: A guide for teachers and curriculum. Astronomy Education Review 4 (1): 19–52.
Miranda, R.J., and R.S. Hermann. 2012. An integrated instructional approach to facilitate inquiry in the classroom. Science Scope 35 (8): 66–72.
Many students find eclipses to be a mysterious phenomenon that is difficult to explain. It is important for educators to provide students with opportunities to demystify the processes that cause lunar and solar eclipses and to demonstrate that they are predictable, natural phenomena that can be easily explained. Our approach integrates the 7E learning-cycle model and the KLEW instructional teaching strategy to facilitate scientific inquiry in the classroom (Miranda and
RESOURCES
Shadows and silhouettes outreach toolkit manual—http:// go.nasa.gov/2afFhpj
Unrealistic image of an eclipse—http://bit.ly/2a33FHd Why do eclipses happen?—http://go.nasa.gov/29TK0c8
ONLINE SUPPLEMENTAL MATERIALS
Open-inquiry template—www.nsta.org/scope1610
Rommel J. Miranda (email@example.com) is an associate professor in the Department of Physics, Astronomy, and Geosciences at Towson University in Towson, Maryland. Brian R. Kruse is the director of formal education at the Astronomical Society of the Pacific in San Francisco, California. Ronald S. Hermann is an associate professor in the Department of Physics, Astronomy, and Geosciences at Towson University in Towson, Maryland.
37
Connecting to the Next Generation Science Standards(NGSS Lead States 2013)
* The chart below makes one set of connections between the instruction outlined in this article and the NGSS. Other valid connections are likely; however, space restrictions prevent us from listing all possibilities.
* The materials, lessons, and activities outlined in the article are just one step toward reaching the performance expectations listed below.
Standard
MS-ESS1: Earth's Place in the Universe www.nextgenscience.org/dci-arrangement/ms-ess1-earths-place-universe
Performance Expectation
MS-ESS1-1: Develop and use a model of the Earth–Sun–Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
Connections to the Common Core State Standards (NGAC and CCSSO 2010)
ELA
RST.6-8.7 Students express new vocabulary terms by creating picture glossaries in their science notebook. The teacher creates a visual word wall on a bulletin board in the front of the classroom.
Mathematics
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Simwatachela Sustainable Agricultural and Arts Program
Project Description with Attached Budget
Project Mission
The intention is to alleviate hunger through the community's proactive efforts in planting seeds for respective community gardens and to use the excess food to feed their families, to generate income and to further projects in their villages. Additional emphasis on working with arts and crafts to preserve Tonga culture near the Lower Zambezi River.
Aims of Project
- To alleviate hunger through people's proactive efforts of planting seeds in community gardens and through a sustainable agricultural activity
- To empower local people through their own ideas
- To bring water to a relatively dry rural area
- To encourage local income-generation through vegetable growing, traditional African medicine, and arts and crafts
- To display interest in helping develop at the grassroots level of a community
- To desire the betterment the lives of those in indigenous communities
- To think about other people who are less-fortunate than they and to proactively work to enhance the quality of those lives
- To display interest in empowering both women and men, individuals and groups to uplift the living standards of the people
Short Description of Project
Simwatachela Community – located approximately eighty kilometers from Kalomo, Southern Province, Zambia, is a hard-working, industrious community. I lived within this community for two years, and I speak their local language (CiTonga). In April 2008, the community gave me land specifically for the purpose of starting a sustainable agricultural program. Community groups will each form a small portion of land and grow vegetables on community gardens which will aid in problems with hunger and malnutrition in the village. The two in-country directing counterparts working for this program are Gibson Sinan'gombe and John Dickson Siandwa. (Simwatachela Sustainable Agricultural and Arts Program – Sibooli Branch)
In the last year, another community has arisen in the Simwatachela Area which is anxious to use the same development model. This community is located about ten kilometers from a small town called Zimba, which is sandwiched between Kalomo and Livingstone, the tourist capital of Zambia. The in-country directing counterpart for this program is named Elijah Chikoma. (Simwatachela Sustainable Agricultural and Arts Program – Zimba Branch)
The same project model, which thus far has been helping to serve many in the Southern Province of Zambia, if it proves to be highly successful will be implemented in Sierra Leone, West Africa, where I have family (my daughter is half-Sierra Leonean) as well as many counterparts in the Eastern Province, a small village called Daru. The in-country directing counterparts for this program are named Israel Koroma, Mohamed Clifford Kamara and Bockarie Kamara. (Simwatachela Sustainable Agricultural and Arts Program – Sierra Leone Branch)
Project Summary
I returned to Zambia after having lived there from January 2004 to April 2006 with the U.S. Peace Corps. I returned to the Simwatachela Rural Catchment Area in April 2008 as the people had requested me back. I had been given land, asked to return by numerous friends in the village specifically for the sake of completing a large-scale sustainable agricultural and arts project.
The project will consist of the various community groups, already formed - examples: Womens' Groups, Bee-Keeping Groups, HIV/AIDS groups, Malaria Groups, Arts & Crafts Groups. The groups will organize themselves and will form committees within their prospective groups. After organizing, each group will receive a small plot of land on which to raise vegetables. We use the term 'Community Garden', similar to those in the U.S.A. and other developed countries, however minus the fee for the plot of land. A friend in the States donated a large portion of seeds entirely for the sake of this project, as well as seed exchange groups and a few other established seed companies which feel that this project is worth a donation of some seeds.
After the land has been cleared, and the people indicate their seriousness about the project, the organization's coordinators will distribute the seeds to those who are willing and want to work. Growing vegetables will help, ideally:
1. to aid in hunger problems in the village
2. to provide a source of nutrition
3. to provide income from selling
It is a large-scale project whose duration will endure ten to fifteen years.
History of this Project Model:
I was fortunate to meet Marles Kanyawinyawi some four years back, during the time in which I lived in the Simwatachela Catchment Area conducting a project with the Ministry of Education through the U.S. Peace Corps.
Marles Kanyawinyawi had spoken to me at length of a farm. A large, traditional farm - he called it - that his granddaddy had 'earmarked for an American' to run and own. He had an obligation to his granddaddy to give an American this farm- this land - as was his granddaddy's wish. His granddaddy was sick for years before his actual passing, and was nursed throughout the duration of those years by Americans - missionaries who had come to the area to do charity work. Marles's granddaddy - Mr. Sianjina - owned a great deal of land was on his deathbed when one of the American missionaries tending to him offered to buy him a coffin. Mr. Sianjina was overjoyed by the prospect of having his body buried in a fancy coffin, and quickly went to dig up his money he had buried in dispersed patches throughout his land.
Mr. Sianjina was touched by the gesture of the Americans, and later that same day - standing under a large tree, proclaimed: "My offsprings…my family - these Americans have been very kind to me. They have bought me a coffin. So, please, if any American has a problem with finding land here in Zambia, surrender this land to such an American."
He was buried there, on his land, rather strangely. A deep ditch - dug into the earth - then piled over with dirt until level with the rest of the earth surrounding it. A metal lid - about the size of a grill cover - was used to mark its location.
Facts and Statistics concerning Zambia and Sierra Leone
UN list of least developed countries / poorest countries
Poorest Countries in the World (2009) on a world index Afghanistan, Angola, Bangladesh, Benin, Bhutan, Burkina Faso, Burundi, Cambodia, Cape Verde, Central African Republic, Chad, Comoros, Democratic Republic of Congo, Djibouti, Equatorial Guinea, Eritrea, Ethiopia, Gambia, Guinea, Guinea-Bissau, Haiti, Kiribati, Laos, Lesotho, Liberia, Madagascar, Malawi, Maldives, Mali, Mauritania, Mozambique, Myanmar, Nepal, Niger, Rwanda, Samoa, São Tomé and Príncipe, Senegal, Sierra Leone, Solomon Islands, Somalia, Sudan, East Timor, Togo, Tuvalu, Uganda, Tanzania, Vanuatu, Yemen, Zambia.
Trends among the world's poorest countries
Since 1990, there has been encouraging news emerging from developing countries. According to the UN's 2005 Human Development Report, life expectancy in developing countries has increased by two years. There are three million fewer child deaths annually and 30 million fewer children out of school. More than 130 million have escaped extreme poverty. In 2003, however, 18 countries with a combined population of 460 million registered lower on the human development index (HDI) than in 1990, an unprecedented reversal.
Child mortality rates are directly related to a country's human development opportunity. Death rates among the world's children are falling, but the trend is slowing and the gap between rich and poor countries is widening. Sub-Saharan Africa accounts for a rising share of child deaths: in 2005, the region represented 20% of births worldwide and 44% of child deaths.
To illustrate the income inequality between rich and poor countries, consider these facts: the world's richest individuals have a combined income greater than that of the poorest 416 million; 982 million people out of the developing world's 4.8 billion people live on $1 per day, and another 2.5 billion (40% of the world's population) live on less than $2 per day. In addition, the poorest 40% of the world population accounted for 5% of global income in 2005, the richest 20% accounted for 75% of world income, and the richest 10% for 54%.
About 60% of the poorest countries experienced civil conflict of varying intensity and duration in the period 1990–2001 that, in most cases, erupted after a period of economic stagnation and regression. In Rwanda, for example, average private consumption per capita fell by more than 12% between 1980 and 1993, the year before the genocide occurred.
Almost two decades ago, the first Human Development Report sent a clear message that human development is about enlarging people's choices, allowing them to develop their full potential and lead productive, creative lives in dignity and in accordance with their needs and interests. By ranking countries in a way which is more consistent with this thinking, the HDR report has helped shift the debate away from gross domestic product (GDP) per capita as the only measure of development. Instead, the HDI started providing a summary of each country's achievement in attaining:
- A long and healthy life
- Access to knowledge
- A decent standard of living
Since 1990, The Human Development Report has provided analysis, set the agenda and shifted the course and implementation on development policies worldwide. The 2010 global Human Development Report will mark the twentieth anniversary of the HDR, and will involve a major retrospective about the achievements of the human development approach, and continue to address the development challenges of the 21st century.
The cycle of annual reports will continue – with the 2009 edition focusing on the challenges around migration, both within and beyond borders. That 2009 report will investigate migration in the context of demographic changes and trends in both growth and inequality. It will also present more detailed and nuanced individual, family and village experiences, and explore less visible movements typically pursued by disadvantaged groups such as short term and seasonal migration. These underlying inequalities, which can be compounded by policy distortions, will be a major theme of the 2009 report.
Human Development Indices: A statistical update 2008 - HDI rankings
High Human Development Medium Human Development
42.
43.
Estonia
Lithuania
44.
Latvia
45. Croatia
46. Argentina
47. Uruguay
48. Cuba
49.
Bahamas
50. Costa Rica
51. Mexico
52. Libyan Arab Jamahiriya
53.
Oman
54. Seychelles
55.
Saudi Arabia
56. Bulgaria
57. Trinidad and Tobago
58. Panama
59. Antigua and Barbuda
60. Saint Kitts and Nevis
61. Venezuela, Rep. Bov.
62. Romania
63. Malaysia
64. Montenegro
65.
Serbia
66. Saint Lucia
67.
Belarus
68. The former Yugoslav Republic of Macedonia
69. Albania
70. Brazil
71.
Kazakhstan
72. Ecuador
73.
Russian Federation
74.
75.
Mauritius
Bosnia and Herzegovina
114. Viet Nam
115.
Equatorial
Guinea
116.
Egypt
117.
Honduras
118. Cape Verde
119. Uzbekistan
120.
Nicaragua
121.
Guatemala
122. Kyrgyzstan
123.
Vanuatu
124.
Tajikistan
125. South Africa
126. Botswana
127.
Morocco
128.
São Tomé and
Principe
129.
Namibia
130. Congo
131.
Bhutan
132.
India
133.
Lao, People's
Dem. Rep.
134.
Solomon
Islands
135. Myanmar
136.
Cambodia
137.
Comoros
138.
Yemen
139. Pakistan
140. Mauritania
141.
Swaziland
142. Ghana
143. Madagascar
144. Kenya
145.
Nepal
146.
Sudan
147. Bangladesh
148. Haiti
149.
Papua New
Guinea
150. Cameroon
151.
Djibouti
152.
Tanzania, U.
Rep. of
153.
Senegal
2008 Statistical Update
Zambia
The Human Development Index - going beyond income
Each year since 1990 the Human Development Report Office has published the human development index (HDI) which looks beyond GDP to a broader definition of well-being. The HDI provides a composite measure of three dimensions of human development: living a long and healthy life (measured by life expectancy), being educated (measured by adult literacy and enrolment at the primary, secondary and tertiary level) and having a decent standard of living (measured by purchasing power parity, PPP, income). The index is not in any sense a comprehensive measure of human development. It does not, for example, include important indicators such as gender or income inequality and more difficult to measure indicators like respect for human rights and political freedoms. What it does provide is a broadened prism for viewing human progress and the complex relationship between income and well-being.
The HDI for Zambia is 0.453, which gives the country a rank of 163 rd out of 179 countries with data (Table 1).
Table 1: Zambia's human development index 2006 and underlying indicators in comparison with selected countries.
NB Changes in HDI values and ranks between two reports result from revisions to data for each of the HDI's three components (4 indicators) as well as real changes in the level of human development in different countries. The data revisions this year – especially of the GDP per capita (PPP US$) series – have resulted in more substantial apparent movements in the HDI than is normally the case between successive publications. For these reasons, HDI values and rankings are not comparable across different publications.
Human poverty in Zambia: focusing on the most deprived in multiple dimensions of poverty
The HDI measures the average progress of a country in human development. The Human Poverty Index for developing countries (HPI-1), focuses on the proportion of people below a threshold level in the same dimensions of human development as the human development index - living a long and healthy life, having access to education, and a decent standard of living. By looking beyond income deprivation, the HPI-1 represents a multi-dimensional alternative to the $1.25 a day (PPP US$) poverty measure.
The HPI-1 value of 41.8 % for Zambia, ranks 124 th among 135 developing countries for which the index has been calculated.
The HPI-1 measures severe deprivation in health by the proportion of people who are not expected to survive age 40. Education is measured by the adult illiteracy rate. And a decent standard of living is measured by the unweighted average of people without access to an improved water source and the proportion of children under age 5 who are underweight for their age. Table 2 shows the values for these variables for Zambia and compares them to other countries.
Table 2: Selected indicators of human poverty for Zambia
Building the capabilities of women
The HDI measures average achievements in a country, but it does not incorporate the degree of gender imbalance in these achievements. The gender-related development index (GDI), introduced in Human Development Report 1995, measures achievements in the same dimensions using the same indicators as the HDI but captures inequalities in achievement between women and men. It is simply the HDI adjusted downward for gender inequality. The greater the gender disparity in basic human development, the lower is a country's GDI relative to its HDI.
To measure the impact of gender inequalities on human development achievement, Zambia's GDI value, 0.444 can be compared to its HDI value of 0.453. Its GDI value is 98.0% of its HDI value. Out of the 157 countries with both HDI and GDI values, 120 countries have a better ratio than Zambia's.
Table 3 shows how Zambia's ratio of GDI to HDI compares to other countries, and also shows its values for selected underlying indicators in the calculation of the GDI.
Table 3: The GDI compared to the HDI – a measure of gender disparity
```
(97.9%) (78.0%) 157. Occupied Palestinian Territories (92.8%) 135. Chad (31.3%) 157. Chad (60.4%)
```
The gender empowerment measure (GEM) reveals whether women take an active part in economic and political life. It tracks the share of seats in parliament held by women; of female legislators, senior officials and managers; and of female professional and technical workers- and the gender disparity in earned income, reflecting economic independence. Differing from the GDI, the GEM exposes inequality in opportunities in selected areas.
Zambia ranks 91 st out of 108 countries in the GEM, with a value of 0.425.
2008 Statistical Update
Sierra Leone
The Human Development Index - going beyond income
Each year since 1990 the Human Development Report Office has published the human development index (HDI) which looks beyond GDP to a broader definition of well-being. The HDI provides a composite measure of three dimensions of human development: living a long and healthy life (measured by life expectancy), being educated (measured by adult literacy and enrolment at the primary, secondary and tertiary level) and having a decent standard of living (measured by purchasing power parity, PPP, income). The index is not in any sense a comprehensive measure of human development. It does not, for example, include important indicators such as gender or income inequality and more difficult to measure indicators like respect for human rights and political freedoms. What it does provide is a broadened prism for viewing human progress and the complex relationship between income and well-being.
The HDI for Sierra Leone is 0.329, which gives the country a rank of 179 th out of 179 countries with data (Table 1).
Table 1: Sierra Leone's human development index 2006 and underlying indicators in comparison with selected countries.
Life
Adult
Combined primary,
NB Changes in HDI values and ranks between two reports result from revisions to data for each of the HDI's three components (4 indicators) as well as real changes in the level of human development in different countries. The data revisions this year – especially of the GDP per capita (PPP US$) series – have resulted in more substantial apparent movements in the HDI than is normally the case between successive publications. For these reasons, HDI values and rankings are not comparable across different publications.
Human poverty in Sierra Leone: focusing on the most deprived in multiple dimensions of poverty
The HDI measures the average progress of a country in human development. The Human Poverty Index for developing countries (HPI-1), focuses on the proportion of people below a threshold level in the same dimensions of human development as the human development index - living a long and healthy life, having access to education, and a decent standard of living. By looking beyond income deprivation, the HPI-1 represents a multi-dimensional alternative to the $1.25 a day (PPP US$) poverty measure.
The HPI-1 value of 51.2 % for Sierra Leone, ranks 129 th among 135 developing countries for which the index has been calculated.
The HPI-1 measures severe deprivation in health by the proportion of people who are not expected to survive age 40. Education is measured by the adult illiteracy rate. And a decent standard of living is measured by the unweighted average of people without access to an improved water source and the proportion of children under age 5 who are underweight for their age. Table 2 shows the values for these variables for Sierra Leone and compares them to other countries.
Adult illiteracy
People without
Children
Building the capabilities of women
The HDI measures average achievements in a country, but it does not incorporate the degree of gender imbalance in these achievements. The gender-related development index (GDI), introduced in Human Development Report 1995, measures achievements in the same dimensions using the same indicators as the HDI but captures inequalities in achievement between women and men. It is simply the HDI adjusted downward for gender inequality. The greater the gender disparity in basic human development, the lower is a country's GDI relative to its HDI.
To measure the impact of gender inequalities on human development achievement, Sierra Leone's GDI value, 0.311 can be compared to its HDI value of 0.329. Its GDI value is 94.5% of its HDI value. Out of the 157 countries with both HDI and GDI values, 153 countries have a better ratio than Sierra Leone's.
Table 3 shows how Sierra Leone's ratio of GDI to HDI compares to other countries, and also shows its values for selected underlying indicators in the calculation of the GDI.
Table 3: The GDI compared to the HDI – a measure of gender disparity GDI as % of HDI Life expectancy at Adult literacy rate (% Combined primary,
(all information obtained by the UNDP, a branch of the United Nations [UN])
Methodology and Target Plan of Action (beginning in Zambia, Africa):
Natural resources of Zambia are plenty. They include copper, cobalt, zinc, lead, coal, emeralds, amethyst, gold, silver, uranium, and hydropower. Only 6.99% of Zambia's land is arable, however, and the irrigated land used in Zambia consists of 1,560 sq. km, as of 2003 (source: world wide web).
The life-expectancy of Zambians is the fifth-lowest in the world (source: The Economist, 2007). The average male lives to be 38.34 years old, whereas the average female lives to be 38.54 years of age. Starvation, malnutrition, and infant mortality are common occurrences in the villages of Zambia.
The rural areas of Zambia are deeply neglected. For the most part, the town areas in Zambia are targeted for much of the material and sustainable benefits provided from the NGOs (Non-Governmental Organizations), aid through foreign countries, and projects that the Embassies in Lusaka are conducting for the betterment of Zambia through development agencies. The towns benefit from NGO and donor aid money far more than the rural areas of Zambia.
In the village areas, there are many community groups / clubs working together for certain causes: Womens' Group, Bee-keeping Group, HIV/AIDS Group, Sewing Group, Farmers' Association, M'Pongo (Goat-rearing) Group, Church Group, Malaria Group, Carpenters'
Group, Neighborhood Health Committee. I have worked with these groups extensively, throughout a duration of two and a half years, and over time I have found that they have many ideas, but for various reasons the ideas are never carried through. Perhaps there is too much work to be done at home, too much work to be done on the fields, or other obligations. The projects and plans of the collective community groups fall to the wayside.
Land is an asset to any community, to any project in development. The main selling point of this project is that the people, who have entrusted me, are giving me land. The people know me and value me and it is an unfortunate fact many Zambians do not trust NGOs, foreign aid agencies, and donors from western countries. The main selling point of this project is that the people, who have entrusted me, are giving me land. The people know me and value me and it is an unfortunate fact that they do not trust many foreigners. Too many times, they have been promised things from foreigners - from western aid agencies or development funds - and have been disenchanted by the outcome, which is usually exceedingly less than the original promise. Another hardship that the rural village communities have endured from donor agencies is the attitude that many donor agencies exhibit. Rather than performing community entry tasks - such as learning about the culture and asking the people what they need to improve the condition of their lives - the donor agencies have decided for the people what they deem necessary to change in the village. Perhaps it is new toilets (cimbuzis) or a new bore hole (cikuju). The fault rests in not asking the people what they want or what areas they need to be helped, and too often the new cikuju is erected in a place where it will not benefit the masses, or new cimbuzis are made with iron roofs which fall apart after a few years, and the community - not having the money for new iron roofing sheets - cannot maintain them. Barging into a community and deciding for the people what they need without their consent is not sustainable development, it is not proactive, and it is not ethical. As Marles Kanyawinyawi has been kind enough to donate his land for the sake of development, and because he believes the project will be a prosperous one if put into the hands of people with the intention of making the village a better place for its people, this project has a selling point that is not common in most development projects throughout Africa and the developing world.
We began the project in April 2008, starting with a large community sensitization meeting in the Sianjina area, discussing with the community various ideas for the project. We discussed the role of the Organization, called Simwatachela Community Sustainable Agricultural and Arts Program, which is to provide leadership, to organize the community and to work with the chairpersons of the various committees working with the project. My personal goal is to work to empower the people and the communities.
This piece of land, donated by Marles Kanyawinyawi, is intended for the following project: to start a small-scale sustainable agricultural project. If time and resources prevail, the project will also have a strong emphasis in arts and crafts and preserving the culture of the Tonga people via means of art. At the initial sensitization meeting, and in the meetings to follow in April 2008, we conducted a survey of the various community groups interested in participating in the project. Perhaps, for example, nine initial community groups are interested in participating:
1. Bee-Keeping Group
2. Business Group
3. Farmers' Cooperatives
4. Basket-Weaving Group
5. Mpongo [Goat] - Rearing Group
6. Nkuku [Chicken] - Rearing Group
7. Womens' Group Simoono Village
8. Handicapped Persons Group
9. Carpentry Group
The interested groups will be instructed to hold meetings individually to elect committees consisting of a chairman, vice-chairman, secretary, and treasurer to be part of the Sustainable Agricultural Project. Once all of the groups have elected committees and I have gotten word of this, we will hold a large meeting with only the committees of those groups to discuss an official name for the Sustainable Agricultural Project, and a name for this co-operative. We will elect the head members on the board for the Sustainable Agricultural Project, and we will determine in that meeting, as well as the meetings to come, the following:
i. How large each group's plot of land should be
ii. Whether or not there should be (minimal) membership fees *This could potentially serve as a model for the beginning of a microfinance/micro-credit program in the village*
iii. How often each year the Head Committee and the members of the groups' committees shall meet
iv. What must be determined at meetings
v. Who will record meeting Minutes
vi. How often we will re-elect Head Committee members
vii. What land belongs to what group
viii. Draft maps of the whole section of land and what plots belong to what groups
ix. When to start the programs
x. Where to elect sign posts displaying names of various community groups
From there the committees must take initiative and begin, amongst themselves, to farm their individual land plots provided to them. I will provide seeds for the groups which have taken initiative. Seeds were donated to me by various seed companies in the States or from individuals who believed in the philosophy behind this project. However, obtaining seeds from donors is not sustainable, and thus community groups must learn how to preserve seeds to re-use season after season, learn how to dry seeds and arrange an organized drying system for the seeds within their respective community groups, or to identify a source in which to find seeds for the future and procure seeds from each season.
In time, because the people of the Simwatachela Catchment Area are enthusiastic and hardworking, their vegetables and crops will produce a small amount of income in which they could buy materials for their group (ex. Bee-keeping groups could use income to purchase jars to sell their honey). This could better the lives of those involved, as well as provide a source of food and nutrients to feed their families and communities better. As the project grows, more and more plots of land could be sectioned out to interested groups. Those already working can aid those who are newer at the project.
In time, perhaps a school could be erected in which to teach the children of those who are working on the land, and the teacher(s) could be paid through means of income generated on the farm or in-kind, through vegetables or maize. Perhaps courses in agriculture, farming sustainability, seed-drying, nutrition, HIV/AIDS, organization and planning, arts and crafts of traditional Zambian culture, organic farming, carpentry, hygiene, sanitation or bee-keeping could be taught by various members of the community.
The project would be able to draw upon the resources in the area, such as already-existing government-related projects or church-related projects, as well as other NGO/donoroperating projects. For example, a retired school teacher in the community or a person from the church could become involved in the project and could distribute skills and knowledge to the people. Government-supported outreach health workers at the nearby Simwatachela Rural Health Center (RHC) could also become involved, teaching small classes and holding workshops on their wealth of knowledge. Volunteers from the church could also hold small classes on Bible lessons and studies.
Objectives and Aims:
1 to provide the community with necessary leadership skills
2 to empower both individuals and groups
3 to teach of the importance of working together on a large-scale project
4 to teach organization, planning, and goal-orientation skills
5 to provide a small amount of income for community groups working on the land
6 to provide a plot of land for those groups willing to take initiative to farm them
7 to help bring nutrition to the communities where a variety of produce is lacking
8 to help approximately 4,000 Zambian people: 1,000 men, 1,750 women, and 1,250 children (250 boys, 375 girls, 625 orphans and vulnerable children)
9 to aid approximately twelve villages in the Simwatachela Catchment Area: Sibooli-A, Sibooli-B, Kabanga, Siabeenzu, Cshipiso, Siamalundu, Sianeeda, Simoono, Sianjina, Mushome, N'gobe, and Syulikwa Villages
10 to work persistently to eventually erect a school or even a health post in the area, deep into the future
11 in the near future, to encourage as many community groups as possible to work on the project as the more groups that work together, the more will prosper
12 using skills people already have and putting them into motion
13 working with the body and mind together
14 to help eradicate hunger in the village
15 multiplication of seeds
16 sustainability of seeds
17 to ensure that the basic needs of people are met (i.e. food, water)
18 to generate a surplus of produce which will create economic activity and flow in the area
19 to create awareness with outreach government leaders in the area
Target Groups
Women: approximately 1,750 women
Men: approximately 1,000 men
Children (aged 0-18): approximately 1,250 children
Orphans and vulnerable children (OVCs): approximately 625 OVCs
Subsistence farmers: over 2,000 farmers
Local Artisans and Traditional African Healers (N'gangas): 90
Involvement of Target Groups
The target groups within Simwatachela Rural Community provided land specifically for the purpose of starting a sustainable agricultural program which would in-turn enhance the quality of their everyday lives. Each community group (i.e. Womens' Groups, Malaria Groups, Farmers Associations, Basket-Weaving Groups, Craft-making Groups) will garden a small portion of the land. Seeds have been donated from various seed companies and individuals from seed exchanging programs in the States. With the growth of vegetables, people can eat more plentifully and nutritiously.
Involvement of Women
Women play the most significant role in this agricultural project as the women in the community are the ones responsible for the upkeep of the small community gardens, the homes, the children, the laundry, and everything else associated with daily living. Men in rural Zambian villages tend to control the families and hold meetings amongst themselves but the women are the prime workers and laborers in the community. They are responsible for keeping their families alive. The women are the hard-workers on the subsistence farms for the individual families.
Relevance to Development
Development is essential to Simwatachela Rural Community. As the people are enthusiastic and hard-working, they are open-minded concerning any project in the community that will improve the conditions of their lives: more food, better nutrition for their families, water – both potable and for washing the clothes, children, and watering vegetables, schools, clinics, better homes, better toilets, and medicine. They are willing to work hard to attain these things. In the past I have observed them to work very hard for the things which will change their lives for the better and help to alleviate the distress of poverty from weighing down their happiness. This project will implement more food, better nutrition, and water to the area. This will improve the lives of the people, their animals (cattle, goats, chickens, etc.) and will overall generate a better lifestyle for them.
Result to be Achieved
The Simwatachela Rural Community will have access to more variety and an abundance of food where there was not before. This will help to reduce hunger and malnutrition, starvation where there is plenty in the village. With any excess produce, the groups can sell and generate a small amount of income for their prospective community groups. With this income the community groups can pursue individual projects such as the Womens' Groups buying more yarn to weave babies' sweaters which can then be sold – yielding more money – or the Bee-Keeping Group buying jars to sell honey in. Within the year, the community atlarge hopes to create a meeting hall/community center where seminars on the following topics will be taught: Organization and Planning Skills, Organic Farming, Women and Gender Equality, Arts and Crafts of the Native Tonga People, Basic Woodworking and Carpentry, Knitting and Sewing, Cooking for All [with emphasis on nutrition], Avoiding Malaria, and so forth. We would like to have a traditional African medicine man/healer (N'ganga) on-site for the project who will aid in helping the sick to heal.
Timeline April 2008 – January 2009
1 April 21, 2008: Initial Sensitization meeting with Sianjina Village and surrounding villages to discuss the project and to introduce myself
2 April 21, 2008: Collect signatures of those who want to participate in the project, including villagers and headmen
3 April 22-30, 2008: Organize a time to meet with the chief to discuss the project and get his endorsement
4 May 1 - June 1, 2008: Work to hold and organize community meetings with community groups to elect committees for each community group / work to register Simwatachela Rural Community Agricultural and Arts Program with Zambian Ministry of Home Affairs branch of Zambian government
5 May 1 - June 1, 2008: Have a large meeting with committees for community groups to elect one Head Committee for the entire Sustainable Agricultural Project / work to register Simwatachela Rural Community Agricultural and Arts Program with Zambian Ministry of Home Affairs Branch of Zambian government; register Project with Kalomo District Council, return endorsed papers with signatures from village, Headmen, and Chief to Muzyamba: Lawyer in Livingstone
6 June 1-20 th , 2008: Hold meetings with community groups and their accompanying committees and distribute seeds already donated by various groups in the States interested in helping the project
7 June 1-20 th , 2008: Work to plow the land and begin to harvest the seeds among the community groups; continue to sensitize community groups on sustainable agricultural project; distribute seeds already donated by various groups in the States interested in helping the project
8 June 15-20 th , 2008: Distribute tasks and responsibilities to others in preparation for my departure from Zambia: June 24, 2008
9 June 20 th , 2008-February 2009: Community groups working to plow individual plots of land, putting seeds into the land to prepare for mainza (rainy season). Main persons in organization will supervise these actions in my absence and will gain ability in leadership positions.
10 January 2009 – February 2009: Project director will visit Zambia and designate tasks / assign groups to the community to complete specific jobs needed to progress the
project (i.e. goat committee, seed committee, dam committee, house committee, registration committee)
11 February – April 2009: Project director will travel to Sierra Leone to meet with counterparts interested in creating a similar model of the Simwatachela Sustainable Agricultural and Arts Program currently active in Zambia, Africa.
12 May-July 2009: Project director returns to Zambia to meet with both the Sibooli Village-Simwatachela Sustainable Agricultural and Arts Program as well as the new Zimbabranch program. Oversees the committees and determines that committees need to continue their work effectively until July 2010. Also, May 2009 visitor from Engineers Without Borders, Marshall College Branch visits for two weeks (Nathaniel Stansberry) to determine whether or not micro-dam can be build into land.
13 July -August 2009: Project director returns to U.S.A. to work together with Ed Villano, Project Engineer for URS Corporation, Denver, Colorado. Take soil samples to laboratory in URS building, determine future plan. URS will work with Zimba branch of project, whereas Engineers Without Borders, Marshall College Branch will work with Sibooli branch of project.
14 August – December 2009: Project director sensitizes to possible partners/donors in U.S.A. about project.
15 December 2009: Engineers Without Borders, Marshall College Branch will visit Sibooli branch and determine what needs to be accomplished in 2010 to complete micro-dam.
16 June/July 2010: Project director returns to Sierra Leone to oversee progress of possible project branch in this location; Project director returns to Zambia with Ed Villano to assess Zimba branch of program.
17 July/August 2010: Engineers Without Borders, Marshall College Branch will arrive in Zambia to build micro-dam in Sibooli branch of project.
Future Time-Line for Project Model:
January 1, 2009-April 1, 2009: "mainza" = rainy season
Reevaluate and/or reelect a project council/committee. Taking advantage of the water, groups will plant seeds that will grow quickly through the rainfall. Groups will harvest the vegetables, eat and/or sell vegetables, then dry seeds for future seed multiplicity for future use. In lieu of taking advantage of the water, we will begin to dig a hole in the earth for construction of the weir. Water begins to collect. Consultation with an engineer or dam specialist.
April 2, 2009 "mainza" = rainy season – June 15, 2009 "mapeyo"=cold season
Water will continue to fill in the weir as run-off from the rivers and streams from the rainy season collect there. Community groups will continue to harvest vegetables, eat and sell them. In the meantime, the community center can be started (meeting hall or community meeting center) and will be built by the community as one of the many community contributions. All parts of the meeting hall will be constructed with indigenous materials at no cost, only labor from the community.
June 16, 2009 "mapeyo" = cold season – September 15, 2009 "cilimo" = hot season
Community members will attend and even teach seminars at the community meeting hall. Other workers will involve themselves in further weir construction (i.e. digging out land, compacting land around sides of weir, planting long grasses along the perimeter of the weir to keep water contained within it). Trees in the area also will be utilized by the n'ganga (traditional African healer) to help the sick through the trees' bark, leaves, and roots. Other trees can be utilized for arts and crafts, used for preserving Tonga culture through art.
September 16, 2009 "cilimo" = hot season – December 31, 2009 "mainza = rainy season
Seed preservation, seed multiplication and seed distribution will continue. Community groups will continue to attend courses (three to five days in length) at the community meeting hall and will teach those courses as well. The community will also continue to work (community labor and contribution) to dig out the weir, placing cement around its exterior and waiting for the rains of late November and December to fill it. Produce will begin to germinate and ripen for harvest – for eating and selling – and the cycle will continue itself again. Project is solely community-based and organized and self-sustained by its people. Weir will fill with water after the stream is utilized properly.
Intended Follow-Up:
The project director will live in the village with the Simwatachela people. Her home is located in this village. Along with the project committee, she will handle finances and conduct monthly reports on progress (Monitoring and Evaluation skills). She will travel to Sierra Leone in intermittent stages of this project to assess the possible productivity of such a project model in this location (West Africa). Along with the project committee, she will handle finances and conduct monthly reports on progress (Monitoring and Evaluation skills).
Description of the Activities that will Ensure Continuation after Completion of the Project:
The Simwatachela Community Sustainable Agricultural and Arts Program will have approximately twenty to twenty five members on its council (committee board) and the council will meet every month to determine successes and failures of the project, maintenance of the weir and which community groups need be held responsible. The project council will consist of community group members, members of the project's organization (ex. Agricultural Manager, Project Manager, Project Activities Coordinator, Outreach Coordinator, Finance Coordinator). These members of the organization – along with representatives from various community groups – will be responsible for composing the project council and will be responsible for holding monthly meetings (first Tuesday of every month, for example). They will need to produce monthly meeting Minutes in both CiTonga and in English to give to project partners, project donors, and Project Coordinator (myself).
The project will maintain itself so long as the community groups are enthusiastic and hardworking, resourceful, and clear-minded as to what they want to accomplish from the project. The project benefits from no one but themselves and their families: the hungry, the vulnerable, and malnourished. If the community groups realize this simple fact: that they are working for themselves and to help themselves (not the donor, nor the Project Coordinator, but to better the quality of their own lives) then I guarantee they will work hard! Also the phrase 'development project' is a buzzword in the community in which all people respond. Chief Simwatachela, his committee, traditional council members, and other people of high-ranking in this community have informed me that they are hungry for development in the area and will do whatever possible to maintain and sustain that development. Required monitoring and evaluation (M&E) reports monthly by the project council as well as frequent visits from the project coordinator, project's organization staff and even the donor agency will motivate community groups to keep up their good work ethic, to perform maintenance on the weir, and to keep multiplying and preserving the seeds which will serve as a key to the betterment of their lives.
Various Committees for the Project and their Responsibilities
Seed Committee:
- Complete seed chart to report to seed donors in U.S.A.
- Distribute seeds to existing community groups willing to work/clear the land for harvest of crops and vegetables
- Prepare area for planting
- Write letters thanking seed donors
Dam Committee:
- Responsible for management of dam
- Organize shovels
- Establish a plan and format to record stream flow for following year's rainy season
- Take measurements on: stream flow, rainfall, watershed, downstream users rights, water rights, historical flood information
- Get soil samples: topsoil, mid-layer soil, deep soil layer
- Investigate logistics of obtaining cement: cost, type, etc.
- Find best spot on Project Director's land for dam's location
- Look for evidence of clay strata in depressions/ravines/water holes
- Establish plan to dig holes to look for clay. Start using shovels. 10-15 feet. Document: 0-2 feet, 2-6 feet, 6-10 feet
Registration Committee:
- Responsible for representing Simwatachela Sustainable Agricultural and Arts Program at the local, town, and regional level
- Spokespeople for the community
- Travel to the nearest town to report to the District Council office and other project partner organizations
- Responsible for collecting payment to register the organization with government
annual fee
- Active treasurer and secretary holding Registration cards and other important documentation for the project
Tree/Seedling Committee:
- Trees bring water
- Create list of other trees/tree seedlings needed for project
- Cuttings from fruit trees, trees that produce firewood, trees that the African doctor (n'ganga) could utilize for medicinal purposes
- Plant cuttings in soil to create new trees
Goat Committee
- Securing adequate housing for the goats
- Procuring 5-8 goats (depending on size) with the money donated by goat-donors
- Finding food/medicine for the goats
- Organizing for who will look after the goats and their well-being
Qualifications: Project Coordinator
My experience in the field is vast. A graduate of the University of Colorado at Boulder in Boulder, Colorado, U.S.A. May 2003, I studied Humanities and Comparative Literature with an emphasis on Art History and English Literature. Following this education, I was a Peace Corps Volunteer for two and a half years in Southern Province, Zambia where I learned how to work patiently with people who are frustrated from not having their goals met over a prolonged period of time. I lived in the same Simwatachela Catchment Area that I am now proposing to build a weir in Zambia.
Pasted below is my resume / CV as well as a short biography. My qualifications to head the project are included there.
I would like to use the land given to me by Marles Kanyawinyawi for the betterment of the people's lives in the rural areas. I am interested in helping them to achieve their goals and dreams, and to have their projects succeed. I want to make their lives better, and I want to do this starting at a very basic, grassroots level.
I should also draw upon your attention three very important factors in this project. First, as the Project Coordinator, I speak the local language of the people fluently (CiTonga). Second, I have lived and worked with this specific community for two and a half years so that a relationship of significant trust has been formed. The people are trusting me by putting their land and their skills into this project. This should be taken into consideration. Third, the community gave me land for this project. This is their project, but they have entrusted me with their land.
HEATHER CORINNE CUMMING
firstname.lastname@example.org
Qualifications Summary
Over two years experience of living and working abroad in rural Zambia, speaking the local language and attending to the needs of the community in terms of education, health, and the HIV epidemic. Over five years experience living and working overseas in Asia and Africa doing a range of activities from teaching nutrition skills, hygiene, malaria, English, organization and planning. Her work includes a plethora of community development projects ranging in interest from the scope of OVCs (orphans and vulnerable children) to HIV-AIDS voluntary counseling and testing (VCT), as well as working with Traditional Birthing Assistants (TBAs) to deliver children in the villages.
Community Development
1 Sensitized sixteen villages in the rural catchment area of Kabanga, Kalomo, Zambia in Interactive Radio Instruction (IRI), through the use of an educational radio program in Zambia called Learning at Taonga Market (LTM) which caters to the needs of children orphaned and vulnerable in Zambia (OVCs).
2 Initiated the development of six new learning centers using the LTM program in the rural catchment area of Kabanga.
3 Hosted two three-day workshops in which fourteen mentors for the LTM project were trained and sensitized in HIV-AIDS and Life Skills education, girls' empowerment, action planning and organizational skills, and various teaching techniques. Wrote a 43-page Mentors' Training Manual to instruct others on conduction of workshops.
4 Trained sixteen chairpersons and committee members in IRI sensitization and use of the LTM program in their respective villages.
5 Hosted a district-wide meeting in Kalomo in which four Ministry of Education members and twenty-six local community counterparts attended.
6 Implemented Adult Literacy courses in the respective catchment area.
7 Attended and invited a three-day seminar in Lusaka for a review of the LTM project in which United States Peace Corps officials from Washington, D.C. attended. Two local counterparts who showed perseverance and a willingness to learn from the Kabanga area also attended the seminar.
8 Observed eighteen births at the Rural Health Center (RHC) in Kabanga, assisted one nurse and two doctors, and conducted a personal study on the variations in culture regarding labor processes
9
Aided mothers of newborns in bathing their babies and helped to teach about the importance of hygiene in prenatal care
10 Worked with an HIV-AIDS group once a week to teach about basic HIV-AIDS facts, how an HIV-test is performed, and modes of HIV-transmission.
11 Participated in skits and traveling HIV-AIDS drumming groups in local venues, such as the community clinic and local community schools in the area.
12 Hosted a three-day workshop with participants from the Kalomo District AIDS Task Force and the Kalomo District Health Management Team at the local clinic to discuss the issue of lack of blood-testing facilities available at the clinic, and sensitization on Voluntary Counseling and Testing for HIV (VCT).
13 Delivered an overview course on the HIV-virus, its consequences and methods of contraction to fourteen LTM mentors and sixteen chair-members in the community, plus seventy-nine OVCs.
14 Organized a World AIDS Day even at the Kabanga Rural Health Center (RHC) involving drumming, performance of drama skits, and speeches of HIV. The purpose of the event was to celebrate learning and awareness about the epidemic rather than to fight against a force that is unknown to the masses.
15 Worked hand-in-hand with U.S. Peace Corps' HIV-AIDS committee based in Lusaka to assist other volunteers' access to HIVrelated information.
16 Participated in an AIDS Walk to promote the sensitization of HIV and AIDS.
17 Assisted the local clinic with Care and Support projects for HIV-patients, sensitizing five villages, three hundred twenty-two men and one hundred and forty-three females.
18
Worked with a disabled and handicapped group in the Kabanga area and local clinic.
19 Helped to distribute mosquito nets to twenty-six households in eight villages alongside the local clinic.
Professional Experience
1. Taught English at college level in Bhaktapur, Nepal for Himal Asia Foundation. August 2008-January 2009.
2. Worked to coordinate orphanage programs in Sierra Leone, Africa for Arts Education International Organization (AEI). October-November 2008, February – April 2009, June-July 2009.
3. Worked to develop sustainable agricultural project to alleviate hunger in Zambia, Africa. April 2008-present. Developed organization with rural community called Simwatachela Sustainable Agricultural and Arts Program.
4. Volunteer, Lower Mustang, Nepal, June-October 2007 teaching English at Dzong Monastery and Shree Janapriya Lower Basic School in the Himalayan Mountains of Dzong Village, Nepal
5. Worked with a Tibetan Doctor (Amchi) in Muktinath area of Lower Mustang, Nepal
6. United States Peace Corps Volunteer, Zambia, Africa, April 2004-April 2006
7. Certified and Registered Counselor with the counseling mother-body of Zambia: ZCC (Zambia Counselling Centre)
8.
Study Abroad Advisor, University of Colorado at Boulder, September 2002-September 2003
9. Four-handed Dental Assistant, Clerical, Monarch Dental Health, Boulder, Colorado, September 1999-July 2001
Education and Training
1 Community Development in Education and ciTonga Language Training (116 hours), Peace Corps/Zambia
2 B.S. Humanities, minor in Sociology, University of Colorado at Boulder. Graduated Dean's List 3.6 G.P.A., 2003.
3 English and American Studies scholar at the University of East Anglia, Norwich, England, January-May 2002
Published Works
1. The Messages of Trees Volumes I-IV by PublishAmerica, July 2008. Part One of a Trilogy on Zambia, Africa called 'Bewithment'.
2 'Radiance', 'Elijah', 'Zebron', 'Fern', Juliet'. Collection of short stories published in 'Peace Corps at 50' Anthology. 2009.
3 'Immortal Eyes'. Poem in a Published Anthology called Days Gone By, 1996.
Unpublished Works
1 Surendra. Memoir concerning India, August 2003.
2 Curses and Blessings, May 2007. Part Two of a Trilogy on Zambia, Africa called 'Bewithment'.
3 The Bridges, May 2007. Part Three of a Trilogy on Zambia, Africa called 'Bewithment'.
4. Maila, concerning life with monks in Lower Mustang, Nepal, November 2008.
5 Kompele Kompasa, concerning obtaining land in Africa, July 2008.
Short Biography on Project Director Heather C. Cumming
My name is Heather Corinne Cumming. I am a graduate of the University of Colorado at Boulder with a degree in Humanities and the Arts. I was a Peace Corps Volunteer from 2004-2006 in Zambia, Africa whereby I helped in a rural community to do an outreach education project via the radio. In 2006 I returned to the States and published four volumes of my twelve-volume epic novel, called 'The Messages of Trees' available on all the major bookselling websites. I went to Nepal in 2007 to teach monks in a monastery in Lower Mustang, high in the Himalayan mountains, then returned to Zambia in April of 2008 when one friend of mine requested my return as he was dying of AIDS. The community was happy to see me and three headmen of the Simwatachela Catchment Area granted me a plot of 140+ hectares of land to begin a sustainable agricultural and arts program. We are beginning to make community gardens to grow vegetables to aid in starvation as well as to generate a bit of income in the village. However, the land is very dry (being near the Namib Desert) and thus I have been looking for engineers to help build a weir/micro-dam on the land. I was successful in finding Engineers Without Borders to help in building a dam in 2010 on this land so as to produce a sustainable water source. I am starting a nearby project involving the same water-sustainability and food security in a village area about 100 kilometers from the land in which I was given. I am hoping to make a project model to move from village to village in Africa if these projects in Zambia are to be a success. My fiance is from Sierra Leone. I spent a great deal of time in Sierra Leone in 2008/2009 helping a friend to work on her non-profit, teaching art to former child-soldiers. If the projects (x2) are to be a success in Zambia I would like to create one of the same nature in Sierra Leone. I do not like to work in communities in Africa in which I do not know the people or speak the language as I feel, being from a developed country, it is easy to be taken advantange of unless I have a loving, trusting relationship with the people I am working with. I speak both ciTonga (Zambia) and Krio (Sierra Leone) and want to work with people that trust me as well. I like the idea of working with people who I love and spreading love, and do not like to use the phrase 'helping people' as they have helped me just as much as I have helped them, in Africa! Instead, I look at it as though I have been blessed with so much in my life: good health, a loving family and a good education, citizenship in a country where so much opportunity is available to me. I like to help others with less opportunity than
The Rainwater Harvesting Conservational Weir (Micro-dam)
The intention for this project model is to self-help people: teaching people to help themselves void of dependency on foreigners, foreign aid, and materials; helping those most in-need (vulnerable people, which include orphans, handicapped people, people with mental disabilities, people who are ill or HIV-positive), and working hard to help those who can benefit the most. The poorest and most vulnerable/hungry people are targeted to help for this project.
The concept of water conservation, i.e. holding water and conserving and controlling its expenditure, will alleviate hunger in the village. The presence of the water in the dam yearround will allow food/vegetables/crops to be able to grow year-round, thus alleviating hunger in the village. What is needed most in the village to curb the issue of not having enough food/starvation/malnutrition is water.
The project aims to provide water availability throughout the year for the people in the village. Ensuring water availability and laying grounds for irrigated 'high value' aquiculture is primary to the overall success of such a project.
Time-Frame:
The project is intended to have a life-span / longevity of ten to fifteen years'; however, the weir will be able to sustain itself for the next twenty to fifty years - if constructed properly with the correct tools and materials. It will take approximately five and a half months (November to March or April) to fill the weir with water, and the water will be utilized throughout the year. The weir could potentially take up to three years to thoroughly fill, however. The weir is specifically designed to maintain water during periods of draught (August through October) when there is no water. The weir will ensure water for the land, the cattle used to plough the land, and the vegetables growing upon it.
The community will maintain the weir and is responsible for its upkeep - specifically the SAP: Sustainable Agricultural Project Committee.
It will take five and a half months approximately to fill the micro-weir with rain water and the remaining months of the year to empty it again.
The Southern Province of Zambia's seasons are as follows:
1
November - March / April: rainy season (
mainza
2 March / April - July: cold season (mapeyo)
3 August - October: hot season (cilimo)
)
What Will the Weir Do?
The requested funds are approximately 456,152,400 ZK ($138,228). Please consult the budget for breakdown of costs.
The weir itself will cost only approximately 6.69 million ZK of the cost ($ 2,027.28).
If the project is funded 6.69 million ZK in 2009 for the weir alone for this sustainable agricultural project, by 2019 it will have generated approximately 372,000,000 ZK ($ 112,727.28) through selling produce that has been grown via the aid of the weir's water. Thus, the weir will have generated an exponential growth's worth of income and in ten years' time will have paid for itself back from the money given by the donor, plus earned income compounded to that. Other benefits of the weir include community participation and organization, capacity-building, human resource development, and the long-term commitment of the community to the project.
Community Input and Community Contribution
The community is enthusiastic about the project - demonstrated through enthusiasm at community meetings (if a reference to this is needed, I can provide Minutes from all meetings held in the community throughout this process), their invitation for my return to the village after having been absent for two years time, and - ultimately - their donation of land for me to use to begin the project.
The community is willing to provide the labor to dig the weir, to place cement, pipes, etc. for the weir, and to clear and farm the land within their individual community groups.
The community will mould bricks for building. The community will bring thatched grasses from nature and use them to roof shelters and homes, even the community meeting hall. The community will make roof shelters for toilets on the project site.
The community's contribution will consist of providing furniture, jerricans (watering buckets), a house (n'ganda), toilet (cimbuzi), and kitchen (cikuta) for the project coordinator.
The community will contribute a meeting place where seminars, workshops, monthly meetings, and other learning sessions can take place within the community.
The community has also agreed that as a community activity, every week following church activities they will go to the site of the weir and help with earthen works (digging out the land, preparing the land around the dam with trees and grass which will help to prevent erosion, compacting the land surrounding the dam).
Community Output:
Through their perseverance, hard work and dedication, the community intends to grow, sell and eat the vegetables grown on their individual plots of land (specific to each community group). They intend to sell approximately 3,200 vegetables per year [1,000<x<5,000 vegetables per year], bringing in an estimated surplus of 3,100,000 Zambian Kwacha (ZK) per month, and annually 37,200,000 Zambian Kwacha (ZK) per year, on average. The community expects that through their loyalty to the project, they will benefit as individuals, as families, and as community groups.
By 2019, the expected income generation is 372,000,000 ZK ($ 112, 727.28).
Life Cycle for the Project:
The intended life cycle for the project is approximately ten to fifteen years. However, if maintained properly, the micro-dam could last approximately one hundred years, if maintained well and cared for by the community which is supporting it.
The Community:
The community is hard-working, enthusiastic, and dedicated to the project. They are all very happy that I have come to help work with them on a project that will directly benefit them. Also, their donation of land to the project is evidence enough of their commitment to the project.
I speak the local language of the people: CiTonga, which is very beneficial to the project, as I am able to communicate with people of ranging ages, of various educational backgrounds and literacy, and this also helps me to gain insight into the culture and the mentality of its people.
The community holds meetings continuously, and if called on to help - they will indeed help with anything that is asked of them.
The community will also donate the use of their cattle to this project.
Cattle is a large industry in the Simwatachela Catchment Area. The cattle serve five main purposes:
1. milk
2.
meat
3.
manure
4. plowing / clearing land
5. having babies / producing offspring
The man who donated this land to the project, Marles Kanyawinyawi, is providing the project with cattle to help plough the land, approximately forty in number. This will also provide a source of manure which will aid both in creating compost and in crop production.
The Land:
The land is extremely fertile, however lacks sufficient water during certain months of the year (specifically August through October). The land is fairly flat, perfect for farming, and slopes a bit in one direction. This is the specific place where we will erect the weir. The land is grayish in color, and is sandy loam soil.
There is a stream in the area which stretches approximately eight to nine kilometers. The weir is intended to have a width of approximately fifty-five meters across, and the weir will run perpendicularly to the stream. The weir itself will not be very large, probably not more than 1,000 feet in diameter. There is water in the stream half of the year: during November, December, January, February and March. The rest of the year it is dry, thus yielding no water and leaving the land dry.
The land is dry, loamy soil - not cleared as of now. There exists the issue of water-seepage, and the inability of the sandy land to conserve water, but with the passage of time, waterholding capacity of the dam will improve. Trees and grasses will be planted along the outer perimeters of the weir which aid in preventing erosion along with bringing in less silt into the weir. Initially the weir will require silt and clay from the soil, but after the first layer of silt has invaded the weir naturally, excess silt will be prevented through the aid of the trees and grasses planted around the perimeter of the weir.
We can expect the natural process of the weir to be as such:
1. weir is dug out of the earth
2. Year One: water does not stay in the weir throughout the duration of the year
3.
Year Two: more water in the weir than the year before, but not enough still to remain in the weir the whole year round
4. Year Three: more water will come inside the weir, potentially able to fill for the whole year round
Additionally, there are many medicinal trees which grow on the land which will not be cleared for the purpose of the future N'ganga Clinic.
The weir will be dug in the deepest place possible, on a slope of approximately 20-degrees. This will aid the natural flow of water to collect into one central place. The various pipes leading out of the weir will benefit others downstream.
The weir will be strengthened through use of local materials outside its parameter, such as reeds and grasses, growing alongside the weir so as to seal the sandy soil from dissolving into the weir and thus devastating it.
Location of Land:
The land is located in Southern Province, Zambia, rural Kalomo: approximately 70 kilometers from Kalomo town, and 10 kilometers from Kabanga Mission. The Kabanga Road eventually leads to Mapatizya Mines, which mine anything from amethyst to copper and other minerals.
Land coordinates of the area are: 17" 35' 00. 00 S, 26" 46' 00. 00 E.
Elevation is 4,067 feet.
An Environmentally-Sound Project:
Compost Versus Slash-and-Burn Method:
The culture of the Tonga people of Southern Province, Zambia is such that they deeply revere the 'slash and burn' method of clearing land: burning the land to prepare it for next season's harvest. This present system, is the 'slash and burn' method. This is not a sustainable method of agricultural farming and in fact has no inherent value, yielding the land fertile for only a short two to three years. The method we are aiming for in the project is called intensification and will not only be sustainable but will also increase the overall health of the environment.
Instead of burning, we will convert the materials that come from living plants (i.e. crop waste such as grasses, straw, vegetable peels) into a large pit which will then create compost. This improves the soil's ability to maintain moisture. Also manure from the cattle will be applied. This will add nutrients to both the soil and will help to provide nutrition to crops.
Insect repellent can be made indigenously, to keep pests away from crops, and can be made with leaves from already-growing trees, weeds, and things growing in the bush. We will conduct research in finding only eco-friendly pest-control methods to use on the land.
No chemicals or chemical fertilizer is to be used on the land (with the exception of pestcontrol on the vegetables) as it is expensive and non-sustainable.
We will grow and harvest crops that have symbiotic relationships to one another. For example, maize-beans-squash have a symbiotic relationship. Maize supports beans to grow, the beans fix the nitrogen in the soil for the maize and squash to grow, and the squash provides shade and reduces evaporation for the roots of beans and corn. These three crops are known as 'The Three Sisters' to the sacred earth.
Importance of Medicinal Plants:
Plants were once a primary source of all the medicines in the world and they continue to provide mankind with new remedies. Natural products and their derivatives represent more than 50% of all drugs in clinical use in the world. Higher plants contribute no less than 25% of the total. Well-known examples of plant-derived medicines include quinine, morphine, codeine, and aspirin.
All parts of a plant may be used medicinally: roots, bulbs, rhizomes, tubers, bark, leaves, stems, flowers, fruits, seeds, gums, exudates, and nectar. However, the active ingredients (chemical compounds) in leaves, roots or bark - for example - are often quite different. One part may be extremely toxic while another part quite harmless. For this reason, the whole plant is therefore rarely used together to generate a single medicine.
Each system of medicine is an art and science of diagnosing the cause of disease, treating diseases, and maintaining health in the broadest sense of physical, spiritual, social and physical well-being. Each culture has found solutions in the preventative, promotive, and curative aspects of health that resonate in harmony with the world view of that culture.
Western medicine may diagnose a disease in terms of a bacterial infection, for example, and treat that infection with antibiotics. An African traditional healer will seek to understand why the patient became ill in the first place, and the treatment administered will address the perceived cause, usually in addition to specific therapies to alleviate the signs and symptoms of the condition.
Planting Trees:
To conserve the indigenous ecosystem, for every community group that participates in the project, we will plant two indigenous trees in the areas in which there is no erosion. The issue here is the indigenous trees against the new imported trees, which have little to no indigenous inherent healing value to the medicine men (n'gangas) in the village. Planting indigenous trees will promote the work and health of the traditional healing methods of the n'gangas. This will aid in the following:
1 soil conservation
2 trees help to eliminate erosion
3 trees provide the best antidote against global warming; global benefit called carbon
sequestration
4 trees have an inherent indigenous benefit: keeping culture in-tact through using bark, roots, and leaves as medicine
5 trees have a commercial value: use to make furniture and other household necessities 6 trees used for making art/crafts/furniture/household utility items
Thus, we will plant trees which have multiple benefits and purposes. With crop intensification, for example, it will become possible to allow some of the area to revert to forest again. This is the best form of carbon sequestration.
Maintaining Indigenous Tonga Culture via Arts and Crafts
The community will still be working with gardening and sustainable agricultural techniques to grow vegetables for the people to eat as well as to have a bit of income-generation among their prospective community groups. This proposal is primarily a request to build a weir in the area to harvest rainwater as the problem with starvation in the village is directly proportional to not having water all year-round for growing food. The majority of the village consists of subsistence farmers who are just aiming at keeping their families alive. They have informed me that year-round food will grow as the land is fertile; the only problem is that there is not water six months of the year.
Additionally to the food-growing aspect of the project, the people in the village want to implement other kinds of activities. Among them is a traditional African healer (n'ganga) center, classes/workshops/seminars on nutrition, health, HIV/AIDS, malaria, organic farming, woodworking / craft courses. There is an interest in making art and woodworking/carpentry in the village. Two of the project coordinators are artists who even sell their work in craft markets near Victoria Falls and the nearby Livingstone. They are interested on an art-focus for the project.
The Tonga culture that grew up along the banks of the Zambezi River - the Tongas, Leyas, Toga Leyas, even the Lenje tribe - makes crafts that preserve the culture of the Southern Region of Zambia. This indigenous culture makes variations on Nkisi statues from Zaire (the chief of Mukuni Village near Victoria Falls originates from Zaire (D.R.C., currently). They are making traditional things like baskets, spoons, bracelets, bowls, animals, and necklaces made of seeds. Also they are creating little dolls adorned with the traditional dress of long ago, to preserve this aspect of their culture.
But these artists are also making new things that haven't been seen before. The artists are being creative with their natural creative spirits and making woodcarvings, for example, with half of a piece of wood; the rest of the wood is left in spirit of observing its color. I am encouraging these artists who are working with the Simwatachela Community Sustainable Agricultural and Arts Program to make things people haven't seen before, to challenge their own creativity. These products can be sold, also can be used as a tool for teaching others how to use the trees in the village for practical home-products, to make art, and to use as medicine to heal the sick per the n'gangas.
The artisans of the Simwatachela Community Sustainable Agricultural and Arts Program people from the Zambezi River, woodworkers, artisans, and craftsmen and women interpret this as a long-term project and that for every community group that clears land for using to grow vegetables, each group will plant 3-5 trees which can grow to be used either medicinally, for furniture/household products, or to make art - all of which help to preserve the indigenous beauty of the Tonga People.
The art that is created will be sold locally, nationally, and even - perhaps in the future internationally as I am working with some buyers from America that are interested in maintaining the culture of the indigenous tribes of Africa.
Maintaining Indigenous Tonga Culture via N'ganga / Traditional Medicine of the Trees:
To conserve the indigenous ecosystem of the area, we will plant three medicinal plants for every community group that participates in the project. This will aid in the following:
1 maintaining traditional culture in indigenous regions
2
healing the sick
3 providing medicine to those who are in need
4 the placement of an n'ganga (traditional African medicine doctor) on the land 5 selling of herbs and traditional medicines originated on the land
6 erection of an n'ganga
clinic in which sick people can go to receive traditional treatment
The community values the wisdom of the n'gangas (medicine doctors) and the medicinal value of certain trees and plants on their land. These trees and plants will thus be grown in the sustainable agriculture project, and the community will take care of them - preserving roots and seeds to perhaps use as medicine at a later point in time. This is called conservation of biodiversity.
Envisioning for a Future:
The project is intended to unite all villages in the Simwatachela Catchment Area interested in participating. The community involved is a strong one, and one that is united currently. It can withstand any minor shocks due to a lack of water, lack or surplus of external help and the sustainability of such a project.
Besides initial construction of the weir, small seed donations from the States, and of course the sustenance of project director, the project is completely self-sustaining and runs successfully by involved, committed and dedicated host country nationals. The project requires four main things for upkeep:
1. seed multiplicity
2. water
3. land
4. labor
In the future, the following projects are envisioned:
1 Traditional African Medicinal Clinic
2 Community Meeting Place
3 School
4 Youth Program [coordinator will provide jerseys and balls from the States]
5 Tool Room for storage of farming equipment
6 An information center for visitors
7 Market erected to sell vegetables
The project has an intended life cycle of ten to fifteen years.
The project will enable the community with the ability and tools to continue the activities, as well as to move into further innovations, and to adopt technologies, build resources, enforce organizational techniques, etc. etc. so on the project coordinator's completion of the project after ten years time, the project will continue on into the village forever. It will be passed down from generation to generation amongst the people in the village.
Budget
For Agriculture Portion of Project:
Item____________________Quantity____________UnitPrice________Total__
For Office Supplies:
For Arts Portion of Project:
TOTAL BUDGET EXPENSES
414,684,000 ZK
Contingencies (10% of the Total)
GRAND TOTAL
------
In U.S.D. -------------------------------
(There is approximately 3,300 ZK in 1 USD)
Justification for Project Expenses :
Cement bags: use for constructing the perimeter of the weir, for putting pipes in place and
41,468,400 ZK
456,152,400 ZK
$ 138,228.00
other elements to weir-construction
Pipe (metal / steel): use to control water output / rainwater conservation in weir Monthly maintenance fee for having an office for the Organization (providing tea, coffee, papers, pens, etc.): basic office expenses
Paint: used to make signs displaying community groups various plots on the land
Iron Sheets: used to make signs displaying community groups various plots on the land
'Urea' chemical fertilizer: a little goes a long way, and for the initial stages of the project before organic fertilizer is established within the project, use of Urea is deemed necessary by the community . Note that this is only necessary in initial stages of project as in the future, organic chemical fertilizers will be created.
Insect repellent/pest spray: a little goes a long way, and for the initial stages of the project before organic fertilizer is established within the project, use of insect repellent/pest spray is deemed necessary by the community. Note that this is only necessary in initial stages of project as in the future, organic pest sprays will be created.
Trigger Pump: to irrigate the land. Use of a trigger pump to distribute water will dramatically increase produce production. Secured irrigation will ensure intensification. However, the trigger pumps will be of most use within the first few years after creating the weir when water sustainability is erratic.
Fuel for machinery: used to power the dam-scoop and other machinery associated with weir-construction
Hire Agricultural Department to construct drawings of the land: necessary for official documents
Drawings of Land: necessary for official documents; eight are required for District Council
Bicycles for Project: used by community to move from project site to other communities as the Simwatachela Catchment area is very spacious. Also used to transport produce and other goods generated by the project and its Organization to Kalomo town, Mapatizya Mines, and throughout the villages.
'Jerricans': watering cans: used in initial stages of project to water the gardens before trigger pumps have been purchased and as the weir is filling with rain water
Twine: used for fencing community gardens
Plastic drums: used for storing produce, as well as storing other organic farming materials
Wheel barrows: used for transporting produce as well as organic farming materials and other agricultural tools
Sprayers: used for spraying the crops and vegetables with insect/pest repellent. Also used for watering plants.
Shovels: used for digging holes in the earth to plant vegetables and other crops
Protective clothing: used when plowing and clearing the land
Black plastic: used for drying seeds and other produce
Gardening forks: used for raking the land to make fertile for more planting after a harvest's cycle
Hose pipe: used as trigger pumps to aid in irrigating the land
Agricultural lime: used to ward off insects and other pests
Yearly fee for holding a P.O. Box at the post office in Kalomo town: Yearly fee for holding a P.O. Box at the Post Office: to receive mail at the local post office
Monthly maintenance fee for Organization's office: fees for an office such as providing tea and coffee to visitors, papers, pencils, pens, etc.
Monthly email expense: using email in town to communicate with potential donors and other sources of aid in this project
Monthly printing expense: printing documents in town
Monthly meeting food costs: to provide food for village people and other visitors/guests after meetings
Door frames: not found indigenously in the village but necessary for keeping security of the project's office headquarters
Doors: not found indigenously in the village but necessary for keeping security of the project's office headquarters
Window Frames: not found indigenously in the village but necessary for keeping security of the project's office headquarters
Cement: not found indigenously in the village but necessary for floor of office headquarters for project
Scale: used for measuring and weighing produce generated from the project
Measuring tape, reams of paper, markers, 'Bostik' sticky gum, manila paper, exercise books, folders, files, flip chart, flip chart stand, portable blackboard, boxes of chalk, calculators, stapler and staples, paper puncher, paper cutter, scissors, board rule, 'Tipex' correction fluid, glue: office supplies used for teaching workshops, in office, and for overall instruction and meetings among community groups
Camp tent: used for a shelter to make arts & crafts/woodcarvings and in the future as a market for selling these products
Transport expenses: taking public transport to and from Kalomo town to distribute goods will require a small monthly fee
Cement bags: used to create a small structure/shelter for selling arts & crafts generated from project
Woodcarving tools: aid in Tonga arts & crafts products, woodworking, and carpentry
Viability of Income Generating Projects
Where Will Products Be Sold?
Products will be sold at nearby Kabanga Mission Market, surrounding villages (internally), Mapatizya Mines, as well as on the Mapatizya Road, and in Kalomo town.
Potentially we will also have our own market for selling produce within the Simwatachela Catchment Area.
Who Will Buy Them?
Village people will buy the produce, along with people from town coming to the village to visit, travelers coming from Kalomo to Kabanga Mission as well as to Mapatizya Mines. Potentially even tourists who hear about the project and are interested in coming to the Simwatachela Market to purchase produce, arts and crafts and other goods at very affordable rates.
Sales per Month
Total Monthly Running Sales: 3,600,000.00 ZK
Total Annual Running Sales: 43,200,000.00 ZK
What are the monthly running costs associated with the project?
Transport to and from Kalomo town to sell produce. To and from Mapatizya Mines, bicycles may be used.
50,000 ZK round trip to Kalomo town x 10 people traveling/month (average) =500,000 ZK/month
What are the total monthly running costs? 500,000 ZK
What will be the net income/profits generated monthly?
(Total sales minus total running costs) 3,100,000 ZK
What will be the net income/profits generated annually?
(Total sales minus total running costs) 37,200,000 ZK
How will these profits be used?
Percentage___________________________Purpose______________________
45%
food
*Note that each community group will also be earning profits to use among their individual community groups.
Direct and Indirect Benefits of Project
Some benefits are going to be direct benefits, whereas other benefits are indirect benefits.
Examples of direct benefits are things directly derived from the project source: produce grown on the Simwatachela land via the project, arts and crafts made from the trees grown through the project, medicine produced by the n'ganga at the African Healing Clinic on the project site.
Indirect benefits are things which will inevitably come from the project but will arise not from its root, but rather through the fruit which the project seeds. For example, even though a carpenter from the Carpentry Group will take home what he earns from production of a bed, a part of it will be due to the project that he had the money to make the bed in the first place, so it is also included in the benefits of the project. Goats, chickens, cows reared by the Goat Rearing Group, Chicken Rearing Group, and Cattle Rearing Groups will generate eggs created by the chickens, meat, milk and labor from the cattle raised, and meat, milk from the goats, not to mention the offspring produced by these animals. Honey procured through the Bee-Keeping Group, etc. are all intrinsic benefits of the project.
Crafts made through the artisans involved in the project who sell their art either to village people or to outside visitors will represent the project. People with a bit of money, or visiting tourists interested in the culture of the Tonga people may request an order for more art. Peanut butter made from nuts grown on the land might be put into bottles and sold to visitors also, who might tell others about the project. Sweaters knitted from the Womens' Groups will be sold which will also yield more income. Baskets woven from the Basket Weaving Group will also bring more income to the community.
Moral: the benefits will be much, much higher in the end than 43.2 million Zambian Kwacha per year.
Potential Negatives Associated with Project
The addition of money to a community might cause many problems. Any change in a traditional society must be gradual and slow, not abrupt and fast. The project, especially in its initial stages, will move very slowly. This is a good thing. If it takes three years for water to collect in the weir, this is also a good thing, as the more gradual the change is within the community the greater the chances for stability are, and thus sustainability.
Another potential problem is the introduction of water into the area. The leading cause of death in Zambia is through malaria, second leading cause is AIDS, and third is tuberculosis alongside basic malnutrition and starvation. Thus, adding a weir in the area will invite more mosquitoes to the area, increasing exponentially the rampancy of malaria. However, mosquito larvae are killed by fish larvae. In other words, while killing mosquitoes you are also creating another source of livelihood for more people. Which also means another protein source for malnourished people is being created. So benefits really start to multiply.
When there is a dam/weir, there is a body of water. A worthwhile income-generating project, as well as a wonderful source of protein, would be to start fish culture. There is a method to this:
1. Baby fish are released (Fisheries Departments sell these and promote this activity. Fisheries Departments have ponds in many districts of Zambia). Baby fish eat mosquito larvae, and fish become a source of livelihood.
2. In some places, people build chicken houses above the lake/or pond. Chicken droppings drop straight into the water and provide nutrition to fish. Once again, many fish species eat many other organisms, including mosquito larvae.
3. What type of fish? Generally, every region of Zambia, in every area, has a list of economically-viable fish types. These days, Tilapia is the most common one. There are also others; we will select the fish species according to our area.
Outside Support and Interest in the Project
Please note that support from local government administration is there. The Kalomo Agricultural Department (MACO) is helping through their efforts of visiting the micro-dam site, and drawing maps of the area.
Seed companies in the States (Johnny's Seed Company, Seed Exchangers, ECHO) as well as individuals belonging to seed exchange companies have donated seeds to the project.
Various groups have expressed interest in both the project and in the work of the artisans as well.
Engineers Without Borders, Marshall College Branch, has committed to building the microdam in the Sibooli branch of the project, timeline finishing in 2010/2011.
Ed Villano, P.E. who works with URS Corporation in Denver, Colorado has committed to building a water source in the Zimba branch of the project. [Ed Villano, Project Engineer, URS Corporation, 8181 East Tufts Avenue, Denver, CO 80237. Tel: (303)694-2770; Dir: (303)740-3800; Fax: (303)694-3946]
A company in the States called 'Overstock' is potentially interested in buying and helping the artisans to distribute their woodwork. URS, another group from the States which works largely with dam production, has also shown their interest, as well as Engineers Without Borders, a group from the States which helps to make micro-dams in parts of the world where people are without representation to do so. An engineering branch of the University of Dayton works with students to create plans for creating dams, so I have been in contact with a woman who is considering having her students work on such a project.
The people of Simwatachela Rural Community are also supporting the project through their hard work, by developing good farming practices to ensure that the communities get the most from their commitment and skills. Educated persons in agricultural skills will train fellow community members. People who grow vegetables or maize can get more from their area if they are aware of organic framing procedures, multiplication of seeds, and other harvesting techniques. Over time they will learn the best way to practice these agricultural skills.
People have great support in the Simwatachela Community Sustainable Agricultural and Arts Program. Dr. Malik Salifullah M. Khokhar, Ph.D. who works with International Development through CDT (Cotton Development Trust) as well as with the World Bank, for example, has endorsed this project through means of his time and support. The MACO office in Kalomo is willing to come and assist with the design or development of vegetable production as well as other technical aspects of this project. Other individuals, such as Andre Houssney who has a company called Zambeezi which makes Natural Organic All-Natural soap, lip balm and other toiletries is interested in working together in this endeavor. Ms. Heather DeLong, from DUG: Denver Urban Gardens, has also expressed extreme interest in this project. She is a former Peace Corps-Mauritania Volunteer now working with Denver Urban Gardens and implementing many sustainable development skills she learned while as a Peace Corps Volunteer now into the DUG program. The Nature Conservancy is also interested in a potential partnership in this program, provided that the land still remain solely for the use of this project.
Other activities will generate funds besides selling vegetables. Among them will be the selling of crafts, medicines, and other things generated from the project (carpentry, animal-rearing, honey-making, peanut butter manufacturing). This should be considered as a substantial part of the communities' benefit in this endeavor.
*******
Simwatachela Community Sustainable Agricultural and Arts Program C O N S T I T U T I O N
Article 1: Name of Organization
The name of the group shall be
Simwatachela Sustainable Agricultural and Arts Program
The group address shall be
Simwatachela Sustainable Agricultural and Arts Program c/o Heather Corinne Cumming
P.O. Box 620005
Kalomo, Zambia
Any change of address shall be informed to the Registrar of Societies.
Article 2: Aims /Objectives
- to aid in hunger problems in the village
- to provide a source of nutrition
- to provide income from selling excess produce - to ensure that the basic needs of people are met (i.e. food, water, etc.)
- to produce surplus to create/generate economic activity
- to create awareness with outreach community government workers
- to provide the community with necessary leadership skills
- to empower both individuals and groups
- to teach of the importance of working together on a large-scale project
- to teach organization, planning, and goal-orientation skills
- to provide a small amount of income for community groups working on the land
- to provide a plot of land for those groups willing to take initiative to farm them
- to help bring nutrition to the communities where a variety of produce is lacking
- to help approximately 4,000 Zambian people: 1,000 men, 1,750 women, and 1,250 children (250 boys, 375 girls, 625 orphans and vulnerable children)
- to aid approximately twelve villages in the Simwatachela Catchment Area: Sibooli-A, SibooliB, Kabanga, Siabeenzu, Cshipiso, Siamalundu, Sianeeda, Simoono, Sianjina, Mushome, N'gobe, and Syulikwa Villages
- to work diligently to eventually erect a school, a n'ganga clinic for traditional healing and medicine, and a
craft workshop for the project
- to encourage as many community groups as possible to work on the project as the more groups that work together, the more will prosper
- using skills people already have and putting them into motion
- working with the body and mind together
- to help eradicate hunger in the village
- multiplication of seeds / sustainability of seeds
- erection of a community learning center where community workshops and learning on the following topics will be addressed: nutrition, HIV/AIDS, organization and planning, arts and crafts of traditional Zambian culture, sustainable agriculture, organic farming, carpentry, bee-keeping.
Article 3:
The Office Bearers for Each of the Community Groups Shall Be:
Chairperson
He/she shall:
(a) Be the spokesperson of the group
(b) Preside at all meetings
(c) Call up for meetings through consultation with the secretary
(d) Carry out any other assigned to him/her by the executive committee
(e) Will supervise that all activities are carried out.
Vice-chairperson
He/she shall:
(a) Preside at all meetings in the absence of the chairperson
(b) Be the chairperson for all disciplinary cases
(c) Carry any duties assigned to her/him by the chairperson of the executive committee
Secretary
He/she shall:
(a) Shall keep all records of the group.
(b) Shall record all the minutes of the meetings
(c) Shall keep an update register of the members
(d) Shall carry out any duties assigned to him/her by the executive committee.
Vice-secretary
He/she shall:
(a) Keeping up to date records concerning funds
(b) Keeping all monies of the group
(c) Fundraise for the group through consulting the group
Treasurer
He/she shall:
(a) Keep all money transactions in accordance
(b) Work close with the chairperson and secretary in keeping up records.
Committee members
Shall:
(a) Carry any duty assigned to them by the executive members or general members
(b) Attend meetings regularly, listen and pay attention to discussions at meetings.
Article 4: Term of office for office bearers
a. The term of office bearers will be one year.
b. By-elections will be made when in need.
c. Note: The by-elections will be made after the period of three months from the time when the position becomes vacant.
Article 5: Membership
a. The association (Simwatachela Community SustainableAgricultural and Arts Program) has no maximum limit
b. Agriculture instruction and association which are prepared to promote the objectives of the association may also be admitted as a member's subject.
c. A member shall cease to be a member upon death but one of her/his relative (Son, daughter or dependant) can take over through him or her.
d. The executive will reserve the right to accept or reject any application without being compelled to reasons for the refusal.
Termination of Members
a. If any member misuses the funds for his/her specific community group she/her will be given a notice of three months and if his/her case is unreasonable, the person shall cease to be a member.
b. When a member is expelled the share capital is not refundable, without any surplus.
c. Not be eligible for re-admission as a member of the association within a period of three years (3 years) from the date of the expulsion.
Article 7: Discipline
A member of the community group or a community group itself will be asked to resign from the project if the following behavior occurs:
a. Misbehavior or not following the rules of the association
b. Not attending meeting for three (3) consecutive meetings
c. Cheating other members of community group
d. Not residing in catchment area
e. Drunkenness, unwanted speech
Article 6:
f. Respect to the chairperson/chair group during meetings
Article 8: Finance
The finance report will be given in annual general meeting when closing the term membership fee, share capital and the project fund raise by the treasurer.
(Term membership fee is 1,000 kwacha per year after the second year of the project's initiation).
Article 9: Meetings
Meetings will be held as follows
a. Extra ordinary general meeting will be held quarterly.
b. Council meetings will be every after (4) months of a year or done on emergency.
c. Executive meetings monthly
d. Annual general meetings after the term in the month of April.
Article 10: Amendment to Constitution
The amendment of the constitution will be made when the majority of the association seconds or agrees so. (at least 75% of the population)
This will be done in the annual general meeting.
Article 11: Dissolution
a. The executive committee will sit and discuss all the asspects in a written document and will be read to members.
b. The executive committee will call a meeting and give a report over the issue or any issue pertaining to the association
Article 12: Disposal of Assets Upon Dissolution
a. If the dissolution is confirmed, the assets will be shared according to the decision of each club member and community group working on the project.
b. This issue will be brought forth for further discussion at a later time.
Article 13: Organization's Head Members and Roles
Zambian.
Project Coordinator: Heather Cumming - Teacher. American.
Team Leader: Gail Cumming - Fund Raiser. American.
Rural Agricultural Officer: Gibson Sinan'gombe - Photographer. Zambian.
Project Organizer: Elijah Chikoma - Teacher. Zambian.
Farming Manager: Marles Kanyawinyawi - Cattle-Rearer. Zambian.
Member of Head Organization: Pastor Sikalobe - Farmer. Zambian.
Member of Head Organization: John Dickson Siandwa - Farmer.
Member of Head Organization: Lloyd Sikalele - Farmer. Zambian.
Craft Coordinator: Boswell Siambweda - Artist. Zambian.
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