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English: In English we are reading Street Child by Berlie Doherty. It is a novel about a poor Victorian boy who ends up in a workhouse. Curriculum News Summer 2 - Year 4 Maths: This term we will be revising multiplication and division facts for times tables up to 12 x 12 . We will also be revisiting the written methods for the 4 operations, including decimals. The class will also revisit solving simple measures, money and time problems. In spelling we will be learning how to proofread our written work. We will also learning about a variety of suffixes (e.g. -ous, -y and –ic). and prefixes (e.g. un-, dis-, and sub-). During maths week, we will have a focus on money. In particular, we will be learning about reading bank statements, bills and receipts, and budgeting. We aim to set up our own stationery shop! Reading: In guided reading, we will be orally retelling stories and recapping on all the reading skills we have learned this year. Children will bring home a reading book from school, which they need to read each night. After reading, children need to write a short summary in their reading record. Reading records and books need to be brought to school every day. Dates For Your Diary 11th—15th June: Maths Week 26th June Class Photographs 4th July Sports Day for Years 4, 5 and 6 25th July Last day of school—school closes at 2pm In Topic, we will be learning about the Victorian era. We will identify what life was like for Victorian children, compare modern schools to Victorian schools and learn about different Victorian inventions. We will also consider how attitudes to children and childhood have changed since the Victorian era. In Science we will be focusing on Animals Including Humans. We will find out about the types of teeth that we have and why they are different from sharks' teeth! We will carry out an investigation to find out which liquids are harmful to our teeth. We will then learn about food chains. In P.E our unit of work is athletics. We will be learning throwing skills and developing our ability to throw at a target. We will be evaluating our own performance and suggesting ways to improve. In Computing: This term we are learning how to programme instructions in Logo Turtle Mania. We will continue to think about e-safety throughout all our Computing lessons. Home Learning: At home your child needs to read for 20 minutes every day. When they have finished, they need to write a short summary in their reading record. Reading at home should be enjoyable, so please encourage your child to read newspapers, recipes, websites and library books, as well as the book they bring home from school. In addition to this, your child needs to practise their times tables at least 3 times a week. If your child has access to a computer, they can use Logo Turtle Mania at home to practise their computing skills. Type this in to the browser bar http://my.uso.im/j2e/ or search on the lgfl homepage.	<urn:uuid:85b755c5-9fe6-48cc-b885-c9d53b6eadf6>	CC-MAIN-2018-30	http://georgeeliotschool.co.uk/content/files/Year-4-Summer-2-1.pdf	2018-07-21T19:33:09Z	crawl-data/CC-MAIN-2018-30/segments/1531676592654.99/warc/CC-MAIN-20180721184238-20180721204238-00285.warc.gz	140,054,265	656	eng_Latn	eng_Latn	0.999432	eng_Latn	0.999432	[ "eng_Latn" ]	false	docling	[ 2974 ]	[ 3.390625 ]	1	0
Inside JEB is a twice monthly feature, which highlights the key developments in the Journal of Experimental Biology. Written by science journalists, the short reports give the inside view of the science in JEB. NO TWO WAXES ARE THE SAME Distinguishing friend from foe is as important for insects as it is for any other creature. You need to know when you're on someone else's territory and when an impostor is threatening. Many insects depend on their sense of smell to identify nest mates, and bees are no different; they recognise wax scents picked up by bees from their own nest, explains Robert Buchwald. However, wax's role in communication was probably a secondary evolutionary factor after its other main purpose: construction, where bees sculpt wax into nests and exquisite hexagonal combs to store honey and nurture larvae. Knowing that bees can distinguish wax scents carried by bees from other nests, Buchwald and Michael Breed wondered whether these subtle differences in composition also impacted on the material's structural properties. They decided to investigate waxes from several species to ﬁnd out whether they were mechanically indistinguishable, or each had been honed to suit the structural needs of each species' nests (p.·3984). The pair teamed up with mechanical engineer Alan Greenberg to measure several waxes' mechanical properties, but ﬁrst they needed nests to test. Buchwald explains that getting hold of Apis mellifera nests was straightforward; he simply visited the apiary at the University of Colorado at Boulder. However, tracking down the more exotic Apis species was much trickier. Fortunately, the team established a strong collaboration with Canadian scientist Gard Otis, who supplied them with nests during his ﬁeld work in Asia, despite running the constant gauntlet of bee stings. Melting down the nests, Buchwald and Greenberg cast each species' wax into a cylinder shape to remove the nests' architectural differences, before compressing the wax to test its structural properties. But working with the soft wax samples was very different from the construction materials that Greenberg usually studied; the team had to THE JOURNAL OF EXPERIMENTAL BIOLOGY ﬁnd the most sensitive stress detector for the compression system that they used to calculate each waxe's mechanical strength and stiffness. Analysing the results, the team realised that Apis dorsata's wax was by far the strongest and stiffest, while Apis andreniformis's was the weakest and softest. Each species' wax was mechanically unique and unlike the other three's. Buchwald suspects that the bees' nesting habits could account for the mechanical differences. He explains that Apis dorsata's colossal nests not only have to support the greatest weight, but also must withstand knocks and high winds in their exposed locations, suspended from tree branches high above the forest canopy. Meanwhile, Apis cerana and Apis mellifera build their nest combs in protected cavities, such as dead trees, which seems to have resulted in the insects evolving intermediate-strength waxes. However, Buchwald was most surprised by Apis andreniformis's wax. He explains that, like Apis dorsata, andreniformis hangs its nests from tree branches. But andreniformis nests are much smaller than hefty dorsata's and are located in the relative protection of the forest's lower reaches, hanging from springy branches that protect the nests from mechanical shocks. Buchwald suspects that these differences in lifestyle have allowed andreniformis to evolve softer wax than dorsata's robust blend. 10.1242/jeb.02544 Buchwald, R., Breed, M. D., Greenberg, A. R. and Otis, G. (2006). Interspeciﬁc variation in beeswax as a biological construction material. J. Exp. Biol. 209, 3984-3989. IS HYDROGEN SULPHIDE AN OXYGEN SENSOR? Hypoxia is a potential killer. Prolonged exposure over decades can lead to hypertension and cardiac damage. While peripheral blood vessels tend to dilate during hypoxia, pulmonary blood vessels usually contract to minimise the hypoxic exposure. However, even though the physiology of the mammalian pulmonary response is relatively well characterised, the mechanism was unknown and had intrigued scientists for years. So when Ken Olson realised that hydrogen sulphide could turn out to be the key player, it set him off on the most exciting scientiﬁc odyssey of his career (p.·4011). Olson explains that he became interested in the effects of hydrogen sulphide on smooth muscle when he heard that the gas triggered relaxation in the rat aorta. Intrigued, he suggested that Ryan Dombkowski characterise the effects of hydrogen sulphide on blood vessels from various creatures, but he only spotted the potential link between hydrogen sulphide and the hypoxic response ii when Dombkowski appeared in his office with a trace of the rat pulmonary artery's response to hydrogen sulphide. Olson instantly recognised the plot; it was identical to a plot Michael Russell had just shown him of the aorta's response to hypoxia shortly before. He realised that hydrogen sulphide could regulate the hypoxic response. But Olson needed a good model system to test his theory, and fortunately he had stumbled across the ideal system shortly before, during a visit to Malcolm Forster's lab in New Zealand. Olson had made the unexpected discovery that the hagﬁsh aorta contracts during hypoxia, a function that had been thought to be restricted to pulmonary vessels. Back in his Indiana University laboratory, Olson pursued his discovery and found that the sea-lamprey's aorta also contracted spectacularly during hypoxia, so he decided to test out the gasotransmitter in his new lamprey model to see if hydrogen sulphide gas ﬁtted the bill. First, Olson and Dombkowski compared the lamprey aorta's responses to hypoxia and hydrogen sulphide and they were identical. But that wasn't enough to show that hydrogen sulphide mediated the response. Olson realised that he needed to show that exposing the aorta to hypoxia would block its response to a subsequent dose of hydrogen sulphide, only then could he be sure that both responses functioned through the same mechanism. Dombkowski put Olson's theory to the test: the lamprey aorta didn't contract further after systematic exposure to hypoxia and hydrogen sulphide, or vice versa. The lamprey aorta's responses to hydrogen sulphide and hypoxia seemed to follow the same mechanism. Next, Olson and his team needed to show that the aorta generated hydrogen sulphide intrinsically, so Nathan Whitﬁeld built a hydrogen sulphide sensitive electrode and he, Sally Head and Meredith Doellman used it to test for the gas in the aorta tissue. Having found it, the trio went on to test the effects of hydrogen sulphide precursors on tissue gas levels and found that they rose. Finally, knowing which enzymes are responsible for hydrogen sulphide synthesis in mammals, the team wondered whether hydrogen sulphide inhibitors could inhibit the hypoxia response in lamprey aorta. Head exposed the aorta to various inhibitors and the vessel's hypoxia response either vanished or was reduced. All of the results pointed to hydrogen sulphide meditating the hypoxia response. But lampreys are fairly distant relatives of higher vertebrates, so Olson needed to test out his theories on mammalian pulmonary vessels. Turning to Holstein cows, the team ran the mammalian blood vessels through the same battery of tests, and found that exposure to hydrogen sulphide and hypoxia not only produced the same effects in the pulmonary artery, but hydrogen sulphide seemed to be essential for mediating the response. Olson is very excited about his discovery that hydrogen sulphide could be the mechanism that mediates the hypoxic response and suspects that this enigmatic gas could eventually turn out to be a universal oxygen sensor, but admits that only time will tell. 10.1242/jeb.02543 Olson, K. R., Dombkowski, R. A., Russell, M. J., Doellman, M. M., Head, S. K., Whitﬁeld, N. L. and Madden, J. A. (2006). Hydrogen sulﬁde as an oxygen sensor/transducer in vertebrate hypoxic vasoconstriction and hypoxic vasodilation. J. Exp. Biol. 209, 4011-4023. DROPPING LIKE FLIES When the going gets hot, fruit ﬂies turn on heat shock proteins (HSPs) to protect themselves. But when physiologist Donna Folk teamed up with evolutionary biologist George Gilchrist to study heat tolerance in the humble fruit ﬂy, she found that HSP protection during a heatwave comes at a price. Curious about the protective roles of HSPs in insects and the different methods used to assess insects' heat tolerance, Folk joined Gilchrist at the College of William and Mary in Virginia to study fruit ﬂy populations that can tolerate different temperatures. High tolerance ﬂies had been artiﬁcially selected to cope with high temperatures. Flies selected for low tolerance, on the other hand, collapsed at much milder temperatures. But what role did the insects' heat shock responses play in their physiological responses to a hot blast (p.·3964)? Folk explains that animals that have experienced a previous heatwave have already churned out HSPs, so they have them onboard for protection when the mercury rises later; the insects are said to have 'hardened'. Knowing that high tolerance ﬂies usually trigger HSP production at high temperatures, Folk expected that a mild heatwave would only trigger the low THE JOURNAL OF EXPERIMENTAL BIOLOGY tolerance insects' heat shock systems, leaving the high tolerance ﬂies more vulnerable to heat shock than their low tolerance counterparts. To ﬁnd out, Folk ﬁrst hardened the ﬂies by giving them a mild heat shock to build up the insects' HSP reserves. She then gave the ﬂies a serious heat shock, and counted how many ﬂies were alive a day later. To her surprise, the high tolerance ﬂies survived better after hardening; their heat shock response had unexpectedly been triggered by the previous mild heatwave. Knowing that ﬂies lose the ability to move around at very high temperatures, Folk wondered whether hardened high temperature tolerant ﬂies would retain their ability to move at higher temperatures compared with their non-hardened counterparts. Using a 5 foot long column, surrounded by a heated water jacket to control the column's air temperature, Folk allowed ﬂies inside the column to move freely as she slowly raised the temperature, counting the numbers of ﬂies that became incapacitated as the air temperature rose in 0.5°C increments. Pouring hardened and non-hardened ﬂies into the column, Folk was startled to see that the hardened high tolerance ﬂies fell out of the column at a cooler temperature than their non-hardened counterparts. Despite their improved survival, the high tolerance ﬂies' ability to move in hot air suffered more from the hardening process than unhardened insects from the same population. This was a big surprise, Folk admits, 'because people assume that hardening improves heat tolerance. This really made us stop and think about what could be going on.' Like all good things, it seems HSP production comes with a cost; Folk suspects that high tolerance ﬂies struggle with energetic challenges when the mercury rises. 'Their metabolic rate can shoot up by 70%,' says Folk, 'and HSPs also use up lots of energy to work.' This may cause the ﬂies to 'overheat' more quickly, she concludes. Folk also noticed that high tolerance females survived better than low tolerance females after a heat shock. To explain this, Folk turned to HSC70, an HSP that is not produced in response to heat stress but is found naturally in ﬂies. Folk found that HSC70 levels drop off sharply in low tolerance females during the ﬁrst minutes of a heat shock. If high tolerance females are somehow slowing their HSC70 degradation rate, Folk says, this might explain their better survival. 10.1242/jeb.02542 Folk, D. G., Zwollo, P., Rand, D. M. and Gilchrist, G. W. (2006). Selection on knockdown performance in Drosophila melanogaster impacts thermotolerance and heatshock response differently in females and males. J. Exp. Biol. 209, 3964-3973. Yfke Hager TIME IS OF THE ESSENCE Watch an ant scurrying around searching for food, and you're looking at the tip of an ant iceberg; each forager is just one individual in a well-oiled foraging network that fuels their entire community. Species that survive on nectar make repeated foraging trips to ﬂowers and other nectar sources, but many return with their crops only partially ﬁlled. Pablo Schilman and Flavio Roces explain that this apparently inefficient nectar-delivery has long puzzled scientists, and while the nectar's concentration seems to inﬂuence the ants' decision about how much to ﬁll up, it wasn't clear whether the semi-loaded foragers were minimising their energetic foraging costs, or limiting the amount of time spent supping to maximise the return on their nutritious load. Schilman and Roces decided to measure the metabolic rates of freely feeding Camponotus ruﬁpes as they fuelled up on sugar solutions over a range of concentrations delivered at various ﬂow rates (p.·4091). Surprisingly there was no correlation between the insect's metabolic rate and their ﬁnal load; no matter how heavy their nectar burden, the insect's metabolic rate was relatively unaffected. Instead the team found an 'increase in individual metabolic rate with increased sugar ﬂow rate' explains Schilman, which he suspects is caused by the insect's increased activity levels as they become more motivated upon ﬁnding an abundant nectar supply. The team also compared the amount of energy carried back by a forager with the energy expended during the trip to ﬁnd out if the ants cut their foraging trip short to conserve energy, but even the weakest sugar THE JOURNAL OF EXPERIMENTAL BIOLOGY solution was enough to sustain the intrepid insects over distances far exceeding the average foraging trip. The ants weren't limiting their loads to conserve energy, it seems that 'decreasing their foraging time is more important than increasing individual energetic efficiency', says Schilman. He suspects that the insects cut time ﬁlling up to give themselves more time to spread the good news when they return to the nest. 10.1242/jeb.02541 Schilman, P. E. and Roces, F. (2006). Foraging energetics of a nectar-feeding ant: metabolic expenditure as a function of food-source proﬁtability. J. Exp. Biol. 209, 4091-4101. Kathryn Phillips email@example.com ©The Company of Biologists 2006	<urn:uuid:2e803a2c-9a13-4ecd-937f-fc301f78831f>	CC-MAIN-2018-30	http://jeb.biologists.org/content/jexbio/209/20/i.2.full.pdf	2018-07-21T19:42:04Z	crawl-data/CC-MAIN-2018-30/segments/1531676592654.99/warc/CC-MAIN-20180721184238-20180721204238-00287.warc.gz	192,023,916	3,173	eng_Latn	eng_Latn	0.997826	eng_Latn	0.99795	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4782, 12129, 14515 ]	[ 2.078125 ]	2	0
beyond benzodiazepines benzodiazepines helping people recover from benzodiazepines updated edition 2010 benzodiazepines benzodiazepine dependence and benzodiazepines benzodiazepines withdrawal by reconnexion © Reconnexion Inc Revised Edition 2010 Reconnexion 222 Burke Road Glen Iris 3146 + 61 3 9886 9400 www.reconnexion.org.au acknowledgements The 2010 version of the Beyond Benzodiazepines Manual has been revised from the original manual developed in 1997 by Elin Ree and updated in 2000. The 2010 revision of the Beyond Benzodiazepines manual was undertaken by Tomi Redman (Reconnexion psychologist) and Gwenda Cannard (Reconnexion CEO). Review of the draft and additional input was provided by Jo Marston (Reconnexion psychologist). Thanks to Janet Haynes (Education & Training Manager, Reconnexion) and Laurence Hennessy (Project Officer, Reconnexion) for useful comments. Thanks to the Psychotropic Expert Group, Therapeutic Guidelines Limited for permission to use the Comparative Information for Benzodiazepines, Zolpidem and Zopiclone table in Chapter Four. Helpful feedback and comments for the original manual which have been retained in the revised version were provided by Therese Barry (Alcohol & Drug Counsellor, Western Region Community Health Centre), Dr Robert Cummins (Deakin University), Hilde Edward (Swinburne University), Lisa Frank (University of Melbourne), Melanie Hands (Project Manager, Drug & Alcohol Clinical Advisory Service, Turning Point Alcohol & Drug Centre), Terrie Hollingsworth (Counsellor, Sunbury Community Health), Dr Peter Johnson (GP), Dr Len Klimans (Chemical Dependency Unit, Royal Women's Hospital), Dr Nic Lintzeris (Turning Point Alcohol & Drug Centre), Dr Mike McDonough (Consultant, ST Vincent's Alcohol & Drug Program, Western General Hospital Alcohol & Drug Program), Peter McManus (Secretary, Drug Utilisation Sub Committee, Pharmaceutical Benefits Scheme, Department of Health & Ageing), Dr Robert Moulds (Director, Department of Clinical Pharmacology & Therapeutics, Royal Melbourne Hospital), Jackie Shaw (Manager, Depaul House, St Vincent's Hospital, Melbourne), Lyn Walker (Manager, CASA House, Royal Women's Hospital, Melbourne) and Dr Sally Wilkins (North East Melbourne Psychiatric Services, Department of Human Services, Victoria). Reconnexion is grateful for the support of ExxonMobil Australia for once again enabling the revision and update of the Beyond Benzodiazepines Manual. ExxonMobil Australia ExxonMobil Australia is pleased to support Reconnexion to produce the manual Beyond Benzodiazepines –helping people recover from benzodiazepine dependence and withdrawal. The information about benzodiazepines use, dependency and withdrawal will be of interest to a range of health practitioners. The manual was first produced in 1997 in recognition of the need for information to assist health practitioners understand benzodiazepine dependency and support people through the recovery process. The initiative has been a great success and ExxonMobil's support has enabled Reconnexion to revise and reprint the manual in 2000 and again in 2010. ExxonMobil actively supports community projects in areas where it operates through its subsidiary companies Esso Australia Pty Ltd and Mobil Oil Australia Pty Ltd. ExxonMobil's Contributions Program gives priority to projects that promote community health, safety and education. Further information about ExxonMobil Australia operations and community projects is available at www.exxonmobil.com.au the beyond benzodiazepines manual Who is this manual for? The manual is designed for health practitioners to assist people who are dependent on benzodiazepines. It will be useful for: * Alcohol and drug practitioners * Counsellors * Community health nurses * Psychologists * Social workers * Youth workers The manual is designed to provide information about benzodiazepine use, dependency and withdrawal. The manual provides a guide to benzodiazepine reduction and withdrawal support that will enable practitioners to successfully help people through the recovery process. Why is this manual necessary? Benzodiazepines are still prescribed and used inappropriately and long term, even though prescribing has reduced to some extent since their introduction and use in the 1960's and 1970's. Tolerance and dependence on benzodiazepines can occur within weeks, and iatrogenic dependence (ie dependence as the result of prescription for legitimate purposes) is widespread. Use of benzodiazepines in association with illicit drug use is commonplace, with the concomitant problems relating to obtaining the supply of benzodiazepines from GP's, as well as difficulties in supporting dependent people through benzodiazepine withdrawal in addition to withdrawal from other drugs. Due to the potential severity of withdrawal symptoms, the fear of coping without the drug or the unresolved issues that long-term drug use has masked, many people require professional assistance to reduce or stop their benzodiazepine use. Who can you contact for additional information and assistance? Reconnexion is a not for profit organisation specialising in treating benzodiazepine dependency, anxiety disorders and depression; established in 1986 as TRANX. Part funding is provided by the Department of Human Services, Victoria. Reconnexion counselling staff members are available to provide specific advice about any problems or difficulties you may encounter assisting people dependent on benzodiazepines. The Reconnexion Telephone Information and Support Service is available for people experiencing benzodiazepine withdrawal. Additional resources are listed in the resources & handouts section of the manual. about benzodiazepines about benzodiazepines about benzodiazepines What are benzodiazepines? Benzodiazepines are psychotropic drugs, that is, drugs that affect the mind and are mood altering. They are also known as minor tranquillisers, anti-anxiety medication, sedatives and hypnotics and are prescribed predominantly for anxiety and sleeping problems. It is now well recognised that there is a significant risk of dependence on benzodiazepines when taken regularly, and recommended length of use is for no longer than two to three weeks of daily use. Psychotropic drugs Confusion often exists between benzodiazepines and other psychotropic drugs. Information about benzodiazepines is not applicable to other psychotropic drugs, therefore it's very important that practitioners are sure about the type of drug a person is taking before providing information or advice. Common psychotropic drugs (other than benzodiazepines) are: * antipsychotics * antidepressants * sedative hypnotics (not in the benzodiazepine group) * drugs for specific conditions such as bi-polar mood disorder (formerly known as manic depression). Benzodiazepines available in Australia A large number of benzodiazepines are available on prescription in Australia. The most common ones are Temazepam , Xanax and Valium. The following table provides a list of currently available benzodiazepines. (2009) Extent of benzodiazepine prescribing and use Benzodiazepines are amongst the most commonly prescribed drugs in Australia. It is estimated that more than eight million prescriptions were issued in 2004 (Pharmaceutical Benefits Advisory Committee 2007). The National Health Survey 2007/8 reported that 37% of people had taken some medications for mental well being (including vitamins & minerals). Of these people, 72% had taken antidepressants, 27% sleeping tablets and 23% for anxiety or nerves. More women than men reported taking medication. Older people took more medication but this was largely due to the use of sleeping pills, which for older people over 65 was 11%, compared with 5% for the whole adult population. Temazepam was the most commonly used benzodiazepine. Why are benzodiazepines prescribed? Most prescriptions for benzodiazepines are written to help people cope with anxiety or insomnia which are often associated with social or personal problems. Prescribing for insomnia is most common, especially for older people (over 65 years). People suffering from panic attacks and agoraphobia are also frequently prescribed benzodiazepines. Benzodiazepine prescribing and use * Older people in residential care are more likely to be prescribed benzodiazepines than those living at home. * Women receive approximately twice as many scripts for benzodiazepines than men. * Use among young homeless people, often in combinations with other drugs, is common. * Benzodiazepines are frequently used with other drugs such as heroin, alcohol, methadone and amphetamines. How do benzodiazepines work? Benzodiazepines are: * Absorbed in the stomach and small intestine and metabolised by the liver (when taken orally) * Highly fat soluble and accumulate in fatty tissue * Excreted through sweating, saliva, urine, faeces and breast milk. Benzodiazepines and the central nervous system Benzodiazepines operate widely in the brain. They affect emotional reactions, memory, thinking and control of consciousness. They also affect the regions of the brain that maintain muscle tone and coordination. Benzodiazepines enhance the action of a neurotransmitter in the brain known as GABA (Gamma Amino Butyric Acid). Neurotransmitters are chemicals that enable the brain cells to transmit impulses from one to another. They are released from brain cells by electrical signals. Once released, they signal inhibition or excitation of neighbouring brain cells. GABA is the major inhibitory neurotransmitter. Its function is to slow or calm things down. Benzodiazepines increase the efficiency of GABA, thus causing greater inhibition. Benzodiazepine binding sites Dr Heather Ashton. Anything for a quiet life? New Scientist 1989. Reproduced with permission. Benzodiazepine binding sites (see diagram above) are most commonly found in the areas of the brain controlling our consciousness, coordination, emotions, memory, muscle tone and thinking. The location of the binding sites may explain the significant effects of benzodiazepines in these areas and why these functions are often severely affected during withdrawal. What are the effects of benzodiazepines? Although benzodiazepines are often categorised as either sleeping pills or anti-anxiety agents, they all have the same basic effects – in the short term their sedative action relieves anxiety and promotes sleep. The main difference between the drugs is their strength and length of action in the body. Length of action Benzodiazepines have a complex metabolic structure. They are short, medium and long acting – depending upon the metabolic structure of each drug. The following table identifies long, medium and short acting benzodiazepines. Information reproduced with permission from Psychotropic Expert Group. Therapeutic guidelines: psychotropic. Version 6. Melbourne: Therapeutic Guidelines Limited; 2008. p. 24. Length of action is also influenced by other factors such as the health of the liver, age and weight, and short acting benzodiazepines may last as long as the long acting drugs in some people. In prescribing practice, the shorter acting benzodiazepines are usually prescribed as sleeping pills and the longer acting ones for the alleviation of anxiety. This is because the longer acting benzodiazepines have a generalised effect on anxiety, whereas short acting benzodiazepines help promote sleep without giving a 'hangover' effect the next day. Other factors such as the age of the patient and common usage of a particular brand may also influence which benzodiazepine a doctor will prescribe. Strength of individual benzodiazepines The milligram amount of each benzodiazepine varies and is not indicative of the strength of the drug compared with other benzodiazepines. For example, Alprazolam is available in 0.5 mg up to 2mg, but this does not mean that it is weaker than, for example, Oxazepam which is available in 15mg and 30mg. How effective are benzodiazepines? Anxiety and anxiety disorders Benzodiazepines quickly relieve the symptoms of anxiety with few side effects for most people. However, the long-term effects of anxiety reduction remain debatable. No reliable research exists to demonstrate anxiety reducing properties of the drug after four months, even though many practitioners argue that such therapeutic effects are present for many years. The risk associated with using benzodiazepines long-term is that the person may become physically dependent on the drugs. Physical dependency can often mean a paradoxical increase in anxiety. Anxiety and panic are common withdrawal effects of benzodiazepines and if not correctly identified as such, can lead the person to conclude that the initial anxiety is still present or has worsened. Research suggests that anxiety disorders are best treated with psychological strategies such as cognitive behavioural therapy (CBT) which is generally more effective in treatment and prevention of relapse than drug use. If drugs are recommended, then specific antidepressants may be effective for some anxiety disorders without the same risk of dependency as the benzodiazepines. (Anxiety disorders include panic disorder, agoraphobia, social phobia, post traumatic stress disorder, obsessive compulsive disorder, generalised anxiety disorder and health anxiety.) Insomnia In the short-term, benzodiazepines induce sleep in approximately 50 per cent of cases. The therapeutic effects of the sleep inducing action of benzodiazepines are short lived, however – about one to two weeks. As there is a risk of dependency associated with the long-term use of benzodiazepines, insomnia shouldn't be viewed as a diagnosis, but as a symptom requiring further investigation. Research into the causes of insomnia concludes that benzodiazepines have no value in the treatment of sleep disturbances and that long-term benzodiazepine use actually worsens the quality of sleep. Long-term benzodiazepine use (over a number of months or years) results in less time in the deep sleep stage, less REM or dreaming sleep and more frequent waking during the night. In older people, changes in circadian rhythm may mean a tendency to wake up earlier and feel sleepy earlier in the evening. Older people in general tend to have more fragmented sleep, with less time in the deep sleep phase. Although excessively prescribed to older people, benzodiazepines don't correct these physiological changes. NB Sleeping pills or hypnotics that are not benzodiazepines A number of hypnotics are available that are not benzodiazepines. Zolpidem (Stilnox) and Zopiclone are among the most well known of these sleeping pills. The same "safe use" rules apply to the use of these drugs as to the benzodiazepines – that is, the drugs are recommended for short term use only (2-3 weeks maximum) and there is a risk of dependence with longer term use. Sleep problems warrant proper investigation and diagnosis to determine the type and cause, and are most successfully treated using behavioural strategies. (See Reconnexion's "The Better Sleep Booklet" under resources and handouts) Harm related to benzodiazepines Although benzodiazepines relieve the symptoms of anxiety and insomnia in the short-term, they do not cure the problem and have a number of unwanted and potentially harmful effects. Benzodiazepines, even in small doses taken regularly for a few weeks, can produce tolerance and dependence. For people using the benzodiazepines for months or years, the risk of drug withdrawal is significant and the withdrawal syndrome can be painful and protracted. Additional harmful effects include: * Impaired memory and concentration * Emotional 'anaesthesia' (being unable to respond normally and feeling isolated or 'cut off' from people and feelings) * Depression * Loss of balance * Impaired motor coordination * Mood swings * Irritability and outbursts of rage Long term harmful effects Research suggests that cognitive impairment (short term and working memory problems and difficulty learning new information) is a result of long term benzodiazepine use. Harmful effects for older people Older people may experience a number of unwanted effects in addition to dependency. Using benzodiazepines long term can cause older people to suffer from: * Loss of balance * Falls * Confusion and memory loss * Drug accumulation and over sedation (the slower metabolism of an older person can mean that the drugs take up to four times the amount of time to eliminate from the body than for younger people) * Increased urinary incontinence * Depression * Disturbance in sleep patterns * Respiratory problems. Benzodiazepine overdose Large quantities of benzodiazepines taken with other central nervous system depressant drugs, such as alcohol or heroin, can result in death. Death can also occur when large amounts of benzodiazepines only are taken, if the airway becomes obstructed. Obstruction of the airway usually occurs by inhaling vomit when unconscious. Benzodiazepines, pregnancy and the newborn child Benzodiazepines freely cross the placenta to the developing foetus. Studies examining the risk to foetal development are inconclusive; however it would appear that the risk is relatively low. If moderate to large amounts of benzodiazepines are taken continuously during most of the pregnancy, withdrawal symptoms can be experienced by the baby following birth. Withdrawal symptoms consist of respiratory distress, irritability, disturbed sleep patterns, sweating, feeding difficulties and fever. High benzodiazepine use during the later stages of pregnancy can lead to floppy infant syndrome. A newborn child with floppy infant syndrome has poor muscle tone and sucking response. Continuous benzodiazepine use during pregnancy and administration of high doses during delivery should be avoided. Pregnant women using benzodiazepines should withdraw slowly in consultation with expert, specialised medical assistance. Contact Reconnexion, specialist maternity units (available at most maternity hospitals) or the Royal Women's Hospital (Melbourne) for specialist advice on pregnancy, birth and benzodiazepine withdrawal. Combining benzodiazepines with other drugs Alcohol Using benzodiazepines and alcohol together can be dangerous. * Alcohol increases the effects of benzodiazepines * Alcohol combined with benzodiazepines can cause temporary amnesia ("blackouts") * The effects of both drugs on inhibition can jeopardise the safety of the person taking them * When combined with benzodiazepines, alcohol decreases the protective upper airway reflexes, which increases the risk of inhaling vomit when unconscious. Methadone A significant number of methadone users also use benzodiazepines. Many people on methadone programs are using benzodiazepines long-term which may have been prescribed or obtained without prescription, to alleviate symptoms of discomfort or heighten the effect of methadone. Many methadone users are dependent on benzodiazepines. The combination of benzodiazepines and methadone increases the effects of the drugs and the risk of accidental overdose. Heroin and amphetamines A number of Australian and overseas studies indicate that a significant number of heroin and amphetamine users regularly take benzodiazepines. Clinical studies have shown that among people with a history of regular and heavy illicit drug use, benzodiazepines exert a reinforcing effect, with repeated doses leading to an increasing attraction to the drug. The combination of heroin and benzodiazepines increases the effects of the drugs and the risk of overdose. Studies have shown that people using benzodiazepines in addition to heroin are more likely to partake in risk taking behaviour (such as sharing needles and syringes or engaging in unsafe sex) which increases their risk of contracting Hepatitis C or HIV/AIDS. It is difficult to determine, however, whether the benzodiazepines contribute to the risks or whether risk- taking injecting drug users are more likely to use benzodiazepines. Amphetamine users are most likely to use benzodiazepines when they are 'coming down'. It is possible that amphetamine users may unintentionally take dangerously large amounts of benzodiazepines because the effect is not felt straight away due to the presence of the amphetamines. Other drugs The effect of benzodiazepines may be increased when combined with: * Antipsychotic drugs * Antidepressant drugs * Analgesics (pain relievers) containing Codeine * Anticonvulsants * Antihistamines * Oral contraception. Benzodiazepines are sometimes prescribed for psychiatric disorders in conjunction with an antipsychotic drug in order to enhance the effect of the anti-psychotic. The effect of benzodiazepines is decreased when combined with appetite suppressants and some asthma drugs because of the stimulant effect. 10 Use of benzodiazepines Benzodiazepines have a number of common medical uses, including being used: * As a muscle relaxant * For endoscopy procedures * As an anaesthetic or a pre-med before surgery or chemotherapy * To assist with acute alcohol or drug withdrawal (in residential care under medical supervision) * To treat epilepsy (usually where other medications have not been effective) * In palliative care. Appropriate benzodiazepine use could include: * One or two nights' use for prolonged sleeplessness when all other methods have failed and provided that the insomnia is not due to circadian rhythm disturbance or a chronic sleep problem (appropriate use could be for recent grief or acute stress) * Insomnia due to jet lag * Severe and acute muscle spasm where conventional methods like massage have not eased the spasm * Severe and acute recent anxiety if no other appropriate support is available or while counselling support is arranged Safe and appropriate use of benzodiazepines If benzodiazepines are necessary a prescription should be for: * a limited length of time – a few days only and not exceeding two weeks * Intermittent use – if used occasionally there is no risk of dependency If a prescription is warranted, information should be provided about: * The potential risk of dependency and withdrawal if used for longer than a few weeks * Effects on the emotions and the possible impairment of concentration and memory * The possibility of rebound insomnia and anxiety when ceasing to use benzodiazepines * Effects when used with other drugs * Risks associated with driving or working with heavy machinery. Benzodiazepines should not be prescribed for people currently using excessive amounts of alcohol or illicit drugs. identifying benzodiazepine dependency identifying benzodiazepine dependency identifying benzodiazepine dependency Benzodiazepines are very addictive – tolerance and dependence can occur within weeks of continuous use. It is estimated that 50-80% of people regularly taking low doses of benzodiazepines for longer than a few months will develop a physical tolerance to the drug and become dependent. As the lack of recognition of benzodiazepine dependency is common, it often goes undetected or is misdiagnosed. Be alert for dependency, even though it may not be initially identified as a problem. Dependency Drug dependence usually has physical and psychological elements. People who are dependent on benzodiazepines may: * Feel unable to cope without the drug * Find it extremely difficult to stop taking the drug * Find that the drug no longer has the same effect and will increase the dose or drink alcohol to achieve the same effect * Perceive that they need the drug to function normally * Have withdrawal symptoms if the drug is cut down or stopped * Crave for the drug. The development of dependency Not everyone who takes benzodiazepines on a daily and long-term basis will become physically dependent, although they are at a high risk of dependency. Some people taking benzodiazepines don't realise that they are dependent until they stop a dose or try to cut down and experience withdrawal symptoms. Unless people are well informed about the risks associated with continuous use, they are likely to continue to use the drugs long term and hence develop dependency. Most people initially receive a script to help them cope with anxiety or insomnia associated with a crisis (such as a death in the family, marriage break-up or a combination of things which makes the person feel that he or she is unable to cope). In the short-term, benzodiazepines are very effective in relieving the symptoms of anxiety and promoting sleep. People using them will feel much better and will often choose to continue using the drug because they have not been informed of the risks. Over time, a physical tolerance to the drug develops. It feels like the drug is wearing off. Trying to achieve the same effects as before, people may increase their dose or change brands. After a while the drugs no longer stop the symptoms of anxiety or insomnia and people usually start to feel a lot worse. At this stage, cutting down or trying to stop taking the drugs makes people feel a high level of anxiety and other physical symptoms like rebound insomnia. It's common for people to resume their dose, mistaking the anxiety or insomnia associated with withdrawal for their original problem. People can experience withdrawal symptoms while still taking their benzodiazepines. Many people have exhaustive tests for their ongoing physical symptoms and when the tests show a negative result, they sink deeper into despair – sometimes assuming that they must be going mad. Depression, suicidal thoughts, paranoia and occasionally even hallucinations are withdrawal symptoms, and many people are referred to psychiatrists. People suffering benzodiazepine withdrawal symptoms feel as if they are always sick, have no self-confidence and have lost all their former skills. They may leave their jobs because they cannot manage and withdraw socially. Afraid to be left alone, they may keep their children home from school, and simple activities like doing the supermarket shopping or making minor decisions become almost insurmountable tasks. Suicide is often contemplated. Psychologically and physically dependent on benzodiazepines, people feel unable to cope or survive without taking their tablets. The increasing decline in physical and mental health has not been associated with their long-term benzodiazepine use and they rely more than ever on their drugs to help them cope. Without information on the long-term effects of benzodiazepines, people assume that their mental and physical distress is related to their original problem. How do you identify if someone is dependent on benzodiazepines? Long-term benzodiazepine users who answer yes to one or more of the following questions may be benzodiazepine dependent. 1. Have you taken sleeping pills or tranquillisers each day or night for six months or longer? Most people taking benzodiazepine for longer than six months are taking them to prevent the onset of withdrawal symptoms rather than for any therapeutic effect. (Benzodiazepines are only effective for sleep for the first 3-7 nights, while there is not adequate research to suggest that the anxiety relieving properties of benzodiazepines are effective for more than 4-6 months.) 2. Have you ever increased your dose or felt that you needed to increase the dose to have the same effect as when you first took the benzodiazepines? Have you ever changed brands for the same reason? Increasing the dose and trying other brands of benzodiazepine in an attempt to achieve the same feeling as when the drugs were first taken is a good indication that the body has become tolerant to the drug and therefore the person taking the benzodiazepine needs an increase in dosage or a stronger drug to achieve the same effect. 3. Have you ever tried to cut down or stop your benzodiazepine use? Some people aren't able to cut down or stop their benzodiazepine use even though they've made numerous attempts. This is usually due to the discomfort of withdrawal symptoms. However, it might be related to the initial reason the person was prescribed the drug. Careful questioning may be necessary to understand what the person is actually experiencing. This can sometimes be difficult as increased anxiety and insomnia are the most common withdrawal symptoms. 4. If you have missed a dose of your benzodiazepine, have you felt ill or highly anxious? People missing a dose and feeling agitated, sweaty, sick or unable to sleep will often see this as a reason to quickly start taking their dose again because they 'need' the tablets. Usually, however, it is an indication of benzodiazepine withdrawal. 5. Are the effects of the benzodiazepines interfering with your life in some way? Are you, for example, missing work regularly, having family or relationship problems, experiencing difficulty in coping or remembering things? People who have taken benzodiazepines for a long-term period may not have made the connection between the deterioration of their abilities and relationships with the long-term use of drugs. 6. In addition to your benzodiazepines, are you drinking alcohol or using other drugs? 'Topping up' with alcohol to achieve the same sedative effect is indicative of tolerance. Increasing the amount of alcohol may occur quite subtly and the person may not realise the extent to which they have increased their drinking over time. Often, antidepressants or other psychotropic drugs are prescribed in an attempt to alleviate some of the anxiety or depression that has actually been caused by the long-term use of benzodiazepines. 7. Do you make sure that you never miss a dose of benzodiazepines? Being careful to always take their dose of benzodiazepines on time could mean that psychological or physical dependence is present. The symptoms of anxiety or sleep difficulties that the person is hoping to control may well be benzodiazepine withdrawal symptoms rather than the original problem. 8. Do you feel that you need your benzodiazepines to help you get through the day? Needing to take a benzodiazepine just to feel normal is an indication of the development of physical tolerance as the brain adapts to the presence of the drug. 9. Do you ever take any additional pills to help you cope with a stressful situation? Relying on benzodiazepines for extra stress or anxiety is indicative of an increasing psychological dependence on using the benzodiazepines as the main coping strategy. 10. Do you carry your benzodiazepines with you just in case? A strong indication of dependency is when a person takes great care to make sure that they always have a supply of tablets and never run out of scripts. Some people always ensure they have some benzodiazepines on hand in their wallet or purse as security – just in case they should feel anxious. beginning treatment beginning treatment beginning treatment The aim for most people is to reduce from their benzodiazepine dose and eventually become totally drug free. If this is not possible, a reduction in the amount taken is an appropriate aim which should minimise some of the harm associated with taking the benzodiazepines. For example, for very high dose users or polydrug users, stabilisation and close monitoring may lower the risk of accidental overdose and risk taking behaviours. Choosing residential or counselling treatment The rationale for much of the treatment framework presented in this manual favours treating people in a counselling setting rather than treating them in hospital or a residential withdrawal facility. The available evidence supports slow reduction of benzodiazepines as the safest, most cost effective and most successful way for people to become pill-free. Slow reduction is best achieved in a counselling or home based withdrawal setting. Residential withdrawal can be helpful if the person: * Has significant medical problems * Has a history of withdrawal seizures (fits) * Has a psychiatric disorder as well as benzodiazepine dependency * Is a high dose user * Feels that they will be able to reduce their dose more successfully * Is a polydrug user. Support Groups Support or recovery groups may be useful during treatment. Dependence on benzodiazepines is a widespread problem that can be normalised in a group setting, thereby reducing fear, uncertainty and stigma. However, support groups are often difficult to maintain because they are not well attended. Individual counselling with specialised telephone back-up support has proven to be the ideal intervention during treatment. For some people, support groups work well in conjunction with this strategy. First Interview If possible, allow one to one and a half hours, and cover the following areas: * A thorough history taking * Ensuring the person has all his or her questions answered and is given the necessary information * Explaining your program to the person about to go through the reduction process * Reassurance that counselling is collaborative and the person deciding to go through the reduction process will be in control of the decisions around reduction of their benzodiazepine intake. Although the aim of the first session is to complete a full history, this will not always be possible or appropriate and issues which demand immediate attention sometimes need to be dealt with first. People often feel relief when given an opportunity to talk about their personal experiences taking benzodiazepines. Give people written material to take home, as memory impairment is a common side effect of benzodiazepine use, making it difficult for people to retain details of the program and withdrawal information. History taking A thorough history taken over the first few sessions will: * Ensure all factors are considered in decision making about withdrawal plans and supports required and * Enable the client to make a connection between current experiences and the effects of longterm benzodiazepine use It is important to ask and record information about: * Current medication * Current symptoms and discomfort * Length of benzodiazepine use * History of benzodiazepine use * Reason for the initial prescription * Past and current history of other prescribed and non-prescribed substance use (including alcohol and pain killers, which many people do not think to report) * Increase or decrease in dose * Previous reductions * Other agency involvement * Medical history * Social network and current living situation * Any history of trauma or abuse * Other factors which may affect the person's well being While many people are relieved they are being listened to and their story is easily recalled, others find it difficult to talk or recall specific details, which may be due to drug induced short-term memory loss. Assessment The overall aim of the assessment is to obtain a clear picture of the client's needs in order to tailor the reduction and withdrawal process to their individual circumstances. Specifically, you will need to identify whether the person is dependent on benzodiazepines. Current medication * Record all medications currently used. * Be alert for generic and brand names. It is important to view the medication if there is any confusion. Use MIMS for identifying information about all the drugs they are taking. The Australian Medicines Handbook provides information about all classes of drugs. * When people have other problems for which they are taking medications, it will be important to liaise with their doctor or other health professional. * Reconnexion is available for secondary consultation. * Prescribed medication information for all prescription drugs can be obtained by calling the Psychotropic Drug Advisory Service or the National Prescribing Service Medicines Line. (see resources & handouts) Helpful questions What medications are you currently prescribed? What dosage are you prescribed? Do you always take the same amount? How frequently are you taking the medication? General Wellbeing At the moment how are you feeling: * Physically? * Mentally? * Emotionally? If the person describes withdrawal symptoms ask the following question: How frequent and severe are the symptoms? NB: the person may describe symptoms without identifying them as withdrawal. This is an opportunity to introduce the connection between withdrawal symptoms from benzodiazepines and symptoms relating to the initial condition for which the benzodiazepines were prescribed (i.e. anxiety and sleep issues). The current symptoms may be benzodiazepine withdrawal rather than the underlying condition. Length of benzodiazepine use How many weeks, months or years have you been taking benzodiazepines? In what dosages? Who prescribed/prescribes them? Have you experienced any changes in behaviour after commencing benzodiazepines? Have you noticed any physical changes or problems after commencing benzodiazepines? Have you experienced any family or relationship problems after commencing benzodiazepines? If so, how soon after commencing the benzodiazepines did you experience these problems or notice any changes? Are the changes and problems intermittent or continuous? History of benzodiazepine use Who prescribed the benzodiazepines originally and for what reason? If you do not remember the original reason, what is your recollection of why you take benzodiazepines? Have you ever changed to a different benzodiazepine? Have you ever been prescribed more than one benzodiazepine? Past history of other prescribed and non-prescribed drug use Have you ever taken antidepressants or other mood altering drugs? Have you ever used illegal drugs? Do you smoke? Do you drink caffeine? (in coffee, tea, cola or energy drinks) Do you take pain killers containing codeine? (e.g. panadeine) In a normal week, how much alcohol would you drink? It is important to ask about a person's alcohol habits. It is not uncommon for people to be dependent on both alcohol and benzodiazepines and both dependencies will need to be addressed appropriately. Increases or decreases in dose Have you ever increased the dose? What was the effect? Have you ever taken an extra dose before a stressful event? Do you carry your tablets with you? It is important to ask about dosage, as these questions will alert you to a pattern that may not have been identified as dependent use. It will also indicate whether recommended doses are being exceeded. Recommended daily limits vary according to the kind of drug taken. If benzodiazepines have been inappropriately prescribed and taken for both anxiety and for sleep, the combination of both pills may mean the recommended limit has been exceeded. Previous reductions Have you ever skipped a dose? If so, why? What was the result of skipping the dose? Have you ever tried to cut down your dose? If so, why? What was the result of cutting down the dose? Have you ever gone cold turkey? (ie. stopped taking medication suddenly) If so, why –what were the circumstances? What was the result of going "cold turkey"? Past treatment Have you had other treatment to help reduce your benzodiazepines? Have you ever visited a psychiatrist? If yes, what were the circumstances? Have you ever visited a psychologist or counsellor? If yes, what treatment did you receive? Was the counselling helpful? Medical history Have you had any major illnesses or operations? Do you have any other conditions? Have you tried any alternative therapies? For example, homeopathy or naturopathy. Social networks Do you have support from family and friends for your recovery? Are you in a relationship? Has anyone else in your family used benzodiazepines, alcohol or other drugs? Are you involved in any activities? (e.g. sport or music) Other factors which may affect the person's wellbeing Are there any major changes occurring in your life at the moment, for example, retirement, moving house, family changes? Have you experienced any traumas in your life, for example, abuse, accidents, sudden deaths, fires etc? Do you exercise? What type of exercise and how frequently? In a normal week, what would you eat for main meals and in between snacks? Do you practise any relaxation or meditation? Do you know how to use deep breathing techniques to help you relax? 19 Information giving Once you have taken a clear history: * Explain to the person the possible connection between their physical and emotional problems and their long-term use of benzodiazepines. This connection gives people enormous encouragement for the future. Understanding the connection between the long term use of the benzodiazepines and how they have been feeling relieves the concern that something is wrong with them and that they are somehow responsible * Outline the elements of the treatment process - slow reduction of pills, alternative anxiety and sleep management, and support through withdrawal * Discuss the possibility of withdrawal symptoms and the length of time the person may experience these – be open and honest about how long withdrawal symptoms may last * Discuss treatment options (e.g. Residential withdrawal, home based withdrawal, counselling, telephone support). When providing counselling for adjunctive problems such as anxiety or depression, inform the client about the theoretical framework you use. The proposed treatment plan will differ from person to person but needs to include: * Length of time between visits * Proposed reduction program * Teaching relaxation techniques or appropriate referral * Teaching deep breathing techniques * Possible issues to be addressed in counselling * Anxiety management and coping skills * Sleep strategies * Contact with prescribing doctor * Counsellors preferred way of working and options (not necessarily in the first session). Making the decision to reduce benzodiazepines Before proceeding with the treatment plan, it is useful for the counsellor and the person seeking assistance to consider the following questions : Why am I here? Why now? Why do I want to come off my pills? For many people, life has been so difficult and they have been so unwell while taking pills that they are very motivated to be drug-free. Other people simply do not like feeling that a drug is in control of their lives. For some people it is the first time they have received information about the effects of long-term drug use and the risk of dependency. Others may come to see you because their doctor is concerned about continuing to write scripts. Some people will be very eager to commence reduction of their benzodiazepines, while others will feel ambivalent and will need some time to make up their minds. Many people are keen to come off their benzodiazepines but are very fearful about how they will cope without the pills. *Whatever the motivation, it is essential that the client is in control of making the decision about whether or not to reduce and when to start reducing. The client needs to be confident that her or his decisions are paramount during the reduction process, and that s/he will not be pressured. Timing Once the decision has been made to come off the benzodiazepines, the client and counsellor can discuss the best time to start the reduction. Reducing the dose is likely to result in withdrawal symptoms, so the client needs to be prepared to cope with these. If the client is going through a period of added stress or has a number of functions to attend in the near future, it will usually be preferable to wait before starting to reduce the dose. Other problems may need to be addressed first in counselling. Relaxation training might be necessary to help manage the symptoms of anxiety before any reduction is commenced. Some people will need only minimal help to reduce their benzodiazepines, requiring a reduction regime, some information and encouragement. Others will need more intensive counselling and support to enable them to cope effectively during and after withdrawal, or because of unresolved issues relating to their initial commencement on benzodiazepines (e.g. trauma). The role of the GP With the permission of the client, contact the client's GP. (If the client does not have a current GP, he or she will need to find a new one to provide medical support through the reduction and withdrawal process.) The GP will: Prescribe benzodiazepines for a tapering dose. * Prescribe other drugs if necessary. * Examine any physical symptoms if necessary. (Some withdrawal symptoms are similar to symptoms of more serious conditions). * Provide information about the physical symptoms of stress. * Provide information about the use of benzodiazepines with other drugs, alcohol or while working with machinery. reducing benzodiazepines reducing benzodiazepines Step 1 Stabilising the dose Many people seeking assistance to reduce or cease their dose of benzodiazepines will be taking their medication irregularly – often when they perceive their need is greatest. Before commencing to reduce the overall dose, aim to stabilise the current dose taken by spacing the tablets at regular intervals throughout the day. Some clients may have already commenced reducing their benzodiazepines before having come to see you. If this is causing too much distress because of the withdrawal symptoms, it might be advisable to increase the dose slightly. If the dose taken has been very erratic, with large amounts taken one day and smaller amounts the next, it may be difficult to determine an average daily dose. A retrospective diary of the past week could be useful in determining what this might be. It may be useful to liaise with the GP who can advise on the number of scripts written. Once the average daily dose has been determined, observe the client closely for withdrawal symptoms and adjust the dose accordingly. Evenly spacing the dose throughout the day helps to: * Stabilise the level of benzodiazepines in the bloodstream, thus reducing the possibility of withdrawal symptoms occurring between doses * Reinforce that by taking benzodiazepines on a regular basis rather than at times of highest stress that taking a pill is no longer the strategy for coping * Allow time for you to establish a relationship with the client * Allow time to address other issues or commence anxiety reduction, for example, relaxation training. Once stabilised, encourage the client not to deviate from the agreed dose schedule - not to skip a dose or take an extra dose. The aim is for the client to feel reasonably comfortable before commencing to reduce if possible. Stabilising the dose can take as little as one to two weeks or much longer, depending on a number of factors. For some people it may take many attempts to stabilise their dose. If this is the case, reassure the client that he or she hasn't failed but that it demonstrates the degree of dependency. Explore the reasons that have contributed to the client taking extra benzodiazepines and offer alternative strategies. Stabilising large doses For people who have developed tolerance to an extremely high dose of benzodiazepines (e.g. 20-30 tablets per day) a reasonably high dose may need to be prescribed initially for the person to stabilise. This process may need to occur in an inpatient setting or residential withdrawal unit to ensure the person's safety. If the client does not enter a residential withdrawal unit, he or she will need to agree to pick up his or her supply each day at the pharmacist and to see the same GP, who will monitor the reduction. Benzodiazepines taken only at night for sleeping If the client takes the pills only at night, advise her or him to continue doing this rather than to distribute the dose evenly throughout the day. The client has already tolerated daytime withdrawal. The possible sedating effects during the day make staying on the night time dose the preferred option. Examples of dose stabilisation The following examples provide a guide to stabilising different people using different benzodiazepines and a variety of doses. Mary has been taking 30mg of Serepax (Oxazepam) two to three times a day for six years. She was initially prescribed them to help her cope with her divorce and the difficulties she was having coping alone with three young children. Some days Mary takes three to four tablets a day, on other days she feels she only needs to take two tables. Mary's average dose seems to be three 30mg of Serepax daily, so stabilise her dose as follows: Jenny takes 10mg of Temazepam at night when she goes to bed. Bedtime ranges anywhere between 9.30pm and 11.30pm. Sometimes (about twice a week) Jenny misses taking her pill and therefore gets no sleep that night. To compensate Jenny will take two tablets the following night. Stabilise Jenny's dose by suggesting she take her Temazepam every night and at the same time, say 10.00pm. Phillip takes 0.5mg tablets of Xanax (Alprazolam) for anxiety. Typically he takes one tablet when he wakes up in the morning , one to two tablets late afternoon, and a further one to two tablets before going to bed. Phillip says he usually takes the higher doses in the afternoon and evening four times a week. (Maximum dose of 2.5mg a day; minimum of 1.5mg daily, with a usual weekly dose of 14.5mg). If Phillip is agreeable, stabilise his dose as follows: Katie takes erratic daily doses of Valium, Serepax and Temazepam. A minimum daily amount for her would usually be eight 5mg Valium tablets, six or eight 30mg Serepax and five or six 10mg Temazepam. Convert the entire dose to an equivalent Diazepam dose. (See equivalency information under Step 2.) Katie's intake is approximately equivalent to 120mg Diazepam. The usual recommended maximum stabilising Diazepam dose is between 50mg and 80mg daily, so Katie's intake is too high to convert to an equivalent Diazepam dose. She will therefore need to make a reduction in her usual dose straight away. Although she is unlikely to have seizures if she is stabilised on more than 50mg Diazepam, she may prefer to make this reduction in a withdrawal unit to provide her with 24 hour support and medical monitoring. Reassure Katie that she will most likely stay on the reduced dose for some weeks before contemplating further reduction. Katie would need to agree to see only one GP, and to pick up her daily supply of Diazepam from the pharmacist. step 2 substituting a short acting benzodiazepine with a long acting one Substituting a short acting benzodiazepine with a long acting benzodiazepine, such as Diazepam, is recommended before cutting down the benzodiazepine dose. Substituting the longer acting benzodiazepine helps to make the withdrawal process more tolerable by minimising the withdrawal symptoms between doses. Other reasons for considering substituting Diazepam include: - It is listed on the Pharmaceutical Benefits Scheme (PBS) and may be cheaper - Diazepam is available in 5mg and 2mg tablets, which provides more flexibility when cutting down smaller doses. - Diazepam tends to have a less severe withdrawal syndrome than other shorter acting benzodiazepines. Stop and think Before substituting to a long acting benzodiazepine, take into consideration: * It is not necessary to substitute short acting benzodiazepines with long acting ones if the person is only taking one benzodiazepine at night. * If the person is over 65 years of age, substitution to a long acting benzodiazepine is not advisable, as older people metabolise drugs more slowly and there may be an increased risk of drug accumulation and over sedation. * If a person is taking a medium acting benzodiazepine it is not necessary to change to a long acting one. Space the doses evenly throughout the day. Substitution to a long acting benzodiazepine can always be an option if the person is having difficulty reducing because of withdrawal symptoms. * Substitution to a long acting benzodiazepine can be done at any stage of the reduction process if difficulty is experienced reducing from short or medium acting benzodiazepines. * A person may have had a negative experience with Diazepam or simply does not want to change. His or her wishes should be respected. Substitution may be an option at a later stage. * Some people taking Alprazolam (Xanax) or Lorazepam (Ativan) experience difficulties when their benzodiazepine is substituted with Diazepam (Valium). (This is most likely due to the fact that both Lorazepam and Alprazolam are associated with a more severe withdrawal syndrome.) It may be necessary to transfer more slowly, or to transfer only half the dose for Diazepam while maintaining some of the original drug. Given the high equivalent dose of Diazepam for Alprazolam, it may also be advisable to reduce people from higher doses (e.g. 4mg Xanax) to about 2mg Xanax before substituting Diazepam. * Sometimes the substitution is problematic and the person experiences severe withdrawal symptoms, even when they are on an equivalent dosage. In this case it may be best to recommend commencing the reduction from their original medication and skip the substitution to Diazepam. * For people already taking a long acting benzodiazepine (e.g. Mogadon, Rivotril), it is not necessary to transfer to Diazepam. * Substituting a short acting benzodiazepine with a long acting one should usually be a gradual process. One dose of the long acting benzodiazepine should be substituted for one dose of the original short acting benzodiazepine every two to three days, until the person is taking the long acting benzodiazepine only. It is advisable to allow a further period of one to two weeks for the person to stabilise on the Diazepam. * If the person is taking high doses of several different benzodiazepines, it is advisable to substitute all the doses with one long acting benzodiazepine. In this case, the Diazepam substitution is usually done straight away rather than dose by dose (see the example of Katie under Step 1). Once substitution is complete, stabilise again for one to two weeks before reducing the dose. During this process of substitution, close communication should be maintained between the counsellor, the GP prescribing the dose and the client. Reconnexion is available for secondary consultation for the process of stabilisation and substitution to a long acting benzodiazepine. Diazepam Equivalents for benzodiazepine substitution An accurate conversion of the benzodiazepine dose to Diazepam can be problematic as the equivalent dose calculations are approximate. The correct dose equivalent will depend on the individual. Age, weight, health and liver function may all impact on how a drug is metabolised. Maintain close contact with your client during the substitution period. Be alert for under or over sedation. The aim is for the client to feel about the same when taking the long acting benzodiazepine as they did on their previous benzodiazepine dose. Many people report feeling calmer and more in control when taking the long acting benzodiazepine. To establish if the substituted dose is about right, look for signs of too much sedation on the one hand or too severe withdrawal on the other. For example, if the person is feeling drowsy and euphoric then the substituted dose is too high. If the person is feeling highly anxious with other signs of withdrawal such as headaches, shaking or sleep disturbance then the substituted dose is too low. In consultation with the GP, you suggest that the client adjusts the dose accordingly. Guidelines for equivalent dosages of Diazepam Comparative information for benzodiazepines, zolpidem and zopiclone * the widely varying half-lives and receptor binding characteristics of these drugs make exact dose equivalents difficult to establish † very-short-acting (half-life <6hours); short-acting (half-life 6 to 12 hours); medium-acting (half-life 12 to 24 hours); long-acting (half-life>24 hours). Note that even very-short-acting and short-acting benzodiazepines can have a long half-life in some patients ‡ lorazepam may be relatively more potent at higher doses. Reproduced with permission from Psychotropic Expert Group. Therapeutic guidelines: psychotropic. Version 6. Melbourne: Therapeutic Guidelines limited;2008.p.24. Example of substitution to Diazepam The following is an example of substituting to a long acting benzodiazepine (Diazepam). Phillip has been taking 0.5mg of Xanax three to five tablets daily for four years. He was originally prescribed them for panic attacks during a stressful period at work. He is stabilised on four doses of 0.5mg daily and is coping well. Current dose of Xanax Substitute Phillip's dose of Xanax with an equivalent dose of Valium in the following way: Substitute the 10pm Xanax dose with Valium for the next 3 days (days 1,2,3) If stabilised, also substitute the morning Xanax dose for Valium for 3 days (days 4,5,6) If stabiised, also substitute the 5pm Xanax dose with Valium for 3 days (days 7,6.9) If stabilised, also substitute the 12noon Xanax dose for Valium for 3 days ( days 10,11,12) Suggest Phillip remains on the Valium dose for 1-2 weeks before commencing reductions. This example assumes that all has gone well with each of the conversions to Valium. You may need to adjust the dose as described if it becomes clear that too much or too little Valium has been substituted. Dependending on the symptoms, you would recommend that Phillip discuss with his GP an increase or decrease of ¼ tab initially. step 3 gradually reducing the dose A gradual reduction, dose by dose, is the most comfortable way for people to withdraw from benzodiazepines and is most likely to be successful. The aim is for the client to eventually become drug free. If it is not possible for the client to completely reduce their intake, then a reduction in dose is advantageous, particularly for high dose users where obtaining the supply of benzodiazepines has previously involved illegal or harmful behaviour. When gradually reducing a person's benzodiazepine dose: * Start with a small reduction – this can be increased later if well tolerated * Consult with the client regarding which dose they prefer to reduce at the start (ie morning/ afternoon/evening etc) * Reassure the client that decisions regarding reductions are in his or her control – how s/he feels will determine the timing of the reduction * Reduce a maximum of 10-15 per cent of the total daily dose every one to two weeks. The actual amount reduced will take into account the strength of the individual benzodiazepine tablet (For example, 4 x 5mgm Diazepam tabs taken daily = 20mgm x 15% is 3. It is easiest to halve a 5mgm tablet and reduce by 2.5mg.) * Use common sense when calculating a reduction program from a small daily dose (e.g. 1 tablet) as 15% will be too small to be practicable * It is important to wait until at least one week has passed before considering the next reduction, as withdrawal symptoms from long acting benzodiazepines may not be experienced until a few days following the reduction * Adjust the percentage of reduction according to how well or poorly the client is able to tolerate the ensuing withdrawal symptoms * Adjust the timing of the reductions according to how well or poorly the client is able to tolerate the withdrawal symptoms; and taking into account other stressful life events * Encourage the person reducing his or her intake to keep in close contact with you by phone or email after a dose reduction * Monitor the person's progress on a daily, weekly or fortnightly basis * Check that the dose has been taken correctly * Provide a written reduction chart to follow * Allow time for the person to stabilise before attempting the next reduction - most people have an increase in withdrawal symptoms after each reduction * The time it takes to reduce the dose will usually depend on the length of time the client has been taking the benzodiazepines. For example, if the client has only been taking benzodiazepines for a number of months, one would anticipate a fairly quick reduction with minimal withdrawal symptoms, whereas someone who has been taking the drugs for many years may only be able to tolerate small reductions each fortnight or longer * During the reduction and stabilising process most people will need to take a break or rest. A break from reductions is often needed because the constant symptoms of withdrawal can be debilitating and tiring * Avoid "cold turkey" withdrawal – if the person stops taking their benzodiazepines all at once, it is likely to result in severe withdrawal symptoms and may induce a withdrawal seizure (fit). Benzodiazepines available in more than one strength Many benzodiazepines are produced in a number of different strengths, which can be useful when cutting a tablet into smaller portions becomes impractical. Cutting down tablets Cutting down the tablets into very small amounts can often be difficult. It may be necessary to crush the tablet or portion of the tablet and then divide. Remembering reduction rates Visual guides to reducing benzodiazepines are a useful tool for both practitioners and people coming off benzodiazepines. Many people taking benzodiazepines have problems with memory and concentration and it isn't unusual for people to make mistakes about the agreed reduction. Write the agreed reduction on a chart as a reminder. The reduction schedule chart can be adapted to suit the agreed reduction program. Reduction Schedule Chart Client Name: Date commenced: As discussed and agreed on with the client's GP Do not fill in the reduction schedule too far in advance as the progress will be reviewed and adjusted each visit. benzodiazepine withdrawal benzodiazepine withdrawal benzodiazepine withdrawal What is drug withdrawal? Withdrawal is a series of physical, psychological and behavioural changes experienced when a drug is cut down, ceased or loses its effectiveness. How common is benzodiazepine withdrawal? Available studies estimate that 50-80 per cent of people who have taken benzodiazepines continuously for six months or longer will experience withdrawal symptoms on ceasing or reducing the drug. What are the symptoms of benzodiazepine withdrawal? Benzodiazepine withdrawal has a wide range of symptoms. Withdrawal effects include the hormonal, immune and metabolic systems. Common symptoms include anxiety, depression, insomnia, sweating, nausea, dizziness, blurred vision and muscle or joint pain. For a more complete list of symptoms refer to the list in this chapter. Benzodiazepine withdrawal rating scales can be of some use in assessing benzodiazepine dependence and monitoring improvement in withdrawal over time. (See resources & handouts for the Benzodiazepine Withdrawal Symptom Questionnaire by Tyer et al 1990.) How severe are the symptoms of benzodiazepine withdrawal? The severity of withdrawal symptoms varies from person to person, from quite mild to severely debilitating. For many people the intensity of benzodiazepine withdrawal symptoms is surprising and overwhelming. When you are offering withdrawal support it is important to reassure people that what they are experiencing is normal for benzodiazepine withdrawal and that their symptoms will pass. How long does withdrawal last? Withdrawal symptoms from benzodiazepines can be present for weeks, months or, occasionally, years. In most cases, the length of time a person has been taking benzodiazepines or the amount he or she has been taking will affect the length of time withdrawal symptoms are experienced. Generally, the longer the body has been accustomed to functioning with the benzodiazepine, the longer the withdrawal will take. For a small percentage of long term benzodiazepine users, withdrawal symptoms may last for two to three years. What is it like to experience withdrawal? The withdrawal period can be very erratic in nature. People withdrawing from benzodiazepines may experience days when they are totally free of withdrawal symptoms, followed by days of mild to severe withdrawal. These symptom-free days are unpredictable and vary in duration throughout the recovery process. During withdrawal: The presence and severity of symptoms tend to fluctuate * People often experience a wide range of symptoms at different stages of withdrawal * One symptom which is particularly severe or troublesome may predominate for a time or for most of the withdrawal period * People are often seriously ill or distressed. Other features of withdrawal * Some research indicates that withdrawal from short acting benzodiazepines can be more uncomfortable between doses than from long acting benzodiazepines. * Withdrawal from Alprazolam and Lorazepam appears to be more severe and prolonged. * The severity of withdrawal is not dose related – someone taking large quantities of benzodiazepines will not necessarily experience a more difficult withdrawal than someone taking small quantities. The length of time the person has been taking benzodiazepines is a more relevant predictor. * Withdrawal varies in severity from person to person and there are no reliable predictors of withdrawal difficulty apart from dose and length of time taking benzodiazepines. * The possibility of having a withdrawal seizure (fit) is greater in high dose benzodiazepine users, particularly if cold turkey withdrawal is attempted. The symptoms of benzodiazepine withdrawal How soon will symptoms start? Symptoms may occur within hours (usually 24 hours) after ceasing or reducing the benzodiazepine dose. When withdrawing from long acting benzodiazepines the onset of symptoms of withdrawal will take longer and may be noticed as late as a week following a reduction. The benzodiazepine withdrawal syndrome Time course for short-acting and long-acting benzodiazepine withdrawal. Lisa Frank & John Pead New Concepts in Drug Withdrawal Monograph 4, 1995 p.59 University of Melbourne & Drug Services Victoria. Reproduced with permission. Informing people of the range of possible withdrawal symptoms is important. Apart from helping to eliminate fear, knowledge of the range of symptoms can also help to normalise their situation. If there is any uncertainty about whether symptoms are related to benzodiazepine withdrawal, these will need to be examined more closely by a medical practitioner. For example, chest pains (which are common in withdrawal) may signify some other health problem and need to be investigated. All systems of the body can be affected by withdrawal and a wide range of symptoms may be experienced. Usually the hormonal, immune and metabolic systems are affected. The following handout identifies the range of symptoms a person may experience during benzodiazepine withdrawal. Photocopy the handout for people planning to begin a benzodiazepine reduction program. Common withdrawal symptoms Abdominal pains and cramps Agoraphobia Anxiety Breathing difficulties Blurred vision Changes in perception (faces distorting and inanimate objects/surfaces moving) Depersonalisation (a feeling of not being connected with yourself or your body, or a feeling of not knowing who you are) Depression Distended abdomen Dizziness Extreme lethargy Fears (uncharacteristic) Feelings of unreality Flu-like symptoms Heavy limbs Heart palpitations Hypersensitivity to light and/or sound Indigestion Insomnia Irritability Lack of concentration Lack of coordination Loss of balance Loss of memory Muscular aches and pains Nausea Nightmares Panic attacks Rapid mood changes (crying one moment and laughing the next) Restlessness Severe headaches Shaking Sore eyes Sweating Tightness in the chest Tightness in the head (feeling of a band around the head) Less common withdrawal symptoms Aching jaw Craving for sweet food Constipation Diarrhoea Difficulty swallowing Feelings of the ground moving Hallucinations (auditory and visual) Hyperactivity Incontinence or frequency and urgency (needing to urinate often and in a hurry) Increasing saliva Loss or changes of appetite Loss of taste, or changes in taste (e.g. a metallic taste in the mouth or when eating) Menstrual problems (painful periods, irregular periods or periods ceasing to occur) Morbid thoughts Numbness in any part of the body Outbursts of rage and aggression Paranoia Painful scalp Persistent, unpleasant memories Pins and needles Rapid changes in body temperature Sexual problems (changes in libido) Skin problems (dryness, itchiness, rashes, slow healing, boils) Sore mouth and tongue (ulcers, cracked lips, cold sores) Speech difficulties Suicidal thoughts Tinnitus (buzzing or ringing in the ears) Unusually emotionally sensitive (unable to watch the news on television or read newspapers) Vaginal discharge Vomiting Weight loss or gain Rare withdrawal symptoms Blackouts (blackouts are rare with low dose use, but less rare when large amounts have been taken. A blackout is a period of time during which a person appears to act normally but of which they have no recollection.) Bleeding from the nose Burning along the spine Burning sensation around the mouth Discharge from the breasts Haemorrhoids Hair loss Hypersensitivity to touch Rectal bleeding Sinus pain Seizures (fits) (these are rare with gradual reductions, but are less rare with cold turkey withdrawal, large reductions, or when large doses have been taken) Sensitive or painful teeth Swollen breasts 'Cold Turkey' - sudden, abrupt withdrawal Cold turkey is the expression used when drug intake is stopped completely and suddenly. Cold turkey cessation of benzodiazepines can be dangerous and is usually extremely painful and distressing. For high dose benzodiazepine users, cold turkey may induce a withdrawal seizure. Aside from the danger of cold turkey withdrawal, the usual outcome is an inability to tolerate the withdrawal symptoms and the person starts taking the benzodiazepines again. This can leave the person feeling afraid of the whole process of withdrawal and with a sense of failure. Sometimes people choose to come off their benzodiazepines cold turkey, for a variety of reasons. If a person has made a decision to choose cold turkey withdrawal they need to: * Be informed of the dangers * Be in close proximity to expert medical care (preferably a residential withdrawal facility) * Have support and understanding about what is happening to their body. Reducing benzodiazepines should ideally be undertaken with a gradual tapered reduction, which is safer and easier. What causes benzodiazepine withdrawal? People seeking assistance with benzodiazepine reduction and withdrawal often want to know how these drugs affect their bodies. Although the mechanism of benzodiazepine dependence and withdrawal is not fully understood, it is thought that the symptoms of withdrawal are partly due to the lack of activity of the major inhibitory (calming) neurotransmitter GABA. In simple terms, the brain is continually seeking to achieve a state of balance between its inhibitory and excitatory neurotransmitters. Benzodiazepines work by enhancing the effect of GABA. This means that when benzodiazepines are continually present in the brain, the brain responds by producing fewer GABA receptors. When the benzodiazepine levels are reduced or stopped, the brain has a low level of receptors for GABA and therefore nothing to counterbalance the excitatory neurotransmitters, or hormones such as adrenalin. The lack of balance in the brain chemistry may explain withdrawal symptoms such as increased anxiety, panic attacks, perceptual distortions and insomnia. To regain a state of balance, the brain responds by producing extra GABA receptors. In time, brain functioning and levels of GABA and excitatory neurotransmitters return to normal. It is possible that people experience long lasting withdrawal symptoms due to the brain chemistry taking a longer time than usual to return to normal. Although many people experience a range of uncomfortable, painful or disturbing symptoms in withdrawal, the total experience is not necessarily a negative one. It helps to remind people of the positive changes that occur at the same time as withdrawal. These changes include: * Improvements in their ability to concentrate * An increase in confidence * The realisation that they can manage anxiety far better than before * Family and friends noticing physical improvements – it is encouraging for people to see that they look healthier, even if they don't feel it. support through benzodiazepine withdrawal support through support through benzodiazepine withdrawal When supporting someone through benzodiazepine withdrawal: * Recognize the uniqueness of benzodiazepine withdrawal * Provide supportive, empathetic counselling and be able to respond to immediate needs (such as managing panic attacks) * Make sure the person has all the relevant information to help him or her make informed decisions * Be familiar with the likely pattern of benzodiazepine withdrawal * Inform the person about the possibility of a relapse and how to prevent it * Be prepared for the length of time withdrawal support may be required * Be confident to teach at least two relaxation techniques * Remain open to supporting all age groups through reduction and withdrawal * Involve and inform family members as appropriate. Information People often express a strong need for detailed information about withdrawal. Providing information usually allows people to make informed decisions about reductions. Handouts and access to websites complement the verbal information provided in counselling sessions. Advise clients, however, that stories on "chat rooms" on some benzodiazepine related websites are very individual and not necessarily representative of a typical experience of withdrawal. Assessing the client's needs Benzodiazepine reduction may be the most important element of recovery or the least important. Sometimes other problems must be resolved before the person is able to commence benzodiazepine reduction. The possibility of relapse It may take many attempts for a person to stabilise their dose, or to maintain a dose reduction as planned. Sometimes a person will have been drug free for a period of time and then start taking benzodiazepines once more. Reassure the person that a relapse to the original dose does not mean failure. A relapse can provide helpful insight to a person, as it becomes clear just how dependent he or she has become using the benzodiazepines to cope. You may need to encourage the person to see the relapse as an opportunity to begin learning new skills which will eventually replace the old habit of taking the benzodiazepine. Such skills might include relaxation or deep breathing training, helping the person to generate alternatives for managing stress, improving self esteem, assertiveness and communication. Withdrawal symptoms - differentiating from anxiety or depression It is sometimes difficult to know if symptoms experienced during the withdrawal syndrome, such as anxiety, depression, insomnia or panic attacks, are symptoms of withdrawal or conditions that were present before taking benzodiazepines. It can help in differentiating to ask if more than one symptom of withdrawal is present. If only one is present, for example, high anxiety, then one could usually assume that the anxiety is not withdrawal related. Until the assessment becomes clearer, provide symptom management strategies initially. For example, for high anxiety, teach relaxation and breathing techniques as an initial intervention rather than initiating a Cogntive Behavioural Therapy program. Consistent and on-going support Many people will experience acute and prolonged physical, emotional or psychological distress during withdrawal. Recovery from the withdrawal symptoms can also take a long time. Be supportive and reassuring for however long it takes the person to recover from the withdrawal symptoms. Withdrawal and older people There is no discernible difference between the outcomes of withdrawal for older and young people. Withdrawal from benzodiazepines for older people is often successful if it is accompanied by adequate support and encouragement. A very slow reduction and help to manage the withdrawal symptoms will increase the possibility of becoming drug free, which can lead to improvements in physical health, reduce the risk of falls and improve anxiety and insomnia. Managing withdrawal symptoms The following suggestions will help you to treat some of the most common withdrawal symptoms. Anxiety (withdrawal related) 1. Take the benzodiazepines dose at regular intervals, ensuring a stable dose. 2. Practice relaxation breathing techniques. 3. Practise daily relaxation or meditation techniques. 4. Accept the anxiety as a normal part of withdrawal. 5. Use distractions. For example, focus attention on an object, listen to music or go for a walk or swim. 6. Inform the client about the physical symptoms of stress and anxiety. Understanding the purpose of these symptoms (the" fight or flight" response) reduces the fear associated with the symptoms. (see resources & handouts). 7. Teach the client to use supportive "self –talk". Insomnia Insomnia during withdrawal is one of the most common problems people face and is often very distressing. Insomnia can make it even more difficult for people to cope with withdrawal symptoms during the day. 1. Help the person to accept that it is normal in withdrawal to have sleeping difficulties. This will minimise the degree of anxiety related to not sleeping. Make a plan of what to do when awake during the night, e.g. listen to music, read etc 2. Practice relaxation. Relaxation can help the person to go back to sleep if they have woken during the night, and ensures the person has some rest even if they are unable to sleep. Relaxation practiced during the day will also improve sleep at night. 3. Give advice against engaging in activities which are likely to be stimulating late at night. 4. Reduce or cut out alcohol-particularly late at night. 5. Have a warm milk drink or camomile tea when going to bed or if unable to get back to sleep. 6. Have a warm bath before bed time. 7. Promote sleep by suggesting activities such as a regular wind-down routine each night Reading, listening to music or having a warm bath before going to bed will help the person sleep. Going to bed at the same time and waking up at the same time will also help to promote sleep. 8. Some herbal remedies can help promote sleep in withdrawal, but many cannot be taken safely for long periods of time. Seek a professional opinion from a qualified naturopath rather than self medicating. 9. Cut down on caffeine in coffee, tea and soft drinks. 10. Cut down or stop smoking as nicotine is a stimulant. (See resources & handouts for Handy Hints for Good Sleep hand out and The Better Sleep Booklet) Depression Depression is common in withdrawal and can be one of the most difficult symptoms to manage. Some people experience persistent daily depression for quite long periods of time, while for others the depression may be intermittent – lasting for a few days and then disappearing. 1. Maintain close contact with the person in withdrawal. Monitor the degree of depression and ensure the client is coping. 2. Suggest activities which will distract the person from their feelings of depression. If the depression is sporadic, and clearly withdrawal related, the best techniques to deal with it are daily exercise; making sure the client does not become isolated; maintaining activities; ensuring home and work environments are light. 3. Remind the person that the depression is related to withdrawal and will, therefore, eventually pass. 4. Set daily goals that are small and achievable. 5. Give additional support. Depressed people appreciate and respond to extra support, which may need to be daily. Telephone help lines may be of benefit – for example, the Reconnexion Telephone Support & Information Service, BeyondBlue telephone help line, DirectLine. (Phone numbers are in the resources & handouts section of the manual) 6. Suggest having a discussion with the GP about taking antidepressants (for on - going unrelieved depression). Antidepressants can assist in lifting the mood to allow facilitation of strategies to deal with the withdrawal process. It is important to review the use of antidepressants regularly, as they are not effective for everyone and can worsen agitation and anxiety initially. 7. Assess the risk of a suicide attempt. This will include assessing the: level of depressioned mood - frequency and effects desire to attempt suicide (actively or passively) characteristics of the suicide wish – does the person have a plan, and the means to enact that plan? relevant background factors such as whether the person has attempted suicide in the past, or whether a close friend or family member has attempted or committed suicide. Ensure that you have adequate support and information when assisting clients who are depressed and may be suicidal. If the person has a plan, the intent to act and the means to act, it is important that you respond as per your agency's procedures for working with suicidal clients (e.g. call the Crisis Assessment and Treatment (CAT) Team). (See resources and handouts on Coping with Depression) Suicidal thoughts Having suicidal thoughts is a separate withdrawal symptom, not necessarily related to depression in withdrawal. Clients usually describe suicidal thoughts as distressing but that they don't have any intention of acting on them. Clients reporting suicidal thoughts during benzodiazepine withdrawal usually state that the thoughts come and go. 1. Assess the person's suicide risk by asking them the following questions: - Are you having thoughts of suicide or of harming yourself? - Do you have a plan of what you will do? - Do you intend to put that plan into action? - Do you have the means to do so? - Do you know someone close to you (a friend or relative) who has committed suicide? - Have you attempted suicide previously? Most of the time, people will respond that they are having thoughts but have no intent or plan to put those thoughts into action. With these people, follow the three points below. 2. Reassure people that these thoughts sometimes happen in withdrawal and are not a sign of a psychiatric disorder 3. Keep close contact with the person by telephone 4. Distraction techniques can be suggested, such as exercise, going out, calling a friend or listening to the radio. Agoraphobia Agoraphobia is a term commonly used to describe an abnormal fear of having a panic attack (or experiencing high anxiety) in particular places. After long-term use of benzodiazepines, agoraphobia can develop and it is a very common withdrawal symptom. Experiences of agoraphobia in withdrawal may be constant or intermittent. The morbid dread people have about being outside their home or familiar surroundings can express itself in a range of specific fears. These fears are typified in situations like going to the supermarket, being in a crowd, travelling on public transport and interacting with people. It is important to distinguish between agoraphobia which is related to withdrawal from benzodiazepines, and that which is a separate condition. If the person was experiencing agoraphobia before they were prescribed benzodiazepines, they may require additional or alternative therapy. Agoraphobia associated with withdrawal resolves itself in most instances, and therefore does not require specific behavioural counselling. To support the person while they are experiencing agoraphobia, there are two main approaches: 1. Encourage the person to accept the fear and control anxiety associated with it. The most important feature of recovery is allowing sufficient time to learn new skills and acquire coping mechanisms, such as using breathing control as a way of controlling agoraphobia. 2. Going for a daily walk should be encouraged. For people experiencing agoraphobia, a daily walk may help to prevent a build up of fear by avoiding going out. Panic attacks Panic attacks are common in benzodiazepine withdrawal. A panic attack is an experience of sudden and overwhelming anxiety - commonly known as the "flight or fight" response. Panic attacks are characterised by extreme fear and people often believe they are going to die or lose control during the attack. 1. Help the client to recognise the early warning signs. 2. Stay with the client if she or he is having an attack. 3. Follow these steps: - Help the client to learn to recognise the first signs of over breathing - Encourage the client to hold the breath and count to 10. (Don't take a deep breath, just hold the breath) - When up to 10, breathe out through the nose and say the word "Relax" or "Let go" in a calm soothing manner - Breathe in and out slowly in the six second cycle (In for three seconds and out for three seconds.) Say the word "Relax" each breath out - After 10 breaths, hold the breath again for the count of 10. When completed, continue again with the six second breath cycle - Continue breathing in this way until all the symptoms of over breathing have disappeared. DURING THE BREATHING: Tell the client to close the eyes or lower the gaze Remind the client that these feelings are normal and they cannot hurt you Remind the client that these feelings will soon pass. See resources & handouts for Breathing Training to Prevent or Control Panic Attacks. Gastrointestinal symptoms Gastrointestinal symptoms can be persistent during withdrawal, including constipation, diarrhoea, nausea, abdominal pains and cramps. Constipation A total vegetarian diet (high in raw foods) for a short period of time is often sufficient, with plenty of fresh fruit and warm water. Diarrhoea Ensuring a high fluid intake and resting the bowel by eating as little as possible may help and soothing cream (eg Vitamin E oil) will relieve a sore anus. Eating wholemeal toast, boiled rice or drinking the fluid which is left after boiling rice or potatoes may also help alleviate the diarrhoea. Nausea Nausea is a common symptom during withdrawal, which can be quite debilitating. Deep breathing, sucking an ice cube, chewing peppermint leaves, drinking peppermint tea, snacking frequently on dry biscuits or distraction will often ease the discomfort. Ginger is also an effective remedy and tablets are available. Abdominal pains and cramps A hot water bottle or heat pack on the abdomen can give relief; also lying on the back with knees flexed. Headaches Headaches during withdrawal may be caused by muscle tension around the scalp, shoulders, neck or jaw. 1. Rest and do a relaxation technique. 2. Massage the face, neck and shoulders. 3. Tiger balm on the temples or the back of the neck has been shown to relieve headache. Avoid the eyes and use sparingly because of the strong menthol. 4. Analgesics may be useful if the suggestions above don't work. For many people, chronic headache pain is very debilitating and Paracetemol, Ibuprofen or Aspirin can give short-term relief. Ensure the analgesic is only used for the short-term and in recommended doses. The prolonged use of analgesics is not advised because of unwanted side effects. It isn't unusual for withdrawal headaches not to improve with the use of analgesics. Blood nose Although the symptom is rarely reported in relation to withdrawal it can be distressing and tedious. Blood noses are easily treated by following this procedure: 1. Sit in a forward position. This will help the blood to drop out of the nose, rather than back into the throat. 2. Hold pressure on the nose. Using the thumb and fingers, pinch the nostrils closed beneath the bridge of the nose, the pressure will help to stop the bleeding. 3. Maintain the position and pressure. Generally the bleeding will stop if the person holds pressure on the nose and sits in the forward position for two minutes. 4. Apply a cold pack on the nose. Other aids which will assist the blood to clot are an ice pack or cold face washer applied to the nose. Lethargy People are often surprised by how lethargic they feel when going through withdrawal. 1. Accept it and rest as much as needed. 2. If there is a time of day when the lethargy is better, plan activities around this time and rest for the remainder of the day. 3. Family members or friends may be required to assist with household tasks. 4. Maintain daily exercise, even it if is for a reduced period of time. Sore mouth or ulcers These may be caused by vitamin depletion due to the added stress of withdrawal on the body. 1. Ulcer or cold sore preparations will often be effective, both in relieving pain and for healing the ulcers 2. Warm lemon and honey drinks help alleviate a sore mouth or throat 3. Suggest a vitamin supplement, particularly Sodium Ascorbate (Vitamin C) Craving sweet food Craving sweet food is common in all drug withdrawal and can be satisfied only briefly by the intake of sugar. The craving is decreased by an overall increase in complex carbohydrate intake. Eat more bread, pasta, grains, fruit and nuts. Decrease or increase in libido For some people undergoing benzodiazepine withdrawal, an increase in libido can be so extreme it's embarrassing. For others, a loss of libido has been a feature of long-term benzodiazepine use. Provide reassurance that the situation is not uncommon in withdrawal and will pass. Discuss ways of ensuring safety and minimising future embarrassment, for example, to avoid certain situations. 44 Dissociation Dissociation can cause great distress and anxiety for the person experiencing it. Dissociation is a mental state where sufferers feel separated or detached from their reality (derealisation) or themselves (depersonalisation). Many people feel like they are 'going mad' with these changes in perception, and are afraid to discuss the symptoms with family, friends or health practitioners. Many people describe dissociation as feeling "spaced out". 1. Routinely assess for dissociation when working with people in withdrawal. Introduce the idea that some people in withdrawal will experience changes in perception about their environment or themselves, and may feel quite disconnected from reality or from themselves or their bodies. 1. Reassure the person that these symptoms are not uncommon in withdrawal and that they will pass. 2. Inform the person that dissociation is not a sign of madness or psychosis. It is generally thought to be a form of coping or self-defence – when a person feels overwhelmed, their mind detaches from the situation to allow space to process and cope with the sensations. 3. Normalise dissociation. We all dissociate at times. For example, we may be experiencing mild dissociation when we drive on 'autopilot', or when we daydream and lose track of time. 4. Provide people with strategies to help them break out of a dissociative state. Blinking is often enough to break dissociation. Alternatively, a mild startle can break the trancelike state – for example, snap your fingers or wave your hand in front of their face. Grounding techniques are also helpful – ask the person to bring their focus back to the room with you, encourage them to describe the room or feel the texture of the chair they are sitting on. Helpful strategies for managing withdrawal Other factors which can help the person cope during the withdrawal process include: * Relaxation, abdominal breathing and meditation techniques * A good diet * Abstaining from alcohol * A regular exercise routine * Keeping a diary * Massage * Support groups Relaxation and meditation Relaxation can help to decrease the intensity of a range of symptoms in benzodiazepine withdrawal. It is a useful therapeutic tool in decreasing anxiety, which is a common withdrawal symptom, and often a reason for benzodiazepines being initially prescribed. Relaxation is a state of deep rest for the mind and body, which is not achievable through normal rest or sleep. In deep relaxation, the body responds by relaxing the muscles and lowering blood pressure and heart rate. The mind becomes calm and peaceful. Over a period of time, tension, stress and anxiety have negative effects on the body. These effects include an overactive bowel or bladder, muscle stiffness or soreness and abdominal pain. The immune system is also affected, as is the circadian rhythm. There are many different types of relaxation techniques. All have the same goal – releasing the tension in the body and promoting a calm peaceful experience. When teaching relaxation aim to be competent in at least two techniques. People relate more readily to some techniques and sometimes it is necessary to experiment. Progressive muscle relaxation, tense and release, creative visualisation and meditation are useful techniques. Provide a relaxation CD to take home to practise the technique. Relaxation should be practised at least once a day, preferably twice. See resources & handouts for Relaxation Techniques. Slow abdominal breathing Slow breathing techniques decrease the escalation of anxiety and feelings of panic and have a calming effect on the mind. The message to the mind and body is one of relaxation and while the mind is concentrating on the breathing technique it cannot concentrate on anxiety producing thoughts. Once the breathing technique has been mastered, it can be practised anywhere including: * Waiting in a queue * While driving * Waiting for a job interview * At a social gathering Slow or abdominal breathing techniques are important and basic skills for people in withdrawal. They are essential relaxation tools and are always readily available. Frequent rehearsal and reminders are often necessary. For people who have experienced long term anxiety, learning how to breathe slowly may take some practice so encouragement and persistence are needed. (see resources & handouts for Abdominal breathing techniques). Nutrition during withdrawal Many people experience either an increase in appetite or loss of appetite during withdrawal and need encouragement to maintain a healthy diet. Sometimes people feel too sick to prepare or eat food. A healthy diet can be an important factor in improving energy levels and the ability to cope with withdrawal. Encourage clients to: 1. Drink lots of water, preferably warm water. 2. If not feeling very hungry, or if feeling weak or faint at certain times during the day, eat small amounts of healthy food more frequently, rather than sticking to large amounts three times daily. 3. Eat a well balanced diet. The healthy food "pyramid" is a useful guide for people in withdrawal. We should eat vegetables, legumes, grains, fruit and nuts the most, moderate amounts of lean meat, eggs, fish and dairy and only very small amounts of saturated fats and sugars. A copy of the healthy food pyramid is available from the Australian Nutrition Foundation Inc. www. nutritionaustralia.org. 4. Ensure adequate vitamin and mineral intake. A person can ensure his or her diet is not deficient in vitamins and minerals by eating free range meat, full grain, rye or home-baked bread, and organically grown fruit and vegetables. The body's requirement for vitamins and minerals increases under stress and this is particularly relevant during withdrawal. 5. Eliminate unhealthy foods (like stimulants) and refined or "junk" foods. Caffeine is a stimulant that should be avoided during withdrawal. Caffeine stimulates the adrenal glands and increases a person's heart rate, blood pressure and blood sugar level. When the initial effect of the caffeine wears off, the blood sugar level drops and leaves the adrenal glands in a state of depletion. The effects are magnified if sugar is taken with coffee, as it puts more stress on the adrenal glands. Coffee also interferes with the absorption of minerals (in particular magnesium and iron) and depletes Vitamins B and C. Refined or junk foods provide no nourishment for the body and are usually high in sugar and fats. You may need to help the client to plan a healthy daily or weekly menu. Alcohol People reducing their benzodiazepine intake should be encouraged to abstain from alcohol. The key concerns for people drinking alcohol whilst taking benzodiazepines are: * The combined effect when alcohol and benzodiazepines are used together increases the sedative effect * It has been reported that drinking alcohol during benzodiazepine withdrawal worsens the withdrawal symptoms * The risk of the client increasing the alcohol intake as the benzodiazepine intake decreases Be alert for signs of alcohol dependency and include screening in your initial assessment. Exercise Gentle exercise, such as walking or swimming, can be undertaken daily. People who are usually very active and use sport as their preferred method of relaxation need to be aware that muscle spasms are common during withdrawal and that they may feel exceptionally sore or tired after their usually sporting activity. Finding the balance is important for each individual. Exercise has been shown to lift depression and induces a relaxed state of body and mind. This can be useful for people who find it difficult to use other types of relaxation techniques. Exercise helps to increase the circulation which assists in the elimination of the drug from the body. Keeping a Diary A diary can be a useful tool for understanding the withdrawal process. Keeping a diary of progress gives people a sense of a goal to reach. It is also a useful vehicle for expressing and working through emotional issues. Because short-term memory loss is a common problem in withdrawal, many people find a diary useful to help remember what medication they take, symptom changes and other important things. Massage Massage is beneficial for people going through the withdrawal process because it relaxes the muscles which can become very tense and sometimes spasm. Massages also improve the circulation, which assists in eliminating the drug from the body. Additionally, massage is a useful relaxation technique. Support groups Support groups or recovery groups can be an important element of treatment. Through exchanging information on strategies for managing withdrawal and sharing of experiences, support groups can be very reassuring. Using local resources Local facilities usually provide important resources that can be used in conjunction with treatment. These resources include: * Community Health Services/Centres, which may provide services relevant to benzodiazepine withdrawal and recovery such as relaxation groups, discussion or therapy groups and support groups dealing with issues including domestic violence or incest. * Neighbourhood Houses/Community Centres, which provide group activities such as discussion groups, walking groups or relaxation classes. It is a good idea to have readily available a list of other relevant local services such as yoga classes and relaxation centres. Overcoming the challenges to recovery During the recovery process people may face a number of challenges, including: * Fear * Family and intimate relationship issues or tensions * Coping with the memory and ramifications of incest, sexual assault, trauma or grief * Anger * A poor self esteem or self image * Other illnesses and conditions * A loss of identity Fear Fear can be an overwhelming emotion for the person going through benzodiazepine withdrawal. Initially, people fear change. People are often frightened about what their life will be like and if they will cope when they are benzodiazepine-free. It is not uncommon for people going through the withdrawal process to be frightened of changes in behaviour. Often they worry abut whether they will be able to predict these changes and if they will be able to cope with them. Labels from the past can present problems. For example, if someone has been labelled as neurotic, or has been told he or she will need to take benzodiazepines for the rest of his or her life, if often takes a long time to shake these beliefs and to trust in his or her own judgement. Developing this trust is particularly difficult during withdrawal because of the range and intensity of psychological symptoms. The client will need frequent reassurance that his or her symptoms are due to the benzodiazepine withdrawal and will pass in time. Fear of withdrawal symptoms It is quite common for people to fear withdrawal symptoms during the recovery process. Lack of information, misinformation or doubts about managing the physical stress of symptoms can cause fear. Once people have understood their own pattern of withdrawal and how to manage symptoms, the fear usually disappears. It is important to address the fear of symptoms because withdrawal may become more severe if the fear of its symptoms isn't dealt with. Fear is often a withdrawal symptom in itself. To help people deal with fear during the recovery process, it is important you give them plenty of reassurance and support. Remind people that many others have recovered from benzodiazepine use, or are currently going through benzodiazepine withdrawal and that they are not alone. Cognitive behavioural techniques, symptom management and slow reduction rates should be used to help overcome fears during the recovery process. Loss of identity Many people who have used benzodiazepines for many years feel uncertain about their sense of identity. Changes in mood and behaviour are common during withdrawal. Some people talk about not knowing who they are because their physical and mental states are so dramatically altered. Many people talk about forgetting large parts of their lives. People going through the recovery process may also find it difficult to relate to the person they used to be when they were taking benzodiazepines and may question their relationships with their partners or family members. The years of taking benzodiazepines are often described as the 'the lost years' or 'the wasted years'. People will need support while coming to terms with these realisations, which are understandably very distressing. People often change during the recovery process. It is important to help people going through the recovery process to accept changes, to encourage positive development and to reassure them that the identity confusion they are experiencing can be resolved. Family and intimate relationships The effect of long-term benzodiazepine use on close relationships can be devastating. During the recovery process people may become irritable, depressed, aggressive, moody and generally difficult to get along with. People suffering the effects of benzodiazepine withdrawal may be unwell a lot of the time, not participate in family life and feel uncomfortable and panicky when socialising. It is not uncommon for children to be kept home from school because their parent is too fearful to be left alone. People who are close to someone taking benzodiazepines often feel confused or resentful and the person taking the drugs may feel concerned or guilty about the impact of their benzodiazepine use on family and friends. It is often useful, therefore, to involve family (including older children) and close friends in counselling sessions or support groups. Incest and sexual assault As with most drug dependence, there is a significant correlation between long-term benzodiazepine use and past experience of incest or sexual assault. For some people, memories begin to surface for the first time during benzodiazepine reduction. This may be due in part to the memory suppressant effects of the drugs. It is important that if forgotten memories are coming back, the reduction of the benzodiazepines is slowed down or halted and intensive support or counselling provided. Specific principles and support guidelines are available from sexual assault centres and referral may be appropriate at some point during reduction. Counsellors may be able to support people dealing with issues of sexual assault using sexual assault centres as a resource. When working with someone who has a history of sexual assault, it is important to: * Establish trust with the person and work at his or her pace * Assess the importance of the issue, find out if the person wants to deal with their experience of sexual assault, withdrawal or both * Be aware of the time commitment – a supportive environment for a person going through withdrawal is paramount * Allow space for memories to surface and then validate recollections of assault * Reassure the person and supply them with relevant information Anger Anger, especially toward doctors who have prescribed the benzodiazepines, is a common feature of benzodiazepine withdrawal. It is not surprising that people feel very angry and betrayed when they have been encouraged to take benzodiazepines, are reassured by the prescriber that they are taking a safe drug and then discover at a later stage that they are dependent on this drug. It is important to validate this anger. Acknowledging the anger exists will reduce the likelihood of someone being immobilised by it. Information about the historical context for benzodiazepine prescribing will help people come to terms with their current situation. A good strategy for dealing with people's anger is to: * Listen to what they have to say * Express your understanding and inform them of the historical context * Help them to prepare to move on A low self-esteem and poor self-image Given that many people have lost their self-confidence through the experience of benzodiazepine dependence and have often been labelled and given forecasts by other health professionals, you should aim to encourage self belief and confidence in their own abilities and experiences. * People's experiences of withdrawal need to be validated – reinforce that their experience is the most important * Guilt and shame are common emotions during drug use and withdrawal. Guilt often stems from lack of confidence in dealing with stress by resorting to medication. Shame can result from perceived negative self-image and not wanting others to know that they cope in this way. Information about the prevalence of use of these drugs will usually help an individual place their experience in context. Prescribing benzodiazepines as a solution to stress or insomnia is common practice and not something the person need feel stigmatised about. When people feel a sense of control because they understand the withdrawal symptoms and can make positive decisions about their dose reduction, it follows that self-esteem will improve. Counsellors may need to assist people in other ways to improve self esteem, such as providing anxiety management or helping the person develop coping skills. Other illnesses or conditions Some people with physical and psychiatric disabilities use benzodiazepines in addition to other medication and are also likely to have stress related problems. Because of limited services, people with dual or multiple problems are likely to be doubly disadvantaged if we do not attempt to meet their needs. If there is no specialist service available, then generally it will be appropriate to provide some level of care, within the constraints of your role or expertise. It is essential with dual disability to work in consultation with an appropriate practitioner or specialist who can advise you or treat the component with which you are unfamiliar. You may want to contact your local Community Health Service, Dual Diagnosis Team or Primary Mental Health Care Team. Reconnexion can also be utilised as a resource to assist in decision making with dual disability. Careful assessment and consultation are necessary prior to commencing benzodiazepine reduction. For some people with dual or multiple problems, the withdrawal process may be a stressor. This stress does not necessarily prohibit reduction from benzodiazepines, but a careful risk/benefit analysis will need to be undertaken in consultation with the client and relevant treating specialist. 50 Use of other drugs to help alleviate withdrawal symptoms Flumazenil Flumazenil is a benzodiazepine antagonist and trials are currently underway in Australia and overseas assessing its usefulness in eliminating benzodiazepine withdrawal symptoms. Flumazenil is given intravenously in an in-patient hospital setting. Carbamazepine (Tegretol) Carbamazepine has been used in open trials on small numbers of people and has been used occasionally when treating a person in hospital. The close monitoring required for this drug means that it is not recommended for use when the person is being treated from home. Antidepressants Antidepressants do not decrease or eliminate benzodiazepine withdrawal symptoms, but may be useful in treating people who are experiencing severe depression in withdrawal. If antidepressants are used, they should be reassessed after four to six months. Analgesics Benzodiazepine withdrawal can often cause acute physical pain and analgesics can be used to relieve the pain according to the recommended dose instructions. If the analgesics are not helping, encourage the person to try alternative methods of pain relief, such as rest, hot or cold packs, massage or relaxation or meditation. Many people have reported to Reconnexion that during and post withdrawal they have unusual reactions to other drugs, including heightened sensitivity, particularly to other psychotropic medications. If necessary, you will need to advise the person you are helping that he or she may also experience such a reaction. resources & handouts resources & handouts resources & handouts Australian Drug Foundation The ADF produces a range of publications on all drug use including benzodiazepines. Brochures, DrugInfo newsletter, Prevention Research Quarterly Issues Paper (n.b. Pharmaceuticals Dec 2008), booklets etc. Tel: 1300 858 584 www.adf.org.au Australian Medicines Handbook Available from PO Box 240 Rundle Mall Adelaide SA 5000 Tel: 08 8303 6977 www.amh.net.au BeyondBlue: the National Depression Initiative Extensive information is available relating to depression and anxiety. Assistance with locating a counsellor or doctor for mental health treatment. Information & HelpLine. Tel: 1300 224 636 www.beyondblue.org.au National Prescribing Service The NPS has a newsletter and other relevant information pertaining to benzodiazepine prescribing. Tel: 02 8217 8700 MEDICINES LINE (Information for consumers on all prescription drugs) 1300 888 763 TAIS (Therapeutic Advice & Information Service for health professionals on all prescribed drugs) 1300 138 677 www.nps.org.au Psychotropic Drug Advisory Service The Psychotropic Drug Advisory Service is a Victorian state wide specialist service providing independent information on psychiatric medicines and other psychoactive substances to health practitioners and consumers. Tel: (03) 9389 2920 Email: firstname.lastname@example.org Reconnexion Reconnexion provides information and counselling and has an extensive education program in the areas of benzodiazepine use and dependence, anxiety disorders and depression. Counselling is available from a number of sites. Secondary consultation is available by phone or email. Resources developed include The Better Sleep Booklet; Relaxation CD; Communicating, Connecting & Caring: Facilitating groups for postnatal depression; Sweet Dreams: reducing benzodiazepine use in residential aged care. Tel : 03 9886 9400 TELEPHONE SUPPORT & INFORMATION SERVICE 1300 273 266 www.reconnexion.org.au Therapeutic Guidelines TG is an independent not-for-profit organisation dedicated to deriving guidelines for therapy from the latest world literature, interpreted and distilled by Australia's most eminent and respected experts. Psychotropic drug guidelines available. Tel: 03 9329 1566 www.tg.org.au Turning Point Alcohol & Drug Centre Research relating to benzodiazepines; practice guidelines are available for prescribing for substance withdrawal. A counselling service is provided offering treatment for all drugs. 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Zitman FG and Couvee JE (2001) Chronic benzodiazepine use in general practice patients with depression: an evaluation of controlled treatment and taper off. British Journal of Psychiatrty 178:317-324. Benzodiazepine Withdrawal Symptom Questionnaire Each moderate score is given a rating of 1 and each severe score a rating of 2. The maximum score possible is 40, unless of course additional symptoms are included. Note also whether the symptoms occurred when the tablets were reduced or stopped, or if the symptoms occurred when the tablets were the same. No =0 Yes – moderate =1 Yes – severe =2 Any new symptoms (describe each below) 1. 2. 3. 4. Score: If the individual attains an overall score above 20 seek specialist medical help. If the individual endorses a number of severe symptoms seek specialist medical help. If the individual reports a number of new symptoms seek specialist medical help. Source Tyrer P, Murphy S, Riley P (1990). 'The benzodiazepine withdrawal symptom questionnaire'. Journal of Affective Disorders, 19(1): 53-61. 58 Abdominal breathing techniques There are a number of abdominal breathing techniques. The techniques offered below are two variations. When practising the following technique, sit in a comfortable chair or lie on the floor with knees bent. Your eyes can be open or closed. 1. Place your hands on the abdomen, around the area of the navel, with the fingertips touching. 2. Push the abdominal muscles out. 3. Breathe in deeply through the nose, feeling your abdomen rise as your lungs fill with air. 4. Tuck the abdominal muscles in. 5. Breathe out slowly through the nose or mouth, feeling your abdomen deflate. 6. Count to 7 for the 'in' breath and 7 for the 'out' breath. If counting to 7 causes you to strain or struggle to hold on for the next breath, then reduce the count to 6 or 5. 7. Repeat the process. The aim of the technique is to deepen each breath (so that the lungs are totally expanded) and also to breathe more slowly each time. Each step should move smoothly into the next. An alternative technique is as follows: Sit in a comfortable chair or lie on the floor with the knees bent. Your eyes can be open or closed. 1. Breathe in through your nose slowly for the count of four 2. Allow a brief pause 3. Breathe out through your nose slowly for the count of four 4. Allow a brief pause 5. Repeat the process 6. When comfortable, increase the count to 5, then 6 and so on, as long as you are still able to breathe comfortably. If it is difficult for you to breathe in through your nose, breathe through your mouth. A variation: 1. Breathe in for the count of 4 2. Hold the breath for the count of 2 3. Breathe out for the count of 4 4. Remain without breath for the count of 2 5. Repeat 6. Increase the count to 6 and 3 7. Increase the count to 8 and 4 A variation: 1. Think of a colour that you either find relaxing or invigorating 2. As you breathe in slowly, imagine that you are drawing that colour in through your nostrils which then spreads throughout the whole body. 3. Breathe out 4. Repeat Relaxation techniques If you are feeling tense or you are having trouble sleeping at night, the following relaxation techniques may help you. Relaxation should be practised at least once daily, preferably at the same time and in the same place. It doesn't matter which of the following relaxation techniques you use, as long as it works for you and you enjoy doing it. Enjoy your relaxation! Technique 1 – repeating a mantra or phrase 1. Sit comfortably in a chair with your feet flat on the floor and slightly apart 2. Relax your head so it is slightly bent (so you can easily focus about a metre in front of your feet) 3. Rest your arms on the top of your thighs with your palms facing upwards (or rest one open palm upon the other in your lap if this is more comfortable). Close your eyes. 4. Take a few deep and slow breaths through your nose 5. Become aware of any muscle tension and consciously let this tension go 6. Concentrate on your breathing, gently breathe into your abdomen and slow the rate you are breathing without causing discomfort or stress 7. As you breathe out say a phrase or a word, such as 'relax' or 'let go' to yourself 8. Repeat the word or the phrase of your choice for 10 to 20 breaths for a short relaxation or repeat the phrase for 15 minutes for a longer relaxation. As you find the mind wandering, gently bring it back to repeating the word or phrase. Open your eyes and check the time on your watch. Return to your meditation for a few more minutes before you bring it to a close. 9. You should now be feeling calm and peaceful. Wriggle your toes. 10. Stretch your hands and arms. 11. Open your eyes. 12. When you stand, ensure you take your time, as your blood pressure may have lowered during relaxation. An alternative version you may like to try is to imagine the word or phrase is printed on the inside of your forehead. Focus on the image of this word as you breathe out. Technique 2 – visualising or imaging a peaceful scene 1. Use the technique above or one of the deep breathing exercises to help you breathe deeply and easily. 2. Once your breathing has become slow and regular, visualise a peaceful scene which makes you feel relaxed. You may visualise you are lying on a warm sandy beach, walking through a rainforest, sitting on a warm rock by the river or lying on a grassy hill looking at the sky. 3. Focus on each of your senses in great detail once you are in your peaceful scene. 4. Feel the warmth of the sun on your skin, the texture of the sand or grass under you. 5. Listen to the soft sound of the waves or the wind. 6. See the refreshing colours of the sky, the water or the trees. 7. Smell the ocean, the trees or the flowers. 8. Stay at your scene until you feel ready to leave and then imagine yourself getting up, stretching and walking away. 9. Wriggle your toes. 10. Stretch your hands and arms. 11. Open your eyes. Technique 3 – tightening and releasing the muscles 1. Sit comfortably in a chair with your feet flat on the floor slightly apart and your hands resting on your knees (if it is more comfortable, lie on the floor in the relaxation position - lying flat on your back with your arms beside and a small distance away from your body, palms facing upwards, your legs straight and a little bit apart, feet falling outwards, chin tucked in a little so your nose is not sticking up in the air and your neck is straight, mouth closed and tongue resting behind your top teeth, your eyes closed). 2. Work your way through your body, tensing and relaxing each part. Begin with your hands. 3. Clench your left hand into a fist as tight as you can and hold if for a few seconds. Relax the clenched hand so it is really floppy. Tense and relax your left forearm and then your upper arm in the same way. Lift the arm off the floor and then release. 4. Tense and relax your right hand and arm in the same way 5. Move through each body part, tensing and relaxing each of your muscles (some parts will be easier to tense and relax than others). It does not matter in what order you choose to relax each muscle group. 6. When you have tensed and relaxed all your muscles, lie quietly for a moment and take some breaths in to your abdomen, with a long and slow exhale. 7. Bring the relaxation to a close. Wriggle your toes. 8. Stretch your hands and arms. 9. Open your eyes. Technique 4 – relaxing all parts of your body 1. You may wish to use some relaxation music in the background for this exercise. If not, make sure you are somewhere quiet. 2. Sit comfortably in a chair with your feet flat on the floor slightly apart and your hands resting on your knees (if it is more comfortable, lie on the floor in the relaxation position – lying flat on your back with your arms beside and a small distance away from your body, palms facing upwards, your lefts straight and a little bit apart, feet falling outwards, chin tucked in a little so your nose is not sticking up in the air and your neck is straight, mouth closed and tongue resting behind your teethyour eyes closed). 3. Take a few slow breaths, deepening the breath each time and exhaling slowly. 4. Beginning with the toes on one foot, work through your body saying to yourself 'relax the toes… relax the foot… relax the ankle… relax the calf… relax the knee' and so on until you have covered your entire body. 5. Do not actually move the parts of your body as your speak but be aware of the body part and be aware of it relaxing and becoming heavy. 6. After you have finished with each body part, remain in the relaxed state and take your attention to the music, or, if you are not playing music, lie quietly in the silence. 7. Bring the relaxation to a close. Wriggle your toes. 8. Stretch your hands and arms. 9. Open your eyes. The following handout identifies the range of symptoms a person may experience during benzodiazepine withdrawal. Photocopy the handout for people planning to begin a benzodiazepine reduction program. Common withdrawal symptoms Abdominal pains and cramps Agoraphobia Anxiety Breathing difficulties Blurred vision Changes in perception (faces distorting and inanimate objects/surfaces moving) Depersonalisation (a feeling of not being connected with yourself or your body, or a feeling of not knowing who you are) Depression Distended abdomen Dizziness Extreme lethargy Fears (uncharacteristic) Feelings of unreality Flu-like symptoms Heavy limbs Heart palpitations Hypersensitivity to light and/or sound Indigestion Insomnia Irritability Lack of concentration Lack of coordination Loss of balance Loss of memory Muscular aches and pains Nausea Nightmares Panic attacks Rapid mood changes (crying one moment and laughing the next) Restlessness Severe headaches Shaking Sore eyes Sweating Tightness in the chest Tightness in the head (feeling of a band around the head) Less common withdrawal symptoms Aching jaw Craving for sweet food Constipation Diarrhoea Difficulty swallowing Feelings of the ground moving Hallucinations (auditory and visual) Hyperactivity Incontinence or frequency and urgency (needing to urinate often and in a hurry) Increasing saliva Loss or changes of appetite Loss of taste, or changes in taste (e.g. a metallic taste in the mouth or when eating) Menstrual problems (painful periods, irregular periods or periods ceasing to occur) Morbid thoughts Numbness in any part of the body Outbursts of rage and aggression Paranoia Painful scalp Persistent, unpleasant memories Pins and needles Rapid changes in body temperature Sexual problems (changes in libido) Skin problems (dryness, itchiness, rashes, slow healing, boils) Sore mouth and tongue (ulcers, cracked lips, cold sores) Speech difficulties Suicidal thoughts Tinnitus (buzzing or ringing in the ears) Unusually emotionally sensitive (unable to watch the news on television or read newspapers) Vaginal discharge Vomiting Weight loss or gain Rare withdrawal symptoms Blackouts (blackouts are rare with low dose use, but less rare when large amounts have been taken. A blackout is a period of time during which a person appears to act normally but of which they have no recollection.) Bleeding from the nose Burning along the spine Burning sensation around the mouth Discharge from the breasts Haemorrhoids Hair loss Hypersensitivity to touch Rectal bleeding Sinus pain Seizures (fits) (these are rare with gradual reductions, but are less rare with cold turkey withdrawal, large reductions, or when large doses have been taken) Sensitive or painful teeth Swollen breasts Activities that can help with your depression * Find appropriate treatment - ask for assistance, if necessary ask a friend to make an appointment with a psychologist/counsellor or your GR. * Ask a friend or support person to accompany you to treatment. * Increase light in your environment - open your curtains, spend time outside in daylight. * Exercise - 20 minutes or more of exercise increases endorphin levels, which improves mood. * Structure some activity - develop a daily activities schedule, include even small things like showering and dressing. * Set small goals each day and reward yourself for achieving them. * Increase contact with other people. * Seek help with activities if necessary - personal hygiene/make up! housework, gardening, etc. * Look for pleasures and positives - even in small things. * Develop a daily activities schedule such as hourly tasks, even small things like showering and dressing can help. * Each night before going to sleep, recall three good things that have hap pened that day and write them down. * Minimise alcohol use as this usually makes depression worse. * Cut down on smoking. * Have a healthy diet. breathing training to prevent or control panic attacks – handout * Learn to recognise the first signs of over breathing * If possible, stop what you are doing and sit down or lean against something. If you are driving, pull over to the side of the road. If you are in company, excuse yourself for a moment, but make sure you return * Hold your breath and count to 10. (Don't take a deep breath, just hold your breath) * When you get to 10, breathe out through your nose and say the word "Relax" or "Let go" to yourself in a calm soothing manner * Breathe in and out slowly in the six second cycle (In for three seconds and out for three seconds.) Say the word "Relax" to yourself each time you breathe out * After 10 breaths, hold your breath again for the count of 10. After you have done this, continue again with the six second breath cycle * Continue breathing in this way until all the symptoms of over breathing have disappeared. If you follow the breathing cycle as soon as you notice the first signs of overbreathing or panic attack, your symptoms will subside within a minute or two. (Much faster than swallowing a tranquilliser!) The more you practice the slow breathing technique, the better you will become at using it to stop panic attacks. If you are unable to start the breathing cycle as soon as you would wish, you might find it useful to breathe first into your cupped hands (to breathe in the carbon dioxide) and then to start the slow breathing cycle. DURING THE BREATHING: * Close your eyes or lower your gaze * Remind yourself that these feelings are normal and they cannot hurt you * Remind yourself that these feelings will soon pass. the "fight or flight" response – handout What are the symptoms of anxiety? * racing or pounding heart * irregular heartbeats * dizziness or light headedness * thinking clearly * disorientation and difficulty * feelings of unreality * tightness or pressure in the chest * difficulty breathing * numbness or tingling sensations (particularly in the face, hands & feet) * shortness of breath * sweating and shaking * hot or cold flushes * rising agitation What is happening in the body to produce these symptoms? The brain becomes aware of danger. Hormones are released and the involuntary nervous system sends signals to various parts of the body to produce the following changes: * The mind becomes alert * Blood clotting ability increases, preparing for possible injury. * Heart rate speeds up and blood pressure rises. * Blood is diverted to the muscles which tense, ready for action. * Sweating increases to help cool the body. * Digestion slows down - not necessary for survival. * Saliva production decreases, causing a dry mouth. * Breathing rate speeds up to increase oxygen to muscles. Nostrils and air passages in lungs open wider to get in air more quickly. * Liver releases sugar to provide quick energy. * Immune responses decrease, which is useful in the short term to allow a massive response to immediate threat, but can become harmful over a long period. Symptoms of overbreathing (hyperventilation) Caused by falling level of C02 and increasing level of 02 (in the absence of any actual fight or flight taking place.) * dizziness * light headedness * confusion * breathlessness * dry mouth * blurred vision * feelings of unreality * rapid heartbeat * trembling hands & legs * headache * rising apprehension • desire to run Some symptoms produced by slight reduction of 02 to certain parts of body (02 drops as C02 level falls) * increase heart rate to pump blood * numbness and tingling in extremities * cold clammy hands * stiffness in muscles * chest tightness or severe chest pains * irregular or missed heartbeats * feeling out of touch with reality (depersonalisation) * things look & sound different (derealisation) * feeling faint * fear of impending doom, heart attack, death * temporary paralysis of muscles 65 66 Hints for good sleep – handout * Have a relaxing routine before going to bed. For example have a warm bath, read a book or listen to music * Diet. Cut down on caffeine and sugar. Caffeine is long acting, so you may need to have your last cup of coffee at lunch time. * Time of meals. Lunch should be the largest meal of the day, with a small evening meal no later than 7pm * Regular day time activity and exercise will improve your ability to fall asleep and to sleep more deeply * Make time for thinking! People often avoid thinking about worries during the day, and so they come up at night. If you allow yourself to think through concerns during the day they are less likely to take over your rest time * Go to bed when sleepy, but go to bed at about the same time each night. Going to bed too early (before 9pm) may mean you wake too early in the morning * Get up at the same time each day. If you really want to sleep in on the weekends, only do so for one extra hour * Do not nap or sleep during the day if you are having trouble sleeping at night. If you are really tired, have a short nap for a maximum of 20 minutes. * Practice a relaxation technique daily.You can use tapes or cd's, or join a relaxation or yoga class in your local area * No alcohol after dinner.Alcohol disrupts sleep * Have a hot bath before bedtime.This will relax your muscles and help you to fall asleep * Only use bed for sleep, so that it is not associated with wakeful activities (e.g. watching television) * No nicotine.Try and smoke less, especially in the evening, as nicotine in cigarettes disturbs sleep. how you can help someone with depression – handout * Assist with finding appropriate treatment - make the appointment for the person with a psychologist, counsellor or GP * Accompany the person to treatment * Increase light in the person's environment * Encourage exercise - go with the person if necessary * Encourage any activity - outdoor if possible * Assist the person to set achieveable goals * Encourage contact with other people * Don't challenge the person's reality or try to "cheer them up" * Help with normal activities if necessary ie personal hygiene, make-up, housework, etc. * Show support - acknowledge their experience but don't allow the person to wallow in negativity * Encourage the person to look for the pleasures and positives - even in small things a Assist the person to plan with a daily activities schedule * Encourage the person to find out more about depression. There are a number of good self-help books and websites for information. For assistance go to the www.reconnexion.org.au website. index index Abdominal pains and cramps 42 Agoraphobia 41 Alcohol 9, 46 Alprazolam 3, 5, 6 Amphetamines 9 Analgesics 50 Anger 48 Antidepressants 50 Anxiety 6, 38 Ativan 3 Benzodiazepines available in Australia 3, 6 Benzodiazepine withdrawal symptom questionnaire 57 Binding sites (benzodiazepines) 5 Bipolar mood disorder 3 Blood nose 43 Brand names (benzodiazepines) 3 Bromazepam 3, 5, 6 Carbamazepine 50 Central nervous system 4 Clobazam 3, 5, 6 Clonazepam 3, 5, 6 Cold turkey withdrawal 29, 35 Constipation 42 Cravings 43 Cutting down tablets 23, 28 Deep (abdominal) breathing 45 Dependency 11, 12, 13 Depression 39 Diarrhoea 42 Diary 46 Diazepam 3, 5, 6 Dissociation 44 Dose equivalents 26, 27 Drug use (in withdrawal) 50 Ducene 3 Effects of benzodiazepines 5 Euhypnos 3 Exercise 46 Family 48 Fear (re withdrawal) 47 First interview 15 Frisium 3 Flumazenil 50 Flunitrazepam 3, 5, 6 GABA (Gamma Amino Butyric Acid) 4 Gastro intestinal symptoms 42 Generic names (benzodiazepines) 3 index 69 70 Halcion 3 Handouts – - Abdominal breathing techniques 58 - Breathing training to control panic attacks 64 - Coping with depression 63 - Fight or flight response 65 - Hints for good sleep 66 - How can you help someone with depression 67 - Reduction plan 30 - Relaxation technique 59 - Withdrawal symptoms 61, 62 Headaches 42 Healthy eating 45 Helping people through withdrawal 38, 44 Heroin 9 History taking 16 Hospitalization 15 Hypnodorm 3 Hypnotics (other than benzodiazepines) 7 Identifying dependency 12, 13 Incest 48 Information giving 20 Insomnia 7, 39 Intimate relationships 48 Imovane 7 Lethargy 43 Lexotan 3 Libido 43 Long acting benzodiazepines 5 Lorazepam 3, 5, 6 Meditation 44 Medium acting benzodiazepines 5 Methadone 9 Missing out on taking a tablet 23 Mogadon 3 Mouth ulcers 43 Murelax 3 Nausea 42 Newborn child 8 Nitrazepam 3, 5, 6 Normison 3 Nocturne 3 Nutrition (in withdrawal) 45 Older people 8 Other drugs 9, 50 Overcoming obstacles 47 Overdose 8 Oxazepam 3, 5, 6 71	<urn:uuid:d85aa1a8-b9a0-4c10-8364-8e7806332fc2>	CC-MAIN-2018-30	https://www.benzo.org.uk/amisc/reconnexion10.pdf	2018-07-21T19:21:28Z	crawl-data/CC-MAIN-2018-30/segments/1531676592654.99/warc/CC-MAIN-20180721184238-20180721204238-00285.warc.gz	838,537,862	30,948	eng_Latn	eng_Latn	0.914819	eng_Latn	0.99629	[ "pol_Latn", "lvs_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "slv_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn"...	false	docling	[ 210, 338, 3530, 5737, 5782, 7622, 9766, 11023, 13454, 16228, 18302, 21010, 22770, 22848, 24857, 28524, 31026, 31067, 33663, 36006, 37696, 39277, 40531, 43335, 44974, 45000, 48148, 50635, 53929, 55773, 56901, 58962, 61736, 61959, 62013, 64090, 6...	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Ten Biblical principles about money and wealth 1 A survey of Scripture 1 1. God owns everything and we are His stewards 2 2. Worship and trust God rather than money 3. Beware of the love of money 4. God cares how we manage our money 5. Honor God by faithfully giving of our income 6. Develop a lifestyle which creates margin 7. Cultivate a generous heart and live sacrificially 8. Care for the poor, weak, oppressed, and needy 9. Use wealth to glorify God and build treasure in heaven 10. Pursue the true riches rather than material wealth The Bible reveals God's deep concern and protective care for the poor and needy 2 The underlying theme of this seminar 3 God wants our heart 1 The purpose of my instruction is that all believers would be filled with love that comes from a pure heart, a clear conscience, and genuine faith. 1 Timothy 1:5 (NLT) 2 Principle #8. Care for the poor, the weak, the oppressed, and the needy 4 Outline 1 -Key Bible passages 2 -The continuum of wealth -Who are the needy? -5 biblical truths about poverty -God's special relationship with the poor -46 blessings God gives freely to all -6 scriptural warnings against mistreatment of the poor -20 excuses for mistreating the poor -6 responsibilities that Christians have towards the poor -10 responsibilities the poor have towards themselves -17 strategies for achieving poverty -> Key Bible passages 5 -Those who oppress the poor insult their Maker, but helping the poor honors him. Proverbs 14:31 2 -Religion that God our Father accepts as pure and faultless is this: to look after orphans and widows in their distress and to keep oneself from being polluted by the world. James 1:27 -Listen, my dear brothers: Has not God chosen those who are poor in the eyes of the world to be rich in faith and to inherit the kingdom he promised those who love him? James 2:5 * The continuum of wealth 6 Poverty to riches 1 -Wealth may be thought of as a continuum from poverty to riches 2 -The wealth of every person on earth falls somewhere on this line -At the left end of the line is utter destitution or extreme poverty 3B people live on less that $2.50/day (Rs165). Here we may put a blind beggar or the people to whom Mother Teresa ministered. -The right end represents unfathomable riches possessed by few Americans Jeff Bezos ($109B), Bill Gates ($124B; computers) to name two (2023) -> Who are the needy? 7 The needy 8 A partial list 1 -Poor 2 -Weak -Hungry -Homeless -Abused -Misused -Neglected -Persecuted -Oppressed -Sick -Unjustly imprisoned -Social outcasts * Five important truths about poverty 9 1. Realize that it is God who ultimately decides our financial strength 10 The LORD makes some poor and others rich; he brings some down and lifts others up. 1 Samuel 2:7-8 (NLT) 2 2. God may have a redemptive purpose in visiting poverty on us 11 -To humble us 2 -To teach us to trust him for our needs -To let us bear the consequences of our own decisions and actions -To teach us gratitude for what we have (or had) -To test the genuineness of our faith -To bring him glory through our lives in spite of our circumstances -There may be other reasons - * 3. God's is able to lift us out of dependency on others 12 -The LORD makes some poor and others rich; he brings some down and lifts others up. He lifts the poor from the dust and the needy from the garbage dump. He sets them among princes, placing them in seats of honor. For all the earth is the LORD's, and he has set the world in order. 1 Samuel 2:7-8 (NLT) 2 -In the name of the Lord Jesus Christ, we command you, brothers, to keep away from every brother who is idle and does not live according to the teaching you received from us. For you yourselves know how you ought to follow our example. We were not idle when we were with you, nor did we eat anyone's food without paying for it. On the contrary, we worked night and day, laboring and toiling so that we would not be a burden to any of you. We did this, not because we do not have the right to such help, but in order to make ourselves a model for you to follow. For even when we were with you, we gave you this rule: "If a man will not work, he shall not eat." We hear that some among you are idle. They are not busy; they are busybodies. Such people we command and urge in the Lord Jesus Christ to settle down and earn the bread they eat. 2 Thessalonians 3:6-12 * 4. God wants his people to care for the poor and needy 13 -"No, this is the kind of fasting I want: Free those who are wrongly imprisoned; lighten the burden of those who work for you. Let the oppressed go free, and remove the chains that bind people. Share your food with the hungry, and give shelter to the homeless. Give clothes to those who need them, and do not hide from relatives who need your help." Isaiah 58:6-7 (NLT) 2 -If anyone does not provide for his relatives, and especially for his immediate family, he has denied the faith and is worse than an unbeliever. 1 Timothy 5:8 5. God may give grace to some to live modestly for the sake of the kingdom 14 * For you know the grace of our Lord Jesus Christ, that though he was rich, yet for your sakes he became poor, so that you through his poverty might become rich. 2 Corinthians 8:9 2 * Questions for discussion 15 -Does the biblical worldview regarding poverty differentiate between the believer and 2 unbeliever? Are they to be treated differently or the same? In what ways are our responsibilities to these two classifications of people similar and in what ways are they different? -What other purposes may God have in visiting poverty, affliction, and suffering on people besides those we discussed? -Have you known wealthy people who voluntarily lived a very simple lifestyle so they could use their abundance of resources for the sake of the kingdom? * God has a special relationship with the poor 16 10 scriptural teachings which reveal his heart 1 1. God honors them 17 The brother in humble circumstances ought to take pride in his high position. James 1:9 2 He raises the poor from the dust and lifts the needy from the ash heap; he seats them with princes, with the princes of their people. Psalm 113:7-8 * • 2. God defends them and will punish those who rob or crush them 18 -Do not rob the poor, because he is poor, or crush the afflicted at the gate, for the LORD will plead their cause and rob of life those who rob them. Proverbs 22:22-23 (ESV) ▪Those who shut their ears to the cries of the poor will be ignored in their own time of need. Proverbs 21:13 (NLT) 2 3. God may give the poor believer a treasure of faith and a great inheritance 19 Listen, my dear brothers: Has not God chosen those who are poor in the eyes of the world to be rich in faith and to inherit the kingdom he promised those who love him? James 2:5 2 4. God may give them special discernment 20 A rich man may be wise in his own eyes, but a poor man who has discernment sees through him. Proverbs 28:11 2 5. They may experience deep joy and be very generous 21 Out of the most severe trial, their overflowing joy and their extreme poverty welled up in rich generosity. 2 Corinthians 8:2 2 6. God freely gives them all they need to satisfy their souls 22 "Is anyone thirsty? Come and drink— even if you have no money! Come, take your choice of wine or milk— it's all free! Isaiah 55:1 (NLT) 2 7. Poor believers are also freely given the spiritual gifts of the Holy Spirit 23 When Simon saw that the Spirit was given when the apostles laid their hands on people, he offered them money to buy this power. "Let me have this power, too," he exclaimed, "so that when I lay my hands on people, they will receive the Holy Spirit!" But Peter replied, "May your money be destroyed with you for thinking God's gift can be bought! Acts 8:18-20 (NLT) 2 8. They will experience God's deliverance 24 -For he will deliver the needy who cry out, the afflicted who have no one to help Psalm 72:12 2 -"Because of the oppression of the weak and the groaning of the needy, I will now arise," says the LORD. "I will protect them from those who malign them." Psalm 12:5 * 9. They are among those given full and free access to the True Riches 25 For you know the grace of our Lord Jesus Christ, that though he was rich, yet for your sakes he became poor, so that you through his poverty might become rich. 2 Corinthians 8:9 2 10. They have all the money needed to inherit eternal life 26 Thanks be to God for His indescribable gift! 2 Corinthians 9:15 (NASB) For it is by grace you have been saved, through faith-- and this not from yourselves, it is the gift of God--not by works, so that no one can boast. Ephesians 2:8-9 * God's wonderful plan of salvation 27 -Recognize that we are sinful and deserving of eternal punishment. Therefore we need God's forgiveness 2 - for all have sinned and fall short of the glory of God, Romans 3:23 (NIV) -Believe that God sent us his only Son Jesus to pay the penalty for our sin through his death on the cross -Turn from our sin and receive Jesus Christ as our Lord and Savior, trusting in him to make us righteous in God's sight through his redemptive sacrifice --> * We must place our faith in Jesus Christ as our Lord and Savior 28 John 3:16 1 "For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. John 3:16 (NIV) 2 Assurance of salvation 29 * And this is what God has testified: He has given us eternal life, and this life is in his 2 Son. Whoever has the Son has life; whoever does not have God's Son does not have life. I have written this to you who believe in the name of the Son of God, so that you may know you have eternal life. -1 John 5:11-13 (NLT) * Quiz 30 True or false 1 -We are to view the underclass as being under God's judgement and deserving of their circumstances 2 -No where in Scripture do we find instances of the poor being generous but in constant need of the help of others -A type of fasting that God honors is when we relieve the suffering of the oppressed ▪It is not possible for a poor person to experience true joy * 46 Blessings God gives freely to all 31 There are countless others 1 -His care for us 2 -Our health -Ability to do good for others and share our lives -Joy -Contentment -Trust in God -A thankful heart -Reading and meditating on God's word -Righteous behavior -Fruits of the spirit (love, joy, peace, etc)--> * 46 Blessings (cont'd) 32 -The joy of sharing the gospel 2 -Learning something new from teachers of God's truth -Salvation -Love for God -God's love for us -Love of others, including our parents, spouse children, and relatives -Friends -Warmth of the sun, the rain, fresh air -The seasons -Ability to dream, to plan, to create > * 46 Blessings (cont'd) 33 -Forgiveness, to forgive and be forgiven 2 -Hope for the future -Gifts of the spirit -Gift of the senses, such sight, smell, hearing, taste and feeling -The ability to share with feeling, compassion, sorrow, and the pain of others -The air we breath -A pure conscience -A good night's sleep -The ability to walk, run > * 46 Blessings (cont'd) 34 -The ability to appreciate beautiful things 2 -Laughter -The ability to bring joy to someone -Inner peace -The sound of children at play -Watching a sunrise or sunset -The aroma of fresh baked cookies -The taste of fresh corn on the cob -The smell of the forest after a rain -The love of a spouse -The sound of a waterfall > * 46 Blessings (cont'd) 35 -Strength of conviction 2 -Passion to excel -Commitment -Faithfulness -Patience -Integrity of heart -Eternal life with Christ to all who trust him -Others? -??? > * 6 Scriptural warnings against mistreatment of the poor 36 1. Discriminating against the poor is wrong 37 Suppose a man comes into your meeting wearing a gold ring and fine clothes, and a 2 poor man in shabby clothes also comes in. If you show special attention to the man wearing fine clothes and say, "Here's a good seat for you," but say to the poor man, "You stand there" or "Sit on the floor by my feet," have you not discriminated among yourselves and become judges with evil thoughts ? James 2:2-4 2. The rich have the power to cause great harm to the poor and defenseless 38 But you have dishonored the poor man. Are not the rich the ones who oppress you, and the ones who drag you into court? Are they not the ones who blaspheme the honorable name by which you were called? James 2:6- 7 (ESV) 2 3. To oppress the poor is to insult God 39 Whoever oppresses a poor man insults his Maker, but he who is generous to the needy honors him. Proverbs 14:31 (ESV) 2 4. Withholding justice from the poor and needy is a great sin 40 -Now listen, you rich people, weep and wail because of the misery that is coming upon you. Your wealth has rotted, and moths have eaten your clothes. Your gold and silver are corroded. Their corrosion will testify against you and eat your flesh like fire. You have hoarded wealth in the last days. Look! The wages you failed to pay the workmen who mowed your fields are crying out against you. The cries of the harvesters have reached the ears of the Lord Almighty. James 5:1-4 2 4. Withholding justice from the poor and needy is a great sin (cont'd) 41 -"You shall not oppress a hired worker who is poor and needy, whether he is one of your brothers or one of the sojourners who are in your land within your towns. You shall give him his wages on the same day, before the sun sets (for he is poor and counts on it), lest he cry against you to the LORD, and you be guilty of sin. Deuteronomy 24:14-15 (ESV) 2 -"Do not twist justice in legal matters by favoring the poor or being partial to the rich and powerful. Always judge people fairly. Leviticus 19:15 (NLT) * 5. Ignoring, persecuting and shaming those who are suffering is wrong 42 * You know how I am scorned, disgraced and shamed; all my enemies are before you. Scorn has broken my heart and has left me helpless; I looked for sympathy, but there was none, for comforters, but I found none. 2 They put gall in my food and gave me vinegar for my thirst. May the table set before them become a snare; may it become retribution and a trap. 5. Ignoring, persecuting and shaming those who are suffering is wrong (cont'd) 43 May their eyes be darkened so they cannot see, and their backs be bent forever. Pour out your wrath on them; let your fierce anger overtake them. May their place be 2 deserted; let there be no one to dwell in their tents. For they persecute those you wound and talk about the pain of those you hurt. Charge them with crime upon crime; do not let them share in your salvation. May they be blotted out of the book of life and not be listed with the righteous. Psa 69:19-28 6. Mistreating the needy is condemned in Scripture 44 -Profiting at their expense: Don't charge interest when you lend money to any of my people who are in need. Exodus 22:25 (CEV) 2 -Compromising their dignity: "'When you reap the harvest of your land, do not reap to the very edges of your field or gather the gleanings of your harvest. Do not go over your vineyard a second time or pick up the grapes that have fallen. Leave them for the poor and the alien. I am the LORD your God. Leviticus 19:9-10 -Exploiting them: Do not exploit the poor because they are poor and do not crush the needy in court, Proverbs 22:22 * 20 excuses for not helping the poor 45 -They are lazy and despicable people who deserve poverty 2 -They didn't properly manage what they had -I have no time to help them -I don't want them to become dependent on me -Government will take care of them -God will take care of them himself if they will just be patient -God has willed their poverty -If God is punishing them, I dare not interfere -If I help someone, he will just keep coming back for more handouts -If I help one, others will find out and I will be overwhelmed with appeals > * Excuses, excuses 46 -Everyone should earn their own living so I owe them nothing 2 -I'm too busy today--maybe tomorrow -I have more important priorities for my money -They are responsible for taking care of themselves -Let them ask someone with more money than -It is not socially acceptable to help people who won't help themselves -We only have enough to care for ourselves -Their problems are not my concern -I earned my money and so should they -They didn't ask for help! -They are responsible for taking care of themselves * Class discussion 47 -Which of the preceding excuses will God accept for neglecting the poor and needy? ▪How should we balance the needs of ourselves, our family, our church and our other priorities with helping the poor and needy? 2 * Quiz 48 Multiple choice 1 Three of the following statements are true of the poor. Which one is false? 2 A. God has chosen some of the poor to be rich in faith B. The poor have all that's needed to truly enjoy life C. God despises the poor D. They are often oppressed by rich people 6 responsibilities Christian's have to the poor 49 The basic concept: Come alongside and help our neighbor in his time of need 1 The second is this: 'You shall love your neighbor as yourself.' There is no other commandment greater than these." Mark 12:31 (ESV) 2 1. Treat the poor with respect 50 My brothers, as believers in our glorious Lord Jesus Christ, don't show favoritism. Suppose a man comes into your meeting wearing a gold ring and fine clothes, and a poor man in shabby clothes also comes in. If you show special attention to the man wearing fine clothes and say, "Here's a good seat for you," but say to the poor man, "You stand there" or "Sit on the floor by my feet," have you not discriminated among yourselves and become judges with evil thoughts? 2 2. Do not neglect them 51 There was a rich man who was clothed in purple and fine linen and who feasted sumptuously every day. And at his gate was laid a poor man named Lazarus, covered with sores, who desired to be fed with what fell from the rich man's table. Moreover, even the dogs came and licked his sores. Luke 16:19-21 (ESV) 2 Don't let it be said of us that the dogs care more for the poor than we do. 3. Care for them 52 "Then the King will say to those on his right, 'Come, you who are blessed by my Father; take your inheritance, the kingdom prepared for you since the creation of the world. For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you 2 10 clothed me, I was sick and you looked after me, I was in prison and you came to visit me.' Matthew 25:34-36-> The church is to be a model of caring for the needy 53 Especially widows and orphans 1 Religion that God our Father accepts as pure and faultless is this: to look after orphans and widows in their distress and to keep oneself from being polluted by the world James 1:27 2 4. Be kind and generous to them 54 -When you help the poor you are lending to the Lord--and he pays wonderful interest on your loan! Prov. 19:17 NLT 2 -"'When you reap the harvest of your land, do not reap to the very edges of your field or gather the gleanings of your harvest. Leave them for the poor and the alien. I am the LORD your God.'" Leviticus 23:22 -Command them to do good, to be rich in good deeds, and to be generous and willing to share. 1 Timothy 6:18 -And do not forget to do good and to share with others, for with such sacrifices God is pleased. Hebrews 13:16 -If anyone has material possessions and sees his brother in need but has no pity on him, how can the love of God be in him? 1 John 3:17 > * 5. Lift them up and brighten their day 55 As God does with us, make them feel special 1 Then Jesus said to his host, "When you give a luncheon or dinner, do not invite your friends, your brothers or relatives, or your rich neighbors; if you do, they may invite you back and so you will be repaid. But when you give a banquet, invite the poor, the crippled, the lame, the blind, and you will be blessed. Although they cannot repay you, you will be repaid at the resurrection of the righteous." Luke 14:12-14 2 6. Rescue and defend them 56 -"Speak up for those who cannot speak for themselves, for the rights of all who are destitute. Speak up and judge fairly; defend the rights of the poor and needy." Proverbs 31:8-9 2 -"Is not this the kind of fasting I have chosen: to loose the chains of injustice and untie the cords of the yoke, to set the oppressed free and break every yoke? Isaiah 58:6-7 -Job was a friend to the needy > 11 * Job rescued and defended the oppressed 57 Whoever heard me spoke well of me, and those who saw me commended me, because I rescued the poor who cried for help, and the fatherless who had none to assist him. The man who was dying blessed me; I made the widow's heart sing. I put on righteousness as my clothing; justice was my robe and my turban. I was eyes to the blind and feet to the lame. I was a father to the needy; I took up the case of the stranger. I broke the fangs of the wicked and snatched the victims from their teeth. Job 29:11-17 2 Our relationship to the underclass 58 Summary 1 -Christians are admonished to 2 -Treat them with dignity and respect -Refrain from neglecting them; care for them instead -Rebuke those who are oppressing them -Rescue those who are being persecuted -Defend those who are being unfairly treated -Come alongside to love and help them as we have opportunity * Questions for discussion 59 -In what ways is Job a model for us today? In what ways is he not a model for us? 2 -What are some simple and practical ways we can care for the needy beginning with our neighbor and extending globally? -What do you think of the idea of treating the needy to a special blessing, over and above what is expected? * Essay (15 minutes) 60 - Compare and contrast the responsibilities the poor have for themselves with the responsibilities of the rich to care for them 2 - From a biblical perspective - From a societal perspective * Quiz 61 True or false 1 -If we lend money to the poor brother in Christ, we should charge them a fair interest rate 2 -The poor have God as their defender -We should not neglect the needy if we can be of help 12 -Since God may be visiting poverty on him, we should not interfere by offering him help * Quiz 62 True or false 1 Three of the following statements are true of poor people. Which one is false? 2 a. They may be given special discernment by God b. They are admired and respected by wicked and ungodly people in the world c. They may become rich in faith d. God has blessed them with all that's needed to satisfy their soul 10 responsibilities the poor have to themselves 63 -Trust God as their protector and provider 2 -Practice Godly contentment -Take advantage of every opportunity to support themselves -Work hard -Honor God with their first-fruits -Learn to live sustainably with what they have -Avoid borrowing, gambling, or stealing -Seek godly counsel to try to improve their situation -Pray for God's wisdom -Seek the True Riches rather than monetary wealth * 17 strategies for achieving poverty 64 Lifestyles which lead to poverty 1 1. Be lazy 65 But you, lazybones, how long will you sleep? When will you wake up? A little extra sleep, a little more slumber, a little folding of the hands to rest— then poverty will pounce on you like a bandit; scarcity will attack you like an armed robber. Proverbs 6:911 (NLT) 2 2. Chase fantasies and pursue worthless dreams 66 Whoever works his land will have plenty of bread, but he who follows worthless pursuits will have plenty of poverty. Proverbs 28:19 (ESV) 2 3. Talk, talk, talk 67 Work brings profit, but mere talk leads to poverty! Proverbs 14:23 (NLT) 2 13 4. Party, party, party 68 Work your garden—you'll end up with plenty of food; play and party—you'll end up 2 with an empty plate. Proverbs 28:19 (MSG) 5. Be a drunkard or a glutton 69 Don't be a heavy drinker or stuff yourself with food. It will make you feel drowsy, and you will end up poor with only rags to wear. Proverbs 23:20-21 (CEV) 2 6. Live a life devoted to pleasure 70 Whoever loves pleasure will be a poor man; he who loves wine and oil will not be rich. 2 Proverbs 21:17 (ESV) 7. Make hasty or reckless decisions 71 Good planning and hard work lead to prosperity, but hasty shortcuts lead to poverty. Proverbs 21:5 (NLT) 2 8. Ignore discipline and correction 72 He who ignores discipline comes to poverty and shame, but whoever heeds correction is honored. Proverbs 13:18 2 9. Don't make appropriate plans 73 Take the road to nowhere 1 "Suppose one of you wants to build a tower. Will he not first sit down and estimate the cost to see if he has enough money to complete it? For if he lays the foundation and is not able to finish it, everyone who sees it will ridicule him, saying, 'This fellow began to build and was not able to finish.' Luke 14:28-30 2 10. Live a sinful lifestyle 74 Therefore, I have begun to destroy you, to ruin you because of your sins. Micah 6:13 2 11. Commit fraud and deception 75 Therefore I will give their wives to other men and their fields to new owners. From the least to the greatest, all are greedy for gain; prophets and priests alike, all practice deceit. Jeremiah 8:10 2 12. Choose the wrong friends 76 14 -He who walks with wise men will be wise, But the companion of fools will be destroyed. Proverbs 13:20 (NKJV) 2 -How well God must like you— you don't hang out at Sin Saloon, you don't slink along Dead-End Road, you don't go to Smart-Mouth College. Instead you thrill to GOD's Word, you chew on Scripture day and night. You're a tree replanted in Eden, bearing fresh fruit every month, Never dropping a leaf, always in blossom. You're not at all like the wicked, who are mere windblown dust— Without defense in court, unfit company for innocent people. GOD charts the road you take. The road they take is Skid Row. Psalm 1:1-6 (MSG) * 13. Be stingy 77 One man gives freely, yet gains even more; another withholds unduly, but comes to poverty. A generous man will prosper; he who refreshes others will himself be refreshed. Proverbs 11:24-25 2 14. Dabble in get-rich-quick schemes 78 Greedy people try to get rich quick but don't realize they're headed for poverty. Proverbs 28:22 (NLT) 2 * 15. Obtain wealth by unjust means 79 Like a partridge that hatches eggs she has not laid, so are those who get their wealth by unjust means. At midlife they will lose their riches; in the end, they will become poor old fools. Jeremiah 17:11 (NLT) 2 16. Oppress the poor 80 -A person who gets ahead by oppressing the poor or by showering gifts on the rich will end in poverty. Proverbs 22:16 (NLT) 2 17. Bribe the rich 81 A person who gets ahead by oppressing the poor or by showering gifts on the rich will end in poverty. Proverbs 22:16 (NLT) 2 God's special relationship with the poor 82 Summary 1 -God is the one who ultimately determines our financial status. 2 -God cares deeply about the poor, the needy, the abused, the oppressed, and the neglected. -The underclass should be treated with dignity and respect. Christians have a responsibility to be kind and compassionate towards them, and to help them in their time of need. 15 -God has given the poor special gifts. Some have great wisdom and discernment. Some are very generous, some have great faith, and some have deep insight into people. Get to know them and, if possible, teach them to improve their lifestyle. -Be sure to avoid strategies that lead to poverty, such as laziness or mistreating the poor. * God's special relationship with the poor 83 Summary (cont'd) 1 -We should rebuke those who mistreat them and defend them against their oppressors. 2 -Don't let it be said that the dogs care more about the poor than we do. -We should especially care for and defend our brothers and sisters who are widows and orphans, lifting them up. -The poor have certain responsibilities to lift themselves out of poverty as much as they are able; we should help them become as independent as possible. -We should not blame God if we fall into poverty through wrong choices and evil behavior. * Class discussion 84 -What are some ways people become poor through no fault of their own? 2 -Can you tell the story of someone who chose poverty for the sake of the kingdom? -Do you know someone who was poor but overcame their poverty? How did they do that? -Describe some other ways Scripture warns us of how to become poor. * Ten Biblical principles about money and wealth 85 A survey of Scripture 1 1. God owns everything and we are His stewards 2 2. Worship and trust God rather than money 3. Beware of the love of money 4. God cares how we manage our money 5. Honor God by faithfully giving of our income 6. Develop a lifestyle which creates margin 7. Cultivate a generous heart and live sacrificially 8. Care for the poor, weak, oppressed, and needy 9. Use wealth to glorify God and build treasure in heaven 10. 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Diet to Manage High Uric Acid Levels and Gout in Kidney Disease What is Gout? Gout is a type of arthritis caused by uric acid crystals building up in the body's joints. Often people experience painful joints and inflammation. Gout can be triggered by foods that are high in purine and by foods that increase uric acid levels in the blood. Purines are organic compounds found in foods that can break down into uric acid in the body. What is Uric Acid? Uric acid is a natural waste product from the digestion of foods that contain purines. To help keep uric acid levels down in the body, it is important to pay attention to what you eat. High uric acid levels may result from conditions such as kidney disease because the kidneys remove less uric acid. Other reasons for high uric acid levels are high blood pressure, high cholesterol, diabetes, being overweight, and some medications. Which Foods Should I Limit? Which Foods Should I Include?* Using the table below: * Include MODERATE gout risk foods in small amounts. * Limit or avoid VERY HIGH and HIGH gout risk foods. * Choose LOW gout risk foods more often. * Please speak to your dietitian about your specific dietary needs. BC Renal • BCRenal.ca Developed by the Renal Dietitians of British Columbia • February 2021 What Other Dietary Steps Can I Take? 1. Limit high sugar foods and drinks such as donuts, cakes, pastries, candy, pop, fruit drinks, and sweetened coffees/teas. Even though sugar does not have purines, sugar-sweetened products increase your risk for gout. 2. Limit alcohol intake. Even 1-2 drinks can increase your risk of gout, especially beer. Beer can significantly raise uric acid levels. Note that one drink equals a 12-oz beer/cider/cooler, a 5-oz glass of 12% wine OR 1.5-oz of 40% spirits. 3. Limit high fat meals as these are linked to gout flares. 4. Stay hydrated, and speak with your dietitian about your personal fluid needs. 5. Include fruits and vegetables in your meals and snacks, aiming for 1/2 plate vegetables, 1/4 plate protein, and 1/4 plate whole grains per meal. 6. Limit servings of meat to 2 ½ oz (75 grams) per meal. Choose plant proteins more often. Speak to your dietitian about your specific protein needs. 7. If weight loss is a goal for you, speak to your dietitian. They can help you develop a plan to achieve weight loss safely through meal planning and regular physical activity. 8. Ask your doctor or pharmacist about supplements or medications to manage your uric acid levels or gout symptoms. Dietary modifications may not be enough to treat your gout but they may help decrease the number of attacks and limit the severity. Sample Menu Plan for Gout and Kidney Disease This menu is low in potassium, phosphorous and sodium. Please note portions of animal proteins including chicken and salmon in the sample menu may differ for your individualized diet. Speak with your dietitian regarding your specific needs and how a meal plan can work for you. References 2. Dietitians of Canada PEN. Eating Guidelines for Gout. (Restricted access) 1. Dietitians of Canada PEN. Food Sources of Purines. (Restricted access) 3. HealthLink BC. Eating Guidelines for Gout. https://www.healthlinkbc.ca/hlbc/files/ healthyeating/pdf/eating-guidelines-for-gout.pdf 5. Kaneko, K., Aoyagi, Y., Fukuuchi, T., Inazawa, K., Yamaoka, N., 2014. Total purine and purine base content of common foodstuffs for facilitating nutritional therapy for gout and hyperuricemia. Biol. Pharm. Bull. 37, 709–721. https://www.jstage.jst.go.jp/article/ bpb/37/5/37_b13-00967/_html/-char/en 4. Mayo Clinic. Healthy Lifestyle: Nutrition and healthy eating. Starting a gout diet? Understand which foods are OK and which to avoid. https://www.mayoclinic.org/healthylifestyle/nutrition-and-healthy-eating/in-depth/gout-diet/art-20048524 6. GOUT by Prof. R. Grahame, Dr. A. Simmonds and Dr. E. Carrey https://www.acumedico. com/purine.htm BC Renal • BCRenal.ca Developed by the Renal Dietitians of British Columbia • February 2021	<urn:uuid:e757c41d-e656-41e8-b7a2-580fb4ae1f8a>	CC-MAIN-2023-14	http://www.bcrenal.ca/resource-gallery/Documents/Diet-Manage_High_Uric_Acid_Levels_and_Gout_in_Kidney_Disease.pdf	2023-03-27T23:18:51+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00692.warc.gz	60,555,827	996	eng_Latn	eng_Latn	0.976497	eng_Latn	0.994828	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 887, 1381, 2746, 4214 ]	[ 2.578125 ]	2	2
SAYA DE MALHA DAILY A Newsletter by Dominique and François N°8, 8 th November 2022 Where are we ? North of Saya de Malha Bank, on the Plateau, above the seagrass meadows 9.50° South 60.51° East Sunny, Light Seas, Wind 16.5 Knots Air Temperature 26°7, Water Temperature 26°7. The Seagrass Meadows Seagrasses are marine angiosperms or flowering plants found across the globe. They are the basis of the most productive ecosystems. Dependent on light for photosynthesis, they are found in shallow waters between 10 and 20 m. They can however be found down to 70m depth. Seagrasses are important nurseries for numerous species, they stabilise sediments in their root systems, and are an important carbon sink. The Saya de Malha seagrass beds are some of the largest in the world. They include several species, with Thalassodendron Ciliatum (meaning "marine tree") being the most dominant. Its elongated leaves swing back and forth with the current's movement reminding of a wheat field in the wind. Those important seagrass beds are vulnerable to trawling. ©Marine_Solutions_ExpolrationsMonaco What's on ? The ROV A survey of the seagrasses was conducted using Marine Solutions ROV (Remotely Operating Vehicle). The ROV is equipped with cameras and is piloted from the control room on the ship. It provides real time footage of the seabed surveyed. Images so far show uniform seagrass beds of good quality, some possibly degraded areas, as well as sandy habitats and small coral formations with associated small fish species. At depth of 20 m, the ROV also provides information for navigating the ship. Source_Fabrizio_d'Ortenzio_IMEV_ExpolrationsMonaco SAYA DE MALHA DAILY A Newsletter by Dominique and François N°8, 8 th November 2022 The Portrait The Catch of the Day An Unexpected lobster This Acanthacaris of 35 cm was found in a sandy habitat. A sedentary animal buried in the sand, it catches its prey with its long claws. This specimen was collected during a night trawl at 1600 m depth. Did you know ? Lamellaria Unlike the whelks or winkles, some gastropods, as this gastropod, has an internal shell. This specimen was collected in the afternoon by the drag net at 200 m. It is probably a new species. This group, called the Lamellaria is poorly known. Probably a new species! Philippe Bouchet, Professor Emeritus, Muséum national d'histoire naturelle Philippe was born in 1953 in Brittany. As child he spent a lot of time on the coast fishing for shellfish and learning about the marine world, which led him to his vocation to become a marine biologist. At 20 years old, he was recruited at the Museum of Natural History where he worked until his recent retirement. Beginning with New Caledonia, and thanks to his entrepreneurial spirit, he organised and led international expeditions, financed by philanthropic foundations, to document marine biodiversity around the globe. "Documenting the benthic biodiversity of Saya de Malha is a long-held dream. What we find most surprising are the small size of organisms collected and the limited primary production which so far cannot be explained. Although not yet all described, we expect to find high levels of endemism." ©Francis_Marsac_IRD_ExpolrationsMona co A Word from the Captain The use of sampling gear is not without unexpected moments. During the night, the drag net was caught up between rocks. Thanks to the Captain manoeuvring of the ship, it was freed and brought back on board. « It is complicated to navigate in an unknown area, but this is why we are here » he said wisely.	<urn:uuid:82c09c59-7f99-4801-a071-b69a8245cce7>	CC-MAIN-2023-14	https://www.monacoexplorations.org/wp-content/uploads/2022/11/SAYA-DE-MALHA-DAILY-N8-E-1.pdf	2023-03-27T23:11:26+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00691.warc.gz	1,003,215,429	858	eng_Latn	eng_Latn	0.996781	eng_Latn	0.997547	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1659, 3569 ]	[ 2.09375 ]	1	1
Now available through Tremont School of Ju Jutsu, Judo & Karate! Isotonix ® Children's Multi-Vitamins Primary Benefits: * Supports optimal immune functions * Supports skeletal health and growth * Supports healthy teeth and gums * Supports growth and strength of teeth and bones * Supports healthy growth and development * Supports cognitive health and development * Supports healthy vision and eyes * Supports a healthy intestinal tract * Supports a healthy heart * Supports healthy blood sugar levels * Provides antioxidant protection What Makes This Product Unique? It is often difficult to make sure that your kids are maintaining a healthy, well-balanced diet and receiving the proper amount of vitamins and minerals. It can be an even bigger challenge today due to children eating away from home, at school, friend's houses and fast food restaurants. With Market America's Isotonix MightA-Mins, you can provide your children with the proper daily allowances of most vitamins and minerals that are best for them. Isotonix Might-A-Mins contains 12 vitamins and ten essential minerals, along with phytonutrients from a proprietary blend of fruits and vegetables. With this formula your children can enjoy the benefits of fruits and vegetables daily, without them even knowing or complaining about them. Also added to the formula is a special blend of probiotics, which are good bacteria, essential for proper digestion. Special care has been taken in selecting the proper nutritional ingredients. For example, the beta-carotene contains other naturally occurring carotenoids that include a healthy dose of lutein and zeaxanthin, which are both proven to support healthy vision and promote healthy eyes. The vitamin E that is included in the formula, d-Alpha tocopheryl succinate, is naturally occurring, and found to be the best source of vitamin E, when working in coordination with support nutrients. When taken as directed, whether your children are three or twelve, this formula is a complete nutritional source. Isotonix Might-A-Mins with Phytonutrients is the perfect way to fill the nutritional gap that today's lifestyles can create in our children from the types of foods they eat. Absorption and efficiency of nutritional supplements are also two important features to examine when selecting a nutritional supplement and Isotonix Might-A-Mins contains both. This supplement is in the form of an isotonic fluid, which ensures that the nutrients are efficiently absorbed. It is usually taken on an empty stomach and when the isotonic fluid enters the body it is delivered to the small intestine, nutritionally concentrated. Then it is quickly absorbed into the blood stream maximizing the amount used by the body. Frequently Asked Questions: Why are phytonutrients important? Recent discoveries have shown that plant-based foods contain a variety of vital compounds in addition to vitamins and minerals that have the potential to boost human health. Phytonutrients are plant extracts that have been found to play an important role in helping the body help itself. It has been established that phytonutrients reduce oxidation, counteract environmental pollutants, and supports a healthy heart. Research has also shown that they naturally help boost the immune system. What types of phytonutrients are included in Isotonix Might-A-Mins? Isotonix Might-A-Mins includes a proprietary blend of phytonutrients which include extracts from apples, broccoli, carrots, cranberries, grapes, kiwi fruit, lemon, limes, oranges, peaches, pineapples, raspberries, spinach, strawberries and tomatoes. What is the advantage to taking probiotics? Isotonix Might-A-Mins contains lactobacillus sporogenes, which can help to re-colonize the intestinal tract with naturally occurring good bacteria, resulting in better digestion, an ideal pH balance and ongoing colon health. Why is an Isotonix formula better than a standard children's multivitamin? Isotonix formulas are more effective than standard children's multivitamin formulas because they offer the best way to get the maximum delivery of vitamins and minerals into the bloodstream. Isotonix formulas are also the fastest and most effective way to receive multivitamins. The stomach has very little work to do because the pH and tonicity are carefully designed to allow the stomach to quickly release all the nutrients into the small intestine. With the Isotonix Might-A-Mins formula, this process takes about five minutes, where a standard vitamin tablet can take up to four hours. Does Isotonix Might-A-Mins contain artificial ingredients? Isotonix Might-A-Mins does not contain any artificial sweeteners, such as saccharin or aspartame. Like all other Isotonix products, there are also no artificial preservatives or colors. Do kids like the taste of Isotonix Might-A-Mins? Fructose and glucose are used in Isotonix Might-A-Mins, which are both naturally occurring sugars. The sugars are also blended with a delicious, natural Mandarin orange flavor. The vitamins come in a fun, fast and easy-to-prepare powder, which will make you kids look forward to taking their vitamins everyday. Why do children need to take a multivitamin? Everyone needs vitamins and minerals, because they help release energy from our food and help build muscle, bone, blood and other vital tissue. Children need vitamins and minerals to maintain good health and normal growth. It is important to ensure that children receive all the vitamins and minerals they need every day, especially during their growing years. The body does not store all essential vitamins and minerals, therefore some need to be supplied on a regular basis through the use of a multivitamin. Is there a specific time of day that is recommended for taking a multivitamin? In general, any time of day is fine for taking a multivitamin. However it is good practice to take it at the same time each day to develop a routine. What are common vitamins and minerals that kids don't get enough of through their diets? Calcium, Zinc and vitamins A, C and E, are some common vitamins and minerals that children generally don't get enough of. Calcium is needed to form growing bones and a proper calcium intake beginning at childhood can help maintain normal bone mass later in life. Zinc is a vital nutrient for proper growth and development. 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Mentor Meeting 11/3/22 Updates * Shaina and Henry o Survey's o How to handle behaviors * Kelly o Fun Run * Mary o Smart Readers * Hygiene kits * Computers to our HS kids – would like mentor in attendance when we do that * Mentor Supplemental Training – crafting party o Wednesday, November 16 @ 6 pm * Mentor Coffee o ?? discuss chapter 2 & 3 of resource manual * Meetup – Suicide Prevention Social Skills Building (Helps social emotional development) * https://urbanwellnesscounseling.com/10-ways-improve-social-skills-children-teens/ * https://thinkpsych.com/blog/9-social-skills-activities-for-high-school-students/ * Social Skills Games o https://hes-extraordinary.com/games-that-teach-social-skills o Awkward Moments (teens) * Play get to know you Bingo Connecting Through Conversation Where I'm at Today Directions 1. Place the Where I'm At Today continuum between you and your mentee (see attached). Explain that a little stress might help keep us on our game, but too much and we can feel overwhelmed. Stress can mess with our ability to concentrate or motivate us. 2. Ask your mentee to draw a star and write today's date anywhere on the continuum, even in between the markers, to indicate his or her stress level today. 3. Next, ask your mentee to think for a moment about how today's stress level feels. Ask them to look at the words listed below the continuum and place a star next to the words that most accurately describe the feeling that stress brings up for him or her. If your mentee would like to add words to describe the feeling of stress that aren't on the list already, encourage him or her to write in the space provided. Deepening the Conversation Following are examples of questions that help you move from brief check- in to a deeper conversation with your mentee: * What do you think is causing your stress today? * When you are stressed, what do you do? Who or what makes you less stressed? * When is stress helpful? * What are some ways a person in a mentor role can help you with the situation causing stress? * What is one positive action step you can take immediately to change the situation that is causing your stress? Next Mentor Meeting: Thursday, 12/1 @ 5 pm or Friday 12/2 @ 10 am Transforming Lives, One Child at a Time	<urn:uuid:5912d005-f4fe-43a1-9b09-f60a186ec26c>	CC-MAIN-2023-14	https://www.circleoffriendsoregon.org/uploads/1/2/7/6/127603732/mentor_meeting_agenda_november_3_2022.pdf	2023-03-27T22:19:37+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00695.warc.gz	785,551,658	530	eng_Latn	eng_Latn	0.993923	eng_Latn	0.993923	[ "eng_Latn" ]	false	docling	[ 2273 ]	[ 2.21875 ]	1	0
Prime Area: Personal, Social and Emotional Development To try new activities and say why they like some activities more than others. To speak confidently to others about their own ideas. To understand how our own actions affect other people. To be able to negotiate and ask appropriate questions. To be able to dress and undress for PE. To take part in key person time involving discussions with an adult and peers. Specific Area: Mathematics To recognise numerals 1 to 10. To count out up to 10 objects from a larger group. To count actions or objects which cannot be moved. To select the correct numeral to represent 1 to 10 objects. To count objects to 10. To count an irregular arrangement of up to 10 objects. To order two or three items by length or height. To order two items by weight or capacity. Prime Area: Communication and Language To listen to Whatever Next and join in with the rhyming phrases. To verbally sequence the events in Whatever Next. To create roles and experiences through the use of role play, introducing storylines or narratives. Spring Term 1 Wow Moment: Starlight reading session with Parents (Thursday 10 th January at 2pm). Space Home Learning Challenge and technology quiz due in Thursday 14 th February (see attached). Prime Area: Physical Development To gain control over fastenings when getting dressed and undressed for P.E sessions. To use a variety of gym equipment to travel with confidence and skill. To use a correct pencil grip and gaining control with mark making implements. To continue to develop fine motor skills through the use of finger gym activities. To take part in Forest Schools. Specific Area: Expressive Arts and Design To create space rocket pictures, imaginary moon creatures, alien pictures and masks and junk model rockets using a variety of materials, manipulated to a planned effect. To create a collaborative moon picture. To create a space dance in response to music. Specific Area: Literacy To complete phase 3 letters and sounds, revisiting phase 2 where necessary. To hear and say initial sounds in words. To segment and blend sounds in words. To begin to read words and simple sentences. To give meaning to marks they make. To write our own names, labels and captions (items to take to space, picnic food, rockets). To attempt to write simple sentences (postcards, story sequencing, diary entry). Specific Area: Understanding the World To take part in Forest Schools. To log on to the school computer network. To use simple paint programmes to create pictures. To use the interactive whiteboard. To look at and begin to read maps. To identify their personal journeys and create an imaginary journey. To compare technology found in school and at home – HOMEWORK PROJECT.	<urn:uuid:2ae33178-74a6-44e5-983f-eae638879da3>	CC-MAIN-2023-14	http://stanford.oxon.sch.uk/Curriculum/Topics%202018-2019/Foundation%20Topic%20Web%20Spring%202019%201.pdf	2023-03-27T23:52:32+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00696.warc.gz	48,989,553	561	eng_Latn	eng_Latn	0.997152	eng_Latn	0.997152	[ "eng_Latn" ]	false	docling	[ 2778 ]	[ 3.859375 ]	1	2
ANGER MANAGEMENT INFORMATION What is Anger Management? Anger management is a psycho-therapeutic program for anger prevention and control. It has been described as deploying anger successfully. Anger is frequently a result of frustration, or of feeling blocked or thwarted from something the subject feels is important. What is Anger? Anger is a completely normal, usually healthy, human emotion. But when it gets out of control and turns destructive, it can lead to problems, problems at work, in your personal relationships, and in the overall quality of your life. And it can make you feel as though you're at the mercy of an unpredictable and powerful emotion. This brochure is meant to help you understand and control anger. What Are Some Of The Triggers Of Anger? What causes people to get angry? There are many common triggers for anger, such as losing your patience, feeling as if your opinion or efforts aren't appreciated, and injustice. Other causes of anger include memories of traumatic or enraging events and worrying about personal problems. When should you seek help for anger? * you feel angry often. * you feel that your anger seems out of control. * your anger is impacting your relationships. * your anger is hurting others. * your anger causes you to say or do things you regret. * you're verbally or physically abusive. Tips To Help Control Anger: * Deep, slow breathing: Focus on each breath as it moves in and out, and try to spend more time exhaling than inhaling. * Easing physical tension: Try tensing each part of the body for a count of 10, then releasing it. * Mindfulness: Meditation is one example of a mindfulness technique, and these can help shift the mind away from anger during triggering situations, especially after consistent practice. * Exercise: Physical activity is a great way to use up excess adrenalin. A brisk run or walk or combat sports, such as boxing or martial arts, can be useful outlets for aggressive or confrontational feelings in a controlled enviroment. * Find alternative channels for anger: It can help to express anger in a way that limits harm to others, such as tearing newspaper, crushing ice cubes over a sink, or punching or screaming into a pillow. * Create distractions: Distraction techniques, such as dancing to energetic music, taking a relaxing shower, or building, fixing, writing, or drawing, can provide distance from the issue. Keep An Anger Diary: * Recording feelings of anger during an episode and reporting what happened before, during, and afterward may help people anticipate triggers and cope more effectively. * Understanding which control techniques worked and which did not can help an individual develop a better anger management plan. * Do not repress the feelings that drove the anger. Instead, after calming down, express them in an assertive, nonaggressive way. Keeping a journal can be an effective channel for this. * Writing can also help a person identify and alter thoughts that contribute to disproportionate anger. * It can be helpful to change final or catastrophic thought processes so that they become more realistic and constructive. * For example, changing the thought, "Everything is ruined" to, "This is frustrating, but a resolution is possible" can help clarify the situation and increase the chances of finding a solution. Some signs that a person may need professional or medical help include: * being in trouble with the law * frequently feeling that they have to hold in their anger * regularly having intense arguments with family, friends, or colleagues * getting involved in fights or physical confrontations * physically assaulting a partner or child * threatening violence to people or property * breaking objects during an outburst * losing their temper when driving and becoming reckless For support & information with anger management please contact us via our website: www.tefmentalhealthandwellbeing.org	<urn:uuid:1773c4a4-0c6f-49e7-8bad-c0bab2f5952d>	CC-MAIN-2023-14	https://www.tefwellbeing.uk/_downloads/7fd2f576bde08a23d0ba2d7016a166d7	2023-03-28T00:08:32+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00693.warc.gz	1,142,219,970	779	eng_Latn	eng_Latn	0.996391	eng_Latn	0.997685	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1345, 2409, 3338, 3936 ]	[ 2.71875 ]	2	2
Traut Core Knowledge School Character-Based Bullying Prevention and Education Program Parent Handbook Character Education Committee April 2005 Page 1 Parent Handbook: Table of Contents 1. Letter to Parents 2. Vision Statement 3. Reality and Impact of Bullying Behavior: Summary of Research 4. The Traut Experience 5. The Purpose of The Handbook 6. Definition of Bullying 7. Glossary of Bullying PreventionTerms a. Staff and Parent List b. Student List 8. Cooperation Statements a. Purpose b. Samples of Cooperation Statements 9. Empathy and Strategies for Development a. Role of Empathy b. Strategies for Developing Empathy c. Inclusion of Empathy in the Character Education Matrix 10. Recognizing Bullying Behavior a. Recognizing Bullying: Types of Bullying b. Recognizing Bullies c. Recognizing Victims d. Recognizing Bystanders 11. Strategies for Managing Bullying Situations a. Strategies from the Research b. Strategies from Traut Staff c. Strategies from Traut Students 12. If Your Child Is Involved in a Bullying Incident 13. Healthy Homes 14. Discipline Policy for Bullying 15. Suggestions for Discipline and Consequences a. Punishment vs. Discipline b. Intervene Immediately with Discipline c. Suggestions for Disciplinary Assignments 16. Bullying Incident Log and Principal's Discipline Report 17. Recommended Reading March 1, 2005 Dear Parents, Whew!! What a job it is raising our children! Probably one of the more frustrating issues that a parent can have to deal with is the issue of bullying. While we like to think that it doesn't happen as often in our school as it does in other schools, the fact of the matter is, the phenomenon is present at TCKS as well. And we're determined as a school to continue striving for the best for our children, not in comparison to other schools, but in pursuit of the highest standards to provide the finest education possible for our children. Our children can come home complaining about another child, and at times, we're not sure what to say or do. We hesitate to label it bullying, but it may seem like more than just two children not getting along. Well, the Character Education Committee has some help for you. We just spent 3 years researching bullying and developing strategies to address its variety of forms—and this handbook is the result. It will help you recognize bullying situations and what role your child may be playing in them, as well as offering you steps you can take at home to contribute to a safe school environment. We believe that bullying is not an acceptable part of growing up. It causes immense damage to all involved and reduces the ability of the children involved to be successful in the future. Bullying behavior also affects our families, and as parents, we have a huge impact on how our children treat others. This handbook encompasses the approach that TCKS is taking to make our school a safer place—both physically and emotionally. Please read this handbook and join us in making bullying at TCKS a problem no one ever has to endure. The TCKS Character Education Committee 2. The Vision "Imagine a school that openly, directly enforces a zero-tolerance, [bullying prevention] policy, instructing and encouraging children to call witnesses and to back each other up when a bullying incident occurs. Imagine students being instructed that they are responsible for their fellow human beings and that it is right and noble to get involved when someone is being hurt. Imagine a student being able to attend school knowing that his or her classmates, whether friend or stranger, are there for them if the need should ever arise. If the school leadership, from the outset, establishes a policy of mutual respect at all levels and backs it up with rules, instruction, procedures and example, we just might have a safer, more ennobling school environment and a few more compassionate human beings walking our streets after graduation." Frank Peretti in No More Bullies 3. Reality and Impact of Bullying Behavior: Summary of Research "The school's most powerful moral influence," observes psychologist and character educator Marvin Berkowitz, "is the way people treat each other." In many schools, most of the adults are making a conscientious effort to treat students with love and respect. But in those same schools, even schools that are ostensibly committed to character education, children are often devastatingly cruel to each other. Survey results of 70 Traut 6 th graders: When peer cruelty goes unchecked, it's a very serious problem for many reasons. The school is sending the message that the law of the jungle rules. This threatening atmosphere interferes with learning; students won't be focused on schoolwork if they're worried about getting cut down in their classroom, harassed in the hallway, ostracized at recess, or bullied on the bus. Cruelty at the hands of their schoolmates deprives them of what every child needs: the experience of being accepted and valued by peers. Peer rejection, one study found, is more likely to cause a child to leave school than academic difficulties. Much more pervasive than classical bullying (a stronger child picking on a weaker victim) are the everyday emotional cruelties—teasing, taunts, gossiping, rumor-spreading, and exclusion. In a nationwide survey of nearly 70,000 students in grades 6-12, only 37% said "students in my school show respect for one another." The problem facing a great many schools is now a general peer culture where disrespect and meanness have become the norm. Schools have no higher moral obligation to students and their parents than to do everything in their power to prevent peer cruelty and create a culture of kindness and respect. There is no more important measure of the effectiveness of a character education program than its progress toward this goal. (Tom Lickona, author of Character Matters) Studies reported in the book The Bully, The Bullied, And The Bystander, by Barbara Coloroso have the following information about the effects of bullying: * 160,000 students skip school every day because they feel threatened. * 70% of students believe that teachers handle bullying poorly. * Children who are bullied are five times more likely to be depressed than other children. * Bullied boys are four times more likely to be suicidal. * Bullied girls are eight times more likely to be suicidal. 29% stated physical bullying occurs. 66% stated verbal bullying occurs. 89% stated relational bullying occurs. * Suicides by bullied children have become common enough to warrant its own name: "bullycide". * Three-quarters of the attackers in the school shooting cases have been children who were seriously bullied. * Nearly 60% of boys classified as bullies in grades six through nine were convicted of at least one crime by the age of 24; 40% of them had three or more convictions by age 24. * Evidence suggests that without early intervention, emotional and behavioral problems in young children may become crystallized patterns of behavior by age eight (Enron,1990), beginning a trajectory of escalating academic problems, school drop outs, substance abuse, delinquency and violence. (Snyder, 2001; Tremblay, Mass, Pagani, & Vitaro, 1996) * Research has shown that a significant relationship exists between poor peer relationships in early childhood, early onset conduct problems and long-term social and emotional maladjustment. (Loeber, 1985) * Intervening at a young age can help children develop effective social skills early and reduce their aggressive behaviors before these behaviors and reputations develop into permanent patterns. (Carolyn Webster-Stratton & M. Jamila Reid, University of Washington) 4. The Traut Experience Consistently in annual surveys of Traut parents, positive marks reflect on most of what is happening at school. One area where some parents have expressed a desire for improvement is in the children's behavior during less structured times, notably in the lunchroom, at recess, and after school. The concern expressed was that these are times when students are more apt to be verbally aggressive or hurtful. While it is true that, at Traut, there are not many instances of physical aggression, that is not the only kind of bullying that occurs. Studies show that verbal and relational bullying account for the majority of bullying behavior, and that is even truer here. Where our standards for behavior are so high, our deviations are more covert. Relational bullying includes spreading rumors, forming cliques, and excluding or isolating an individual. The following survey results and studies support this belief: 1. Elementary Student Attitude Survey, Spring 2003 a. Forty percent of 70 sixth-grade students at Traut agreed or strongly agreed with the statement, "Students in my school treat each other with respect". Sixty percent strongly disagreed, disagreed, or were uncertain with this statement. 2. TCKS Parent Survey, Spring 2002 a. Thirteen percent of parents at Traut disagreed or strongly disagreed with the statement: "Based on my child's experience, the behavior of children towards each other is appropriate on the playground and in the cafeteria." This would imply that some students don't treat each other according to the high standards that are set when they are in less-structured and less-supervised settings. This indicates that there is a greater potential for verbally and relationally aggressive behavior in these settings. This question scored the most unfavorably of all 45 questions on the survey. b. Of the five most unfavorable responses to questions in this survey, three of them have to do with student behavior, supervision, and discipline. 3. Student Advisory Board - In this unscientific survey, representatives of the SAB polled various classrooms in Spring 2003. Despite the informal nature, the students had important things to say about bullying. a. Second graders said they know what bullying is and that it happens at school. They said they would go to older students or adults for help. b. Sixth Grade teachers took the time to ask several questions and had 70 students write their responses. 1. Do you know what to do if you see someone being bullied? 47% of students said they would tell an adult. 2. Would you know what to do if you were being bullied? 41% of students said they would tell an adult. 3. Does physical bullying happen at Traut? 49% said "no." 23% said "sort of" or "a bit," 29% said "yes" 4. Does verbal bullying happen at Traut? 16% said "no," 17% said "sort of" or "sometimes," 66% said "yes" Does relational bullying happen at Traut? 5. 4% said "no," 6% said "sort of," and 89% said "yes" 6. Do you feel prepared to deal with possible bullying in the future? 13% students do not 5. The Purpose of the Handbook In a 2003 meeting regarding the issue of bullying, TCKS staff had expressed a concern and a desire for bullying to be addressed in a systematic way. The response of the school to parent concerns is also a crucial factor. Tom Lickona writes: "When a student is the victim of peer cruelty and the school does nothing to respond to a parent's complaints, it damages the partnership." From CHARACTER MATTERS: How to Help Our Children Develop Good Judgment, Integrity, and Other Essential Virtues by T. Lickona (Touchstone, Feb., 2004) Finally, 81% of the sixth grade students took the time to write their ideas about ways adults can and should help in response to the question "What do you need from adults in order to feel safe in reporting bullying or being bullied". This high response tells us that these students care about this issue and have ideas on solutions. Their thoughts are included in the strategies outlined in this handbook. The opportunity for students to help each other was another reason there was a need to teach all students skills and strategies for dealing with bullying behavior. The Traut Core Knowledge School Character Education Committee was given the job of (1) determining TCKS compliance with state and local mandates regarding bullying prevention and safe-school environment and then (2) establishing anti-bullying language, strategies, and solutions within the healthy environment of Traut, its covenant, and its governing system. We were motivated by two desires: the desire to operate a school of excellence which is in compliance with all state and district requirements, and the desire to offer the best achievable education for our children, academically, socially, and emotionally. Therefore, this handbook is the result of three years of extensive research, spearheaded by parent partner, Heidi Baker. This research focused on bullying: the incidence, the impact on the students involved, and strategies for staff, parents, and students. It is our hope that this is a viable document that impacts the Traut community and especially the students in a significant, life-long way. It is our goal that Traut students will acquire the knowledge and skills to confront bullying behavior in themselves and others in their school, neighborhoods, communities and eventually their workplace. 6. Definition of Bullying The State of Colorado defines bullying as: "Any written or verbal expression, or physical act or gesture, or a pattern thereof, that is intended to cause distress upon one or more students in the school, on school grounds, in school vehicles, at a designated school bus stop, or at school activities or sanctioned events." Poudre School District defines bullying as: "Any written or verbal expression, physical act or gesture, or a pattern thereof, that is intended to cause distress upon one or more students in the school environment. The school environment includes school buildings, grounds, vehicles, bus stops and all school sponsored activities and events." Traut Core Knowledge School defines bullying as: "Bullying" is a verbal or written expression or physical act, or a pattern of behavior, which lacks empathy and intentionally intimidates or causes distress to one or more members of the school community from door to door. Bullying is a willful, deliberate and hostile activity. It can include physical harm, verbal abuse and forms of exclusion. 7. Glossary of Bullying Prevention Terms Term: Working Definition: 1. anecdotal 2. anti-bullying 3. antidote 4. Appreciation of Individual Strengths &Cultural Backgrounds 5. assertive 6. assessments 7. bullied 8. bully 9. bullycide 10. bullying 11. (cyber) bullying 12. (physical) bullying 1. personal experiences 2. to be against the act of bullying 3. to relieve or lesson the severity 4. being considerate of others without compromising your own values (TCKS) 5. knowing what you need, asking for what you need, knowing where your limits are 6. a measurement used to determine rate/amount of effectiveness. Tools may include: statistics, surveys, observation, empirical data, written assignments and dialogue 7. "the victim", the one being assaulted 8. "the aggressor" in the act of bullying, predatory aggression 9. suicides by bullied children 10. a verbal or written expression or physical act, or a pattern of behavior which lacks empathy and respect and intentionally intimidates or causes distress to one or more members of the school community. It is about contempt. (TCKS Character Education Committee) 11. involving the use of cyberspace, the Internet, in the act(s) of bullying (verbal, relational, and possibility of threat 12. predatory aggression ranging from light to moderate pushing to extreme physical harm 28. discipline 28. age appropriate training which "gives life" to learning, restorative, invites reconciliation, goal oriented, constructive and compassionate 8. Cooperation Statements Purpose The following cooperation statements are part of the foundation to the Bullying Prevention program. Tom Lickona, author of Character Matters, refers to the importance of such a statement. He states that they are not all that is needed to elicit and strengthen moral commitment, but they can help to bridge the gap between knowing what is right and doing what is right. He reports that a student involved in an elementary-level character education initiative called BACKFIRE stated that "this isn't just about making good decisions ourselves—it's about influencing other people to make good decisions, too!" The Cooperation Statements reflect both general character education values as well as statements specific to the prevention of bullying. All of the Traut community is encouraged to participate by signing the statements at the beginning of each school year. Samples The following pages contain samples of the staff, parent and student cooperation statements. Cooperation Statement – Staff We, the staff of Traut Core Knowledge School agree to join together to prevent bullying at our school. I believe that everybody should enjoy our school, and feel safe, secure, and accepted regardless of color, race, gender, popularity, appearance, athletic ability, intelligence, religion and nationality. "Bullying" is a verbal or written expression or physical act, or a pattern of behavior, which lacks empathy and intentionally intimidates or causes distress to one or more members of the school community from door to door. Bullying is a willful, deliberate and hostile activity. It can include physical harm, verbal abuse, and forms of exclusion. It is never justified. The victim is never responsible for being the target. Responsible bystanders intervene by reporting the incident to an adult, reaching out to the victim, and/or trying to stop the bully. Character qualities important to bullying issues are: integrity, respect, kindness, selfcontrol, responsibility, citizenship, humility, cooperation, honesty, and appreciation of individual strengths and cultural backgrounds. Another valuable character quality to the issue of bullying is empathy, "taking the perspective of another person and feeling what he or she feels". By signing this Cooperation Statement, I, as a member of the staff of Traut Core Knowledge School, agree to: 1. Learn about bullies, victims, and bystanders, and our school's approach to dealing with bullying. 2. Integrate "empathy" into my lessons when appropriate. 3. Create an environment where students feel safe and confident reporting bullying incidents. 4. Teach students that all forms of bullying are unacceptable. 5. Provide support to victims and bystanders (listen, believe, affirm, protect). 6. Provide support to a bully to encourage improved behavior. 7. Encourage and empower all children to stand up for themselves and each other. 8. I will be a good example. I will do my best to uphold these character qualities through my actions, words, and attitudes. Signed by _____________________________________ Print name _____________________________________ Date __________________________ Revised 1/25/05 Cooperation Statement – Parents We, the parents of Traut Core Knowledge School agree to join together to prevent bullying at our school. I believe that everybody should enjoy our school, and feel safe, secure, and accepted regardless of color, race, gender, popularity, appearance, athletic ability, intelligence, religion, or nationality. "Bullying" is a verbal or written expression or physical act, or a pattern of behavior, which lacks empathy and intentionally intimidates or causes distress to one or more members of the school community from door to door. Bullying is a willful, deliberate and hostile activity. It can include physical harm, verbal abuse, and forms of exclusion. It is never justified. The victim is never responsible for being the target. Responsible bystanders intervene by reporting the incident to an adult, reaching out to the victim, and/or trying to stop the bully. Character qualities important to bullying issues are: integrity, respect, kindness, selfcontrol, responsibility, citizenship, humility, cooperation, honesty, and appreciation of individual strengths and cultural backgrounds. Another valuable character quality to the issue of bullying is empathy, "taking the perspective of another person and feeling what he or she feels". By signing this Cooperation Statement, I, as a parent at Traut Core Knowledge School, agree to: 1. Be informed and aware of the Bullying Prevention policy. 2. Read and understand the Door-to-Door Handbook, which explains the expectations for behavior. 3. Work in partnership with the school to encourage and promote positive, pro-social behavior, including the consistent demonstration of empathy through integrity, respect, kindness, self-control, responsibility, citizenship, humility, cooperation, honesty, and appreciation of individual strengths and cultural backgrounds. 4. Encourage open communication with my child(ren) by discussing regularly his or her feelings about school and friendships. 5. Alert staff of bullying I become aware of. 6. Cooperate with the school in an atmosphere of mutual support if an incidence of bullying should involve my child. 7. Be a good example for my child(ren) and others. I will do my best to uphold these character qualities through my actions, words, and attitudes. Signed by ________________________ Signed by ________________________ Print name ________________________ Print name ________________________ Date ________________________ Date ________________________ Cooperation Statement – Older Students (Grades 3-6) We, the students of Traut Core Knowledge School agree to join together to prevent bullying at our school. I believe that everybody should enjoy our school, and feel safe, secure, and accepted regardless of color, race, gender, popularity, appearance, athletic ability, intelligence, religion or nationality. "Bullying" is a verbal or written expression or physical act, or a pattern of behavior, which lacks empathy and intentionally intimidates or causes distress to one or more members of the school community from door to door. Bullying is a willful, deliberate, and hostile activity. It can include physical harm, verbal abuse, and forms of exclusion. It is never justified. The victim is never responsible for being bullied. I am responsible for intervening by telling an adult or trying to stop the bully. I will be helpful by being kind and empathetic to the victim. Character qualities important for dealing with bullying are: integrity, respect, kindness, selfcontrol, responsibility, citizenship, humility, cooperation, honesty, and appreciation of individual strengths and cultural backgrounds. Another valuable character quality to the issue of bullying is empathy, "taking the perspective of another person and feeling what he or she feels". By signing this Cooperation Statement, I, as a student at Traut Core Knowledge School, agree to: 1. Be part of the solution! 2. Refuse to be a bully. I have self-respect and integrity; I will stand up for myself and for others. 3. Value individuals and treat everyone with respect and kindness. 4. Eliminate taunting and exclusion from my behavior. I have self-control, and I am kind. I will do my best not to let my words, attitudes, or actions hurt others. 5. Try to stop bullying when I see it. I am a good citizen, and I am honest. I can talk to the bully, reach out to the victim, or tell an adult about the incident. 6. Not see myself as more important than anyone else. I am humble. I appreciate individual strengths and cultural backgrounds. 7. Be vigilant to prevent bullying when adults are not close by. I will participate positively in class and in all school-related settings. I will cooperate with adults and with classmates. 8. Show empathy. I will endeavor to understand how it feels to be bullied. 9. I will be a good example. I will do my best to uphold these character qualities through my actions, words, and attitudes. Signed by _____________________________________ Print name _____________________________________ Date __________________________ Revised 1/25/05 Cooperation Statement – Younger Students (Grades K-2) I am a student at Traut Core Knowledge School. I don't want any students acting like bullies at my school. I think that everybody should enjoy our school and feel safe and accepted no matter what you look like, what you are good or bad at, or anything else. Bullying is anything you say, write, or do to someone else to scare them, hurt them, or make them sad or lonely. Bullying is a mean thing that someone chooses to do. It is not an accident. It is meant to hurt someone, scare someone, or make someone sad or lonely. It is never o.k. It is not ever the fault of the person who feels hurt, scared, or lonely. If I see someone being bullied, I will help that person. I can tell a grown-up or I can ask the person being mean to stop. I will be kind. Character qualities important for dealing with bullying are: integrity, respect, kindness, self-control, responsibility, citizenship, humility, cooperation, honesty, and appreciation of individual strengths and cultural backgrounds. Another valuable character quality is empathy, "understanding how another person feels". By signing this Cooperation Statement as a student at Traut Core Knowledge School, I agree to: 1. Refuse to be a bully. I have self-respect and integrity; I will stand up for myself and anyone else who needs help. 2. Treat everyone with respect and kindness. 3. Not let my words or actions hurt others. I have self-control. 4. Try to stop any bullying by asking the bully to stop, or by telling an adult. I am a good citizen, and I am honest. I am helpful and kind. 5. Not see myself as more important than anyone else. I have humility; I appreciate that everyone is good at something. 6. Show empathy. I will try to understand how it feels to be bullied. 7. Be helpful and kind to everyone around me. I will be a good example. I will do my best to uphold these character qualities through my actions, words, and attitudes. Signed by _____________________________________ Print name _____________________________________ Date __________________________ Revised 1/25/05 9. Empathy and the Strategies for Development Role of Empathy The lack of empathy is a significant issue for the child who bullies. * Barbara Coloroso states that the single most important character quality that determines a person's likelihood of becoming a bully is empathy. * Thomas Lickona states that peer cruelty—especially toward children who are "different"—almost always reflects a lack of empathy. In promoting empathy as a critical aspect of the Bullying Prevention program, we are endorsing the development of emotionally competent people. * Empathy is the heart piece of the "head, heart and hands" philosophy in character education. * Empathy connects us with others. * It is what allows us to stand up for the threatened and the vulnerable. In promoting empathy we are also supporting the cognitive development of the student. * Program evaluation results have shown that schools where students are involved in programs designed to increase empathy and create "caring communities" have higher scores than comparison schools on measures of higher-order reading comprehension. (Kohn 1991) * It is also a critical skill in making good decisions, as the ability to accurately interpret actions and behaviors of others, is a piece of good decision making. * Empathy fosters the intellectual virtue of understanding and the capacity to fully consider another person and his or her circumstances. * By the age of 8 or 9 years, children begin to focus on inner processes and can reflect on the other person's inner experience of emotion. * The most advanced level of empathy occurs in late childhood (Hoffman, 1990). A child has the ability to see him/herself and others as having separate identities. * Complex cognitive activity shapes the empathetic response. * Researchers have identified significant correlations between student's scores on measures of empathetic understanding and their grade point averages. * Review of research related to empathy training/instruction indicates that this instruction enhances both critical thinking skills and creative thinking. Strategies for Developing Empathy in Students * When seeking to increase the ability of children to assume another's perspective, it is most fruitful to have them focus first on their own feelings— the different kinds of feelings they have and what feelings are associated with what kinds of situations. (Black and Phillips 1982; and Dixon 1980) * Activities which focus children's attention on similarities between themselves and another person are effective in increasing affective and cognitive empathy. * Positive trait attribution—or "dispositional praise"—refers to the practice of emphasizing to children that the reason they exhibit prosocial behavior is that it is their nature to do so. Positive trait attribution has been shown to be a powerful means of enhancing empathetic understanding and behavior. * The use of literature that depicts cruelty and the suffering it causes is a valuable tool for fostering empathy. The integration of empathy instruction as it relates to the existing 12 character traits in the TCKS Character Education Matrix, is one strategy for the development of empathy in students. The following form is used by the Traut staff to document opportunities to teach empathy throughout the curriculum. TCKS's Character Education Bullying Prevention / Empathy Integration Log 10. Recognizing Bullying Behavior By six weeks into the school year, bully-victim interaction patterns may have been established. Teachers sometimes have difficulty distinguishing between true bullying and normal peer conflict. Elementary children are generally not mature enough to handle real bullying situations independently. Research found that the single most effective deterrent to bullying is adult authority. Therefore, the staff must be able to recognize bullying behavior and intervene. Statistics state that in an average classroom, there are likely to be three children who are either a bully or a victim—and in need of adult intervention. Recognizing Bullying: Teasing vs. Taunting Teasing: * Allows teaser and person being teased to swap roles easily. * Is not intended to hurt * Is meant to get both parties to laugh * Maintains basic dignity of everyone involved * Is discontinued when one becomes upset or objects to teasing * Is instrumental in learning about relationship building and effective communication, builds community * Leaves room for apologies Taunting: * Is intended to harm * Is BASED on an imbalance of power and is one-sided * Involves humiliating, cruel, demeaning, or bigoted comments thinly disguised as jokes * Includes laughter directed at the target * Continues especially when target becomes distressed or objects * Is meant to diminish the self worth of the target * Is intended to isolate Recognizing Bullying: Types of Bullying * Verbal – this accounts for 70% of bullying, involves both boys and girls * Physical – usually involves boys * Relational – includes cliques, rumors and exclusion, usually involves girls Relational bullying can include: * Destroying and manipulating relationships * Destroying status within peer group * Making someone look foolish * Destroying reputations * Public humiliation * Gossiping, spreading nasty and malicious rumors and lies about someone * Intimidation * Hurtful graffiti * Negative text messages * Excluding someone from a group * Negative body language (eye rolling, sighs, turning away or pretending not to see someone) * Threatening gestures * Notes passed around, anonymous notes * Silent treatment * Forming cliques, where others are excluded Recognizing Bullies Children likely to be bullies generally have some of these characteristics: * Like the rewards that aggression brings (attention, control over someone, material possessions) * Lack compassion/empathy for others * Lack guilt * Are bullied by a parent or sibling * Like to be in charge, like to get their own way, to dominate others * Misperceive how others treat him/her * Has sense of entitlement * Believe the victim provoked and deserves his/her attack * Uses blame, criticism, and false accusations to project inadequacies on his/her target * Intolerant of differences * Fails to develop healthy relationships, but usually has peers who encourage, admire and model them; not loners * Views him/herself as powerful and well-liked, an unrealistically positive selfimage * Takes pleasure in excluding others * Selfish; wants pleasures without regard to others' needs, feelings, wants or rights * Use others to get their way * Lack foresight to predict consequences of their behavior * Act when not being supervised * Crave attention * Are at least average academically * View weaker peers and siblings as prey * Can be any size When bullies are caught, they tend to: * Deny any wrongdoing, refuses to accept responsibility * Trivialize the event ("just playing") * Counterattack the victim ("she/he started it") * Counts on the support of bystanders to corroborate the story * Claim victim status (cries or accuses) and tries to make victim look like the bully Recognizing Victims Children likely to be victims of bullying generally have some of these characteristics: * Lack social skills * Shy * Isolated * Use money or toys as bribes to protect themselves * Learning disabled * Survived past trauma * Look different * Are repeatedly bullied Children who are being bullied will begin to show some of these changes: * Show anxiety, fear, sadness, self-hatred, possible depression * Drop in self-esteem, become self-defeating and fearful * Disruption in academic performance * Loss of interest in school * Physical symptoms such as stomach aches, headaches, fatigue * Excessive absences * Panic, irrational retaliation * Focus on revenge or else isolation Becoming the victim of bullying is a loss experience for the victim; there is a loss of personal safety, self-esteem, of belonging, and/or control of his/her own life. Why victims do not tell: * Fear * Shame * Helplessness * Belief that it is a normal part of growing up (NOT TRUE) * Hopelessness * Do not want to "tattle" * An adult either is the bully or is minimizing the problem; therefore, adults aren't viewed as a possible solution. Tattling vs. Telling Tattling only gets someone in trouble, it does not relieve anyone else's pain. Telling gets someone (self or other) out of a mess and will possibly get help for both the victim and the bully. Recognizing Bystanders "Thou shalt not stand idly by. The opposite of love is not hate, but indifference; indifference creates evil. Hatred is evil itself. Indifference is what allows evil to be strong, what gives it power." - Holocaust Survivor * Bullies – start it and take an active part Types of bystanders: * Followers – don't start it but take an active part * Supporters – Support the bullying but don't take an active part * Passive supporters – like the bully or the bullying but don't show open support * Disengaged onlookers – watch and do nothing * Possible defenders – dislike the bullying and think they ought to help, but don't What happens to bystanders: * Those who observe bullying are more likely to imitate bullying behavior if the bully is perceived as cool, strong, and popular. * Bystanders are likely to become desensitized to cruelty; they begin to view prejudice and discrimination as an acceptable world view. These values hinder empathy and compassion. * Bystanders' self-confidence and self-respect erodes as they struggle about whether to get involved and with moral responsibility to help the victim. * In one study, peers reinforced the bully in 81% of cases, and were more respectful of the bully than the victim. Why are so many children (who would not instigate bullying) willing to turn away from a victim?? * They are afraid of making the situation worse * They are afraid of becoming a target (victim) * The bully is a friend * The victim is not my friend * "Not my problem, not my fight" * Victim is a loser, or deserved it * They don't want to be blamed for getting the bully in trouble; don't want to be a tattler * Bullying will "toughen up" the victim * They have personal safety in the "in" group and don't want to risk defending an outcast * It is too much trouble, too difficult, scary, painful to get involved * And very often, they do not know what to do to handle it. Even though these are legitimate reasons, they do not prevent erosion of the bystander's self-confidence and self-respect. These fears and inadequacies can turn a bystander towards apathy, which is "a potent friend of contempt" since contempt flourishes in a climate of indifference. We are mostly socialized to "mind our own business". Holocaust experts note the inherent danger of this excuse: "Indifference finally goes lethal; the act of turning away, however empty-headed and harmlessly, remains nevertheless an act." What Bystanders can do to become Witnesses: * Support the victim (publicly or privately) * Refuse to be part of the group * Talk to the bully (publicly or privately) * Be inclusive * Don't repeat rumors * Don't laugh at derogatory jokes * Tell an adult * Offer kindness and concern * Stand up to the bully (with or without a group) * Show courage and moral independence * Share, care, help, serve * Be altruistic Bystanders: If you aren't a part of the solution, you are part of the problem! Bibliography for Chapter 10 1. Coloroso, Barbara. The Bully, the Bullied and the Bystander. Harper Collins, 2003. 2. Short-Camilli, Garrity, Jens, Porter, and Sager. Bullying-Proofing Your School, A Comprehensive Approach for Elementary Schools. Sopris West, 1994. 3. Beane, Allan, PhD. The Bully Free Classroom. Free Spirit Publishing, 1999 4. Wellman, Susan (Founder of the Ophelia Project). www.opheliaproject.org. 11. Strategies for Managing Bullying Situations Strategies from the Research Barbara Coloroso states that the four antidotes to bullying are: * A strong sense of self. * Being a friend. * Having a friend (at least one good friend). * Being able to get into a group (and out of one that is behaving in ways that are not right). The five personality factors that seem to protect children from being targets: * Friendliness * Willingness to share (and perhaps be the first to offer) * Willingness to cooperate * Skill in joining the play of others * Possessing a sense of humor These suggestions involve the development of friendship skills. This is an easy-to-use list of behaviors that will help in the development of the skills: Top 10 Ways To Keep Your Friends 1. Show them kindness and respect. 2. Stick up for them. 3. Be supportive when they need help or advice. 4. Tell the truth. Be kind about it. 5. If you hurt a friend, say you're sorry. 6. If a friend hurts you and apologizes, accept the apology. 7. If you make a promise, keep it. 8. Put effort into your friendships. 9. Don't try to change your friends. Accept them for who they are. 10. Treat them the way you want to be treated. * AND, always be thankful for your friends! DO: * Ask about your child's social skills at the parent conference. * Become knowledgeable about bullying, especially the kinds that are more covert. * Become involved at the school and take opportunities to observe your child in social situations. * Use teachable moments to promote empathy and inclusion. DON'T: * Set up situations where your child publicly excludes another (i.e. the dreaded birthday party invitations. Please do not have your child pass out invitations or * Assume your child would never be a bully. give verbal invitations to an outside activity while at school. These are better done by phone or mail.). The following is a list of ideas for strategies to be used when managing bullying situations. Much of this information came from Thomas Lickona's writing, as well as Barbara Coloroso's book on bullying. Just as with other difficult issues that must be dealt with in the classroom, clear classroom rules and expectations are a prominent feature of success in addressing bullying. Barbara Coloroso writes that successful school (and home) environments are characterized by: warmth, positive interest, and involvement from adults. Firm limits must be asserted as to unacceptable behavior, with consequences for aggression that are inevitable, predictable, and escalating; and in case of violations of limits and rules, consistent application of non-hostile, non-physical sanctions is necessary (discipline as opposed to punishment). If a child confides in you that he or she is being bullied, DO say: * I believe you, * I hear you, * you are not alone, * it is not your fault, and * there are things you can do. The child needs to be able to trust that you will treat the information seriously and confidentially (not secretly). Antidotes to Bullying * A strong sense of self * Being a friend * Being able to get into a group (and out of one that is behaving in ways that are not right) * Having a friend (at least one good friend) * Get help. * Assert yourself – (such as "I am not up for this. I'm outta here. No more.") Victims are seldom effective by returning aggression; this excites the bully into further attacks. Assertion, rather than aggression, is more effective. * Use humor – laugh with the bully, it defuses the power of the taunt. * Avoid potential bullying situations. * Positive self-talk (such as "I am a good person. I didn't deserve this. The bully has made a mistake and is trying to meet his/her needs in a mean way. I am OK") * "Own the taunt." – (such as "Yes, my glasses do make me look like a bug, don't they! My Mom makes me wear them.") Personality Factors That Seem To Protect Children From Being Targets * Willingness to share (and perhaps be the first to offer) * Friendliness * Willingness to cooperate * Possessing a sense of humor * Skill in joining the play of others * Kindness * Have an older buddy * Look for ways to be and do good for others * Choose good friends. Choose a good group to be a part of. Tips for Joining a Group * Think about which children like the same things as you like. * Think about which children are friendly. * It is easiest to join one person or a group of four or more * Remember that "No" does not always mean "Never". It could mean "not right now" or "try again later". So try at least three different times to join a group of children (not always on the same day). * Observe the activity you want to join. Try to fit in by imitating what the others are doing. Do not try to change what the other children are playing. Strategies from Traut Staff On November 18, 2004, the Character Education Committee asked the Traut staff to work by grade level to complete a questionnaire about their techniques for bullying prevention strategies and the handling of bullying incidents. This section contains the compiled comments from the staff, by grade level. 1. How do you present vocabulary which is related to bullying prevention to your class? * Using the character qualities especially "Respect, kindness, integrity, empathy, compassion as vocabulary and in word games. ♦ Use character quality descriptions; reinforce descriptions; consistency of descriptions. ♦ By referring back to the character qualities during reading, spelling and history. * Vocabulary ♦ Choice; friendship ♦ Empowerment ♦ Empathy ♦ Teasing ♦ Refer routinely to kindness and to respect for authorities and each other. ♦ Taunting ♦ Choices; opportunities to say something positive ♦ Introduce what the word bully means * ♦ Define what a "bystander" is; what you can do Literature ♦ Discrimination is bullying ie. Trail of Tears ♦ 100 Dresses * Role modeling the vocabulary and use of vocabulary during problem solving * During teachable moments, especially in history and literature * Sayings ♦ Fish out of water; how it feels to be uncomfortable; how others can help that person ♦ Golden Rule: "Do unto others as you would have them do unto you." Referred to constantly; fits all situations (takes practice) ♦ "Hurts your heart"; band-aid; other kinds of hurt besides physical ♦ Sixth grade motto: "Integrity has no need for rules" Constantly referred to ♦ Helping hands, hurting hands ♦ "Who has thought of someone else in this class? They think of you too!" * Use vocabulary when dealing with student conflicts or lack of empathy situations ♦ "How would you like to be thought of or remembered?" * Role modeling proper tone of voice 2. In cases of bullying within your classroom, or with students in other areas of the school, what strategies do you use with the "bully" to prevent the situation from recurring? * Talking with bully ♦ Talking to the bully about their behavior and how it is wrong. ♦ Help the bully realize that they are victimized too i.e. their behavior doesn't help them in life. ♦ Appeal to leadership skills vs. manipulation, bossiness or bullying ♦ Need to want to change ♦ Acknowledge success. ♦ Label behavior, not child. ♦ Use the term "bully" and notice bullying behaviors (not labeling child) ♦ Child put him/her self in the other child's place – reinforce empathy ♦ Perceptions were defined, consequences * Outcomes for bully ♦ Visit to Mr. Dillon ♦ Stand against the wall ♦ Walk the perimeter of the playground ♦ Do chores for Mrs. Young ♦ Reminder bracelets for hurting hands ♦ Place child in social skills group ♦ Removal of privileges, such as recess ♦ Write an apology letter * Restitution for victim by bully ♦ Apologize to victim * Talking with bully and victim ♦ Help the child "repent" by doing something nice for the victim ♦ Have the victim tell the bully what they don't like and that they don't want it to happen again. ♦ Separate bully from bullied; help bully and bullied choose other behavior to reduce cycle (to become appropriate friends with others – maybe with each other at later time) ♦ Use language to show value of the person both bullied and the bully. ♦ Role modeling-verbalize feeling - correct situation if there is a way to correct it ( * Involve parents of bully ♦ Parent becomes involved with a phone call from teacher ♦ Character quality notes to parents ♦ Talk with parent about the situation – parent education. Encourage parents to go to the source to get the whole story. Parents need to be willing to acknowledge that their child may have been involved. ♦ Partnership with parent to support student's change efforts * Communications ♦ Being willing to be direct in situations i.e. labeling the behavior bullying behavior ♦ Facilitate conversations between parties involved ♦ Direct instruction to students about appropriate student community response– responsibility to report/support victim ♦ Help students to realize what was occurring in a bullying situation. 3. In cases of bullying within your classroom, or with your students in other areas of the school, what strategies do you use with the "victim" to prevent the situation from recurring? * Talking with victim ♦ Give victim the words to use to confront the child doing the bullying ♦ Attention to victim not to bully ♦ Acknowledge the child's feelings ♦ Advice to victim about who they are hanging around with ♦ Tell the victim it's OK to ask for help and to stand up for themselves without getting aggressive. ♦ Forgive the bully ♦ Role play – what if this happens - what can you do; ie. If someone is chasing you and you don't like it, stop running and tell them you don't like it. ♦ Understand why bullies act the way they do (empathy, compassion) while saying that the behavior is wrong. ♦ Telling/explaining/demonstrating: you have a choice to object, to say "no" ♦ Have the victim state what happened and tell the bully that they don't want that to happen again. ♦ Make victim/target aware of prevention strategies and assertiveness ♦ Victim recognize "bullying" behavior/situation and look for areas to reduce antagonism/reinforcement of bully/bullied relationships ♦ Use language to show value of the person both bullied and the bully. * Involve parents of victim ♦ Parent conference in extreme cases 4. How do you work with your class as a whole on skills/concepts related to bullying? * Discussions ♦ Talking with class about difference between tattling and reporting if someone is truly being bullied. (1,2,Paras) ♦ Okay to stand up for yourself. (1,2,Paras) ♦ Nobody is the boss; we can all take turns being the leader. (1,2,Paras) ♦ Okay to get help from adults; we're approachable. (1,2,Paras) ♦ Talk about making good choices. (1,2,Paras) ♦ Class discussion, "teachable moments" (3) ♦ Small group – Q/A – building "tool box" (3) ♦ Constant integrity checks: "intelligence or integrity" (6) ♦ Recognize bystanders' complicity with the bullying (6) ♦ Handle it themselves first. (Specials) * Instruction/Literature ♦ Written lessons to develop skills/concepts (i.e. letters of apology with 100 Dresses, paragraph on appreciation of IS and CB with Louis Braille) (3) ♦ "Top 10 Ways to Keep Your Friends" (5) ♦ Connections to literature (5) ♦ Literature: Iliad, Odyssey – constantly pointed out (6) ♦ Problem/solution walls (will explain if needed) (6) ♦ Curriculum facilitates discussions and regular opportunities (3) * Becoming "aware"; developmental (3) * Poster – strategies (3) * Show students that they are cared for. (Specials) * Having all class students write a comment about what they appreciate for every other student and then assembling the best comments on a Valentine for each student (5) Strategies from the Traut Students In the spring of 2003, the 6 th grade responded to a bullying survey. This section contains the compiled comments from the students. Answers are grouped by theme. 1. "What do you need from adults in order to feel safe from being bullied or safe in reporting an incident of bullying?" CONFIDENTIALITY That your name won't be told…..Not telling who told on them……Tell the teacher in privacy. Assurance that our report will be anonymous…..Don't tell who reported the incident…..Witness protection program for children…..I would need the adults to not tell who told. STAFF ATTITUDE We need to know that the staff is watching out for you…..Their understanding and trust…..Listen to what I have to say…..To be able to tell any adult….Watch over us very well. That they care and don't laugh or anything…..I need support and not just fake sympathy That you be kind and try to put a stop to bullying…..I need to feel o.k. with telling the situation to the adult…..Should be able to tell the adults and feel safe that the bullies won't be mean to us for telling on them…..I need to know that I won't be a tattle tale…..Comfort, authority and understanding……We should be able to trust them…..To let us be able to talk to you….Teachers need to be nice and understanding…..Trust, empathy…..Understand that some children feel like it is their own business if they are being bullied…..Need to know that the teachers care…..Your safe with them. STRATEGIES-STAFF The teachers should watch us…..I need the adults to help the bullies so I will feel safe…..Need to start bullying counseling when you find out who they are…..Get their attention…..I need to have you not make enemies between us…..Adult in range of seeing bully…..Real assurance that the people who are bullying you won't hurt you if you tell on them…..I would like you to punish them and watch at recess or remove them from recess…..Teachers always being around and having consequences for bullying…..Keep a close watch at recess…..Watch us….Keep an eye on it so that I can report that someone is bullying me…..I need the teachers to really look carefully, and if they see someone down they should ask…..Supervision….Tell the bullies not to Need them to actually do something about the problem…..To make sure that when we back and bully me more after I have told an adult…..We should have adults talk with people that are common bullies…..To make sure that people don't do it again…..To take the bully influence away after it has been reported…..Have the playground and everywhere to be nice and everyone can participate…..More protection and no warning; report something that the bully doesn't harass you…..The assurance that they won't come go straight to the principal…..More teachers on the playground…..Teachers always being around, and if you get caught bullying, something bad will happen STRATEGIES-STUDENTS Teach us how to defend ourselves…..Teach defense against bullying….Tell other children not to be afraid to tell on the bullies…..I need to remain calm and go to an adult…..Tell them if you're worried about that person. PARENT INVOLVEMENT The adults should call the parents…..The teachers need authority and a phone call to their parents. EDUCATION Every now and then have a talk with the whole class and have a lecture…..We would need advice and help from the adults…..Tell the class that if they are caught bullying they will go to the Principal's office. A CHALLENGE There were several students who gave an answer of "nothing." However, the most poignant was the statement "Nothing, I can't do anything." 12. If Your Child is Involved in a Bullying Incident While a healthy environment and prosocial skills are significant indicators for raising children who don't bully or aren't victims, we know that bad things can still happen. When they are courageous enough to tell, victims talk more often to parents than to teachers. As their children's most important advocates, parents must support their victimized children by working with the school to ensure their children's safety. If your child is displaying bullying behavior or is negative bystander it is doubtful they will share this with you. As a parent, it is difficult to acknowledge that your child is part of a bullying situation at all. However, we do a disservice to our children if we ignore this reality in their lives. The motivation of the Bullying Prevention program is to help these children move out of these roles. One of the strategies is to document bullying incidents. Just as with academic struggles, documentation assists in identifying the problems so there can be quick and effective intervention. If you know about a bullying situation, please contact your child's teacher. If you are contacted by the school, please know that the intention is to assist. The expectation is that the school and the parents will work together to deal with the behavior. Signs that your child may be being bullied: * Child has torn or missing clothing. * Child immediately uses bathroom when he/she gets home (school bathroom viewed as unsafe). * Child is very hungry even though he/she had adequate lunch or lunch money. * Child is angry or sad, including after a phone or computer conversation. * Child exhibits out of character behavior, such as stealing, aggression, etc. * Child has a drop in school performance or interest. Helping Your Child Avoid The Ways of a Bully 1. Closely monitor TV, videos, games, computer and Internet,, music a. Violence, reality TV, and talk shows: i. Desensitize ii. Dehumanize iii. Devalue respect, compassion, empathy iv. Create apathy and callousness v. Are tolerant of a rude, crude violent society vi. Look at people as prey, adversaries vii. Teach partakers to 1. Overreact 2. Be insecure – the world is not a safe place 2. Engage in constructive, entertaining, energizing activities a. Physical challenge b. Mental challenge 3. Teach children to live a life of integrity a. Discern right from wrong b. Act on what is right, even at personal cost 13. Healthy Homes Barbara Coloroso, author of The Bully, the Bullied and the Bystander asserts that successful school (and home) environments are characterized by: 1. Warmth, positive interest, and involvement from adults 2. Firm limits as to unacceptable behavior. Consequences for aggression are inevitable, predictable, and escalating. 3. In case of violations of limits and rules, consistent application of non-hostile, non-physical sanctions (discipline as opposed to punishment). Adults act as authorities and role models. Types of Homes that Promote Healthy Social Relationships: * Virtues are both taught and demonstrated. * The structure is consistent, firm, fair, calm, and peaceful. * Children are nurtured, valued, believed in and trusted. * There is healthy risk taking and mistakes are an opportunity to learn. * Rules are simply and clearly stated and consequences are reasonable – also simple, valuable, and purposeful. * Children are motivated to be all they can be and there's an atmosphere of acceptance and high expectation where they are held to high standards of conduct because they are capable of being responsible, decent, caring people. * There is no problem so great it can't be solved and the family is willing to seek help. * Reasoning with children about the effects of their behavior on others and the importance of sharing and being kind is effective in promoting empathy and prosocial behavior. (Clarke 1984; Kohn 1991) * Parental modeling of empathetic, caring behavior toward children and toward others in the children's presence is strongly related to children's development of prosocial attitudes and behavior. * When children have hurt others or otherwise caused them distress, research supports the practice of giving explanations as to why the behavior is harmful and suggestions for how to make amends. * Parents encouraging school-age children to discuss their feelings and problems is positively related to the development of empathy. On the Flip Side, Bullying is Fostered by: * An environment which is neglectful, hostile and uses harsh punishment. (Olweus, 1993) * Homes where aggression between siblings is the most common form of family violence and may also be a training ground for bullying. (Patterson, 1986) * Parents inadvertently supporting bullying by accepting it as just a normal part of growing up and leaving children to solve their own problems. * Homes where children are controlled and manipulated and their feelings are ignored, negated, or ridiculed. Rigid enforcement of rules by means of actual, threatened, or imagined violence or use of humiliation – sarcasm, ridicule, and embarrassment, can contribute to bullying. * Extensive use of threats and bribes – punishment and rewards which stunt the development of internal motivation to do what is good and right * An environment where there is no room for mistakes and therefore no risk taking. * Homes were there's no structure, consistency, boundaries or discipline. * Children are rescued from any problem. * Punishments and rewards are arbitrary and inconsistent (this feels unsafe to victims and allows impulsive behavior of bullies – they may take a chance on bad behavior because there may or may not be consequences). 14. Discipline Policy for Bullying "With care and commitment, we can rechannel the behaviors of the bully into positive leadership activities; acknowledge the nonaggressive behaviors of the bullied child as strengths that can be developed and are honored; and transform the role of the bystander into that of a witness, someone willing to stand up, speak out, and act against injustice. A daunting task, but a necessary one." Barbara Coloroso The following discipline policies for bullying are intended to be added to the existing Traut discipline format. 1. All reports and observations of bullying behavior are to be reported and responded to by the classroom teacher of the student accused of bully behavior. The goal of a response is to teach children that what they have to say is important. The purpose of reporting the incident to the classroom teacher is to allow for one person in authority to coordinate the response to the behavior of the bully, the victim and any bystanders. 2. As with any discipline incident at Traut, notification to the principal and parents are up to the discretion of the teacher. 3. The following Bullying Incident Log (see sample in Chapter 16) is designed to be used by the teacher. The teacher should document which students were involved in the incident and their behavior. For example, Mary was identified as the bully, Jane was the victim and Alice was a bystander encouraging Mary's behavior. It is only through documentation that recurring behaviors can be identified and changed. 4. Protection of the victim is vital when a student reports an incident. The teacher may need to maintain the confidentiality of the victim until the victim feels able to confront the bully. It is not recommended that the victim confront the bully without first discussing strategies on how to do this with the teacher. It is important to remember that a victim rarely reports an incident after the first event. 5. It is important that the student who has done the bullying is the one inconvenienced by any steps taken to limit contact between the students. 6. A key part of the discipline for the bully is restitution to the victim. This piece is necessary in order to develop the ability to empathize within the student accused of bullying. It is important that the restitution be monitored in order that the victim is not exposed to further harassment. 7. If the behavior of the student results in a visit with the principal, it is recommended that there is follow-up with the parents. The current disciplinary practice involves sending a report home. In order to encourage parent involvement in prevention, it is recommended that parents respond to the discipline report by stating what steps were taken at home in response to the behavior at school. 8. If students maintain their negative behaviors and do not progress, the strategies being used might not be working effectively. It may be appropriate then to contact the Student Teacher Assessment Team in order to identify more appropriate strategies. 9. The Bullying Incident Log should be taken into consideration when determining classroom placement for the following year. These logs will be given to the teacher for the next year. Since the goal is to change the behavior of the bully, the victim and any negative bystanders, we feel this will be best accomplished if there is staff awareness of any behavior/social issues that the student is struggling with. This is the same philosophy used with academic struggles. Again, the goal is to move the students out of these roles and we are hopeful that by tracking the behavior, we will be able to assist students quickly and effectively toward appropriate character and behavior. 15. Suggestions for Discipline and Consequences Decisive adult response to bullying behavior is therefore an effective way to help the bullies, the bullied, and the bystanders. What should the consequences be? Since the TCKS rule established in the cooperation statements is "we will not bully," 1. the consequences should be consistent with those for breaking other school rules; and 2. since bullying is antisocial behavior and hurts children, it works well to assign consequences that involve pro-social behavior and help other students. Punishment vs. Discipline Punishment is punitive and often reflects the same violations that the bully did; physical punishment, verbal shaming, and isolation. It teaches the bully the art of being more sneaky because the goal becomes bullying without being caught. There has been no change of heart. It also affords the bully the opportunity to see himself or herself as the victim (of the punishment) and overlook the harm inflicted on another. As defined in Educating for Character by Thomas Lickona: "…discipline [is] a tool for teaching the values of respect and responsibility… The ultimate goal of discipline is self-discipline – the kind of self-control that underlies voluntary compliance with just rules and laws, that is a mark of mature character, and that a civilized society expects of its citizens. Discipline without moral education is merely crowd control – managing behavior without teaching morality. Discipline, according to the TCKS Door-To-Door Handbook: "Discipline in the true sense of the word is positive, encouraging, and even proof of "tough love." Discipline is rendered with respect for the individual student and not at the expense of the child's dignity. Moral discipline requires wisdom." Intervene Immediately with Discipline Children need adequate supervision; the physical presence of adults is key, and their assistance is critical. With the bully, the teacher's role is to re-establish the firm limits of the school rules, and work the student through a process for solving the problem: * Discuss what was wrong with the behavior specifically, and why it was hurtful. This should be constructive and handled with empathy, and thereby the teacher is a positive role model for the bully. * Resolution: o How and why did it happen? o Find new ways to meet needs. o What to change so it won't happen again? * Restitution: o Fix what you broke–ask student to figure out what the appropriate "fix" is. o Give disciplinary assignments (see Suggestions for Disciplinary o Apologize. Assignments). * Reconciliation (process of healing the relationship with the person harmed): o Allow the victim time and space. o The bully is responsible for committing to the process. o The bully must take on all the responsibility for healing. o Any and all inconvenience and discomfort belongs to the bully, including schedules and locations. Goals include: * Stop the attacks while harming neither the bully nor the victim. * Getting the bully to take ownership; no excuses! * Help the victim and the bully get out of their respective roles. In working on the restitution, if there is conflict to resolve with the victim, the teacher can assist with problem solving and encouraging compromise. Compromise gives children an opportunity to learn that they can't always have everything they want when they want it. Through compromise, they may get some of what they want, plus the success of working out a conflict with peers. Problem solving together can bring out creative ideas and help build a new relationship. How to Problem Solve: 1. Identify and define the problem. 2. List viable options for solutions. 3. Evaluate options – pros and cons and consequences of each. 4. Choose one option. 5. Make a plan and do it. 6. Evaluate the problem and the solution. a. How did it start? b. Was it solved? How? c. Could it be prevented in the future? Considerations for Victims In addition to all inconvenience and discomfort being assigned to the bully, it is important to ask the victim what they need to feel safe, and to work with them on strategies for avoiding bullying. (See "Strategies from Research" section of Chapter 11.) Considerations for Bystanders Bystanders may have the opportunity to become part of any problem solving and restitution. Suggestions for Disciplinary Assignments Look for opportunities to help the bully get involved in service to others, acts of kindness, and responsibilities that encourage cooperation and interdependence. The first opportunity for this may be in a disciplinary assignment. Here is a collection of consequences of varying severity that are aimed at promoting development of empathy and building character: * Stay after school to perform a helpful act. * Miss recess and help in the office or another classroom instead. * Observe recess, record acts of kindness, caring, helpfulness. Could give out "I caught you caring" recognition notes. * Make a poster for hanging in the school; the subject could be empathy, a bullying prevention message, inclusion, kindness, etc. * Write a paragraph on why you are in detention. * Write a paper about the incident with the roles reversed. * Write a paragraph about at least three ways you could have handled this situation differently and not be in detention. * Tell about your best subject in school. Tell about your worst subject. How can you improve? * List 5 positive qualities about yourself. * List 3 qualities you need to improve on. * Write 3 paragraphs about your life. Discuss when you were younger, your life now, and what you plan to be doing with your life ten years from now. * Write a paragraph about how you have helped someone else become a better person. * Will you be returning to detention? Write a paragraph explaining your answer. * Write a report on an altruistic leader such as Martin Luther King, Gandhi, Mother Theresa, etc. * Assist students who need help (if trustworthy and supervised). * Do something nice for the victim (if victim approves and bully has genuinely repented; adult supervision required). * Clean up trash on playground . * Community service project– in or out of the school community, aimed at developing empathy. * Assign the student responsibility for a special job (such as mentoring a younger student or helping a specific staff member) that is contingent upon improved behavior. (This is a valuable assignment for a child who has not felt needed or valued. To develop responsibility, we should give chances for being responsible.) * Anger management training – teach that expressing anger in healthy ways can calm you and make you stronger, but taking anger out on others is hurtful and makes them, and you, feel worse. Bibliography for Chapter 15 1. Coloroso, Barbara. The Bully, the Bullied and the Bystander. Harper Collins, 2003. 2. Short-Camilli, Garrity, Jens, Porter, and Sager. Bullying-Proofing Your School, A Comprehensive Approach for Elementary Schools. Sopris West, 1994. 3. Lickona, Tom. Character Matters: How to Help Our Children Develop Good Judgment, Integrity and Other Essential Virtues. Touchstone. Simon and Schuster, Inc., 2004. Chapter 7 "Practice Character-Based Discipline." 16. Bullying Incident Log The purpose of this form is to log the students involved in bullying incidents. This information will be used to assist each student in moving out of the role (bully, bullied, bystander) that he or she may be in. Without this information, it would be difficult to identify and interrupt such behavior patterns. Traut Core Knowledge School 2515 Timberwood Drive Fort Collins, Colorado 80528 (970) 419-750 Disciplinary Action Report Incident Date: Students Involved: Description of Incident: Action(s) Taken: This report completed by: ______________________ (principal) Recommended Follow-up: Parents: Please comment on any action regarding this incident that has been taken at home. Please sign and return to principal on __________________(date) Thank you. 17. Recommended Reading 1. Coloroso, Barbara. The Bully, the Bullied and the Bystander. Harper Collins, 2003. 2. Short-Camilli, Garrity, Jens, Porter, and Sager. Bullying-Proofing Your School, A Comprehensive Approach for Elementary Schools. Sopris West, 1994. 3. Lickona, Tom. Character Matters: How to Help Our Children Develop Good Judgment, Integrity and Other Essential Virtues. Touchstone. Simon and Schuster, Inc., 2004. 4. Beane, Allan, PhD. The Bully Free Classroom. Free Spirit Publishing, 1999 5. Wellman, Susan (Founder of the Ophelia Project). www.opheliaproject.org.	<urn:uuid:1df939b1-f4ec-4c68-8140-a62e716cdae3>	CC-MAIN-2023-14	https://tra.psdschools.org/sites/tra/files/2019-09/BullyingPrevention.pdf	2023-03-27T23:32:16+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00694.warc.gz	650,996,268	15,131	eng_Latn	eng_Latn	0.946409	eng_Latn	0.998512	[ "dag_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 155, 1335, 3090, 3983, 6532, 7736, 10818, 13184, 14280, 15611, 15772, 16782, 18986, 21495, 24117, 26244, 28331, 29570, 29645, 31085, 31892, 33378, 34737, 37013, 38107, 39883, 41964, 42889, 44782, 46750, 48389, 49801, 52689, 53425, 55883, 58301, ...	[ 3.578125, 4.5 ]	2	3
International Trade: Key Consider the following two economies. In Wilson, it takes 3 hours of labor to produce a helicopter and 1 hour of labor to produce a bottle of gin. In Namath, it takes 2 hours to produce a helicopter and two hours to produce a bottle of gin. Namath has 300 hours of labor while Wilson has 600 hours. 1. If Wilson specializes in the production of gin, it will produce 600 bottles. If it specializes in the production of helicopters, it will produce 200. The production possibilities frontier connects these two points. 2. If Namath specializes in the production of gin, it will produce 150 bottles. If it specializes in the production of helicopters, it will produce 150. The production possibilities frontier connects these two points. 3. No. Namath is more eﬃcient at producing helicopters while Wilson is more eﬃcient at pro- ducing gin. An absolute advantage would imply that one country is more eﬃcient at producing both. 4. For Wilson, the opportunity cost of a bottle of gin is one-third of a helicopter, For Namath, the opportunity cost of a bottle of gin is one helicopter. Gin is relatively cheaper in Wilson and Wilson, by deﬁnition, has a comparative advantage in gin. For Wilson, the the opportunity cost of a helicopter is three bottles of gin. For Namath, the opportunity cost of a helicopter is one bottle of gin. Namath thus has a comparative advantage in helicopter production. 5. To do this, we need to make assumptions about how each economy would behave in autarky. One possibility is: Wilson: 50 helicopters, 450 bottles of gin Namath: 75 helicopters, 75 bottles of gin Suppose that Namath fully specializes by producing 150 helicopters. Wilson fully specializes by producing 600 bottles of gin. Wilson then exports 100 bottles of gin in exchange for 60 helicopters. The ﬁnal distribution is: Wilson: 60 helicopters, 500 bottles of gin 1 Namath: 90 helicopters, 100 bottles of gin Both countries beneﬁt by being able to consume outside their original production possibilities frontier. Note that there are many correct ways to design such a trade. 6. To do this, we need to make Namath more eﬃcient at making gin. Keeping everything else unchanged, now assume that it only takes Namath 0.5 hours to produce a bottle of gin. For Wilson, the opportunity cost of a bottle of gin is one-third of a helicopter, For Namath, the opportunity cost of a bottle of gin is one-fourth of a helicopter. Gin is relatively cheaper in Namath and Namath, by deﬁnition, has a comparative advantage in gin. For Wilson, the the opportunity cost of a helicopter is three bottles of gin. For Namath, the opportunity cost of a helicopter is four bottles of gin. Wilson thus has a comparative advantage in helicopter production. Under autarky assume: Wilson: 50 helicopters, 450 bottles of gin Namath: 75 helicopters, 300 bottles of gin Note that these numbers are just for convenience. You may have chosen diﬀerent numbers that are equally plausible. Now let us have Namath completely specialize by producing 600 bottles of gin. Wilson does not fully specialize and instead produces 150 helicopters and 150 bottles of gin. Namath then exports 300 bottles of gin in exchange for 90 helicopters. This leaves: Wilson: 60 helicopters, 450 bottles of gin Namath: 90 helicopters, 300 bottles of gin Once again, both countries are able to consume a bundle that was originally infeasible. #7-8 were not covered in class and will not be a basis for exam questions. 7. The value of Namath's exports are $6010=$600. The value of its imports are $1005=$500. Namath of running a $100 trade surplus. 8. Advanced economies usually have a comparative advantage in the production of these goods. They thus tend to export them in exchange for goods that require less skilled labor. Developing economies tend to have a comparative advantage in the production of these goods. 9. If these countries' trade results in a market failure, such as a negative externality that aﬀects other countries, it might make economic sense to restrict this trade.	<urn:uuid:3c022235-4f92-4744-a3e5-d0f7c215b1e0>	CC-MAIN-2023-14	http://paulshea.com/wp-content/uploads/2022/01/Trade_Key.pdf	2023-03-27T23:33:37+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00694.warc.gz	41,980,294	926	eng_Latn	eng_Latn	0.996297	eng_Latn	0.996379	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1903, 3258, 4085 ]	[ 3.171875 ]	1	0
ST. MARGARET CLITHEROW ROMAN CATHOLIC PRIMARY SCHOOL www.clitherow.herts.sch.uk email@example.com Food Policy (School Policy) Ownership: Curriculum Committee Document Date: February 2023 Review Date: February 2025 To be read in conjunction with the following policies: Curriculum Statement Drug, Alcohol and Tobacco Policy Health and Safety Supporting pupils with medical conditions Pupils are given many opportunities to serve each other, the school and the wider community, developing their own skills and talents in the process. Section 48 Diocesan Inspection October 2018 "Pupils make rapid progress because they are very keen to learn, and because the teaching is highly effective … Behaviour is excellent. Pupils get along very well and enjoy school, accepting one another's different views…" Ofsted March 2013 At St Margaret Clitherow School we are committed to Safeguarding Children Contents Introduction In our school we are committed to giving all our pupils consistent messages about all aspects of health to help them understand the impact of particular behaviours and encourage them to take responsibility for the choices they make. This policy should be read alongside the school's Curriculum Statement, Health and Safety, Drug, Alcohol and Tobacco Policy and Supporting Pupils with Medical Conditions Policy. The school supports the '5 a day' campaign to encourage children to eat 5 portions of fruit and vegetables a day in line with local child health data. We have used the following approach to identify what areas we need to change to develop a more healthy approach to the issue of food in our school: * How well are we doing? * What more should we aim to achieve? * How well should we be doing? * What must we do to make it happen? * What action should we take and how do we review progress? Food containing nuts are not permitted due to possible allergies. Rationale St Margaret Clitherow is a health promoting school. It is important that all aspects of the whole curriculum explicitly and implicitly promotes healthy food choices and eating patterns. Aims and Objectives * To ensure that we are giving consistent messages about food and health. * To give our pupils the information they need to make healthy choices. * To promote health awareness and understanding of a healthy lifestyle. * To contribute to the healthy physical development of all members of our school community. * To encourage all children to take part in health promoting events and activites. E.g. '5 a day' campaign. Milk Due to the change in new school food standards, we are now able to offer all children the opportunity to have milk during the school day. Milk is offered at a reduced price as a result of European Community subsidy and is beneficial to children's health and physical development. Milk provides protein, calcium and vitamins B2 and B12, which are essential for growing children. Children who are 4 years old for the whole term are entitled to free milk. This includes Nursery and Reception children. Parents/Carers of children who have successfully applied for Free School Meals and are currently eligible are entitled to receive free milk (not Universal Infant Free School Meals which children in Reception to Year 2 are entitled to). Snack All EYFS and KS1 classes include a morning break time snack of fruit/vegetables for all children, which is shared in a family setting for all class members. Children are given responsibility for passing the fruit to others and for helping to clear away. KS2 children bring in fruit which they eat at playtime – no other snack is allowed during break. Food containing nuts are not permitted in the school due to possible allergies. School lunches and packed lunches including school trips All our school meals are provided by a contracted caterer who has a healthy food policy as part of their tender and provides a pupil choice option. This includes the offer of fresh fruit and vegetables each day as a choice for the children. They provide a hot and cold option, both of which pay regard to nutritional balance and healthy options. There is always a vegetarian option. We respond to and accommodate different dietary needs. We may on occasion ask parents for support in various aspects eg., in the case of nut allergies. Many children bring a packed lunch to school. Parents, Staff and Governors have worked together to prepare a leaflet advising parents on the contents of a healthy packed lunch. This leaflet is available from the school office. Food containing nuts are not permitted due to possible allergies. Water for all Cool water is freely available throughout the school day to all members of the school community. Children may drink their water at any time except during an assembly and teaching input. Regular water and brain breaks are built into the school day and curriculum by class teachers. EYFS and KS1 children are also reminded to drink water at their snack time, which is provided in named plastic beakers. Food across the Curriculum In Early Years Foundation Stage, KS1 and KS2, there are a number of opportunities for pupils to develop knowledge and understanding of health, including healthy eating patterns and practical skills that are needed to understand where food comes from such as shopping, preparing and cooking food. Literacy provides children with the opportunity to explore poetry, persuasion, argument and narrative work using food and food related issues as a stimulus, eg writing to a company to persuade them to use non-GM foods in children's food and drink etc. Maths can offer the possibility of understanding nutrition labelling, calculating quantities for recipes, weighing and measuring ingredients. Science provides an opportunity to learn about the types of food available, their nutritional composition, digestion and the function of different nutrients in contributing to health and how the body responds to exercise. RE provides the opportunity to discuss the role of certain foods in the major religions of the world. Children experience different foods associated with religious festivals. ICT can afford pupils the opportunity to research food issues using the Internet and other electronic resources. Pupils design packaging and adverts to promote healthy food choices. Food Technology as part of DT provides the opportunity to learn about where food comes from and apply healthy eating messages through practical work with food, including preparation and cooking. Personal, Social and Health Education (PSHE) encourages young people to take responsibility for their own health and well-being, teaches them how to develop a healthy lifestyle and addresses issues such as body image. Pupils are able to discuss issues of interest to young people, eg advertising and sustainable development. Geography provides a focus on the natural world and changing environment, offering the chance to consider the impact our consumer choices have on people across the world who rely on growing food as their source of income. History provides insight into changes in diet and food over time. Physical Education provides pupils with the opportunity to develop physically and to understand the practical impact of sport, exercise and other physical activity such as dance and walking. Partnership with parents and carers The partnership of home and school is critical in shaping how children and young people behave, particularly where health is concerned. Each must reinforce the other. This is not always easy but our school is well placed to lead by example. All parents are invited to come along and sample a free school meal. The office should be advised when this invitation is accepted so that the catering staff can be informed accordingly. We were pleased to receive a letter from a Year Three parent who attended lunch and wrote "It was a positive, and as a parent, re-assuring experience. The food was tasty, varied and nutritious given the range of vegetables. I also noticed the children were all happily eating up their meals!" Parents and carers are regularly updated on our water and packed lunch policies through the school website and leaflets. We ask parents not to send in fizzy drinks and we remind them that only water may be drunk during the school day, except at lunch when children may drink juice or squash. Role of the Governors Governors monitor and check that the school policy is upheld and can also offer guidance where a member of the body has a particular expertise in this area. Monitoring and review KS Leaders and Subject leaders are responsible for the curriculum development of the Food Policy. The Headteacher is responsible for supporting colleagues in the delivery of the Food Policy. The LA are responsible for ensuring the quality of food offered as part of the contract with the caterer. This policy will be reviewed annually to take account of new developments.	<urn:uuid:0ca5d276-46de-4516-934a-c304a292c3ed>	CC-MAIN-2023-14	https://clitherow.herts.sch.uk/documents/230301_Food-Policy2018.pdf	2023-03-28T00:09:04+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00699.warc.gz	206,549,333	1,736	eng_Latn	eng_Latn	0.994563	eng_Latn	0.997943	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 919, 929, 3064, 6175, 9004 ]	[ 3.390625 ]	6	0
Numeracy learning progression and The Arts: Music Purpose of the literacy and numeracy learning progressions The purpose and intent of the progressions are to provide a tool to: * locate the literacy and numeracy development of students * plan for student progress in literacy and numeracy * facilitate shared professional understanding of literacy and numeracy development * support a whole school approach to literacy and numeracy development. Literacy and numeracy in the learning areas The learning areas provide rich opportunities for extending and enriching literacy and numeracy. To effectively plan for differentiated teaching of literacy and numeracy in the learning areas, teachers draw on their knowledge of the Australian Curriculum and their knowledge of their students. Recognising that students learn at different rates, the learning progressions provide a continuum for teachers to identify and build on students' literacy and numeracy skills. The intention is that students will develop their literacy and numeracy expertise purposefully, in meaningful contexts. Literacy and numeracy in The Arts Arts learning programs based on Australian Curriculum: The Arts Years 7-10 can provide opportunities for students to: * develop aspects of the literacy and numeracy identified in the learning progressions that are also associated with specific arts practices, forms, skills, techniques and processes including processes for analysing, evaluating, critiquing and reflecting and interpreting ideas, meanings and messages * apply and build on literacy and numeracy capabilities acquired in other learning areas and in earlier years of schooling. This might involve applying knowledge and skills in different contexts, for different purposes or deepening and broadening prior learning to explore new aspects of a concept or skill. Through Arts learning students develop verbal and auditory working memory, visuo-spatial reasoning and their ability to interpret and use symbols and symbol systems to create meaning. These skills are transferrable across learning contexts and support development of literacy and numeracy capabilities. Using this advice and the learning progressions to plan for student progress in literacy and numeracy This advice illustrates how the learning progressions can be used in Music to support student progress in literacy and numeracy. This advice: The National Numeracy Learning Progressions are licensed under a Creative Commons Attribution 4.0 International (CC BY) licence. See and build upon) these materials for any purpose, even commercially, provided you attribute ACARA. See attribution notice under our Copyright and terms of use (creativecommons.org/licenses/by/4.0/). This licence allows you to share (copy and redistribute the material in any medium or format) and adapt (remix, transform (australiancurriculum.edu.au/copyright-and-terms-of-use/). * identifies the sub-elements of the learning progressions that are most relevant to studying Music * identifies some aspects of an achievement standard that include literacy or numeracy demands * lists some relevant indicators at one or more levels of the learning progressions to illustrate how the learning progressions might be unpacked to support student progress in literacy and numeracy in the study of Music * identifies how students can develop literacy and numeracy purposefully and in meaningful contexts through learning in Music. Figure 1 illustrates how the learning progressions are to be used by teachers to identify where students are at on the literacy and numeracy continuum and plan for their ongoing development within the learning areas. Therefore, this advice can support use of the learning progressions in developing explicit and targeted programs to ensure students are able to access discipline-specific knowledge, concepts, understanding and skills. While advice is provided on the most relevant sub-elements of each learning progression for the discipline of Music, whole school planning may address other sub-elements to progress students' literacy and numeracy. (australiancurriculum.edu.au/copyright-and-terms-of-use/). Numeracy in Music Students use and develop numeracy as they learn in music when they use calculation, estimation and measurement knowledge and skills to collect and make sense of information. For example, they might draw their knowledge of fractions (halving, quartering, accumulating fractional parts, re-imagining the whole) when they learn to read and write music notation. They could also use and extend their numeracy capability when they consider the structure and form of music works, pitch (intervals, scales, octave identification), harmony, tuning systems, concepts relating to beat, pulse, rhythm, metre and sub-division and acoustics. Music learning involves learning to recognise and use patterns and sequences when composing, performing and listening. Visuo-spatial skills and reasoning can be developed through singing, playing instruments and performing in ensembles. Learning in Music across Years 7-10 draws on practical implications of these aspects of numeracy. For example, ensembles might tune their instruments to a common note or students might discuss why intonation is important and what this means for them as an instrumentalist or vocalist or why their band sounds different when they are playing in a room that is carpeted. Students can also analyse numerical data to research, interpret and analyse evidence about music works and how they are presented, performed, shared and appreciated. Both mathematics and music use symbols to communicate and share ideas across times, locations and cultures ideas. In both disciplines, students can learn conventions for reading, interpreting and writing these symbols. Students can discuss these ideas through performance and composition activities that involve using or exploring different notation forms/systems such as graphic (semantic and non-semantic), spectrographic representation, culturally-specific notation, proportional notation, Western staff notation, interactive notation, historical and contemporary forms of tablature/TAB or types of chord notation. Using the numeracy learning progression to support students in Music The most relevant sub-elements of the numeracy learning progression for Music are Number patterns and algebraic thinking and Comparing units. Number patterns and algebraic thinking Figuring out how a pattern works brings predictability and allows the making of generalisations. This sub-element describes how a student becomes increasingly able to identify a pattern as something that is a discernible regularity in a group of numbers or shapes. For example, as students develop their understanding of the concepts of beat, pulse, metre and rhythm they become increasingly adept at recognising characteristic patterns. It is important to note that, even though the achievement standards in Years 7-10 Music do not include overt references to Number patterns and algebraic thinking, these skills are essential and implied in the following aspects of the achievement standard: (australiancurriculum.edu.au/copyright-and-terms-of-use/). Measurement and geometry Students will build on their knowledge of measurement when they learn the basics of acoustics (the science of sound) relevant for singing, playing instruments and working in performance spaces. For example, they might observe the relationship between the length of a vibrating string or column of air or the surface area of a drum-head and the pitch of a sound (longer/larger = lower). Comparing units This sub-element addresses comparing units in ratios, rates and proportions. A ratio describes a situation in comparative terms, for example, the ratio of frequencies of two notes an octave apart is 2:1. A proportion is when a comparison is used to describe a related situation in the same comparative terms. For example, a 30-member school band might include 6 trumpets, 10 clarinets, 4 flutes, 6 saxophones, 1 bass, 2 trombone players and 2 percussionists. Knowing that there are 6 trumpet players compared to 10 clarinet players but also that proportionally 6/30 or a 1/5 of the band are trumpet players compared to 10/30 or 1/3 being clarinet players requires students to use proportional reasoning skills. Aside from Pythagoras' writings about the power and healing qualities of music he also documented knowledge about basic ratios that exist in pitches created by resonating strings or air columns of different lengths. This knowledge underpins cross-cultural views about intervals that are most consonant to the human ear and debates about what is dissonant. Over time, mathematicians and musicians have used and extended these theories through, for example, development of tuning systems such as equal temperament or the design and construction of musical instruments. 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This week's memory verse is - PUZZLE TIME God created people. Read the story in Genesis 2. After God had created the animals, He said, "Let us make man in our image". This means that people were made like God in many ways. One of the ways in which all people are like God, is that God gives them a soul which will never die. God is eternal. He will never die. So too, people have been given souls which will never die. Their soul will live forever, even after their body dies. God wants us to live for ever with Him in Heaven. This is why He sent His Son, the Lord Jesus; so that our sins could be washed away, and we could live forever with Him in Heaven. For those who choose not to trust in the Lord Jesus Christ, their souls will still live forever, but in Hell, which is an awful outcome. The first man was called Adam. God asked Adam to name all the creatures of the earth. Can you imagine having to think up names for every single creature on earth? Adam must have been a very clever person! After He had done this, God made Adam fall into a deep sleep and took a rib from His side. From this, He made Eve, the first woman in all of Creation. How strange it must have been for Adam to fall fast asleep, then waken up and see a new creature, woman, who was very different from all the rest! He must have looked at Eve in amazement! God named her, 'woman', which means 'out of man'. God also gave her a living soul, made in God's image. Our soul is a strange thing. We can't see it, or feel it, but it is really who we are, deep down inside. Everyone has a soul, and the Bible tells us that our souls are searching after God. We have an awareness of God, and God has placed this special awareness inside us, so that we search for Him, and find Him, through trusting His Son. Have you found Him? I would love to see the talents of my e-students! Draw your own picture of the Creation story here! www.God-is.net Course 2 – Lesson 3. Read the story, and learn the memory verse. You can receive points for your work if you scan your e-lesson and email it to us – email@example.com or post to PO Box 1012 Strathalbyn, South Australia, 5255 Once you have learned your memory verse really well, recite to your Mum or Dad, and ask them to give you points (out of 5) Send your e-lesson in every week, if you can. Add your name to your e-lesson below! Add your address if you are posting your e-lesson. Complete 40 lessons within one year to earn a small prize. Feedback Points Memory Verse Points Total Points Name: I am ______ Years old!	<urn:uuid:1849221c-75a8-40e3-99ac-76ca654852f9>	CC-MAIN-2023-14	https://www.strathgospel.com/_files/ugd/7163a8_00b907ebdc9e493c88ccf7002fbc2b13.pdf	2023-03-28T00:04:56+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00697.warc.gz	1,109,041,989	612	eng_Latn	eng_Latn	0.998833	eng_Latn	0.998814	[ "unknown", "eng_Latn" ]	false	docling	[ 42, 2548 ]	[ 2.640625 ]	2	0
Homework/Extension Step 6: Sort 2D Shapes Teaching Note: Where questions involve identifying and/or understanding vertical or horizontal lines of symmetry, the orientation by which the shape is presented within the question needs to remain the same. National Curriculum Objectives: Mathematics Year 2: (2G1a) Compare and sort common 2-D and 3-D shapes and everyday objects Mathematics Year 2: (2G2a) Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line Differentiation: Questions 1, 4 and 7 (Varied Fluency) Expected Developing Select the correct statements for a group of 2D shapes sorted by the number of sides, vertices or vertical lines of symmetry. by the number of sides, vertices and vertical lines of symmetry. Select the correct statements for a group of regular and some irregular 2D shapes sorted Greater Depth Select the correct statements for a group of regular and some irregular 2D shapes sorted by the number of sides, vertices and vertical/horizontal lines of symmetry. Questions 2, 5 and 8 (Varied Fluency) Expected Identify the possible regular or irregular 2D shapes sorted by the number of sides, vertices and vertical lines of symmetry. Developing Identify the possible regular 2D shapes sorted by the number of sides, vertices or vertical lines of symmetry. Greater Depth Identify the possible regular or irregular 2D shapes sorted by the number of sides, vertices and vertical/horizontal lines of symmetry. Questions 3, 6 and 9 (Reasoning and Problem Solving) Expected Sort the regular or irregular 2D shapes by the number of sides, vertices and vertical lines of symmetry. Developing Sort the regular 2D shapes by the number of sides, vertices or vertical lines of symmetry. Greater Depth Sort the regular or irregular 2D shapes by the number of sides, vertices and vertical/horizontal lines of symmetry. More Year 2 Properties of Shape resources. Did you like this resource? Don't forget to review it on our website. © Classroom Secrets Limited 2020 classroomsecrets.co.uk Homework/Extension – Sort 2D Shapes – Teaching Information Sort 2D Shapes 1. Tick the correct statements. Set A 2. Azzam spilt paint on his Carroll diagram. Circle all the shapes that could be covered by the splat. 3. Lola has sorted these shapes. Show a different way of sorting the same shapes. A. Set A is 4 or more vertices and Set B is curved sides. B. All the shapes in Set A have straight sides. VF HW/Ext VF HW/Ext RPS HW/Ext © Classroom Secrets Limited 2020 Set B Sort 2D Shapes 4. Tick the correct statements. Set A 5. Sam spilt paint on his Carroll diagram. Circle all the shapes that could be covered by the splat. 6. Samir has sorted these shapes. Show a different way of sorting the same shapes. A. Set A is irregular shapes and Set B is more than 4 sides. B. All the shapes in Set B have 5 sides or more. VF HW/Ext VF HW/Ext RPS HW/Ext © Classroom Secrets Limited 2020 classroomsecrets.co.uk Homework/Extension – Sort 2D Shapes – Year 2 Expected Set B Sort 2D Shapes 7. Tick the correct statements. A. Set A is horizontal lines of symmetry and Set B is more than 4 sides. B. All the shapes in Set A have 4 straight sides. HW/Ext 8. Mia spilt paint on her Carroll diagram. Circle all the shapes that could be covered by the splat. A. B. C. Draw two other shapes that could be hidden by the paint. VF HW/Ext 9. Tom has sorted these shapes. Find three different ways of sorting the same shapes. GD HW/Ext Vertical Line of Symmetry Horizontal line of Symmetry © Classroom Secrets Limited 2020 classroomsecrets.co.uk Homework/Extension – Sort 2D Shapes – Year 2 Greater Depth RPS VF Developing 2. A, B, C and E Homework/Extension 1. A, B and C 3. Various answers, for example: Expected 5. A, D, E and F 4. A and B 6. Various answers, for example: 7. A, C and D Greater Depth 8. A and C. Accept any drawn shapes that are irregular and have fewer than 6 vertices. 9. Various answers, for example: © Classroom Secrets Limited 2020 classroomsecrets.co.uk Homework/Extension – Sort 2D Shapes ANSWERS Sort 2D Shapes	<urn:uuid:0b78b295-6fbd-4b01-bdfa-97b79aa09656>	CC-MAIN-2023-14	https://www.knockholt.kent.sch.uk/attachments/download.asp?file=318&type=pdf	2023-03-27T23:58:54+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00699.warc.gz	935,208,020	1,027	eng_Latn	eng_Latn	0.984247	eng_Latn	0.984816	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2146, 2575, 3085, 3729, 4167 ]	[ 4.0625 ]	1	0
Caring for Cows & Nourishing Communities CONVERTING POOP TO POWER Overview:In this lesson, students will examine how dairy farmers and scientists are engaging in sustainable farming practices to create energy and other renewable products. They will work with a group to read an article and investigate the benefits of converting cow manure and other unexpected items into energy. They will then evaluate the different opportunities gained by recycling manure and characterize the renewable byproducts created through an annotated drawing. Finally, they will discuss their diagrams through a Socratic Seminar using higher order thinking questions, including a discussion regarding how these practices might work in and benefit their own community. Suggested Time: Five 45-minute classroom sessions Grade Levels: 5–8 Objectives * Students will work collaboratively in groups to read, annotate, and summarize a non-fiction (informational) text. * Students will examine how dairy farmers are engaging in sustainable farming practices to create energy and other renewable products. * Students will create a drawing to characterize renewable products. * Students will examine classmates' annotated drawings and provide feedback through a gallery walk. * Students will discuss their work with peers and consider higher level questions regarding the environment and their communities. Standards Next Generation Science Standards MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Common Core ELA Standards CCSS.ELA-LITERACY.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-LITERACY.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.SL.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-LITERACY.SL.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-LITERACY.SL.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-LITERACY.SL.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Materials * Copies of the following articles for students to read and annotate: - Digesting manure and recycling food waste to keep the family farm running - Turning cow poo into power is profitable for US farm - Dairy barn implements poop-to-power system - How These Farms Are Working to Fight Food Waste * Copies of Informational Text Handout, one per student Procedure Class 1 Before class begins, hang the Agree/Disagree signs on the walls of the opposite side of the room. 1. Introduce the topic by reading each of the Take a Stand statements and ask students to travel to the side of the room that best represents their thoughts/feelings on the statement. If a student is not sure or has a neutral stance, he/she should stand toward the middle of the room. 2. After students are settled in their places, call on 3–4 students to share their reasoning with the class before reading the next statement. Repeat this for all statements. 3. Ask students to take their seats and explain that today they will be reading an informational text that focuses on sustainable farming practices. 4. Arrange students into groups of four students and distribute one of the articles to each of the groups. (Since there are four articles, one fourth of the class will read each text). 5. Explain to students that they will be using the "chunking" method to read and annotate their article as a group. 6. Use an example article to model the chunking method for the class, creating smaller sections of the text where it seems logical. 7. Provide students a few minutes to "chunk" their articles in preparation for the next session. Class 2 Before students arrive, project or write the following question on the board, "What is the relationship between farming and science?" 1. Ask students to take 3–5 minutes to answer the question in their notebooks or on a sheet of paper. 2. Select 3–4 students to share their responses with the class. 3. Tell students that today they will be spending some time examining this question further as they work with their groups to read and understand an article about sustainability in farming. 4. Review the concept of "chunking" an article to help with understanding. 5. Direct students to join their groups; distribute the Informational Text Handout, one per student. 6. Provide the remainder of the period for students to read and "chunk" the assigned article. Class 3 1. As students are entering the room, project or write the following question on the board: "Consider the following statement: 'A picture is worth a thousand words.' What does this phrase mean to you?" 2. Ask students to take 3–5 minutes to answer the question in their notebooks or on a sheet of paper. 3. Select 3–4 students to share their responses with the class. 4. Explain that today, students will spend the session creating an annotated drawing to communicate how manure or farm waste is being converted into energy. An annotated drawing is an illustration that is labeled with text to explain key points in the picture. 5. Ask students to take out a sheet of paper and provide students five minutes of individual brainstorming time before allowing them to meet with their groups to brainstorm their final drawings. 6. Instruct students to break into their groups and set a time for each group member to share his/her drawing and begin a rough draft of a group drawing. 7. After teacher approval, groups may begin a final draft of their drawing on a piece of chart paper. Remind students to copy their group's source and their names on the poster. Class 4 1. As students are entering the room, instruct them to hang the final draft of their posters on the wall, then have a seat with their group members. 2. Distribute the Annotated Drawing Feedback Form, one per student (these will be cut in half). 3. Separate students into their reading groups, then allow students time to evaluate and provide feedback for three of their peers' posters. 4. When the gallery walk is complete, instruct students to begin the homework in preparation for tomorrow's activity: a Socratic Seminar. For homework, students should respond to the following questions in their notebooks: a. What did you learn by examining the ways that farmers recycle and create energy? b. How can energy created by recycled waste and manure help the environment? c. Was there anything that surprised you about what you read? d. Who should be responsible for maintaining a healthy environment? e. How can we use what we learned this week to benefit our own community? Class 5 Before students enter the room, arrange the chairs into two circles, one inner and one outer, with an equal number of chairs in each circle. 1. Arrange students into two groups—one inner circle and one outer circle. 2. Review the Expectations for a Socratic Seminar with the class. 3. Encourage student discourse during the discussion by asking follow-up questions. 4. After 15 minutes, ask the inner and outer circles to switch places, then continue the discussion. 5. After the discussion is complete, ask students to complete the Socratic Seminar Reflection form and submit before dismissal. Take a Stand Statements 1. A healthy environment is vital to human life. 2. It is everyone's responsibility to maintain a healthy environment. 3. Humans are still finding new ways to create electricity. 4. I feel worried about the future of our planet. 5. One person can make a difference in maintaining a healthy environment. Agree Disagree Informational Text Handout Directions: Work with your group to read and analyze the article provided by your teacher. Use the "chunks" you created yesterday to make meaning from the text by paraphrasing each section in your own words. Depending on how many chunks you created, you may not need to use every box in the organizer. Source/Name of Article: Chunk/Section Paraphrased text (in my own words) 1 2 3 4 5 6 7 Annotated Drawing Feedback Form Socratic Seminar Review 1 A Socratic Seminar is… * Collective inquiry * Collaborative * An exchange of ideas * An enlarged, shared understanding of ideas, issues, or values through dialogue A Socratic Seminar is NOT… * A debate * A competition ------------------------------------------------------------------------------------------------------------------ Guidelines for a successful Socratic Seminar: 1. Refer to the text during the conversation. 2. Ask for clarification. 3. Listen carefully. 4. Take turns speaking. 5. Talk to each other, not the facilitator (teacher). 6. Discuss ideas rather than opinions. 7. Only the inner circle talks—outer circle takes notes. 8. Speak loudly and clearly. 9. Be responsible for the conversation! 1 Socratic Seminars International Socratic Seminar Follow-up Questions 2 Why do you say that? What do you mean by that? How does the text support your answer? Can you tell us more? What do you think about ____? How do you think _____ would be viewed by ______? How does this idea connect to ___? Does the text agree or disagree with this statement? What is puzzling you? What did your classmate just say? Can you paraphrase his/her idea? How does this idea connect to ___? What if ____ happened? 2 Socratic Seminars International Socratic Seminar Reflection Form Answer the following questions regarding today's discussion: Did you participate in today's seminar? Why or why not? How did your thinking change as the seminar progressed? What new ideas have you gained as a result of the discussion? ------------------------------------------------------------------------------------------------------------------ Socratic Seminar Reflection Form Answer the following questions regarding today's discussion: Did you participate in today's seminar? Why or why not? How did your thinking change as the seminar progressed? 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Lesson 68: Signing a Business Contract 1. Dialogue First, repeat after your tutor. Then, practice each role. Mr. Holmes owns a construction company and Mr. Watson is a businessman who wants to build a new factory. Mr. Holmes has sent a contract to Mr. Watson. Yuki is Mr. Watson's assistant. She's talking to Mr. Holmes about the contract. Yuki: Hello, Mr. Holmes. Mr. Watson has already read the contract. Mr. Holmes: Has he signed it yet? Yuki: I'm afraid he's not ready to make the deal. Mr. Holmes: Why? Yuki: It looks like he's not happy with the terms. He wants the factory to be finished by January of 2017. But the contract states the finish date as June of 2017. Mr. Holmes: That's due to my company having prior commitment to other construction projects. Yuki: It seems my boss is determined to get the factory running as early as possible. You would need to start construction earlier to meet that requirement. Mr. Holmes: If we do that, I would have to increase the project fee. Yuki: If you agree to finish by January, we could negotiate the price. Mr. Holmes: I see. Let me get back to you about this. I have to closely check the schedule of other construction projects and see if adjustments can be made. 2. Today's Phrase First, repeat after your tutor. Then, make a few sentences using Today's phrase. 1. Jack is determined to finish the 42-kilometer marathon. 2. Why is he so determined to win the race? 3. Mr. Lee is determined to succeed. By Xandra * be determined to ~ / ～することを決意している 3. Your Task Your company is about to enter into a business contract with ABC Company. When you reviewed the contract, you noticed the terms and conditions were unfair. According to the details, 1) you cannot review the financial records of the business, 2) you have no input into important business decisions, 3) no income from the business will be paid to you for the next three years. You are talking to ABC's president (=your tutor). Politely tell him that you do not agree to these conditions, you are very unhappy about them and you're not prepared to make a deal. Suggest further negotiation. 4. Let's Talk What are the important things to remember when signing a contract? Should you consult with a lawyer when entering a business contract? Why do you say so? What kind of business contract have you signed in the past? Tell your tutor about it. 5. Today's photo Describe the photo in your words as precisely as possible. © 2015 Simpson Inc. Eigox all rights reserved.	<urn:uuid:6d638c4b-2371-4984-bdb4-2764afbdddbd>	CC-MAIN-2023-14	https://eigox.jp/textbook/100PTB/068_3%20Signing%20a%20Business%20Contract.pdf	2023-03-27T22:26:56+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00700.warc.gz	277,042,836	582	eng_Latn	eng_Latn	0.999598	eng_Latn	0.999598	[ "eng_Latn" ]	false	docling	[ 2508 ]	[ 3.984375 ]	1	0
Lesson 73: Apologizing 2 1. Dialogue First, repeat after your tutor. Then, practice each role. Hanako works for Go Go Kitchen, a company that makes kitchen equipment. She's talking to Mr. Turner about his company's order. Hanako: Hello, Mr. Turner. How can I help you today? Mr. Turner: We received 10 units of the sushi maker today but 3 of them aren't working. I think there is a problem in the electronic circuit board. Hanako: We are very sorry to hear that. I will arrange for our technician to visit your office and take care of the problem. Mr. Turner: Can you make sure the sushi makers are fixed within the day? We are planning to open a new sushi restaurant tomorrow. Hanako: I just checked the technician's availability, and he will be able to attend to your machines this afternoon. Mr. Turner: If we have to operate the new restaurant with only 7 sushi makers, it will significantly reduce our production capacity and we will lose a lot of money. Hanako: I understand that the sushi makers are indispensable to your business. I will talk to the section manager and make sure that our technician will be there to fix the defective machines today. Mr. Turner: I would appreciate that, but will we get any compensation if the machines can't be fixed by our opening day? Hanako: Don't worry, sir. Our company guarantees some financial compensation if our products cause any damage to your business. Mr. Turner: That's good to know. Anyway, we will be expecting your technician this afternoon. Thanks for all your help. 2. Today's Phrase First, repeat after your tutor. Then, make a few sentences using Today's phrase. 1. Mr. Lee's role in the business is indispensable to the company. 2. For some people, music is indispensable to life. 3. Education is indispensable to success. * be indispensable to [for] ~ / ～に不可欠である、絶対必要である 3. Your Task You are a customer service officer for Go Go Kitchen, a company that makes kitchen equipment. Your job is to check if customers have received their orders and if the products are working well. You are talking to a customer on the phone. Ask her these questions: 1) Did the order arrive on time? 2) Did she receive everything she ordered? 3) Are the products working well? She will inform you that one of the ice cream machines is not working. Apologize to the customer and tell her that your company will send her another ice cream machine. 4. Let's Talk What are the important things to remember when apologizing to an angry customer who received a defective product from your company? How do defective products affect a popular product brand? Talk about a defective product that you've read about in the news. What kind of problems did it cause? 5. Today's photo Describe the photo in your words as precisely as possible. © 2015 Simpson Inc. Eigox all rights reserved. By Xandra	<urn:uuid:578c4324-38dc-467b-bf83-fa10df97d5ea>	CC-MAIN-2023-14	https://eigox.jp/textbook/100PTB/073_3%20Apologizing%202.pdf	2023-03-28T00:09:25+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00701.warc.gz	263,572,375	635	eng_Latn	eng_Latn	0.999475	eng_Latn	0.999475	[ "eng_Latn" ]	false	docling	[ 2857 ]	[ 4.15625 ]	1	0
GEORGIA Solid Waste Trust Fund Report for Fiscal Year 2009 1 A publication of the Environmental Protection Division, Georgia Department of Natural Resources January 2010 2 Georgia Solid Waste Trust Fund Report for Fiscal Year 2009: Executive Summary The Solid Waste Trust Fund (SWTF) was established in 1990 as part of the Georgia Comprehensive Solid Waste Management Act. The Act requires that EPD produce an annual report on the activities funded by the SWTF; this report fulfills that requirement. An amendment to the Act in 1992 established a primary source of funding for the SWTF in the form of a $1 fee for every new tire sold in the state. This amendment received strong support from Georgia's tire retailers. Each year, fees collected the previous year are available for appropriation by the Legislature, through the state budget process, to the Georgia Environmental Protection Division (EPD), whose director is authorized by the Act to serve as trustee for the fund. The trust fund may be used for: include the Department of Community Affairs (DCA), the Georgia Environmental Facilities Authority (GEFA), the Georgia Department of Corrections (GDC), and the the Wildlife Resources (WRD) and Sustainability (formerly the Pollution Prevention Assistance Division) divisions of DNR. * scrap tire management and cleanup * emergency, preventative and corrective action at solid waste facilities * closure of abandoned landfills * solid waste reduction and recycling * litter prevention and abatement * administrative costs associated with managing the fund When available, EPD also disperses money from the SWTF to other state agencies and divisions within the Department of Natural Resources (DNR). These These state agencies provide technical assistance to local governments and businesses and fund recycling infrastructure and public education on solid waste reduction, recycling and other solid waste issues. In FY 09, the Legislature appropriated $2.09 million from the tire fees collected in 2008 to the Solid Waste Trust Fund. This money was used to: * manage and clean up scrap tires * implement three statewide waste reduction and recycling initiatives * carry out litter prevention and abatement activities More information on the activities carried out in FY 09 is presented in the remainder of this report. Georgia Solid Waste Trust Fund Fee Collection and Appropriation for FY 09 In FY 09, the Legislature appropriated $2.09 million to the Solid Waste Trust Fund. The DNR Board approved using the funds (and an additional $920,015 carried over from FY 08) for the following authorized activities: * Program Operations: $2,002,153 (66.45%) EPD: $1,562,653 DCA: $439,500 * Scrap Tire Cleanup: $910,947 (30.23%) * Emergency, Preventative and Corrective Action: $100,000 (3.32%) SOLID WASTE TRUST FUND FEES COLLECTED AND APPROPRIATED 4 Georgia Solid Waste Trust Fund Authorized Expenditures FY 94 - 09 This bar chart shows a historical breakdown of the money from the Solid Waste Trust Fund by authorized use since its inception in FY 94. In FY 09, the majority of the funds were used to support statewide solid waste recycling and litter prevention initiatives. Local Government Enforcement / Education Grants Litter Enforcement Market Development Abandoned Landfills Emergency Response / Corrective Action Operations and Fund Administration Waste Reduction / Litter Education Scrap Tire Management and Abatement Georgia Solid Waste Trust Fund By the Numbers in FY 09 9,000,000 $413,442 24,557 estimated number of scrap tires generated in Georgia 164,000 estimated number of illegally dumped tires removed and recycled through local government efforts and state enforcement action $193,685 amount reimbursed to local governments for approved tire cleanups 33 number of scrap tire dumps awaiting cleanup at end of FY 09 6,969 number of scrap tire generators in the state amount spent in FY 09 to complete closure activities and provide postclosure care for the abandoned Scales Road landfill in DeKalb County 2,320,532 number of Web site pages viewed at EEinGeorgia.org, Georgia's online guide to environmental education 5,155 number of solid waste related technical assistance questions answered by state agencies 936 tons of materials recycled from state prisons tons of food waste and other organics composted at state prisons $892,255 landfill tipping fees saved by state prisons through recycling and composting programs 17,161 pounds of recyclable materials collected using "away-from-home" recycling trailers at 186 events around the state 182,338 Christmas trees recycled during "Bring One for the Chipper" events Scrap Tire Cleanup & Management Environmental Protection Division In addition to being fire hazards, scrap tire dumps are breeding grounds for snakes and disease-carrying rodents and mosquitoes. Mosquitoes, carriers of the West Nile Virus and Eastern Equine Encephalitis, can breed up to 100 times faster in a water-filled scrap tire than in the natural environment. Because of these dangers, eliminating scrap tire dumps is a major goal of EPD's Scrap Tire Management Program. dumping the tires is not known. At the end of FY 09, there were 33 orphan sites around the state, containing an estimated 160,500 tires. SCRAP TIRE NUMBERS FY 09 Using a combination of permitting, outreach, compliance monitoring and enforcement, the program helps prevent new tire piles from forming and ensures that the majority of the 9 million scrap tires generated each year 6,969 registered generators 146 permitted carriers 53 permitted sorters 32 permitted processors 95% compliance rate in Georgia are recycled. The program also reimburses local governments for cleaning up illegal tire dumps. Since the program began in 1992, more than 14.2 million scrap tires have been removed from illegal tire dumps and either recycled into new products or used as an alternative source of fuel. In FY 09, the DNR Board approved spending $910,947 from the SWTF to begin the first phase of cleanup at an illegal tire dump in Upson County that contains an estimated 3.6 million scrap tires. However, the project was not started due to state budget concerns. The Scrap Tire Management Program also funded 38 projects that resulted in the recycling of an estimated 164,000 tires. The program maintains a list of "orphan" tire dumps — sites where the person responsible for The program also registers retailers and other generators of scrap tires (including public and private fleet owners) and collects the tire fee. Tracking those who sell new tires and generate scrap tires helps ensure all retailers are paying the tire fee and that scrap tires generated are properly managed and do not end up in illegal dumps. Scrap tire carriers (those who transport the tires) and processors (those who recycle the tires) are issued permits by EPD. This is another way EPD monitors the number of scrap tires and how they are managed. Georgia's nationally recognized scrap tire management program would not have been established without the support of the state's tire retailers. In the early 1990s, retailers recognized that the growing number of illegal scrap tire piles was tarnishing the industry and took proactive steps to prevent and clean up illegal scrap tire piles. The industry is proud of the accomplishments of the program over the past 18 years and remains supportive of its continuation. Solid Waste Reduction & Recycling Environmental Protection Division EPD provides technical assistance to a variety of clients. In FY 09, staff spearheaded a public-private initiative to reduce the amount of food residuals going into landfills. This effort included working on changes to the state compost rule, as well as educating the local foodservice industry. EPD's environmental education staff continued to promote environmental education resources and support school efforts to enhance public health and environmental stewardship. EPD waste reduction staff responded to 102 requests for technical assistance in FY 09. This assistance included recommendations on how to manage organics, conduct waste audits and recycle various items, including asphalt shingles, toilets and carpet from government buildings in Rome. Staff also supplied information on market development to three potential plastics and construction and demolition debris recycling facilities. FOOD RESIDUALS DIVERSION As part of an initiative funded by a $45,000 federal grant, EPD continued its focus on options to divert food residuals from landfills. Activities included: * Speaking at conferences on organics recovery and reducing waste in the foodservice industry * Organizing national conference calls and a listserve to discuss composting with other states * Setting up a Web site to disseminate composting information * Compiling and analyzing compost rules from across the country * Co-sponsoring a workshop for International Compost Awareness Week RULEMAKING: UPDATING GEORGIA'S COMPOST RULE In FY 09, EPD began the process of updating its compost rule. In November, EPD led a conference call to gather information on food waste composting rules across the country. The call drew participants from 27 states, six EPA regional offices and EPA headquarters. As a follow-up to the conference call, EPD developed an online survey and conducted phone interviews to gather additional information. Subsequent national conference calls were also held as the group's effort continued. EPD hosted two of three facilitated stakeholder meetings to review Georgia's existing compost rule and create a revised rule. Stakeholders represented academia, nonprofits, industry, state and local governments, and trade groups. ENVIRONMENTAL EDUCATION & OUTREACH EPD coordinates with more than 300 state agencies, nonprofits and others to produce EEinGeorgia.org, an online guide to environmental education (EE) in Georgia. Classroom teachers and other educators rely on the site to locate available EE lesson plans, curriculum guides, grants, awards, outreach programs, field studies, conferences and professional learning courses. FY 09 showed a steady increase in the use of the site: * 354 EE organizations submitted resources to EEinGeorgia.org, up from 302 at the start of the fiscal year — a 17.2% increase * The number of schools included in the EE School Directory increased 180% from 25 at the start of the fiscal year to 70 * EE event submissions increased in all 12 months by comparison to the previous year; 868 more calendar events were submitted in FY 09 — a 78.8% increase * The number of pages downloaded by site users per month increased in 11 of the 12 months and overall by 407,928 pages — a 21.3% increase The EE program also published 12 monthly electronic newsletters to inform teachers and other educators of the latest EE news, teaching resources, events, grants, contests and awards added to the Web site. Subscriptions increased 14.7% — from 3,690 to 4,231. GEORGIA GREEN & HEALTHY SCHOOLS The Georgia Green & Healthy Schools (GGHS) program works to aid schools in understanding and practicing environmentally sound principles. All public and private/independent schools (grades K-12) in Georgia are eligible to join. By the end of FY 09, 16 schools were enrolled and two schools had advanced to the second of three program levels. While many environmental education programs focus on teaching students about recycling and waste reduction, GGHS goes beyond the basics. Understanding the complex nature of schools, GGHS reaches an audience that includes teachers, school nurses, facility managers and other school personnel. GGHS broadens the scope of traditional environmental education by incorporating public health and environmental safety and integrating concepts from various disciplines. In FY 09, the program: * In cooperation with a pediatric environmental safety and health group and EPA Region IV, produced and distributed a school environmental health module for school nurses and teachers * Provided information to schools about the requirements of the Asbestos Hazard and Emergency Response Act, in conjunction with EPD's lead and asbestos unit * Spoke on GGHS at events around the state, reaching close to 2,000 people * Provided support for 24 teachers through school visits and assistance conducting GGHS audits From the Classroom to the Community The Dekalb Academy of Technology and Environment, a Georgia Green & Healthy School in Lithonia, conducted a two-day waste audit in FY 09. Students produced a public service announcement and took the information they learned into the community. The school followed up the audit with a two-week recycling contest involving the Clarkston community in which more than 2,500 pounds of recyclable materials and 58 pounds of electronic waste were kept out of the landfill. They also collected and recycled 156 batteries. The school has since conducted experiments on the best placement for its recycling bins. Through a combination of effective placement and education, the school has been able to increase its recycling by 10 percent. Solid Waste Reduction & Recycling Sustainability Division Since 1993, DNR's Sustainability Division (formerly the Pollution Prevention Assistance Division) has provided free, non-regulatory and confidential technical assistance in the areas of pollution prevention, resource conservation, reuse, and recycling. While the Sustainability Division received no money from the SWTF in FY 09, the division used funds awarded in years prior to help in responding to 443 requests for technical assistance with disposal or recycling of a broad range of materials. The following is a partial list of materials that were recycled, reused or otherwise diverted from landfills: Staff members worked closely with the Green Food Service Alliance as technical advisors to set up criteria and implement the Downtown Atlanta Zero Waste Zone. Located in the heart of the convention district, participating business and restaurants pledge to recycle cardboard, plastics, paper, metal, glass, grease and compost food residuals. * 38 pallets of electronic scrap * 300 tons/month of shingles * 150 tons/month of polyester fabric * 1,000 aerosol cans per month * 5,000 lbs. of bagged fertilizer * 10 tons of elemental sulphur * 6 tons/year of rubber gloves and mats * 3 tractor-trailer loads of plastic auto bumpers * 50 lbs. of elemental mercury * 40,000 lbs. of cottonseed oil * 87 old mercury-containing thermostats * 135,000 lbs. of wooden shipping crates * 500 gallons of antifreeze * 2 pallets of rubber * 5 pallets of tea leaves Staff also assisted small businesses in conducting waste audits and beginning recycling programs. In FY 09, the division led an effort to characterize the materials disposed of at construction and demolition (C&D) landfills. Waste sorts were conducted at representative landfills across the state. The study was specifically designed to quantify the amount of carpet and materials containing lead and asbestos. The final report is due in Spring 2010. The Georgia Industrial Materials Exchange (ScrapMatchGA.org) is an online materials exchange where companies can advertise their excess materials or by-products, including metal, plastics and textiles. Companies also can place "want ads" for items. Finding uses for these unwanted materials saves energy, conserves natural resources and lowers disposal costs. Use of the site continued to grow, both in numbers of registered users (66) and visitors. During FY 09, the site had 48,370 visits during which 134,830 pages were viewed and 220,122 files were accessed. Solid Waste Reduction & Recycling Georgia Environmental Facilities Authority GEFA is a state agency that administers a wide variety of programs that provide financial assistance and other support services to improve Georgia's environment. GEFA's program focus areas are water, wastewater, solid waste, recycling, land conservation, energy efficiency and fuel storage tanks for local governments, other state agencies and nonprofit organizations. The Recycling and Waste Reduction Grant program, administered by the Georgia Environmental Facilities Authority (GEFA), provides funding to local governments to construct recycling facilities and purchase equipment to reduce and recycle waste. While GEFA received no money from the SWTF in FY 09, several projects funded in FY 08 continued to be implemented. For example, Bulloch County purchased 200 carts with grant funding for a new, subscription-based curbside recycling program in Statesboro. Bulloch County is also part of the regional recycling hub program and received SWTF grant money through DCA in FY 08 to fund an expansion of its recycling facility. When the hub project is complete, the facility will be able to accept single-stream recyclables collected through Statesboro's curbside program and from other neighboring local governments. In addition to Bulloch County, 11 more grants were awarded in FY 08. By the end of FY 09, the following projects were completed: * Bacon County purchased a forklift for recycling * Decatur County purchased a portable recycling trailer for use throughout the county and a baler for recyclables * Hart County purchased four recycling containers to place at schools in the county * Kennesaw purchased curbside recycling carts * Macon purchased curbside recycling carts Bulloch County has a well-established recycling program that has been in operation for 16 years. The current program includes 17 recycling dropoff centers, cardboard pickup service for participating businesses, and special event recycling provided by Keep Bulloch Beautiful. The curbside program, once fully implemented, will be an expansion on the current recycling program in Bulloch County and will also provide means for smaller, surrounding communities to offer recycling programs by bringing their materials to Bulloch County. Jenna La Jenna Lawson wson Executive Director, Keep Bulloch Beautiful Solid Waste Reduction & Recycling Georgia Department of Community Affairs In FY 09, DCA received $439, 500 to fund personnel that provide technical assistance to local governments and coordinate three statewide recycling initiatives. RECYCLING EDUCATION CAMPAIGN To educate citizens and local officials on the benefits of recycling, DCA launched a statewide recycling education campaign in June 2009. Activities included: * developing the campaign theme * producing ads and promotional materials * creating the Web site, yougottabekidding.org * registering 101 site users * co-sponsoring six recycling outreach events * signing up 1,147 Facebook friends in 30 days In recognition of this work, EPA gave Georgia the 2009 National Innovations Award for its recycling strategy. REGIONAL RECYCLING HUBS In FY 08, Savannah, Bulloch County, Griffin and Valdosta were selected to receive grants to construct or expand facilities that will form the basis of a statewide network of collection sites for commingled recyclables. These hubs will reduce transportation and other costs, making it more viable for communities to offer recycling. In FY 09, DCA worked with Bulloch County to advertise the hub program to neighboring communities. The county purchased recycling bins to support curbside collection in Statesboro and the hub was built. In Griffin, the shell of the facility and a concrete loading pad were built. Both Griffin and Bulloch County plan to be in operation in early 2010. Savannah's hub was completed and the city began curbside recycling, averaging 500 tons per month. Savannah also encouraged nearby communities to use the hub and Garden City began its own curbside recycling program. Valdosta issued a request for proposals for single-stream curbside recycling. SPECIAL EVENT RECYCLING To offer recycling options away from home, DCA began a special event recycling program in FY 07. Local governments applied for grants to receive recycling trailers, which are then available to event organizers in their communities. In FY 08, 35 trailers were delivered around the state. In FY 09, 17,161 pounds of recyclable materials were collected through the program at 186 events around the state (of which, 97 were able to offer recycling for the first time because of the trailers). TECHNICAL ASSISTANCE & REPORTING In FY 09, DCA staff responded to 4,115 requests for assistance with recycling and/or general waste management issues; they also answered 495 questions related to the proper management of household hazardous waste. DCA worked with local governments and private recycling facilities to enter their solid waste data into an online database designed to track and measure the effectiveness of voluntary recycling activities in the state. Workshops on recycling and solid waste planning for local governments reached an audience of 349. Solid Waste Reduction & Recycling Georgia Department of Corrections As part of its efforts to manage and reduce solid waste, the Georgia Department of Corrections (GDC) has 9 composting operations that process food and other organic waste from 17 of its state prisons and facilities. In FY 09, GDC composted 4,619 tons of food waste and 19,938 tons of other organic material. Assuming the prisons would have to pay a landfill tipping fee of $35 per ton to dispose of the materials, GDC realized a cost savings of $859,495. GDC also has 23 recycling operations that accept solid waste from 40 of its state prisons and facilities. In FY 09, GDC recycled 627 tons of cardboard, 258 tons of steel and other metals and 51 tons of pallets. Again, assuming a landfill tipping fee of $35 per ton, the cost savings to GDC was $32,760. Solid Waste Emergencies & Preventative and Corrective Action Environmental Protection Division Since 1993, the SWTF has been used to respond to tire fires, control methane gas coming from landfills, and extinguish fires at landfills. The FY 09 budget reserved $100,000 to respond to such emergencies. Fortunately, in FY 09 EPD did not have to use SWTF money to respond to emergencies at solid waste sites. Litter Prevention & Abatement Georgia Department of Community Affairs STATEWIDE LITTER CAMPAIGN DCA is required, under the Comprehensive Litter Prevention and Abatement Act of 2006, to create an annual report on the status of litter prevention and abatement in Georgia. County. Four hours of peace officer standards and training (POST) credit were earned by some 125 law and code enforcement officers. Each attendee received a Litter Tool Kit to support efforts to reduce litter in their jurisdictions. The litter report includes an itemization of expenditures made from the Solid Waste Trust Fund for the prevention and abatement of litter; a compilation and analysis of litter prevention, collection, and enforcement efforts; an assessment of littering in the state; a statement of progress in achieving a litter prevention ethic; and recommendations for improving litter abatement and prevention efforts. In March 2009, DCA released the 2008 Georgia Statewide Litter Assessment. This update to the initial 2006 assessment was commissioned to evaluate any changes in litter on Georgia roads. Overall, the report found 23 percent less litter on state roadways than in 2006. This decline could be attributed, in part, to the statewide litter campaign and its litter prevention and abatement efforts. In FY 09, DCA continued its support of the litter campaign though the use of the state's anti-litter mascot, Buster the Brown Trasher; the Web site, LitterItCostsYou.org; and assistance to local Keep America Beautiful affiliate organizations. LITTER ENFORCEMENT TRAINING Four enforcement trainings were conducted in FY 09 in Bainbridge, Columbus, Cobb County and Barrow GREAT AMERICAN CLEANUP The Great American Cleanup is an annual event designed to assist local governments in revitalizing their communities and educating citizens. For the first time in the program's history, events were held in every county in the state. Georgia was one of only two states to achieve a 100% participation rate. In FY 09, 80,494 volunteers representing 737 communities participated in a total of 1,421 events. By the numbers: * 2,042,442 pounds of trash were removed from roadways, public spaces, waterways and trails * 903,981 pounds of electronics were recycled * 2,018,336 pounds of aluminum and steel were recycled * 2,078,336 pounds of plastic bottles were recycled * 236,720 pounds of clothing were collected for reuse * 511 graffiti sites were cleaned up * 327 illegal dumps were cleaned up * 863 environmental education events drew 243,013 people Abandoned Landfills Environmental Protection Division Since 2005, EPD has been working to clean up and close Scales Road Landfill in DeKalb County. While the bulk of the work took place in FY 08, there were a few tasks that remained before the project was wrapped up in FY 09. The Scales Road Landfill began accepting waste in 1990. By the time it ceased operating in 2004, it covered nearly 25 acres and contained approximately 2 million tons of waste. In 2000, the owner of the landfill declared bankruptcy, as did the insurance company that provided financial assurance for the landfill's closure. In 2005, the owner informed EPD the company did not have the funds needed to properly close the landfill and it abandoned the site. Because the landfill was not properly closed, environmental conditions deteriorated; erosion exposed waste and fires were reported. EPD began cleanup and closed the landfill in order to protect human health and the environment. Because the landfill owner and its insurance company were bankrupt, EPD used money from the Solid Waste Trust Fund for the project. In March 2007, EPD awarded a $4.9 million contract to close the landfill. The majority of the work on the landfill was completed in FY 08, for a total of $4,382,372.47. In FY 09, $413,441.90 was spent. In addition to the fires, other environmental threats included increased sedimentation in nearby streams due to runoff and the contamination of groundwater with leachate (rainwater that has fallen on the landfill and percolated to the bottom, picking up pollutants along the way). Gases, such as sulfides and methane, from the landfill also threatened the quality of life of the roughly 10,000 people who live within a two-mile radius of the site. In FY 09, EPD continued to monitor the contractor's work on the landfill, including construction of the landfill cover. The contractor also continued to perform upkeep and maintenance, including repairing an eroded area and replacing vegetation. The final cost of the project is expected to be within the projected budget of approximately $4.9 million. 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Name______________________________________ Date_______________ Period_________ ARITHMETIC SEQUENCES & SERIES WORKSHEET The general term of an arithmetic sequence is given by the formula an = a1 + (n - 1)d where a1 is the first term in the sequence and d is the common difference. Finding the sum of a given arithmetic sequence: 1. Identify a1, n, and d for the sequence. 2. Find an using an = a1 + (n - 1)d. 3. Substitute and evaluate: 2 ) a + a ( n = S n 1 n 1. Write down the stated term and the nth term of the following arithmetic sequences a. 7, 11, 15, … (7 th ) c. 18, 11, 4, … (6 th ) ) 2. Graph Function 1d from above on the graph provided. 3. Find the sum of the following series. (hint: use the formula for arithmetic sequences first to find n) a. 5, 9, 13, …, 101 c. 83, 80, 77, …, 5 b. ‐17, ‐12, ‐7,…, 33 d. 1, 1 ¼ , 1 ½, … 9 ¾ 4. Find the sum of the following series. a. 4, 11, … to 16 terms c. 3, 8 ½, … to 20 terms 11. The 10 th term of an arithmetic sequence is 10 and the sum of the first 10 terms is ‐35. Find the first term a1, and the common difference, d, of the sequence. 17. Sonia has 55 blocks. She decides to stack up all the blocks so that each row has one less block than the row below. She wants to end up with just 1 block on top. How many should she put in the bottom row? b. 19, 13, … to 10 terms d. ‐9, ‐1, … to 8 terms 5. Fill in the gaps in this arithmetic sequence: ‐3, ___, ___, ___, ___, ___, 12 6. An arithmetic sequence has a 10 th term of 17 and a 14 th term of 30. Find the common difference. 7. Find the sum of the first 100 odd numbers 8. Find the sum of the positive terms of the arithmetic sequence 85, 78, 71, … 9. The second term of an arithmetic sequence is 7. The sum of the first 4 terms of the arithmetic sequence is 12. Find the first term a1, and the common difference, d, of the sequence. 10. The first, second, and the nth terms of an arithmetic sequence are 2, 6, and 58 respectively, a. Find the value of n b. For that value of n, find the exact value of the sum of n terms. 12. How many terms of the arithmetic sequence {1,3,5,7,…} will give a sum of 961? 13. Jerry deposited $20,000 on an investment that will give $1,750 for every year that his money stays in the account. How much money will he have in his account by the end of year 8? 14. There is a stack of logs in the backyard. There are 15 logs in the 1 st layer, 14 in the second, 13 in the third, 12 in the fourth, and so on with the last layer having one log. How many logs are in the stack? 15. In his piggy bank, Bingo dropped $1.00 on May 1, $1.75 on May 2, $2.50 on May 3 and so on until the last day of May. a) How much did he drop in his piggy bank on May 19? b) What was his total deposit in his piggy bank for the month of May? 16. There are 20 rows of seats on a concert hall: 25 seats are in the 1 st row, 27 seats on the 2 nd row, 29 seats on the 3 rd row, and so on. If the price per ticket is $2,300, how much will be the total sales for a one‐night concert if all seats are taken? 18. A theater has 32 rows of seats. If there are 26 seats in the 1st row, 30 in the 2nd, 34 in the 3rd, and so on, how many seats are there in all? 19. A tube well is bored 800 meters deep. The 1 st meter costs $250 and the cost per meter increases by $50 for every subsequent meter. Find the cost of boring the 750 th meter and the total cost incurred for the entire job. 20. Derive the sum of the arithmetic series.	<urn:uuid:d39ec190-41d3-4e9e-984b-3b853fa8a2aa>	CC-MAIN-2017-22	http://rpdp.net/admin/images/uploads/resource_9307.pdf	2017-05-29T22:32:56Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00423.warc.gz	370,820,725	1,541	eng_Latn	eng_Latn	0.983589	eng_Latn	0.996377	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 855, 1110, 1323, 3482 ]	[ 4.125 ]	2	0
The Time-Lock Adventure: Chapter 1 Teacher Resource Pack Online Activities There are five multiple-choice questions that can be completed using our readymade 2DIY activity. The children can complete these individually using iPads, computers or laptops or as a group on the whiteboard, like a quiz show. There is a link to the activity at the end of the chapter, which will open the quiz directly. In the writing activity at the end of the chapter, the children write some theories about Mr Penrose and his collection of historical artefacts. Classroom Activities There is a range of multiple-choice and open-ended spelling and grammar questions that can be printed and completed in class or as homework. Comprehension Questions 1. Which one of the following was not one of Seth's chores? a mowing the grass b feeding the fish c watering one of the neighbour's plants d putting the rubbish out e cleaning his football boots 2. Mr Penrose couldn't water his own plants because he was… a elderly. b on holiday. c in hospital. d on a business trip. e visiting a sick relative. 3. How often did Seth usually see Mr Penrose? a once a fortnight b rarely c every afternoon on his way home from school d once a week e daily on his way to school 4. Why did Seth say that the plants were carnivorous? a because they ate chunks of meat b because they smelt so pungent c because they ate living creatures d because they were spiny and succulent e because there were so many of them 5. Mr Penrose's living room was packed with… a historical artefacts from different eras. b a range of Viking artefacts. c boxes stuffed with rubbish. d the latest technological gadgets. e photos of his family. Chapter Sequencing Put these events in the order in which they happened in the story, numbering them from 1 to 5. The first one has been done for you. Seth and Dan noticed that Mr Penrose's plants were unusual. Dan discovered Mr Penrose's huge collection of historical artefacts. Seth and Dan read the note that Mr Penrose had left out in his kitchen. Seth and Dan were playing a computer game when Mum interrupted them to remind Seth about his chores. 1 Seth told Dan everything he knew about Mr Penrose. Spelling, Punctuation and Grammar 1. Choose the correct spellings to complete the sentences below. Seth and Dan were happy in the ficticious/fictitious lands of their computer games. Some of the gaming characters were vicious/victious, especially the ones with swords. Mum was conscious/constious that Dan had not completed his chores. 2. Which sentence is written in the passive voice? Tick one. Dan was given the job of watering Mr Penrose's plants. Seth and Dan ran across the street to the house opposite. Seth pushed open the door and peered in. Dan read from the first page of Mr Penrose's notebook. 3. Why has a dash been used in the sentence below? "You know me and closed doors – just had to have a peek!" ____________________________________________________________ ____________________________________________________________ The Time-Lock Adventure – Chapter 1 4. Which sentence is the most formal? Tick one. You shouldn't spend too much time in front of a screen. Spending loads of time using a screen is not the best idea. Daily screen time should be limited. You should try to reduce your screen time. 5. Explain how the modal verb changes the meaning of the second sentence. 1) Mr Penrose is a man who goes time travelling. 2) Mr Penrose is a man who might go time travelling. _________________________________________________________ _________________________________________________________ Comprehension Questions (Answers) 1. Which one of the following was not one of Seth's chores? a mowing the grass b feeding the fish c watering one of the neighbour's plants d putting the rubbish out e cleaning his football boots 2. Mr Penrose couldn't water his own plants because he was… a elderly. b on holiday. c in hospital. d on a business trip. e visiting a sick relative. 3. How often did Seth usually see Mr Penrose? a once a fortnight b rarely c every afternoon on his way home from school d once a week e daily on his way to school 4. Why did Seth say that the plants were carnivorous? a because they ate chunks of meat b because they smelt so pungent c because they ate living creatures d because they were spiny and succulent e because there were so many of them 5. Mr Penrose's living room was packed with… a historical artefacts from different eras. b a range of Viking artefacts. c boxes stuffed with rubbish. d the latest technological gadgets. e photos of his family. Chapter Sequencing (Answers) Put these events in the order in which they happened in the story, numbering them from 1 to 5. The first one has been done for you. Seth and Dan noticed that Mr Penrose's plants were unusual. 4 Dan discovered Mr Penrose's huge collection of historical artefacts. Seth and Dan read the note that Mr Penrose had left out in his kitchen. Seth and Dan were playing a computer game when Mum interrupted them to remind Seth about his chores. Seth told Dan everything he knew about Mr Penrose. 5 3 1 2 Spelling, Punctuation and Grammar (Answers) 1. Choose the correct spellings to complete the sentences below. Seth and Dan were happy in the ficticious/fictitious lands of their computer games. Some of the gaming characters were vicious/victious, especially the ones with swords. Mum was conscious/constious that Dan had not completed his chores. 2. Which sentence is written in the passive voice? Tick one. Dan was given the job of watering Mr Penrose's plants. Seth and Dan ran across the street to the house opposite. Seth pushed open the door and peered in. Dan read from the first page of Mr Penrose's notebook. 3. Why has a dash been used in the sentence below? "You know me and closed doors – just had to have a peek!" A dash has been used to mark the boundary between two clauses. 4. Which sentence is the most formal? Tick one. You shouldn't spend too much time in front of a screen. Spending loads of time using a screen is not the best idea. Daily screen time should be limited. You should try to reduce your screen time. 5. Explain how the modal verb changes the meaning of the second sentence. 1) Mr Penrose is a man who goes time travelling. 2) Mr Penrose is a man who might go time travelling. The modal verb 'might' indicates that it is not certain that Mr Penrose goes time travelling. Open-Ended Questions 1. Look at the paragraph beginning: Seth Side-Splitter… Find and copy one word meaning 'thrown with force'. 2. Look at the paragraph beginning: Out of nowhere… to the paragraph ending: …said Dan, meekly. Why did Mum feel the need to stand in front of the TV screen? 3. Look at the paragraph beginning: Dan stooped to… Why do you think that Dan compared the plant to a spiny butterfly? 4. Look at the paragraph beginning: Dan whistled… to the paragraph ending: …the right explanation!" Why did Seth laugh at Dan's theory about how Mr Penrose had grown his collection? 5. Dan flipped through the book. Page after page was filled with dense but meticulously neat and tiny handwriting. What does the word dense tell you about the writing? Purple Mash Extended Writing Exercise Write down some theories about why Mr Penrose has such a large collection of historical artefacts.	<urn:uuid:16d2f757-f09c-4949-be44-43d0b700825a>	CC-MAIN-2023-14	https://www.knockholt.kent.sch.uk/attachments/download.asp?file=754&type=pdf	2023-03-27T22:45:27+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00703.warc.gz	934,381,751	1,651	eng_Latn	eng_Latn	0.999224	eng_Latn	0.999781	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 709, 1476, 1687, 2201, 3089, 3635, 4412, 4623, 5159, 5961, 6483, 7248, 7387 ]	[ 4.625 ]	1	1
Project Perch's mission is to protect and nurture the Burrowing Owl in SE Florida. A real life HOOT, join now! Project Perch's BuOw Blog 4 Saturday, June 22, 2013 The Artificial Burrow Design Used by Project Perch The artificial burrow design that we use, comes from Dr. Mealey; he is locally known as the Burrowing owl expert as he consulted on the movie Hoot. He has been our technical consultant at Project Perch for years and generously donates 2 out of every 3 hours he works for the schools and we're pretty lucky to have him. So per his instructions, we bought 10' runs of 6" PVC pipe and cut them into 3 artificial burrows, each a little more than 3' in length. The bottom of the entire pipe is removed so that the owls have dirt under their talons, can dig and scratch and have traction the length of the pipe. One end of the pipe is cut at an angle so the entrance to the burrow is wide open. We use a file to smooth all the edges of the pipes to keep the owls from hurting themselves. Dr. Mealey teaches these Pompano Elementary school students about burrow design. Photo courtesy of Bob Saley. We install artificial burrows at a slight angle and also excavate out some space for the owls at the buried end of the pipe. To save the school's turf, we cut the turf and pull the grass back, install the burrow and then lay the turf back over the top of the pipe. Most burrows get a perch and at least 25lbs of sugar sand around the burrow entrance. Dr. Mealey calls this sand the "For Sale Sign" and owls spot this white sand pretty quickly. The students are taught to watch in the sand for owl prints to see how quickly the owls move in. There were suggestions in the beginning to change our design and use 4" PVC pipe so that would save us some money, but Dr. Mealey had seen an owlet damage its wing on the edge of the pipe as a cluster of owlets raced back down into the burrow. So we always use 6" PVC, always angle the opening of the burrow and try to get it flush with the ground and file away any sharp edges. Later on in the project we had some 4" PVC elbows and Ts donated and we are able to use those and fit them to the end of the pipe that is buried. Artificial Burrow Design and How that Impacts Burrow Flooding So the question was immediately asked "Does the artificial hole also add to some of the problems due to lack of soil absorption of the water?" This was a good question. The answer we sent back was: "The artificial burrow actually helps them as it prevents a total burrow collapse. They may have excavated further to create additional tunnel and a nesting chamber, but they could use the artificial part like a "safe room" down there. The bottom of the pipe is removed so the water can easily be absorbed into the soil if the soil is not already saturated. This burrow is not too far from a designed swale area with a storm drain at the bottom, so we are hoping that helps the drainage locally for them." A lot of our school projects involve installing artificial burrows in designed swale areas for several reasons. These areas are out of the way, on the edges of the school's property and they are not used by students. These areas are usually enclosed by a chain link fence and a locked gate and are accessed only by the lawn crew from time to time for lawn maintenance. At the center of these areas are storm drains. We always ask at schools if these areas ever flood and the answer is no because their very design is to drain. The outer edges of the swale are built up to keep the water in and when the owl burrows are installed, they are put in at the top of these artificially elevated outer areas. A burrow on the high ground in a swale area is a good design. We never realized how good until we watched the owls try to weather Tropical Storm Andrea. Hopefully, these locations minimize burrow flooding and buffer the owls from this primary type of nest failure. Dr. Mealey found the second largest known cause of nest failure in his study to be collapse of the burrow (16%) with an associated mortality rate of 11%. 1 The artificial part of the owl's burrow, helps protect them from that too. In Dr. Mealey's study the collapse is caused by cow trampling but in urban burrows it is due to large lawn equipment. We hope that school owls with artificial burrows will have higher nesting success and lower mortality rates because the artificial part of their burrow will not collapse and the burrows are installed in high ground and are less likely to flood. Sources: 1 Mealey, Brian. 1997. Reproductive Ecology of the Burrowing Owls, Speotyto Cunicularia Floridana, in Dade and Broward Counties, Florida. Falcon Batchelor Bird of Prey Bird of Prey Center, Miami Museum of Science, Florida. http://www.instwildlifesciences.org/Mealey.BUOW1997.pdf	<urn:uuid:bafd8287-4caa-4b1c-a3fa-2b81a51f3ff4>	CC-MAIN-2017-22	http://www.birdingadventures.com/livecam/blog/blogentry11.pdf	2017-05-29T22:47:15Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00427.warc.gz	540,620,994	1,124	eng_Latn	eng_Latn	0.999454	eng_Latn	0.999464	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1117, 2964, 4828 ]	[ 2.5 ]	2	5
Interior Environments 1 Week Housing for You Topic Essential Questions Why is housing important? What do you consider when choosing a place to live? How does housing affect the quality of life? What are the physical and psychological needs of people? What is the impact of technology, environment, historical events, culture and societal changes on housing? Enduring Understandings Housing needs change throughout life and based on a family's current situation. There are many influences such as historical, cultural, societal, environmental, economic, technological and governmental. Alignment to NJCCCS 8.1 A1 8.2.C.2-3 9.2 A1-5;B1-3;C1-2 Key Concepts and Skills - Housing needs - Human needs - Physical and psychological needs - Family life cycle - Factors affecting housing choices - Influences on housing Learning Activities - Lecture and class discussion - Complete the chapter study guides - Internet research on housing types - Small group discussion - Guest speaker - Influences on housing trivia game - Portfolio development-types of houses, present day and historical Assessments - Written quizzes - Worksheets - Project assessments - Responses to discussion questions 21 st Century Skills Interdisciplinary Connections Reading skills, research skills, history and social studies connections Technology Integration Internet research on various types of housing 1 Week Making Housing Choices Essential Questions - What factors should be considered when choosing a community or neighborhood? - How can you pay for housing? - What are the different types of housing? - What are the hidden costs in housing? Enduring Understandings People make many decisions in the process of acquiring and paying for a place to live. Alignment to NJCCCS 8.2.A.3;C2-3 9.2 A1-5; B1-3 C1-2; E3,5 Key Concepts and Skills - Using decision making skills - The decision making process - Using resources - Choosing a place to live - Renting - Buying - Costs - Acquiring housing Learning Activities - Lecture and class discussion - Small group discussion - Complete the chapter study guides - Research project on financing housing - Locate and read over documents for renting or buying a house - Debate renting versus buying - House hunting activity for renting and buying Assessments - Written tests and quizzes - Project assessments - Worksheets - Responses to discussion questions st Interdisciplinary Connections Reading skills, research skills, math skills Technology Integration Internet use for researching renting and purchasing options Topic 2 Weeks From the Ground Up Essential Questions - What are the various basic housing styles? - How can space be utilized in a house? - What information is given on architectural drawings? - What effect do traffic patterns have on movement throughout the house? - How can design ideas be successfully communicated? - How is a house constructed? - What systems are included in the infrastructure of a house? Enduring Understandings Understanding architectural drawings allows a person to analyze the actual space usage of a room and or house. Alignment to NJCCCS 4.2.12.D.2.1; 4.4.12.A.2.1; 4.5.A.2.4; C.4 8.2.B.1-6; 9.2.F.4-5 Key Concepts and Skills - Housing styles - Architectural drawings - Understanding house plans - The space within - Grouping - Traffic patterns - Storage - House construction - Evaluating floor plans - The systems within Topic Learning Activities - Notes and discussion - Housing style identification activity - Architectural drawing activity - Reading a house plan (worksheet activity) Assessments - Quizzes - Oral Presentations - Written Assignments - Architectural drawing project - Portfolio 21 st Century Skills The Inside Story Essential Questions - Why does design change? - How do the design principles relate to the elements of design? - How does color create moods and illusions? - What are the elements of good design? - How are appropriate textiles chosen for various household uses? - How are satisfying interior backgrounds created? - What are the characteristics of quality furniture construction? - What factors influence changes in furniture design? - How is various furniture styles identified? - What appliances and electronics are essential for the home? - How can an interior design be created and presented? Enduring Understandings - Creating a pleasing environment successfully utilizes the elements and principles of design. Good design requires planning. - Selecting the appropriate backgrounds and home furnishings requires an understanding of textiles and fibers that are used to make them. - When choosing furniture styles and evaluating furniture construction it is necessary to examine the design characteristics of function, construction and aesthetics. Alignment to NJCCCS 1.3.D.1 9.2.F.4 8.1.B.5-12 9.2.F.4 9.2.A.1-5; B.1-3; C.1-2 1.5.A.1 9.2.E.2-3, 5 - Elements of design - Principles of design - Color - Flooring - Wall treatments - Textiles - Arranging and selecting furniture - Furniture styles and construction - Windows and window treatments - - Lighting Accessories - Appliances and electronics - Planning and presenting interior designs Interdisciplinary Connections Reading skills, drafting skills, math skills Technology Integration Internet is used to view various housing styles. Time Frame 7 Weeks Topic Key Concepts and Skills - Worksheet assignments - Lecture and discussion - Paint color wheel, monochromatic color harmony and tints and shades. - Identify, cut and paste examples of color harmonies, principles of design, window styles, window treatments, lighting types, accessories and furniture styles. - Complete apartment plan project. - Guest speaker - Plan and present an interior design. Assessments - Worksheet assignments - Student responses during lecture and class discussions will be evaluated for comprehension. - Quizzes - All learning activities will be graded or evaluated. Interdisciplinary Connections - Math skills - Reading skills - Research skills Technology Integration Technology will be used to research various aspects of the interior of a home. Learning Activities 3 Weeks A Safe and Attractive Environment Essential Questions - What are the types and causes of the most frequent home accidents? - How do you properly maintain a home? - How do you make a home safe and secure? - What are the categories of the outdoor areas of a home? - How can you create an attractive outdoor environment? Enduring Understandings - By keeping your home clean and in good repair, living there will be a more pleasant and healthful experience. - Creating an attractive outdoor environment will add pleasure to your homeowner experience. Alignment to NJCCCS 9.2.F.1-5 9-18.104.22.168.A.1 Key Concepts and Skills - The outdoor living space and environment - Maintaining a home - Home safety and security - Trends in housing design and technology Learning Activities - Lecture and class discussion - Student workbook activities - Complete the chapter study guides - Guest speaker-insurance agent, contractor - Internet research- trends in housing design and technology - Portfolio- develop an evacuation plan and a cleaning schedule for a home Assessments - Written tests and quizzes - Worksheets - Article summaries - Project assessments - Responses to discussion questions will be evaluated for comprehension 21 st Century Skills Interdisciplinary Connections Reading skills, math skills Technology Integration Internet will be used to research trends in housing design and technology Topic 1 Week Careers in Housing and Interiors Essential Questions - What career opportunities are available in the interior design field? - To what extent does training and education affect securing and succeeding in a career? Enduring Understandings Successful workers share certain qualities and competition is great, but the qualified applicant will get the position. Alignment to NJCCCS 8.1.A.2 9.1.A.1-5, B.1-5 9.1.1-4 9.2.A.1-4, B.1-3, C.1-2, E.1 - Researching careers - Navigating career clusters - Identifying career interests - Preparing for career success - Researching job requirements - Resumes - Job search - Career dress - Interviewing for a job Learning Activities - Lecture and class discussion - Complete the chapter study guides - Student workbook activities - Guest speaker-guidance counselor, real estate agent, interior designer - Portfolio- create a cover letter and resume for a job Assessments - Written tests and quizzes - Worksheets - Article summaries - Project assessments - Responses to discussion questions will be evaluated for comprehension Interdisciplinary Connections Research skills, reading skills, math skills, job readiness skills Technology Integration The internet will be used to research careers. Topic Key Concepts and Skills 3 Weeks House Design Final Project Essential Questions - What are the key elements you desire in a house? - What are your preferences in decorating? - Do you desire a one or two story home? - How many people could live in your designed home? - What housing style do you prefer? Enduring Understandings A house becomes a home when an individual designs and decorates it to meet their own and their family's personal needs and desires. Alignment to NJCCCS 9-22.214.171.124.A.1 9-126.96.36.199.1 LA.9-12.R1 - Architectural drawings - Work triangle - Kitchen design - Bathroom design - Appropriate symbols for a design - Drawing a house plan to scale - Presentation - Creating a decorating plan Learning Activities Students will create and draw a house plan to scale and create a decorating plan for it. Trip to Home Depot to collect samples for the project Assessments The project will be graded and count as 25% of the marking period grade. 21 st Century Skills Interdisciplinary Connections Math skills, drafting skills, reading skills Technology Integration The internet will be used to research details of the final project. Topic Key Concepts and Skills	<urn:uuid:457c9058-9cba-4433-840d-686a61e32b99>	CC-MAIN-2017-22	http://ocean.k12.nj.us/UserFiles/Servers/Server_20292841/File/Curriculum/Science/Interior%20Environments%20Curriculum.pdf	2017-05-29T22:52:46Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00426.warc.gz	327,810,366	2,203	eng_Latn	eng_Latn	0.990859	eng_Latn	0.992857	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 21, 1398, 2581, 3737, 5415, 6190, 7617, 8902, 10070 ]	[ 4.4375 ]	3	0
HIBBING COMMUNITY COLLEGE COURSE OUTLINE COURSE NUMBER & TITLE: ART 1800: The Art of Photography CREDITS: 3 (Lec1 / Lab 2) PREREQUISITES: None. Students must have access to a digital camera with manual control feature for focus, aperture, and shutter speed. CATALOG DESCRIPTION: The Art of Photography is divided into two phases: phase one is devoted to the history and evolution of the photograph and emphasis is placed on the early masters. Students will analyze and critique photographic art through specific design concepts and a structure-based aesthetic process. Critical analysis of photographic images will develop an intellectual base to respond to and create significant photographic images. Phase two introduces the tools, mechanics, and techniques required to produce and edit digital photographs. Focus will be placed on the digital camera and computer photo editing. Technical procedures will be presented in a "hands on and how to" style that will ensure successful compositions and images. We will not take pictures; we will make them. Students will produce a final photographic image that will be exhibited in our Student Gallery. MNTC goal areas: (6)Humanities & Fine Arts, Area B and (7)Human Diversity. OUTLINE OF MAJOR CONTENT AREAS: I. Photographic History and Critical Seeing/Evaluation of the Photograph A. Introduction-Photographic History: Daguerreotype, Calotype, Collodion Wet-plate, Gelatin Emulsion, color photography, digital photography B. Early Masters 1827-1900: Niepce, Daguerre, Talbot, Church, Genthe, Cameron, O'Sullivan, Riis C. Masters after 1901: Hine, Lange, Rothstein, Salomon, Smith, Eisenstaedt, Williamson, Sherman, Meiselas D. Photography as Art: 1950 and 1960's E. Photography as Art: 1970 and 1980 F. Photography as Art: Digital Photography G. Direct Image in Art: Critique Techniques and Design Concepts = "How to See" H. Seeing Like a Camera: Edges, Depth, Light, Flash I. The quest for personal Imagery: How and Why II. Hands on study of tools, mechanics, and techniques required to produce digital photography. A. The Camera: Types, Basic Controls, Shutter Speed, Aperture B. The Lens: Focal Lengths, Focus and the Depth of Field, Perspective, Lens Attachments C. Light and Exposure: Pixels, Resolution, Color Photography, White Balance, Back Lighting, Exposing Scenes with High Contrast D. The Digital Darkroom: Equipment, Pictures as files, Digital Color, Improving the Image E. Image Editing: Adjusting Levels, Adjusting Part of an Image, Editing Workflow, Ethics and Digital Imaging F. Printing and Display: Printers, Papers and Ink, Mounting, Presenting Your Work COURSE GOALS/OBJECTIVES/OUTCOMES: Students will 1. explain the importance of photography in shaping and documenting cultural ideas and experiences. 2. compare and contrast the roles of the individual photographic artists and movements through the centuries and cultures. 3. analyze their own attitudes, behaviors, and beliefs regarding diversity, racism, and bigotry as they relate to photographic art. 4. identify cultural, social, religious, and linguistic differences as they are reflected in contemporary photographic art. 5. critically assess the historical and cultural influences in the context of various photographic images. 6. identify the great changes in photographic art and technique from the heliograph (1827) to the present digital photographic image. 7. describe the contributions of major photographic artists and their seminal technical and cultural advances through the centuries. 8. define the purposes and functions of photography in society as a document, for social change, and in photojournalism. 9. demonstrate awareness of the scope and variety of photographic fields. 10. define creativity and the creative process as it relates to photography. 11. articulate an informal personal reaction to photographic images: demonstrate an understanding of the aesthetic, theoretical, and historical aspects of photography as an expressive medium. 12. demonstrate an awareness of the scope and variety of techniques, equipment, processes and concepts of digital photography. 13. engage in the creative process to create images demonstrating a basic understanding of the elements and principles of design and their content. 14. follow a formal aesthetic process to analyze and critique photography. MNTC Goals and Goals and Competencies Met: Humanities and Fine Arts, Area B and Diversity HCC COMPETENCIES MET: 1. Working Productively and Cooperatively 2. Communicating Clearly and Effectively 3. Thinking Creatively and Critically 4. Social /Civic Responsibility STUDENT CONTRIBUTIONS: 1. Textbook will be obtained prior to class start date. 2. Test and quizzes will be taken within the time frame given by the instructor. 3. Reports, reading assignments, photography assignments, technical exercises and other assignments will be submitted on time. 4. Students will maintain honesty and integrity in all written work, photographic imaging, and in general course performance. METHODS FOR EVALUATING STUDENT LEARNING: 1. Students may be evaluated by class discussions, tests, reports, homework activities, group activities, presentations, photography assignments, critiques and technical exercises. 2. Students will maintain honesty and integrity in all written work, photographic imaging, and in general course performance. SPECIAL INFORMATION: (SPECIAL FEES, DIRECTIVES ON HAZARDOUS MATERIALS): Students must have access to a digital camera with manual control feature for focus, aperture, and shutter speed and a photo editing software that can perform advanced tasks. Gimp, free software available for photo editing, is suitable for this class. Cameras connected to a cell phone or video camera will not work for class. AASC APPROVAL DATE: May 20, 2009 REVIEW DATE: May 2014 ART 1800: so 052009 ART 1800	<urn:uuid:e6778ea4-43bb-4073-aabb-64167b7e963c>	CC-MAIN-2017-22	http://hibbing.edu/assets/sites/hibbing/uploads/pdfs/CourseOutlines/ART1800-052009.pdf	2017-05-29T22:49:24Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00427.warc.gz	208,901,783	1,251	eng_Latn	eng_Latn	0.985567	eng_Latn	0.986214	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1979, 4356, 5883 ]	[ 2.59375 ]	2	0
History of the Philippine Cockatoo Conservation Programme Until c. 1980 the Philippine cockatoo was a common species found throughout the Philippine archipelago (Delacour & Mayr, 1946; DuPont, 1971). Since then 60-90% decline in the population has occurred as a result of human activities (Lambert, 1994; Collar et ul., 1998) In 1994, approximately 1000-4000 birds are estimated to survive in the wild (Tabaranza, unpubl.; Lambert, 1994), with c. 70-75% of these in the Province of Palawan, now the major stronghold of the species (Lambert, 1994; Juniper & Parr, 1998). Recent estimates by Widmann (2001) suggest less than 1000 individuals in the wild are left. A field survey conducted in 1991 by Dr F. Lambert on behalf of the IUCN Species Survival Commission, confirmed the degree of threat to C. haematuropygia and in June 1992 the species was transferred to Appendix 1 of CITES (Convention on International Trade in Endangered Species of Wild Fauna and Flora) (IUCN, 1992) and until now classified as Critically Endangered by IUCN (1998). In 1992 St-Martin-LaPlaine Zoo was invited by the European Endangered Species Program (EEP) Executive Office to coordinate a captive-breeding program. Marc Boussekey, as the scientific advisor of St-Martin-La-Plaine Zoo, France, initiated an in-situ conservation project on Cabayugan, Puerto Princesa City, Palawan project in 1992 and facilitated the European-coordinated captive breeding program called EEP (European Endangered species Program) under the EAZA umbrella (European Association of Zoos and Aquaria, Amsredam, Netherlands). Boussekey is still officially the European co-ordinator of the Red-Vented Cockatoo EEP publishing every year the European Studbook for this species. In 1997, Marc visited Rasa Island after receiving reports of resident Katala on the island. He realized the potential for cockatoo conservation on the island. Armed with enthusiasm and with firm determination, he convinced Peter Widmann, a German biologist and ornithologist, to initiate a conservation program that same year. Peter invited Indira Lacerna in 1998 to conduct the stakeholders analysis and together with Siegfred Diaz and the Tagbanua community, the Philippine Cockatoo Conservation Program was born. In mid 1998, the Philippine Cockatoo Conservation Program was launched in the municipality of Narra with 23-25 Katala on Rasa Island. Among the first activity was to organize a consultative meeting and planning workshop with stakeholders like poachers, claimants of lots on Rasa, residents of the nearby fishing villages, representatives of the Local Government Units and relevant agencies. This forum set the goals to be achieved in the coming two years. The most important were: the conservation of the endangered cockatoo and its habitat, Rasa, through the implementation of a wardens scheme, livelihood projects for key stakeholders and intensive public relations and information campaigns. From start of 1999, the cockatoo population showed clear signs of recovery. In 2008 the cockatoo population hit the 200 individual mark since the inception of the project. The area has become the core habitat not only of the Philippine Cockatoo but also of other globally threatened or near-threatened bird species. At present, similar strategies are applied in two other municipalities in Palawan (Dumaran in the north where remnant populations occur and in Rizal in the south where many cavity-nest dwellings birds exist in an equally threatened lowland forest area. *** Katala Foundation, Inc. P.O. Box 390 Puerto Princesa City 5300 Palawan, Philippines www.philippinecockatoo.org	<urn:uuid:9877f8a3-78f2-4d45-8f10-a90d6cf81700>	CC-MAIN-2017-22	http://philippinecockatoo.org/images/History%20of%20the%20PCCP.pdf	2017-05-29T22:48:10Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00427.warc.gz	354,102,388	841	eng_Latn	eng_Latn	0.974222	eng_Latn	0.974222	[ "eng_Latn" ]	false	docling	[ 3636 ]	[ 2.1875 ]	1	8
"Scientists A Step Closer to Steering Hurricanes" By Tim Shipman in Washington Last Updated: 1:07am BST 21/10/2007 October 21, 2007 Related articles 10 October 2007: Met Office wants £200m super computer for accurate forecasts 2 March 2007 News: Flying into the eye of the storm Scientists have made a breakthrough in man's desire to control the forces of nature – unveiling plans to weaken hurricanes and steer them off course, to prevent tragedies such as Hurricane Katrina. The damage done to New Orleans in 2005 has spurred two rival teams of climate experts, in America and Israel, to redouble their efforts to enable people to play God with the weather. Under one scheme, aircraft would drop soot into the near-freezing cloud at the top of a hurricane, causing it to warm up and so reduce wind speeds. Computer simulations of the forces at work in the most violent storms have shown that even small changes can affect their paths – enabling them to be diverted from major cities. How to halt a hurricane: Click to enlarge But the hurricane modifiers are fighting more than the weather. Lawyers warn that diverting a hurricane from one city to save life and property could result in multi-billion dollar lawsuits from towns that bear the brunt instead. Hurricane Katrina caused about $41 billion in damage to New Orleans. Hurricanes form when air warmed over the ocean rises to meet the cool upper atmosphere. The heat turns to kinetic energy, producing a spiral of wind and rain. The greater the temperature differences between top and bottom, and the narrower the eye of the hurricane, the faster it blows. Moshe Alamaro, of the Massachusetts Institute of Technology (MIT), told The Sunday Telegraph of his plans to "paint" the tops of hurricanes black by scattering carbon particles – either soot or black particles from the manufacture of tyres – from aircraft flying above the storms. The particles would absorb heat from the sun, leading to changes in the airflows within the storm. Satellites could also heat the cloud tops by beaming microwaves from space. "If they're done in the right place at the right time they can affect the strength of the hurricane," Mr Alamaro said. 1 The theory has so far been tested only in computer simulation by Mr Alamaro's colleague, Ross Hoffman. Mr Alamaro said: "With small changes to this side or that side of the hurricane we can nudge it and change its track. We're starting with computer simulations, then will hopefully experiment on a small weather system." Last month scientists at the Hebrew University of Jerusalem announced that they had simulated the effect of sowing clouds with microscopic dust to cool the hurricane's base, also weakening it. The dust would attract water but would form droplets too small to fall as rain. Instead, they would rise and evaporate, cooling hot air at the hurricane base. In findings presented at a conference in Trieste, Italy, the team led by Daniel Rosenfeld demonstrated that dust dropped into the lower part of Hurricane Katrina would have reduced wind speeds and diverted its course. The MIT team has now hired a professor of risk management to advise on steps necessary to protect themselves from legal action by communities affected if a hurricane is diverted. It is pressing for changes to US law and for an international treaty to settle possible disputes between neighbouring countries. Mr Alamaro said: "The social and legal issues are daunting. If a hurricane were coming towards Miami with the potential to cause damage and kill people, and we diverted it, another town or village hit by it would sue us. They'll say the hurricane is no longer an act of God, but that we caused it." END Steps noted in enlarged diagram: 1) "Fleet of transport aircraft flying at 50, 000 thousand feet, drop soot in the path of and at targeted areas of the hurricane." 2) "Soot is warmed by the sun, heating the cool air around it at the very top of the hurricane. This reduces the flow of air within the hurricane and slows it down." 3) "Depending on where and when the soot is dropped the now weakened hurricanes will change course?" 2	<urn:uuid:d0a4bf2a-cbf7-44d6-abbc-193b6f7d8690>	CC-MAIN-2017-22	http://agriculturedefensecoalition.org/sites/default/files/pdfs/5V_2007_Scientists_A_Step_Closer_to_Steering_Hurricanes_Telepgraph_UK_October_21_2007.pdf	2017-05-29T22:50:09Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00427.warc.gz	12,442,232	857	eng_Latn	eng_Latn	0.999494	eng_Latn	0.999527	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2206, 4152 ]	[ 3.046875 ]	3	0
This document represents an updating of the 1997 IRP. This updating has been undertaken for the purpose of * introducing Suggested Achievement Indicators * clarifying the Prescribed Learning Outcomes * addressing content overload Resources previously recommended for the 1997 version of the curriculum, where still valid, continue to support this updated IRP. (See the Learning Resources section in this IRP for additional information.) Social Studies 10 Integrated Resource Package 2015 Library and Archives Canada Cataloguing in Publication Data Social studies 10 : integrated resource package 2015. Main entry under title: Also available on the Internet. ISBN 0-7726-5528-6 1. Social sciences - Study and teaching (Secondary) – British Columbia. 2. Canada – Civilization – Study and teaching (Secondary) – British Columbia. 3. Canada – Politics and government – 19 th century – Study and teaching (Secondary) – British Columbia. 4. Education, Secondary – Curricula – British Columbia. I. British Columbia. Ministry of Education. LB1584.5.C3S62 2006 300.71'2711 C2006-960057-0 Copyright © 2015 Ministry of Education, Province of British Columbia. Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution, or transmission without the prior written permission of the Province. Proprietary Notice This document contains information that is proprietary and confidential to the Province. Any reproduction, disclosure, or other use of this document is expressly prohibited except as the Province may authorize in writing. Limited Exception to Non-Reproduction Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to (a) all staff of BC school board trustees, including teachers and administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and other parties providing, directly or indirectly, educational programs to entitled students as identified by the School Act, R.S.B.C. 1996, c.412, or the Independent School Act, R.S.B.C. 1996, c.216, and (b) a party providing, directly or indirectly, educational programs under the authority of the Minister of the Department of Education for the Yukon Territory as defined in the Education Act, R.S.Y. 2002, c.61. Acknowledgments This document has been updated from the 1997 IRP to include suggested achievement indicators, a more clear and succinct set of prescribed learning outcomes, a snapshot of the course's key elements, and other minor refinements, while maintaining the original intent and essence of the 1997 curricular content. Many people contributed their expertise to the Social Studies 10 IRP. The Project Manager (2005-2006) was Dr. Adrienne Gnidec of the Ministry of Education, working with other ministry personnel and our partners in education. We would like to thank all who participated in this process, including the teams of educators who developed the 1997 Social Studies 8 to 10 IRP, and the following individuals who contributed to the 2005-2006 updating of this document: Barbara Odenwald School District No. 38 (Richmond) Rae-dene Pednaud Independent School (Southridge Senior School, Surrey) This Integrated Resource Package (IRP) provides basic information teachers will require in order to implement Social Studies 10. This document supersedes the Grade 10 portion of the Social Studies 8 to 10 Integrated Resource Package (1997). The information contained in this document is also available on the Internet at www.bced.gov.bc.ca/irp/irp.htm The following paragraphs provide brief descriptions of the components of the IRP. ntroduction I The Introduction provides general information about Social Studies 10, including special features and requirements. Included in this section are * a rationale for teaching Social Studies 10 in BC schools * information about graduation program requirements * descriptions of the curriculum organizers – groupings for prescribed learning outcomes that share a common focus * a suggested timeframe for the course Considerations for Program Delivery This section of the IRP contains additional information to help educators develop their school practices and plan their program delivery to meet the needs of all learners. Prescribed Learning Outcomes This section contains the prescribed learning outcomes, the legally required content standards for the provincial education system. The learning outcomes define the required knowledge, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do by the end of the course. Student Achievement This section of the IRP contains information about classroom assessment and measuring student achievement, including sets of specific achievement indicators for each prescribed learning outcome. Achievement indicators are statements that describe what students should be able to do in order to demonstrate that they fully meet the expectations set out by the prescribed learning outcomes. Achievement indicators are not mandatory; they are provided to assist in the assessment of how well students achieve the prescribed learning outcomes. Also included in this section are key elements – descriptions of content that help determine the intended depth and breadth of the prescribed learning outcomes. Learning Resources This section contains general information on learning resources, and provides a link to titles, descriptions, and ordering information for the recommended learning resources in the Social Studies 10 Grade Collection. Introduction Social Studies 10 This Integrated Resource Package (IRP) sets out the provincially prescribed curriculum for Social Studies 10. The development of this IRP has been guided by the principles of learning: * Learning requires the active participation of the student. * People learn in a variety of ways and at different rates. * Learning is both an individual and a group process. In addition to these three principles, this document recognizes that British Columbia's schools include young people of varied backgrounds, interests, abilities, and needs. Wherever appropriate for this curriculum, ways to meet these needs and to ensure equity and access for all learners have been integrated as much as possible into the learning outcomes and achievement indicators. This document represents an updating of the 1997 IRP. This updating has been undertaken for the purpose of * clarifying the prescribed learning outcomes * introducing suggested achievement indicators * addressing content overload Resources previously recommended for the 1997 version of the curriculum, where still valid, continue to support this updated IRP. (See the Learning Resources section later in this IRP for additional information.) Social Studies 10, in draft form, was available for public review and response from November to December, 2005. Feedback from educators, students, parents, and other educational partners informed the development of this updated IRP. Rationale Social studies, as defined in BC curricula, is a multidisciplinary subject that draws from the social sciences and humanities to study human interaction and natural and social environments. The aim of social studies is to develop thoughtful, and responsible citizens who are able to acquire the requisite information to consider multiple perspectives and to defend a position. The Social Studies 10 curriculum provides students with opportunities to critically reflect upon events and issues in order to examine the past and make connections. Through their participation in social studies, students are encouraged to * develop an appreciation of democracy and what it means to be Canadian * demonstrate respect for human equality and cultural diversity * think critically, evaluate information, and practise effective communication The study of social studies contributes to the important goal of preparing students for their lives as Canadian citizens and members of the international community. Requirements and Graduation Credits All students must complete Social Studies 10 in order to satisfy provincial Graduation Program requirements. Social Studies 10 is designated as a four-credit course, and must be reported as such to the Ministry of Education for transcript purposes. Letter grades and percentages must be reported for this course. It is not possible to obtain partial credit for this course. The course code for Social Studies 10 is SS 10. This course is also available in French (Sciences humaines 10; course code SCH 10). For more information, refer to the Ministry of Education examinations web site: www.bced.gov.bc.ca/exams/ Curriculum Organizers A curriculum organizer consists of a set of prescribed learning outcomes that share a common focus. The prescribed learning outcomes for Social Studies 10 are grouped under the following curriculum organizers. Note that the ordering of these organizers is not intended to imply an order of instruction. Skills and Processes of Social Studies This organizer includes the skills and processes that students develop as they explore the issues presented in Social Studies 10. As students undertake thoughtful inquiry from a base of knowledge and values drawn from multiple perspectives, they construct new knowledge and learn how to develop and communicate reasoned arguments and convictions. Although grouped under one organizer, these prescribed learning outcomes are intended to provide a framework to be used throughout the curriculum to support the skills and processes essential to social studies and for responsible, thoughtful citizenship. The prescribed learning outcomes in this organizer include * critical thinking skills * research and media literacy skills * communication skills Identity, Society, and Culture: Canada from 1815 to 1914 In this organizer, students examine the evolving social and cultural makeup of Canada from 1815 to 1914. Students explore interactions between and among societies in Canada, and the development of culture and the arts. By exploring these issues, students gain an understanding of the forces that influenced, shaped, and reflect Canada's identity. Governance: Canada from 1815 to 1914 In this curriculum organizer, students learn about the events that developed and shaped Canada's responsible and democratic government system between 1815 and 1914. By examining Canada's development as an autonomous nation, students come to understand the structure and functions of government at the federal, provincial, and municipal levels. Economy and Technology: Canada from 1815 to 1914 This organizer focuses on the National Policy and its influence on the development of Canada. Students explore the impact of technological innovation on society in the years from 1815 to 1914. Students will also focus on British Columbia's economy. Environment: Canada from 1815 to 1914 In this organizer, students examine the physical geography of Canada and its physiographic regions, and study the influence of geography on economic development and settlement patterns from 1815 to 1914. Students will identify key resource development issues in British Columbia and explore the application of stewardship and sustainability. Suggested Timeframe Provincial curricula are developed in accordance with the amount of instructional time recommended by the Ministry of Education for each subject area. Teachers may choose to combine various curricula to enable students to integrate ideas and make meaningful connections. Social Studies 10 requires approximately 90 to 110 hours of instructional time. Although a four‑credit course is typically equivalent to 120 hours, this timeframe allows for flexibility to address local needs. Considerations for Program Delivery Social Studies 10 This section of the IRP contains additional information to help educators develop their school practices and plan their program delivery to meet the needs of all learners. Included in this section is information about * Alternative Delivery policy * addressing local contexts * involving parents and guardians * establishing a positive classroom climate * confidentiality * inclusion, equity, and accessibility for all learners * working with the school and community * working with the Aboriginal community * information and communications technology * copyright and responsibility * debate * media analysis Alternative Delivery Policy The Alternative Delivery policy does not apply to Social Studies 10. The Alternative Delivery policy outlines how students, and their parents or guardians, in consultation with their local school authority, may choose means other than instruction by a teacher within the regular classroom setting for addressing prescribed learning outcomes contained in the Health curriculum organizer of the following curriculum documents: * Health and Career Education K to 7, and Personal Planning K to 7 Personal Development curriculum organizer (until September 2008) * Health and Career Education 8 and 9 * Planning 10 The policy recognizes the family as the primary educator in the development of children's attitudes, standards, and values, but the policy still requires that all prescribed learning outcomes be addressed and assessed in the agreed-upon alternative manner of delivery. It is important to note the significance of the term "alternative delivery" as it relates to the Alternative Delivery policy. The policy does not permit schools to omit addressing or assessing any of the prescribed learning outcomes within the health and career education curriculum. Neither does it allow students to be excused from meeting any learning outcomes related to health. It is expected that students who arrange for alternative delivery will address the health-related learning outcomes and will be able to demonstrate their understanding of these learning outcomes. For more information about policy relating to alternative delivery, refer to www.bced.gov.bc.ca/policy/ Addressing Local Contexts There is some flexibility in the Social Studies 10 curriculum, providing opportunities for individual teacher and student choice in the selection of topics to meet learning outcomes. This flexibility enables educators to plan their programs by using topics and examples that are relevant to their local context and to the particular interests of their students. When selecting topics it may be appropriate to incorporate student input. Where specific topics have been included in the learning outcomes, the intent is that these important issues will be addressed by all students. Issues of interest to individual school communities may also be addressed in addition to these prescribed topics. Involving Parents and Guardians The family is the primary educator in the development of students' attitudes and values. The school plays a supportive role by focusing on the prescribed learning outcomes in the Social Studies 10 curriculum. Parents and guardians can support, enrich, and extend the curriculum at home. It is highly recommended that schools inform parents and guardians about the Social Studies 10 curriculum, and teachers (along with school and district administrators) may choose to do so by * informing parents/guardians and students of the prescribed learning outcomes for the subject by sending home class letters, providing an overview during parent-teacher interviews, etc. Considerations for Program Delivery * responding to parent and guardian requests to discuss course unit plans, learning resources, etc. Establishing a Positive Classroom Climate Teachers are responsible for setting and promoting a classroom climate in which students feel comfortable learning about and discussing topics in Social Studies 10. The following are some guidelines that may help educators establish and promote a positive classroom climate. * Allow class members sufficient time and opportunities to become comfortable with each other before engaging in group discussion. It is important that the classroom climate encourage students to relate to one another in positive, respectful, and supportive ways. Be prepared to facilitate any potentially controversial discussions. * Establish clear ground rules for class discussions that demonstrate respect for privacy, for diversity, and for the expression of differing viewpoints. * Activities and discussion related to some of the topics in Social Studies 10 may evoke an emotional response from individual students. Inform an administrator or counsellor when any concern arises, and ensure students know where to go for help and support. * Ensure that any external groups or organizations making a presentation to students have met the district's guidelines for presenting. There should be a direct relationship between the content of the presentation and the prescribed learning outcomes. Review any materials they may use, especially handouts, for appropriateness. * Become familiar with − relevant legislation (e.g., Human Rights Code; Child, Family and Community Services Act) − relevant initiatives (e.g., Safe, Caring and Orderly Schools: A Guide and Diversity in BC Schools: A Framework) − provincial and district policies and protocols concerning topics such as disclosure related to child abuse and protection of privacy Further information about these policies and initiatives is available online: BC Handbook for Action on Child Abuse and Neglect www.mcf.gov.bc.ca/child_protection/ pdf/handbook_action_child_abuse.pdf Safe, Caring and Orderly Schools www.bced.gov.bc.ca/sco/ Diversity in BC Schools: A Framework www.bced.gov.bc.ca/diversity/ diversity_framework.pdf Human Rights Code www.qp.gov.bc.ca/statreg/stat/H/96210_01.htm Child, Family and Community Services Act www.qp.gov.bc.ca/statreg/stat/C/96046_01.htm Confidentiality The Freedom of Information and Protection of Privacy Act (FOIPPA) applies to students, to school districts, and to all curricula. Teachers, administrators, and district staff should consider the following: * Be aware of district and school guidelines regarding the provisions of FOIPPA and how it applies to all subjects, including Social Studies 10. * Do not use students' Personal Education Numbers (PEN) on any assignments that students wish to keep confidential. * Ensure students are aware that if they disclose personal information that indicates they are at risk for harm, then that information cannot be kept confidential. * Inform students of their rights under FOIPPA, especially the right to have access to their own personal information in their school records. Inform parents of their rights to access their children's school records. * Minimize the type and amount of personal information collected, and ensure that it is used only for purposes that relate directly to the reason for which it is collected. * Inform students that they will be the only ones recording personal information about themselves unless they, or their parents, have consented to teachers collecting that information from other people (including parents). * Provide students and their parents with the reason(s) they are being asked to provide personal information in the context of the Social Studies 10 curriculum. * Inform students and their parents that they can ask the school to correct or annotate any of the personal information held by the school, in accordance with Section 29 of FOIPPA. * Ensure students are aware that their parents may have access to the schoolwork they create only insofar as it pertains to students' progress. * Ensure that any information used in assessing students' progress is up-to-date, accurate, and complete. For more information about confidentiality, refer to www.mser.gov.bc.ca/privacyaccess/ Inclusion, Equity, and Accessibility for All Learners British Columbia's schools include young people of varied backgrounds, interests, and abilities. The Kindergarten to Grade 12 school system focuses on meeting the needs of all students. When selecting specific topics, activities, and resources to support the implementation of Social Studies 10, teachers are encouraged to ensure that these choices support inclusion, equity, and accessibility for all students. In particular, teachers should ensure that classroom instruction, assessment, and resources reflect sensitivity to diversity and incorporate positive role portrayals, relevant issues, and themes such as inclusion, respect, and acceptance. Government policy supports the principles of integration and inclusion of students for whom English is a second language and of students with special needs. Most of the prescribed learning outcomes and suggested achievement indicators in this IRP can be met by all students, including those with special needs and/or ESL needs. Some strategies may require adaptations to ensure that those with special and/or ESL needs can successfully achieve the learning outcomes. Where necessary, modifications can be made to the prescribed learning outcomes for students with Individual Education Plans. For more information about resources and support for students with special needs, refer to www.bced.gov.bc.ca/specialed/ For more information about resources and support for ESL students, refer to www.bced.gov.bc.ca/esl/ Working with the School and Community Social Studies 10 addresses a wide range of skills and understandings that students are developing in other areas of their lives. It is important to recognize that learning related to this curriculum extends beyond the Social Studies 10 classroom. School and district-wide programs – such as student government and service clubs – support and extend learning in Social Studies 10. Community organizations may also support the Social Studies 10 curriculum with locally developed learning resources, guest speakers, workshops, and field studies. Teachers may wish to draw on the expertise of these community organizations and members. Bringing outside resource people into the classroom is an effective way of reinforcing content, emphasizing and practising listening skills, exposing students to diverse points of view, providing opportunities for discussion and debate, providing a departure point for writing and other activities, and making learning more concrete and relevant. A panel discussion also provides an opportunity for several viewpoints on an issue to be presented at the same time. Speakers relevant for Social Studies 10 could include community leaders, politicians, historians, museum curators, etc. To help achieve a successful guest speaker activity, consider the following: * Determine the nature of the presentation (e.g., lecture, question-and-answer, debate, response to students' presentations, facilitating a simulation or case study). Ensure that the guest speakers are clear about their purpose, the structure, and the time allotted. There should be a direct relationship between the content of the presentation and the prescribed learning outcomes. Review any materials they may use, especially any handouts, for appropriateness. * Be aware of any district guidelines for external presenters, and ensure that guests have met these guidelines. * Where appropriate, have students take responsibility for contacting the speaker(s) beforehand and making any logistical arrangements. * Provide time for students to prepare for the guest speaker or panel by formulating focus questions. * Begin the guest speaker presentation with an introduction to the topic and end with a debrief. Working with the Aboriginal Community The Ministry of Education is dedicated to ensuring that the cultures and contributions of Aboriginal peoples in BC are reflected in all provincial curricula. To address these topics in the classroom in a way that is accurate and that respectfully reflects Aboriginal concepts of teaching and learning, teachers are strongly encouraged to seek the advice and support of local Aboriginal communities. Aboriginal communities are diverse in terms of language, culture, and available resources, and each community will have its own unique protocol to gain support for integration of local knowledge and expertise. To begin discussion of possible instructional and assessment activities, teachers should first contact Aboriginal education co-ordinators, teachers, support workers, and counsellors in their district who will be able to facilitate the identification of local resources and contacts such as elders, chiefs, tribal or band councils, Aboriginal cultural centres, Aboriginal Friendship Centres, and Métis or Inuit organizations. In addition, teachers may wish to consult the various Ministry of Education publications available, including the "Planning Your Program" section of the resource, Shared Learnings. This resource was developed to help all teachers provide students with knowledge of, and opportunities to share experiences with, Aboriginal peoples in BC. For more information about these documents, consult the Aboriginal Education web site: www.bced.gov.bc.ca/abed/welcome.htm Information and Communications Technology The study of information and communications technology is increasingly important in our society. Students need to be able to acquire and analyse information, to reason and communicate, to make informed decisions, and to understand and use information and communications technology for a variety of purposes. Development of these skills is important for students in their education, their future careers, and their everyday lives. Literacy in the area of information and communications technology can be defined as the ability to obtain and share knowledge through investigation, study, instruction, or transmission of information by means of media technology. Becoming literate in this area involves finding, gathering, assessing, and communicating information using electronic means, as well as developing the knowledge and skills to use and solve problems effectively with the technology. Literacy also involves a critical examination and understanding of the ethical and social issues related to the use of information and communications technology. When planning for instruction and assessment in Social Studies 10, teachers should provide opportunities for students to develop literacy in relation to information and communications technology sources, and to reflect critically on the role of these technologies in society. Copyright and Responsibility Copyright is the legal protection of literary, dramatic, artistic, and musical works; sound recordings; performances; and communications signals. Copyright provides creators with the legal right to be paid for their work and the right to say how their work is to be used. The law permits certain exceptions for schools (i.e., specific things permitted) but these are very limited, such as copying for private study or research. The copyright law determines how resources can be used in the classroom and by students at home. In order to respect copyright it is necessary to understand the law. It is unlawful to do the following, unless permission has been given by a copyright owner: * photocopy copyrighted material to avoid purchasing the original resource for any reason * photocopy or perform copyrighted material beyond a very small part – in some cases the copyright law considers it "fair" to copy whole works, such as an article in a journal or a photograph, for purposes of research and private study, criticism, and review * show recorded television or radio programs to students in the classroom unless these are cleared for copyright for educational use (there are exceptions such as for news and news commentary taped within one year of broadcast that by law have record-keeping requirements – see the web site at the end of this section for more details) * photocopy print music, workbooks, instructional materials, instruction manuals, teacher guides, and commercially available tests and examinations * show videorecordings at schools that are not cleared for public performance * perform music or do performances of copyrighted material for entertainment (i.e., for purposes other than a specific educational objective) * copy work from the Internet without an express message that the work can be copied Permission from or on behalf of the copyright owner must be given in writing. Permission may also be given to copy or use all or some portion of copyrighted work through a licence or agreement. Many creators, publishers, and producers have formed groups or "collectives" to negotiate royalty payments and copying conditions for educational institutions. It is important to know what licences are in place and how these affect the activities schools are involved in. Some licences may also require royalty payments that are determined by the quantity of photocopying or the length of performances. In these cases, it is important to assess the educational value and merits of copying or performing certain works to protect the school's financial exposure (i.e., only copy or use that portion that is absolutely necessary to meet an educational objective). It is important for education professionals, parents, and students to respect the value of original thinking and the importance of not plagiarizing the work of others. The works of others should not be used without their permission. For more information about copyright, refer to www.cmec.ca/copyright/indexe.stm Debate Formal debate is one of the fundamental activities of democracy and, through various international organizations such as the United Nations, is also a tool for resolution of global problems and issues. Debate provides opportunities for students to integrate knowledge and communication skills, and allows for critical examination of differing viewpoints. Debate can be used at the beginning of a unit of study on a particular topic (to explore students' pre-existing knowledge and attitudes on the issue), and/or at the end of a unit of study (to summarize and represent learning). Various forms and forums of debate are appropriate in Social Studies 10 classes. Examples of relevant debate forms include * informal classroom debate * formal debate styles (e.g., Oxford, LincolnDouglas, Cross-Examination) * model parliaments, model UN * round table discussions * mock trials * town hall forums * online forums Media Analysis Much of the information that the public receives about issues and events is received through media messages – in newspapers and magazines, on Considerations for Program Delivery television and radio, and on the Internet. Analysis of media messages is a valuable component of Social Studies 10, and allows students to think critically and independently about issues that affect them. The following concepts of media education are examples of the ways in which teachers and students can examine a range of media messages relevant to Social Studies 10: * Purpose: People use media messages to inform, entertain, and/or persuade for political, commercial, educational, artistic, moral, and/or other purposes. * Values: Media messages communicate explicit and implicit values. * Representation: Media messages are constructed; they are only representations of real or imaginary worlds. * Codes, Conventions, and Characteristics: Each medium has its own set of codes, conventions, and characteristics that affect the way messages are transmitted and understood. * Production: People who understand the media are better able to make purposeful media messages. * Interpretation: Audience members bring their knowledge, experience, and values to their interpretation of and emotional response to media messages. * Influence of Media on Audience: Media messages can influence people's attitudes, behaviours, and values. * Influence of Audience on Media: People can influence media institutions and the messages they produce and transmit. * Control: People who control a society's dominant institutions have disproportionate influence on the construction and distribution of media messages and the values they contain. * Scope: Media technologies influence and are influenced by the political, economic, social, and intellectual dimensions of societies. Prescribed Learning Outcomes Social Studies 10 Prescribed learning outcomes are content standards for the provincial education system; they are the prescribed curriculum. Clearly stated and expressed in measurable and observable terms, learning outcomes set out the required knowledge, skills, and attitudes – what students are expected to know and be able to do – by the end of the specified course. Schools have the responsibility to ensure that all prescribed learning outcomes in this curriculum are met; however, schools have flexibility in determining how delivery of the curriculum can best take place. It is expected that student achievement will vary in relation to the learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy. Prescribed learning outcomes for Social Studies 10 are presented by curriculum organizer, and are coded alphanumerically for ease of reference; however, this arrangement is not intended to imply a required instructional sequence. Wording of Prescribed Learning Outcomes All learning outcomes complete the stem, "It is expected that students will…." When used in a prescribed learning outcome, the word "including" indicates that any ensuing item must be addressed. Lists of items introduced by the word "including" represent a set of minimum requirements associated with the general requirement set out by the outcome. The lists are not necessarily exhaustive, however, and teachers may choose to address additional items that also fall under the general requirement set out by the outcome. Domains of Learning Prescribed learning outcomes in BC curricula identify required learning in relation to one or more of the three domains of learning: cognitive, psychomotor, and affective. The following definitions of the three domains are based on Bloom's taxonomy. The cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities. The cognitive domain can be further specified as including three cognitive levels: knowledge, understanding and application, and higher mental processes. These levels are determined by the verb used in the learning outcome, and illustrate how student learning develops over time. * Knowledge includes those behaviours that emphasize the recognition or recall of ideas, material, or phenomena. * Understanding and application represents a comprehension of the literal message contained in a communication, and the ability to apply an appropriate theory, principle, idea, or method to a new situation. * Higher mental processes include analysis, synthesis, and evaluation. The higher mental processes level subsumes both the knowledge and the understanding and application levels. The affective domain concerns attitudes, beliefs, and the spectrum of values and value systems. The psychomotor domain includes those aspects of learning associated with movement and skill demonstration, and integrates the cognitive and affective consequences with physical performances. Prescribed Learning Outcomes: Social Studies 10 It is expected that students will: Skills and Processes of Social Studies A1 apply critical thinking skills, including − questioning − comparing − drawing conclusions − summarizing − defending a position − accessing information A2 demonstrate effective research skills, including − assessing information − evaluating data − collecting data − organizing information − citing sources − presenting information A3 demonstrate effective written, oral, and graphic communication skills, individually and collaboratively Identity, Society, and Culture: Canada from 1815 to 1914 B1 analyse Canadian society from 1815 to 1914 in terms of gender roles, socioeconomic status, ethnicity, daily life, and the arts B2 evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914 B3 evaluate why immigrants (including East and South Asian immigrants) came to BC and Canada, the individual challenges they faced, and their contributions to BC and Canada from 1815 to 1914 B4 describe the factors that contributed to a changing national identity from 1815 to 1914 Governance: Canada from 1815 to 1914 C1 describe the evolution of responsible government in Canada in terms of government structure and key contributing events C3 describe the events of the Red River and Northwest Rebellions C2 analyse political, economic, social, and geographical factors that led to Confederation and to the development of Canada's provinces and territories C4 describe the structure and function of Canada's federal, provincial, and local governments Economy and Technology: Canada from 1815 to 1914 D1 assess the impact of Macdonald's National Policy on Canada − resource development and decline D2 analyse the influence of the following on Canada's economy from 1815 to 1914: − technological innovations D3 describe the development of British Columbia's economy from 1815 to 1914 Environment: Canada from 1815 to 1914 E1 describe the physiographic regions of Canada and the geological processes that formed these regions E3 evaluate attitudes and practices in resource development in British Columbia from 1815 to 1914 and their impact on contemporary resource management E2 analyse how geography influenced the economic development and settlement patterns in regions of Canada from 1815 to 1914 Student Achievement Social Studies 10 This section of the IRP contains information about classroom assessment and student achievement, including specific achievement indicators to assist in the assessment of student achievement in relation to each prescribed learning outcome. Also included in this section are key elements – descriptions of content that help determine the intended depth and breadth of prescribed learning outcomes. Classroom Assessment and Evaluation Assessment is the systematic gathering of information about what students know, are able to do, and are working toward. Assessment evidence can be collected using a wide variety of methods, such as * observation * student self-assessments and peer assessments * quizzes and tests (written, oral, practical) * samples of student work * projects and presentations * oral and written reports * journals and learning logs * performance reviews * portfolio assessments Assessment of student performance is based on the information collected through assessment activities. Teachers use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance in relation to prescribed learning outcomes. Three major types of assessment can be used in conjunction to support student achievement. * Assessment for learning is assessment for purposes of greater learning achievement. * Assessment as learning is assessment as a process of developing and supporting students' active participation in their own learning. * Assessment of learning is assessment for purposes of providing evidence of achievement for reporting. Assessment for Learning Classroom assessment for learning provides ways to engage and encourage students to become involved in their own day-to-day assessment – to acquire the skills of thoughtful self-assessment and to promote their own achievement. This type of assessment serves to answer the following questions: * What do students need to learn to be successful? * What does the evidence of this learning look like? Assessment for learning is criterion-referenced, in which a student's achievement is compared to established criteria rather than to the performance of other students. Criteria are based on prescribed learning outcomes, as well as on suggested achievement indicators or other learning expectations. Students benefit most when assessment feedback is provided on a regular, ongoing basis. When assessment is seen as an opportunity to promote learning rather than as a final judgment, it shows students their strengths and suggests how they can develop further. Students can use this information to redirect their efforts, make plans, communicate with others (e.g., peers, teachers, parents) about their growth, and set future learning goals. Assessment for learning also provides an opportunity for teachers to review what their students are learning and what areas need further attention. This information can be used to inform teaching and create a direct link between assessment and instruction. Using assessment as a way of obtaining feedback on instruction supports student achievement by informing teacher planning and classroom practice. Assessment as Learning Assessment as learning actively involves students in their own learning processes. With support and guidance from their teacher, students take responsibility for their own learning, constructing meaning for themselves. Through a process of continuous self-assessment, students develop the ability to take stock of what they have already learned, determine what they have not yet learned, and decide how they can best improve their own achievement. Although assessment as learning is student-driven, teachers can play a key role in facilitating how this assessment takes place. By providing regular opportunities for reflection and self-assessment, teachers can help students develop, practise, and become comfortable with critical analysis of their own learning. Assessment of Learning Assessment of learning can be addressed through summative assessment, including large-scale assessments and teacher assessments. These summative assessments can occur at the end of the year or at periodic stages in the instructional process. Large-scale assessments, such as Foundation Skills Assessment (FSA) and Graduation Program exams, gather information on student performance throughout the province and provide information for the development and revision of curriculum. These assessments are used to make judgments about students' achievement in relation to provincial and national standards. There is no large-scale provincial assessment for Social Studies 10. Assessment of learning is also used to inform formal reporting of student achievement. For Ministry of Education reporting policy, refer to www.bced.gov.bc.ca/policy/policies/ student_reporting.htm For more information about assessment for, as, and of learning, refer to the following resource developed by the Western and Northern Canadian Protocol (WNCP): Rethinking Assessment with Purpose in Mind. This resource is available online at www.wncp.ca/ In addition, the BC Performance Standards describe levels of achievement in key areas of learning (reading, writing, numeracy, social responsibility, and information and communications technology integration) relevant to all subject areas. Teachers may wish to use the Performance Standards as resources to support ongoing formative assessment in social studies. Criterion-Referenced Assessment and Evaluation In criterion-referenced evaluation, a student's performance is compared to established criteria rather than to the performance of other students. Evaluation in relation to prescribed curriculum requires that criteria be established based on the learning outcomes. Criteria are the basis for evaluating student progress. They identify, in specific terms, the critical aspects of a performance or a product that indicate how well the student is meeting the prescribed learning outcomes. For example, weighted criteria, rating scales, or scoring guides (reference sets) are ways that student performance can be evaluated using criteria. BC Performance Standards are available at www.bced.gov.bc.ca/perf_stands/ Wherever possible, students should be involved in setting the assessment criteria. This helps students develop an understanding of what high-quality work or performance looks like. Criterion-referenced assessment and evaluation may involve these steps: Key Elements Key elements provide an overview of content in each curriculum organizer. They can be used to determine the expected depth and breadth of the prescribed learning outcomes. Achievement Indicators To support the assessment of provincially prescribed curricula, this IRP includes sets of achievement indicators in relation to each learning outcome. Achievement indicators define the specific level of knowledge acquired, skills applied, or attitudes demonstrated by the student in relation to a corresponding prescribed learning outcome. They describe what evidence to look for to determine whether or not the student has fully met the intent of the learning outcome. Since each achievement indicator defines only one aspect of the corresponding learning outcome, the entire set of achievement indicators should be considered when determining whether students have fully met the learning outcome. In some cases, achievement indicators may also include suggestions as to the type of task that would provide evidence of having met the learning outcome (e.g., a constructed response such as a list, comparison, analysis, or chart; a product created and presented such as a report, debate, poster, letter, or speech; a particular skill demonstrated such as questioning). Achievement indicators support the principles of assessment for learning, assessment as learning, and assessment of learning. They provide teachers and parents with tools that can be used to reflect on what students are learning, as well as provide students with a means of self-assessment and ways of defining how they can improve their own achievement. Achievement indicators are not mandatory; they are suggestions only, provided to assist in the assessment of how well students achieve the prescribed learning outcomes. The following pages contain the suggested achievement indicators corresponding to each prescribed learning outcome for the Social Studies 10 curriculum. The achievement indicators are arranged by curriculum organizer; however, this order is not intended to imply a required sequence of instruction and assessment. Key Elements: Social Studies 10 Skills and Processes of Social Studies * critical thinking skills * research skills (e.g., accessing information, assessing reliability of sources, interpreting written and graphic information) * communication and presentation skills – written, oral, and graphic (e.g., maps, tables) Identity, Society, and Culture: Canada from 1815 to 1914 Governance: Canada from 1815 to 1914 * roles and daily life * the arts * interactions between Aboriginal peoples and Europeans * contributions to the development of Canada * immigrants and immigration * changes in Canadian society and identity Economy and Technology: Canada from 1815 to 1914 * impact of the National Policy * building of the Canadian Pacific Railway (CPR) * technological development and settlement * fur trade and gold rushes * British Columbia's economy * evolution of responsible government and federalism * rebellions and their impact * western expansion * Confederation * nationhood * structure of federal, provincial, and municipal governments Environment: Canada from 1815 to 1914 * Canada's physiographic regions * geographical factors in the development of Canada * resource development in BC and Canada * stewardship and sustainability Skills and Processes of Social Studies IdentIty socIety And culture cAnAdA from 1815 to 1914 Identity, Society, and Culture: Canada from 1815 to 1914 , , : Governance: Canada from 1815 to 1914 economy And technology cAnAdA from 1815 to 1914 Economy and Technolog :y: Canada from 1815 to 1914 Environment: Canada from 1815 to 1914 Learning Resources Social Studies 10 This section contains general information on learning resources, and provides a link to the titles, descriptions, and ordering information for the recommended learning resources in the Social Studies 10 Grade Collection. What Are Recommended Learning Resources? Recommended learning resources are resources that have undergone a provincial evaluation process using teacher evaluators and have Minister's Order granting them provincial recommended status. These resources may include print, video, software and CD-ROMs, games and manipulatives, and other multimedia formats. They are generally materials suitable for student use, but may also include information aimed primarily at teachers. Information about the recommended resources is organized in the format of a Grade Collection. A Grade Collection can be regarded as a "starter set" of basic resources to deliver the curriculum. In many cases, the Grade Collection provides a choice of more than one resource to support curriculum organizers, enabling teachers to select resources that best suit different teaching and learning styles. Teachers may also wish to supplement Grade Collection resources with locally approved materials. How Can Teachers Choose Learning Resources to Meet Their Classroom Needs? Teachers must use either: * provincially recommended resources OR * resources that have been evaluated through a local, board-approved process Prior to selecting and purchasing new learning resources, an inventory of resources that are already available should be established through consultation with the school and district resource centres. The ministry also works with school districts to negotiate cost-effective access to various learning resources. and that will be used by teachers and/or students for instructional and assessment purposes. Evaluation criteria focus on content, instructional design, technical considerations, and social considerations. Additional information concerning the review and selection of learning resources is available from the ministry publication, Evaluating, Selecting and Managing Learning Resources: A Guide (Revised 2002) www.bced.gov.bc.ca/irp/resdocs/esm_guide.pdf What Funding is Available for Purchasing Learning Resources? As part of the selection process, teachers should be aware of school and district funding policies and procedures to determine how much money is available for their needs. Funding for various purposes, including the purchase of learning resources, is provided to school districts. Learning resource selection should be viewed as an ongoing process that requires a determination of needs, as well as long-term planning to co-ordinate individual goals and local priorities. What Kinds of Resources Are Found in a Grade Collection? The Grade Collection charts list the recommended learning resources by media format, showing links to the curriculum organizers and suborganizers. Each chart is followed by an annotated bibliography. Teachers should check with suppliers for complete and up-to-date ordering information. Most suppliers maintain web sites that are easy to access. Social Studies 10 Grade Collection What Are the Criteria Used to Evaluate Learning Resources? The Ministry of Education facilitates the evaluation of learning resources that support BC curricula, The Grade Collection for Social Studies 10 lists the recommended learning resources for this course. Resources previously recommended for the 1997 version of the curriculum, where still valid, continue to support this updated IRP. The ministry updates the Grade Collection on a regular basis as new resources are developed and evaluated. Please check the following ministry web site for the most current list of recommended learning resources in the Social Studies 10 Grade Collection: www.bced.gov.bc.ca/irp_resources/lr/resource/gradcoll.htm	<urn:uuid:6f3223b0-5551-4942-96a7-3cc53ee9d6b4>	CC-MAIN-2017-22	http://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/curriculum/socialstudies/2015ss_10.pdf	2017-05-29T22:38:44Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00428.warc.gz	849,830,895	9,513	eng_Latn	eng_Latn	0.984996	eng_Latn	0.995309	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", ...	false	docling	[ 491, 2431, 2448, 3346, 5741, 5774, 8868, 11964, 12020, 15651, 19224, 22997, 27000, 30790, 32495, 32544, 35630, 38021, 38061, 41277, 42962, 44595, 46719, 47966, 48006, 48124, 48162, 48262, 48301, 48340, 52208 ]	[ 2.59375, 3.078125 ]	8	0
HIBBING COMMUNITY COLLEGE COURSE OUTLINE COURSE NUMBER & TITLE: ENSC 1050 - Environmental Science CREDITS: 3 (2 Lec / 1 Lab) PREREQUISITES: None CATALOG DESCRIPTION: Environmental Science emphasizes the relationship of humans to the environment. Topics covered include ecological principles, energy use, pollution, waste, population, and natural resources. Causes, effects, and solutions dealing with environmental problems will be emphasized. Environmental sampling and laboratory investigations of environmental problems are important components of this course. Field trips to various sites in the region will be taken. MNTC goal areas: (3)Natural Science and (10)People and the Environment(EN). OUTLINE OF MAJOR CONTENT AREAS: I. Introduction to environmental science A. Goals of environmental science B. Scientific analysis of environmental problems C. Solutions to environmental problems D. Global environmental challenges II. Ecosystems and the physical environment A. Energy flow through ecosystems B. Inhabitants of ecosystems C. Ecological niches D. Symbiotic relationships E. Ecological succession F. Nutrient cycling G. Ecosystems of the world III. Human population growth A. Population ecology B. Human population characteristics C. Effects of overpopulation D. Methods for reducing human population IV. Energy use in society A. Fossil fuels B. Nuclear energy C. Alternative energy sources D. Energy conservation E. Renewable energy resources V. Natural resources A. Water ENSC 1050 B. Soils C. Minerals D. Wildlife E. Land F. Food VI. Pollution and pollution control A. Air pollution B. Global atmospheric changes C. Water pollution D. Soil pollution E. Pesticides F. Solid waste G. Hazardous waste H. Sewage COURSE GOALS/OBJECTIVES/OUTCOMES: Students will 1. list the goals and objectives of environmental science. 2. list and describe the major environmental problems created by humans list and explain the steps that are typically taken to solve environmental problems. 3. integrate information from the fields of biology, chemistry, physics, geology, sociology, government, politics, and demographics into the study of environmental and natural resource challenges. 4. formulate hypotheses, design experiments, collect data, and analyze results concerning a variety of environmental problems. 5. participate in a student research project and write a scientific paper on the results. 6. propose and assess alternative solutions to environmental problems describe the levels of ecological organization. 7. explain the fundamental laws of energy and provide examples of ways in which human environmental problems are related to these laws. 8. construct diagrams which illustrate a food chain, a food web, a pyramid of energy, and a pyramid of numbers. 9. explain how toxic substances move through an ecosystem. 10. define niche and provide examples. 11. list three symbiotic relationships and provide examples of each. 12. describe how communities change through time via succession. 13. diagram, label, and explain the major biogeochemical cycles influencing ecosystems. 14. name the ecosystems of the world and provide a description of the major characteristics of each. 15. describe the major principles of population ecology. 16. enumerate the variables which affect human population growth and decline. 17. participate actively in a classroom discussion of the ramifications of human overpopulation and apply issues raised in that discussion to evaluate strategies of population control. 18. compare and contrast selected population control programs from various parts of the world. 19. list several examples of fossil fuels. 20. explain the process of nuclear power generation. 21. list several alternative energy sources. 22. list and explain several energy conservation strategies. 23. assess the major environmental problems associated with the use of fossil fuels and nuclear energy. 24. evaluate strategies to solve world energy use problems. 25. describe the world's water resources, evaluate problems associated with water use, and suggest solutions to water use problems. 26. describe the process of soil formation, evaluate problems associated with soil use, and suggest solutions to soil use problems. 27. describe the various mineral resources of the world, list ways in which the earth is degraded by mineral exploitation, and describe several strategies to solve current and future mineral use problems. 28. list several benefits of wildlife resources, evaluate the major threats to wildlife species, and suggest solutions to problems concerning wildlife resources. 29. differentiate among various land-use issues of the United States and evaluate strategies to address these issues. 30. participate actively in classroom discussion of the major problems associated with world food resources and apply issues raised in that discussion to suggest strategies for solving world food resource problems. 31. list the major types of air pollution, assess the causes of air pollution, and describe strategies for solving air pollution problems. 32. list the major water pollutants, evaluate the causes of water pollution, and describe strategies for solving water pollution problems. 33. explain the major threats to soil and describe a variety of solutions to solve soil pollution problems. 34. outline the benefits and drawbacks of pesticide use and describe the components of an integrated approach to pest control. 35. distinguish among sewage, solid waste, and hazardous waste. 36. describe and evaluate strategies commonly employed to address problems associated with sewage, solid waste, and hazardous waste 37. gain an appreciation of Earth's natural systems and the need to preserve them. MNTC GOALS AND COMPETENCIES MET: Natural Sciences People and the Environment HCC COMPETENCIES MET: Working Productively and Cooperatively Communicating Clearly and Effectively Thinking Creatively and Critically STUDENT CONTRIBUTIONS: Students are expected to attend all lecture and laboratory sessions, participate in and contribute to class discussions, complete all assignments on time, and request assistance when needed. Attendance is critical for the successful completion of this course. Students must abide by all the rules of laboratory safety, act in a responsible manner, and treat others with respect. STUDENT ASSESSMENT SHALL TAKE PLACE USING INSTRUMENTS SELECTED/DEVELOPED BY THE COURSE INSTRUCTOR. SPECIAL INFORMATION: The laboratory portion of this course may involve moderate physical activities, exposure to harmful chemicals, and field work under extreme weather conditions. Students will be supplied with pertinent information relating to these activities at the appropriate time. Students are expected to abide by all laboratory safety procedures, as distributed to students prior to the initial laboratory session. Clothing appropriate to the field situation should be worn. AASC APPROVAL DATE: November 16, 2011 REVIEW DATE: November 2016 ENSC1050:so 111611	<urn:uuid:7a16e932-89e2-4cea-9432-6ddae8a43767>	CC-MAIN-2017-22	http://hibbing.edu/assets/sites/hibbing/uploads/pdfs/CourseOutlines/ENSC1050-111611.pdf	2017-05-29T22:49:56Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00427.warc.gz	208,979,508	1,382	eng_Latn	eng_Latn	0.959261	eng_Latn	0.983085	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1508, 3339, 5821, 7061 ]	[ 3.40625 ]	2	0
Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes and Suffixes and Help Students Unlock the Meaning of Dozens and Dozens of Must-Know Vocabulary Words BOOK DETAILS * Author : Liane Onish * Pages : 64 Pages * Publisher : Scholastic Teaching Resources (Teaching * Language : English * ISBN : 054519864X BOOK SYNOPSIS The national standards require that students beginning at fouth grade use their knowledge of prefixes and suffixes to determine the meaning of wrods. Each of the 30 units in this resource includes a word list, vocabulary sort cards, review game cards, and a vocabulary quiz. Students will learn over 300 vocabulary words and become more comfortable "dissecting" words and defining their parts. VOCABULARY PACKETS PREFIXES & SUFFIXES READY-TO-GO LEARNING PACKETS THAT TEACH 50 KEY PREFIXES AND SUFFIXES AND HELP STUDENTS UNLOCK THE MEANING OF DOZENS AND DOZENS OF MUSTKNOW VOCABULARY WORDS - Are you looking for Ebook Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of MustKnow Vocabulary Words? You will be glad to know that right now Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words is available on our online library. With our online resources, you can find Applied Numerical Methods With Matlab Solution Manual 3rd Edition or just about any type of ebooks, for any type of product. Best of all, they are entirely free to find, use and download, so there is no cost or stress at all. Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words may not make exciting reading, but Applied Numerical Methods With Matlab Solution Manual 3rd Edition is packed with valuable instructions, information and warnings. We also have many ebooks and user guide is also related with Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words and many other ebooks. We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words. To get started finding Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words, you are right to find our website which has a comprehensive collection of manuals listed.	<urn:uuid:93bfc40b-cd6e-4b90-b0f1-e6ef06730e49>	CC-MAIN-2017-22	http://icabrisbane2014.com/open/book/Vocabulary%20Packets%20%20Prefixes%20&%20Suffixes%20%20Ready-to-Go%20Learning%20Packets%20That%20Teach%2050%20Key%20Prefixes%20and%20Suffixes%20and%20Help%20Students%20Unlock%20the%20Meaning%20of%20Dozens%20and%20Dozens%20of%20Must-Know%20Vocabulary%20Words.PDF	2017-05-29T22:47:33Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00428.warc.gz	203,121,434	693	eng_Latn	eng_Latn	0.907922	eng_Latn	0.992378	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 349, 3047 ]	[ 2.703125 ]	1	0
INSPIRE GK12 Lesson Plan Lesson Title Functions Challenge Length of Lesson 3 Days Created By Dustin Spayde Subject Robotics Grade Level 11-12 State Standards DOK Level DOK 4 DOK Application Design, Create, Apply Concepts, Analyze, Critique, Connect National Standards Graduate Research Element 9-12: A(Inquiry), E (technology) Developing Automated Systems, Programming Student Learning Goal: National Science Education Standards of Content 9-12 A (Inquiry): Identify questions and concepts that guide scientific investigations. E (Science and Technology): Abilities of technological design: propose designs and choose between possible solutions, implement a proposed solution, evaluate the solution and its consequences, communicate the problem, process, and solution; Understanding about science and technology Materials Needed (supplies, hand-outs, resources): A Lego Mindstoms NXT kit per 5 students, Access to computers (one for each group) with USB ports and the RobotC software (or other compatible language) installed on each, black tape. Lesson Performance Task/Assessment: Students will be broken up into teams (groups of 5 for my class). Each team will be given a kit and told to build a robot that can complete the challenge. The challenge will be divided into one task for each team member (in my case the challenge was broken into 5 tasks). Most of these tasks should be custom functions programmed by the students (such as "Move Forward & Backward" or "Turn 90degrees Left or Right"). Each of these functions should use variables that allow the function to be recalled by another program. These other programs should be the remaining tasks for each group (my class consisted of 3 basic functions, and 2 higher level programs for each team. The higher level programs are only allowed to use the basic functions created by their other team members to complete the challenge). Grading was based on three items: Robot design (group grade/individual participation grade) Individual task grade Challenge grade (group completion grade) INSPIRE GK12 Lesson Plan Lesson Relevance to Performance Task and Students: An automated vehicle such as this could easy be found in many factories and ports around the world. Developing its navigation system is an applicable task for a many engineering fields. Designing, programming, and troubleshooting a robot design where each team member is responsible for one aspect of a project, is a very realistic scenario for actual engineering work. Anticipatory Set/Capture Interest: Discuss how today we are going to make programming much easier. Guided Practice: Day One: Lecture on how functions (or sub-programs) work. Make sure to have an example so that students can see the flow from one program to the next. Then break students into their teams and detail the challenge. Independent Practice: Day 1: Students must first build a robot Day 2-3: Students must program their functions and work together to complete the overall challenge. Remediation and/or Enrichment: Remediation: individual IEP; partner help throughout lesson; shorten parts of assignment; focus upon smaller elements of the process Enrichment/Extension: After teams have had time to build their robots, then break up the teams seating arrangement into departments. Each department groups all of the students in the class who have the same task. This is done to force a more likely work scenario. In this configuration teams members will only discuss issues with each other's programs at the testing location. However departments of students may openly help each other. This is a very realistic scenario for actual engineering projects and forces students to overcome many logistic obstacles. Check(s) for Understanding: Day One: Do all groups have the basics of their robot design worked out? Day Two: Have all students begun tested their programs? How can you improve your robot's performance? Day Three: All groups should have the completed the challenge using only their functions? INSPIRE GK12 Lesson Plan Closure: Ask which design is the best and why? Possible Alternate Subject Integrations: Math – can manipulate mathematical expressions to isolate needed variables Programming – Basic logic and algorithm models Teacher Notes:	<urn:uuid:af0c9f5c-a5da-4f5f-b291-6ebcb1bd3ed7>	CC-MAIN-2017-22	http://gk12.msstate.edu/lessonplans/134_INSPIRE%20LP%20Spayde%204-1-2011.pdf	2017-05-29T22:51:22Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00428.warc.gz	174,528,019	854	eng_Latn	eng_Latn	0.988807	eng_Latn	0.995417	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2069, 4043, 4302 ]	[ 4.4375 ]	2	1
IST-2003-511592 STP MICOLE Multimodal collaboration environment for inclusion of visually impaired children Specific targeted research project Information society technologies Deliverable D8: Report on development of collaborative tools: User requirements study and design of collaboration support Due date of deliverable: 31.08.2005 Actual submission date: 13.10.2005 Start date of project: 1.9.2004 Duration: 36 months Name of the partner responsible for the deliverable: Royal Institute of Technology (KTH) Summary This report describes a field study that has been conducted in five different countries (Sweden, Scotland, Finland, Austria and France) of visually impaired children's situation in their school (Task 3.1). Furthermore, this report describes the activities and results from the Prototyping Workshop that was performed by representatives of the partners in this WP in order to design collaboration support (Task 3.2) User requirements study in the visually impaired children's context The aim of this investigation is to accumulate knowledge about how visually impaired children collaborate in school with peers and teachers and to what extent the visually impaired children are engaging in group work in different countries. The interaction between the pupils and their teachers and the interaction between peers are important for learning in school. It has been increasingly noticed that collaborative learning has certain benefits due to the fact that the pupils learn through a dialogue with their peers and construct their own knowledge by doing tasks together with others. A field study was conducted in the different countries and the techniques used were interviews with teachers, interviews with visually impaired pupils and their peers and observations of actual group work in the schools. The results show that there are some big differences in the education between countries. However, there are also many similarities regarding aspects of collaboration that the visually impaired children engage in in their school work in different countries. Design of collaboration support Based on the results from the field studies in different countries, a Prototyping Workshop was held in Stockholm where the school situation for the visually impaired pupils in different countries were addressed. The problems that had been found in schools regarding the interaction between visually impaired pupils and teachers and their peers were collected and discussed. Different haptic and auditory applications developed within the MICOLE project were assessed during the workshop. New designs for supporting the specific aspects regarding collaboration and interaction among teachers and pupils found in the field studies were formulated. 1 Introduction to collaborative support for group work.................................................5 References....................................................................................................................72 1 Introduction to collaborative support for group work The conversation between student and tutor and between pupils is an essential part of the learning process. This learning process should be discursive, adaptive, interactive and reflecting. Communication as a concept is used and defined in a lot of different ways with focus on aspects such as sender and receiver of messages, encodingdecoding, attribution of meaning, evoking of response, conveying meaning and so on. The visually impaired pupils that are the main user group in MICOLE do not have access to visual input like mimics and gestures when communicating with peers and teachers. However, haptic and auditory feedback together with talking verbally in shared collaborative interfaces could compensate for some of the information that these pupils otherwise not have access to. A social psychological definition of communication is formulated as follows (Cherry, 1957): "the psychological signals whereby one individual can influence the behaviour of another " Theories about groups often categorise the functions and activities that groups do in order to fulfil the goal of the group. It is interesting that a common denominator in many theories about groups is the emphasis put on the importance of both task and production on the one hand and maintaining and managing social relations on the other, in order for the group to attain its goals. According to the task circumplex model a formal group has three functions that are to produce, give members support, and maintain the group (McGrath, 1993). It will be important that the systems developed in MICOLE can efficiently support both solving tasks, learning and social interaction in order to support good inclusion of the visually impaired pupil in the collaborative learning process. One definition of what a group is has been formulated by Schein (1965): "a psychological group is any number of people who a) interact with one another, b) are psychologically aware of one another, and c) perceive themselves to be a group" In order to cooperate, groups and individuals have to coordinate their activity through communication. The components that are important for coordination are activities, goals of activities, actors and interdependencies. Interdependencies that are of importance are shared resources, to synchronise simultaneous activities and to manage processes where one activity has to be finished before the next activity can start. Underlying processes to coordination are decision-making, communication and perception of common objects like physical objects or shared databases. In this work package it is important to investigate how those aspects are manifested in the group work in schools. Malone and Crowston (1990) define coordination as follows: "The act of managing interdependencies between activities performed to achieve a goal." Groupware are systems that support distributed or co-located cooperation, coordination and communication, and this concept is used in the area of computer supported cooperative work (CSCW) (Sauter et al., 1995). A frequent way of classifying these systems is in terms of their ability to support groups whose physical proximity varies along two continua of time and space (McLeod, 1996). In the time continuum there is groupware that supports synchronous and asynchronous work and in the space continuum groupware can support different degrees of distributed or co-located work. In the case of the pupils´ group work in the school the field studies in this work package have shown that group work in the school is mostly co-located and often but not always synchronous. This means that the group sits down and work together at the same place and work at the same time. However, some group work that is done over a longer period of time in the school is asynchronous because pupils sometimes sit together and work but sometimes work individually during the project period. In the area of computer supported cooperative work (CSCW) people's level of awareness of others activities has been identified as important for cooperation in groups. The concept of awareness is generally used in terms of, individuals' perception of others' activities and the status of others' work-processes. When people that cooperate do not have the opportunity to get this kind of information, if they for example work in a distributed way, studies have shown that they do not reach the same quality in joint projects (Kraut et al., 1993). Awareness is necessary for all kind of cooperation but it can vary due to what degree of focus the cooperation has (Gaver et al., 1991). When working closely together in order to solve a task, individuals get a large amount of information about status in the work process and thereby get a high degree of awareness. A lower degree of awareness characterises cooperation where a main task is divided into subtasks between individuals. Apart from this, co-located individuals have general awareness of events going on in the surrounding context. In the case of visually impaired and sighted pupils collaboration in school, this general awareness has to be transmitted through other senses than vision which limits the information that the visually impaired pupil gets compared to the others. This might make it harder for the visually impaired student to obtain awareness. However, a shared multimodal interface, that represent group activities and objects in complementary ways, that both sighted and visually impaired pupils can use, might give mutual awareness. 2 Objectives of this work package The objective of this Work Package is to investigate the specific issues of collaboration in cross-modal interfaces in order to gain knowledge about how visually impaired and sighted children can interact and learn on equal grounds. Another objective of this Work Package is to make a mapping of problems in interaction between sighted and visually impaired children in collaborative situations in their environment in the field. In this first year, these objectives were addressed in Task 3.1 (User requirements study in the children's context) and in Task 3.2 (Collaboration support). The aim of Task 3.1 was to conduct a field study in order to explore situations involving collaboration among visually impaired and sighted children in their environment when learning at school or playing with friends. The techniques used were primarily open-ended interviews and observations. The aim of this assessment of the problem space was to derive hypotheses that would inform WP4 in the specification of the interface prototypes (Task 4.1), and that would form the topics investigated in empirical studies year two described in Task 3.3. Activities have also been performed the first year to address the plans in Task 3.2 (Collaboration support). The aim in Task 3.2 was to design tools to support collaboration in order to investigate the possible ways of representing information in a multimodal way so that blind and sighted children can work together. The ambition was for this process to be iterative in order to improve the tools continuously so that they finally fulfil the children's needs. 3 User requirements study in the visually impaired children's context, Task 3.1 Royal Institute of Technology, KTH has been involved in planning and leading the WP3 parts of the joint WP2/WP3 work meetings in Dublin in December and in Glasgow in May. This was part of the co-ordination work that was done in order to get the field study started at the different locations in which the study ran in parallel. Representatives from all partners have been present at those meetings and all partners have presented their ongoing work at these meetings continuously. The field study that the partners in WP3 took part in was designed which means that methodology and procedure was formulated and decided on. The interview guides for the interviews with teachers and children were developed as well as an observation guide and a consent form. Different partners made local modifications to these guides so that they worked in the settings in each country. 3.1 The field study performed by KTH A field study was performed by the researchers at KTH in schools in Sweden. Teachers in four schools have been interviewed, and both visually impaired and sighted pupils have been interviewed in three of these schools. The interviews covered issues concerning collaboration between the children during school work, different kinds of group work, their information handling in school, their communication with other children and the teacher and finally some questions about games and play. Furthermore, the children's group work in school was video recorded and observed at three of these schools. The recording of naturally occurring group work group took place in class while the children did their regular schoolwork that was planned by the teacher. A full day of unstructured observation was also performed of a school day in one of these integrated classes that were included in the field study. Contacts were made with four schools in the Stockholm area. Teachers and pupils in three of these schools agreed on letting us interview both the teacher, the pupils and make observations of and to video record group work. In one school only the teacher was interviewed. However, further contacts might make it possible to also interview pupils and to do observations of collaboration in that fourth school. In total five teachers/personal assistants were interviewed in their schools. In one of these interviews both the teacher and the personal assistant were interviewed at the same time. Three blind and three sighted children were interviewed in the ages of 11 to 13 years. All visually impaired children are pupils in integrated classes in Swedish schools. All children that were interviewed were the only blind child in its school class. Observations of group work that was naturally happening in the school work and that was planned by the teachers were made of three collaborating groups. Two of the groups contained three pupils and one group contained four pupils. 3.1.1 Results from interviews with teachers and personal assistants 188.8.131.52 General information All the teachers and assistants had only one visually impaired student in their classes. Most teachers and assistants had in average about 20-25 pupils in their class. There was one exception in one school were the pupils in different ages were together in bigger classes with about 50 students. But this big class was divided into smaller groups. The pupils that the teachers and assistants had were in grade 6, 5 and 4. Two of the visually impaired pupils were born blind whereas two had some sight left. All of these pupils used Braille except one pupil that did not want to use it. This pupil had some sight left and was according to the teacher very eager to fit in among her peers and she avoided as much of the special equipment that she could in order not to seem different from the rest of the pupils. Examples of other equipment that the teachers and assistants said that the pupils used were Minilogg, Abakus, personal computer, Perkins system, internet, special rulers, tactile maps, rubber drawing pads, wax ropes, clay and all sorts of hobby material like pieces of cloth,wood and paper. The teachers and assistants also had access to Braille writers in school. All pupils have a person that functions as a personal assistant but these have different training and education. Some have training in teaching pupils with special needs but one teacher did not have such training. The teachers and assistants said that all visually impaired pupils had a personal computer at school and all pupils except one have internet access. Regarding special training for the children apart from the ordinary school the pupils go and train certain things such as handling information in the computer, using tactile maps, reading Braille and using an ordinary keyboard. 184.108.40.206 Group work According to the teachers and assistants the all the pupils engage in the ordinary group work in school. The most common number of pupils in each group is 4-5 pupils during a group work activity. The different types of group work are for example longer projects on specific topics, laboratory sessions in natural science such as chemistry or physics and problem solving in math in groups When the teachers and assistants were asked to describe how a typical group work is done some of the teachers and assistants responded that the pupils get the task either in text to all the students or that just one student gets the text and then reads it for the other group members. Then the group typically divides the work among the group members and each student searches for information. Finally the students combine all the different information that they have collected. In some group work activities one pupil writes whereas the others give suggestions along the way of for example a laboratory session. All teachers and assistants except one said that the visually impaired students present the group work in the same way as their peers. One teacher said that her pupil couldn't handle presenting in front of the whole class. This student instead presents the work separately in front of the teacher, the personal assistant and one other pupil. In general the teachers and assistants claim that both the visually impaired and the sighted students in a class with one visually impaired student become very good at explaining things verbally. This was something that even the pupils' parents had recognised when comparing with all the kids in a family according to the teachers and assistants. One teacher said that the other pupils regard the computer that the visually impaired pupil has access to as an asset. The teacher claims that this makes them wanting to work with the visually impaired pupil. The group then goes to the work place of the visually impaired pupil and gather around the computer and work there. 220.127.116.11 Difficulties due to visual impairement The difficulties concerning doing group work specifically for the blind child due to the visual impairment was something that was discussed with the teachers and assistants. A general problem that was mentioned was that reading takes too long time for the visually impaired child and that reading Braille and discussing at the same time is sometimes too cumbersome to manage for the pupil that then misses some of the things that happen in the group work. A big problem for one visually impaired pupil was that he did not have access to internet at his computer whereas the sighted pupils had that. One teacher brought up the problem that she perceived that the visually impaired pupil sometimes have problems following the mimics and gestures of the others and that the pupil therefore misses social cues. This can sometimes have negative consequences for the visually impaired pupil when engaging in group work in the school. Another problem was that in chemistry and physics pupils get help from the others to understand processes but these are still hard to understand and abstract phenomena are generally hard to understand. 18.104.22.168 Pedagogical practices The teachers and assistants had tried to include outdoor activities in group work and generally had good experiences from that. One example brought up was that some project work was done outdoors such learning the names of different plants and how they are built. One teacher said that using the concrete outdoor context as a resource was an explicit aim in the education. Generally the teachers and assistants had noticed that modelling in any material was usually better for the visually impaired pupil than drawing. They had noticed that the visually impaired pupil was not able to draw correctly and one teacher discussed whether there is any good reason at all for the children to learn how to draw a picture correctly. The teachers and assistants were not sure that it was meaningful for the visually impaired pupil apart from getting the ability to show others a correct drawing. Generally the aims pedagogically with the group work activities were that all pupils including the visually impaired pupils should learn how to work together in groups. It is formally stated in the school curricula. All pupils should also learn and practise how to present work in front of others. 3.1.2 Results from interviews with visually impaired children 22.214.171.124 Computer use All visually impaired pupils have access to computers in school and at home. All children except one have access to internet at school. The pupils use their computers continuously at school for writing and reading and for doing math. Many pupils also do their exams at their computers. All interviewed pupils use Braille and have computer systems that they can write texts with and read through Braille. At home the children use the computers for chatting with friends, listening to music and playing games. There is no general use of the internet among the pupils in order to get information that they need for school tasks. One pupil uses the internet very much whereas the other children get most information from their assistants. 126.96.36.199 Group work All pupils do different types of group work in school on a regular basis. The group work can be both laboratory sessions in natural science, reading groups in English and group work in math or social science. The pupils in fact claim that they do different kinds of group work in all topics in school. The pupils also do longer projects in school that can last for several weeks. One example was building a shop and planning the expenses and the layout of the shop and so on incorporating math tasks in different ways. All children thought that it was harder to work in groups with too many people involved. They all thought that a good number of people were between 2-4 pupils. The reasons for not liking large groups were that it was hard to follow the discussion and the others activities. One pupil said that all the others could see what everyone is doing but that this was not possible for her. This was especially true in larger groups than three to four persons. A pupil felt that a problem with large groups was that there could be disagreements about how to do the work and that it was generally hard to make consensus decisions on different aspects of the work. The presentation of the group work is a large part of the task in school and all the visually impaired children were very good at that and found that part one of the easier and most fun. The children explained that it was no problem to present information in front of the classmates and that they just talked about what the group had done and sometimes even showed pictures. One pupil said that if she held the picture in the wrong position the others just asked her to move it so that they could see. The presentations are of different kinds, it can be a poster, a verbal presentation or even a theatre performance in front of the class. 188.8.131.52 Difficulties with group work The children were all very good at explaining their part in the work process in a typical group work that they had just done the same day. All children were also very good at understanding what happened during the group work and none of them felt totally left out. But some problems were acknowledged. One child did not find the task in a natural science laboratory session very rewarding because she felt that it was too much of the understanding of the chemical process that she had to understand by feeling the substances which was very hard, whereas the others could see it very easily. So she did not think that she learnt very much from the exercise. She thought that the most important then was to just get through it. One pupil got responsibility for writing more than the other on his Braille computer and he did so but when the text from him and the other pupils in the group should be collected it was problematic. The reason for this was that the sighted students only saw a small portion of the text at a time in the Braille display which made it very hard for them to understand whole sentences. The time they had for this part was too little and this had the result that they did not finish in time. One child did not like to get the task of collecting information or writing reports because she felt that this was cumbersome for her. Another pupil said that someone else usually takes notes because as she states "the others can not see what I write" and she finds that a problem. One of the visually impaired students thought that group work was rewarding but two of the children said that they actually did not like group work so much. One child thought that she got to do less work than she wanted when she did group work than if she worked by herself. But the children did find positive aspects of group work such as that it was more fun to solve a task in dialogue with others, that it therefore could be easier to solve tasks because each child did not have to do everything by him or her self. One pupil said that one thing that was fun with group work was to get to know other pupils better that she had not talked to so much before. 184.108.40.206 To produce illustrations Most of the children were not very fond of drawing. One child found drawing quite rewarding but this child had some vision left and could actually see some lines in a magnifying glass. The other two children thought that it was too hard to get the drawing right and also that it was not so meaningful for them. One child explained that it is easier to use material that she can make something three-dimensional with because that is easier for her. This pupil found it hard to show the same thing in two dimensions than in three dimensions. All children liked to build things in other materials and also found group work that involved that kind of activity the most rewarding. Such materials could be clay but also wood or paper and all kinds of other materials. One pupil remembered a park that they had done from leaves and gravel and so on that they found outdoors. Another pupil remembers a shop that they built in a cardboard box that she found very fun. Another example was an electrical circuit that also had a quiz incorporated in it with questions that should be answered correctly in order for a buzzer to make some sound. This pupil was so proud over this work that she showed it to her mother during a meeting with the teacher. 220.127.116.11 Outdoor activities and play The group work is not always done within the school building according to the children. Sometimes they go outside and either collect material from the nature like leaves or grass or they use the outdoors for going a path with a number of stops where a question is placed that they have to answer. The blind children found the outdoor group work activities very positive. This is interesting in the light of the reports from some of the children that said that they are very much alone and not doing anything during breaks. The other children play different ballgames or do other physical games that are too fast for the visually impaired children to join. One activity that one visually impaired pupil liked to do during breaks with others is a game where some children are on top of a small hill and the other children try to take them down and get on top of the hill themselves. This game was very physical and the pupil liked it a lot. 3.1.3 Results from interviews with sighted pupils 18.104.22.168 Computer use The sighted children have access to computers in school and at home. It does not seem to be the case that they use the computers very much in school. The pupils feel that the teachers want them to use books in order to search information rather than using the internet. Most sighted pupils are aware of the fact that they have access to internet in the school. The pupils use the computers at home for surfing the internet playing games and chatting with friends. One of the older pupils say that he uses internet daily in order to chat with friends. All sighted pupils do group work in school about one or two times a week. The size of the groups is two to five persons according to the sighted pupils. The sighted pupils mention that they do shorter group work in English, longer project on a specific topic that lasts several weeks, group work in geography, history and laboratory sessions in natural science. The sighted pupils said that it was a common strategy to divide the work during group work so that everyone gets to do a part each. However when doing laboratory sessions in natural sciences most work is done jointly. 22.214.171.124 Group work All sighted children generally liked to work in groups much more than working individually. A positive aspect of group work mentioned was that it feels as if the work is made faster. Generally the pupils thought that the tasks tended to be more fun when they were supposed to do group work. They also thought that it was nice to divide the workload between a number of people so that they did not have to do all the work themselves. These pupils also thought that tasks were easier to solve and finally that it is fun to talk and discuss with peers during the schoolwork. However a problem that was acknowledged was that it can be hard to work together if the group is too large. The problem then is to agree on things and that some pupils get too little to do and just sits inactive. Another problem that all pupils mentioned was that group work is not positive if they happen to be in a group of people that they do not like or have problems working with. Finally the topic and the task are important in order for the group work to be fun and interesting. One pupil felt that if he was not so good at the subject then it could be better to work individually so that he could do the work in his own tempo and focus properly. 126.96.36.199 Group work with a visually impaired pupil One of the sighted pupils thought that it was sometimes hard to work with the visually impaired pupil because the text that explained the task had to be read aloud a number of times. The sighted pupil thought that this might mean that the visually impaired pupil had to hear the task several times in order to fully grasp it. One other problem was that if a poster had to be made the visually impaired pupil used clay instead, which the sighted pupil found a bit difficult. This pupil said that it was not a problem to work with the visually impaired pupil when writing a text, they then used to have one sighted pupil that was writing and the others including the visually impaired pupil were verbally saying what should be written. One pupil thought that it was good to work with the visually impaired pupil because that pupil had a lot of knowledge on different topics like how engines work. This sighted pupil also said that another advantage was that they had access to the visually impaired pupils computer directly. Furthermore, the visually impaired pupils assistant was always available to the group with the visually impaired pupil which resulted in them getting a little more support. A problem that this sighted pupil had noticed when working was that it took a long time for the visually impaired pupil to write on his Minilogg (Braille computer). The sighted pupil had noticed that the visually impaired pupil liked presenting group work and was good at explaining things which was positive. 188.8.131.52 Outdoor activities and play The pupils sometimes did group work outdoors and found this very rewarding as they got to move around and because it was a nice change compared to sitting in the classroom. The favourite games during breaks were bandy, football and basketball among the boys. The girls played a ball game that was called Ching. The pupils are not allowed to be indoor during breaks and therefore do not play board games or card games. 3.2 The field study performed by University of Glasgow, UGLAS This report details the results from a study carried out at the Royal National College for the Blind (RNCB) in Hereford in England. The RNCB is a specialist school that caters for students of ages 16 and over who have a range of visual disabilities. It provides training and learning facilities for a wide range of late school level and higher level education for its students, as well as offering practical skill training. The study was conducted through 3 interviews, a focus group containing 4 participants and 4 demo sessions. The goals of the interview were to extract information about how visually impaired people access and information in their everyday lives in work and play settings. All participants involved in the study were students or worked at the College, and were blind or visually impaired. The goal of the study was to find out how objects and accessible technologies were used in everyday life for working, playing and communicating. The results will be fed into future prototypes for the MICOLE project to provide useful interfaces, improve interaction and display information in an appropriate form. "If there's one thing I've learnt about not being able to see, it's that you've got to be very persevering with everything. You have to learn so much before you can do anything" A quote from one participant in the focus group study 3.2.1 Access Technologies and Computer Use 184.108.40.206 Access Technologies to Printed Material Before access to computers became commonplace, access to information for a blind person was very restricted. Any sort of information such as books or letters had to be transcribed and printed through raised dots that could be explored and understood through the fingertips. For some materials such as books, audio versions are available, but again these must be specially recorded. Any sort of textual information required knowledge of Braille, which can be difficult to learn. Brailing of non-textual information such as tactile images and diagrams is not necessarily a straight forwards process. These techniques were used successfully for many years to provide visually impaired users access to a large repository of information. However, while these techniques might be sufficient for access to static information such as books, the large amount of time and effort to record the information in a different format means that they are poor methods for any information that may change regularly. The introduction of access technologies for computers has revolutionised how visually impaired people access information. 220.127.116.11 Computer Access Technologies Computers played an important part in the lives of all those interviewed. They were used in both their working and social lives to allow users to browse information and communicate. In their working lives computers were important for tasks such as word processing and to a lesser extent databases. Audio games were available from the point of view of entertainment, and communication technologies such as email and MSN Messenger were a popular tool for collaboration and communication. The Internet played an important role in work (for research), entertainment (for games and news and sports information) and communication. When a visually impaired person uses a computer, specialist accessibility may be required. For input (information entry and navigation) for blind users, the standard desktop metaphor is not appropriate. They are not use to using a mouse, and the two dimensional spatial layout would prove difficult to navigate. The keyboard however allows a blind user to jump straight to menus that can be navigated using the arrow keys. For familiar applications, series of keyboard shortcuts can be memorised that will allow the user to navigate quickly through a series of options. The fixed layout of the keyboard allows the user to locate the appropriate keys quickly through touch for text entry. Specialist keyboards also exist that allow users to enter information through key chording. These devices are often combined with dynamic Braille displays to allow input and output on the same device. There are different output technologies available for computer access depending on the user's visual impairment and ability to read Braille. For those with some vision, a screen magnifier may be enough to allow the user to access information. For those with less or no sight, screen readers are an important tool for browsing and accessing information. The screen readers (such as JAWs) will read out the text on the screen in a linear fashion. It can be adapted for specific applications for example to indicate links in a web browser. These are commonly used tools that work with a wide range of (but not all) applications. Alternatively, if the user can read Braille, a dynamic Braille device can be used for accessing the text on the screen. Similarly to a screen reader, these devices will display the text on the screen through a line of Braille arrays of up to eighty at a time. They are often used in conjunction with screen readers which may not always read out all the necessary text in an application. Specialist programs also exist (such as the Duxbury Braille program) for the creation of accessible information. 3.2.2 School and University Education Participants were asked to initially reflect back on their school days and how they coped with learning the information presented by the teacher. With the various ages of the participants, there seemed to be a large difference in experience between those that experienced school before computer use became widespread and those that had access to computers through their studies. There were also differences reported in those that attended mainstream education and those that attended a specialist school for the visually impaired. In mainstream education, access equipment is available, but there is a great emphasis on the teachers to make their classes accessible to both the sighted and visually impaired children. Problems can occur during lessons that rely on students having access to the material on the black board. 18.104.22.168 Different Subjects The subject studied can also have a large effect on how easy it is for a visually impaired person to learn. Maths for example was found difficult by all participants interviewed. It is a subject that requires understanding of complex formulas and visualisation of shapes, angles and data through graphs and tables. Many of the participants reported difficulty in comprehending the presented the information. It is difficult to say whether the dislike for maths was due to this or a general lack of interest in the subject. English and languages and geography were subjects that were noted as popular. English teaching is based mainly on textual information and can therefore be easily conveyed to the visually impaired learner through some sort of Braille or speech interface. This relatively straightforward transition from traditional lessons may explain the popularity of English in this study. A talking dictionary seemed to be a common piece of technology that allowed students access words and learn spelling. Games were available to aid learning that would challenge a student to spell a word or solve an anagram. This functionality can be provided purely through audio as easily as through vision. Learning foreign languages should share many of the benefits of learning English in that the information can be presented to a user in the form of text. However, there is the added problem of different representations of Braille characters. Different language use different character sets and symbols such that a Braille pattern in one language does not necessarily correspond to the same letter in another Braille language. Geography presents different challenges in presenting the information in an understandable manner. Of particular interest for this study is map browsing for geography. Maps can be conveyed to users through raised paper using lines (to delineate roads or borders etc.), and different textures to convey information about an area of the map. This allows a user to build up a spatial representation of area. Different maps containing different levels of detail can be used to indicate different features on the map. Participants stated that they would use maps to get a general overview of positions of objects relative to each other, but would not feel comfortable navigating a new area after map exploration alone. Music was mentioned as a popular university subject as well as a hobby. Music technology lends itself to non-visual teaching as much of the skill is in listening to a sound or piece of music and making adjustments on what you hear. There were a number of interesting challenges mentioned however. The technology may change relatively quickly which is difficult is you must navigate through a piece of hardware or software through memory, touch and sound. In this situation the lack of overview of the technology can be prove difficult. Further, there is no access to certain displays that can be used for comparisons. For example, there is no way to compare levels of sounds other than audio, when a sighted person could quickly check several LED displays at once for volume and make comparisons visually. One participant was studying fitness coaching. This involved examining the motions and performance of a client (during weight lifting for example) through touch alone. The instructor would place his or her hand on the appropriate joint and could measure the movements of the client to check whether he or she was over extending or not. The course also required building and checking of a performance history for the client that proved challenging as paper and pen form filling would be required. 22.214.171.124 Technology in University Organisation and Administration Computers also played an important part in the organisation of the Hereford RNCB. Information about basic services and administration such as lunch menus or changes to lecture times could be distributed to the students in an accessible form such as email. There was also web access available to a dynamic 'electronic board' where users could visit and explore at their leisure any information left by the college on the board. The advantages of a web accessible board of traditional boards are that it can be accessed from any networked computer on the campus using standard accessibility tools such as a screen reader. It can also be thought of as dynamic as it can be rapidly updated with new information. 3.2.3 Games and Hobbies This section of questions was developed to find out the interests of the participant outside of a work setting. As the MICOLE project is aimed towards providing accessible interfaces for children and the majority of participants were older than the target age group, participants were asked to think back to their interests in childhood as well as talking about their current interests and hobbies. Again, the effect of rapidly changing technology must be considered when the current interests of visually impaired children are considered. 126.96.36.199 Tactile and Auditory Games and Hobbies Audio and Braille books have been used by the visually impaired for decades. The text information is easy to translate into an accessible form (as discussed above) and equivalent information in a different modality can be presented to the reader through raised paper, speaker or computer system. The majority of participants interviewed had an interest in board games and card games. One interesting aspect of such games is that in general, very little change is needed to make a standard board or card game accessible. These games are usually cheap to manufacture and low-tech, so in this instance (without the availability of sensing equipment or speakers in the game) static tactile presentation of information becomes very important. Raised dot printed material stuck to the board, cards and dice can allow players to read important game information without obscuring the standard print for sighted players. This offers a very cheap and effective way of allowing a blind player to participate in a game and even compete against a sighted player. Games such as monopoly, scrabble, chess, connect 4, snakes and ladders, and solitaire, along with several types of card game (eg. dominoes and beetle) were mentioned by participants. Often, specially adapted versions of particular games are developed to handle problems specific to one game or one type of game. For example, many of the accessible games have squares into which pieces can be fixed, allowing for tactile exploration of the board without moving the pieces. The accessible version of scrabble requires the user to read raised dot Braille characters on the letter squares, and therefore allows the board to easily rotate such that each player can access the Braille from the correct orientation. In games involving players placing or controlling multiple pieces (such as chess or connect 4), it is important that the user can maintain an overview of the game and in particular which pieces are theirs and which are the opponent's. Each team of pieces may have subtly different shapes or tactile properties. For example, in connect 4, one set of pieces will be a solid circle, and one will be ring shaped allowing a player to quickly identify each through touch alone. These types of game are interesting as they incorporate many of the aspects important for the project. Players must maintain an overview of the state of the game, sometimes keeping track of and developing strategies for multiple different interaction pieces. External memory issues become important in this instance. They may need to collaborate or compete, and take part in activities such as turn taking, and simple changes allow equivalent information to be presented in different modalities depending on the player's preference. Lego was also mentioned as a popular toy when participants were younger. It is inherently tactile, with standard sized unit pieces that can be identified through touch. Each piece attaches solidly to other Lego blocks to allow for easy tactile exploration of the object being constructed. Each standard piece can be categorised by the number and configuration of bumps that can be felt on the top and visual feedback is not required to fit blocks together to form complex shapes. Puzzles and quizzes can take many forms that allow them to be accessible. Tactile versions of traditional puzzles are available. For example, tactile jigsaws allow players to explore raised images on the pieces such that the pieces must be complementary shape and be continuous in height if they are to fit together. An accessible Rubiks cube can has been developed that replaces different coloured squares with different tactile symbols. A popular tool discussed for both learning and entertainment was a talking dictionary. This is an electronic device with keyboard that allows user's to access a database of words and meaning. The user is challenged to spell words, or to solve puzzles (such as solve an anagram). The majority of quiz questions contain only textual information that can easily be transcribed to raised paper Braille. Alternatively quiz games are a popular format on television, and shows such as "Who Wants to be a Millionaire" were discussed by participants as being particularly accessible. The different formats of these games lend themselves to tactile or auditory presentation in different circumstances. To some extent, TV and film can be considered accessible as it is possible for a visually impaired user to follow a program or narrative through listening to the audio track. However, much of the time, information crucial to the program is presented visually only, which can confuse someone who does not have access to the visual channel and may cause them to lose interest in the narrative. Several participants took part in or followed sports. It has been popular for even sighted people to follow a game such as football non-visually for many years. Radio commentaries already provide in depth descriptions of the action on the pitch allowing a user with no visual information to follow the game. Participating in sports presents different challenges. One participant interviewed was a keen footballer, involved in training and playing blind football. Here, a bell is placed in the ball allowing players to listen for it and track it. Traditional skills such as teamwork and ball control are important, but there is the added dimension of insuring your own safety and your opponents safety while navigating the pitch. Awareness of surroundings is important to avoid collisions and to successfully complete passes. This involves a lot of verbal communication on the pitch with team mates and opponents. Two interesting activities discussed by one participant each were war games and ornithology. During war games, the participant would recreate historic battles on physical models of maps. Awareness of position of the armies on the field was important as well as awareness of the 'lie of the land'. Tactile maps would allow exploration of the field, while the participant would collaborate with sighted friends to manoeuvre pieces around the map. Ornithology involved listening and recognising bird sounds. The participant made themselves aware of the prominent species or bird when visiting a new area, and would prepare by listening to the different bird calls through an audio tape. The different species of bird can then be detected and identified through the distinct bird call. 188.8.131.52 Computer Games The development of non-visual computer games is an emerging field. Games have been developed that take advantage of 3D sound (or stereo panning) and to a lesser extent tactile feedback technologies to present information to users. A common type of game involves identifying a particular sound from a library of sounds (which the user can listen to beforehand and access during the game), and trying to localise the position of that sound in space. Much of the time, this will also involve navigating an avatar to move the sound to a particular relative locale. A common task would involve listening and identify a monster sound to their left or right, and neutralise the monster by navigating until the sound is central before performing some action. One relevant feature of these games is that greater realism might be possible. Realistic sound reproduction through replaying a recording can produce very high quality effect. Producing photo-realistic graphics is now not an issue. One participant reported getting a shock when her phone rang while exploring a particularly tense audio, mistakenly connecting the phone ring to an event within the game. Dynamic objects within the game add an extra layer of complication to the environment. The user is now not in complete control of the environment and must be made aware of any changes. This would be particularly important when two or more players were competing in or collaborating in a shared environment. Many competitive non-visual games use turn taking to simplify this process. One example would be an online card game where only one user could perform an action at any one time, allowing the other users to follow the progress of the game more easily. Some traditional games were considered to be playable although they may be considered to relying heavily on graphics. In particular, some football games provided detailed in game commentary that allows a visually impaired player to follow some aspects of the play. One specific game - Mortal Combat - was considered playable as it gave auditory information about which character the player had chosen before the match, auditory information whenever a player performed an attacking move, and informed the players who had won at the end of the match. 3.2.4 Communication and Collaboration Communication and collaboration was considered an integral part of all participants' college lives. Many courses required students to share information they may have researched or documents they had created. All collaboration reported in this study was either verbal or text-based. Communication through speech was considered to be the most important method of sharing information. When a visually impaired person needed to perform a non-accessible task (such as gain information from a diagram or fill in a paper form), they would collaborate with a sighted peer. With the advent of new technologies, it is now becoming easier to share documents through email. All participants discussed email as a useful method of sharing work with colleagues or submitting assignments to tutors. The only instance of non-text based collaboration was in development of accessible tactile diagrams. If a diagram was being converted from visual to tactile form, one participant would collaborate with a sighted peer to ensure that the tactile version conveyed the information in a useful form. Several communication technologies played an important part in participants' lives. Telephone and Braille letters have been an established method of communication for a long time. New computer technologies greatly simplify some communication. Email is accessible using a screen reader or dynamic Braille display for output and the keyboard for input. MSN messenger was highly praised by all participants who had used it. Navigation of the interface could be performed through keys alone using a screen reader (such as JAWS) to provide information about any messages sent or the status of contacts. 3.2.5 Observation of Demo Study 184.108.40.206 Technologies This pilot studies introduced participants to two pieces of haptic technology; the PHANToM force feedback device from SensAble technologies and the VT Player mouse developed by Virtouch. 220.127.116.11 Task Participants were initially given a physical model of a simple maze built on a large flat surface with Lego blocks attached representing walls. They were asked to explore and familiarise themselves with the maze through touch. They were then presented with the equivalent 2D virtual maze that could be explored using the above haptic technologies. The 3 three possible exploration conditions were 1. Phantom – the users were constrained to the path with explicit wall collisions presented through force feedback. 2. VT Player – the user navigated their cursor by moving the mouse. Information about the user's local context was displayed using the two tactile arrays on the mouse with pin up representing a wall and pin down representing a corridor. The user's current position in the tactile array (always the same pin) was represented by a cursor the pulsed up and down. Although the user's cursor was constrained by the walls, no explicit collision information was presented to the user. Collisions had to be inferred by the information (or lack of change of information during movement) on the tactile arrays. 3. Combination of the Phantom and VT Player – The user navigated the cursor as in the Phantom condition and felt wall collisions through force feedback from the device. Additionally, the user rested tow fingers from their non-dominant hand on the tactile array of the VT Player mouse. Information about the user's local context was then presented though these arrays as in the VT Player only condition. Participants were asked to explore the maze fully and discussed how closely they felt the virtual maze resembled the physical maze. It was important to see whether the participants could maintain a sense of their position within the environment. A further informal study presented the user with different simple shapes of maze (ie. A square and a cross) and ask the user to identify the shape of the maze. 18.104.22.168 Observational Results The Phantom received a positive response from all participants. Users were able to able to navigate the virtual maze through continuously pressing against the walls. Their familiarity with the Lego maze and shape of the walls allowed them to maintain a sense of position within the maze. The Phantom was seen as a very intuitive interaction mechanism for this task as it allowed users to navigate paths freely and explicitly indicated the constraining walls through force. One participant said the Phantom gave a 'good overview' of the maze which was surprising given the single point of contact. This was possibly due to the speed of navigation possible with the device, and the fixed frame of reference for the movements. Participants were also able to determine the shape of the square and cross maze using the Phantom. Some participants were initially positive about the VT Player mouse. However, when asked to perform a task, none of the participants could use the mouse in this context. Without the explicit feedback from wall contacts, participants struggled to detect when they were moving against a wall. Users could not use the system to navigate or maintain a sense of position within the maze, and when asked the shape of the square or the cross maze, no participants answered correctly. There are a number of potential reasons for this. As stated above, none of the participants were familiar with a mouse. The tactile arrays bore some resemblance to Braille cells. Users would run a finger back and forward over the two cells to try and detect patterns rather than maintaining static contact with one finger on either array. The fact that there were more pins in the horizontal direction than the vertical direction seemed to affect the navigation. All participants demonstrated a characteristic movement pattern of repeated left-right motions without exploring in the vertical. Participants did not seem to be able to extract the intended meaning from the pin arrays, with one participant describing the feeling as a "tactile mess". Not surprisingly when combining the two devices, users tended to ignore the feedback from the mouse and use only the force feedback from the Phantom. 3.3 The field study performed by University of Linz, ULINZ An extra meeting involving UPMC, ULINZ together with KTH was organised in February in Paris where possible collaboration about the field study was discussed. The questionnaires that the three partners would use were discussed and reviewed. As the teaching situation is different in the different countries, the questionnaires was decided to be slightly different but they were cross reviewed in order for them to be coherent with each other (between KTH, ULINZ and UPMC). Both ULINZ and UPMC participate in the field study on collaborative work of blind children coordinated by KTH. Their interviews with blind pupils and teachers that teach blind pupils, address the following subjects: 1.General information 2.Group work 3.Problems when learning Mathematics An interview study has been performed by ULINZ with four blind pupils and two teachers. Two of the blind pupils are 13 years old and two pupils are 16 years old. 3 pupils went to integrated schools and 1 pupil went to a school for visually impaired. 3.3.1 Results from interviews with visually impaired students and teachers 22.214.171.124 Interview 1: visually impaired student General Information Student A is a 13 year old girl and is in her 7th year of education. She is the only blind person in her class. A doesn't get additional training in a school for blind pupils. For school, she is working with the computer. She has her own laptop, which she takes with her to school. At home, she has a desktop computer in addition, which she uses mainly for doing her homework. On the computer, she uses a Braille display. Since she also gets the books from school as computer files, this is her main source of information. But she also has books in Braille at home for herself, or she might order them from the library. She doesn't have any problems with reading Braille, she finds it quite easy. Group Work Recently, they had to work in groups on a project in biology. Her group (consisting of 6 people) had to design a poster about pets, and later they had to present the information they had found. So they searched for information on and for pictures about this subject. They decided together who would do which part of the project. A got the task to search for texts. For this, she mainly used the internet and books. Usually, she doesn't have any problem with finding information, only if there is no other source but blackprint books. For the presentation of the poster, they divided up among themselves the information they had gathered, so each one of them would present a small part of the whole project. A enjoyed the project mainly because of working together with others. Searching for texts she considered to be rather boring. But she wouldn't change anything about the way they have worked on the project. In her class, they do not work in groups very often. If they do, they mainly stay in the classroom. Sometimes they might go to the corridor, so then A takes her laptop with her. When A and her friends are not together, they still keep in contact via phone, text messaging, or writing e-mails. From these tools, A likes communication by means of her cell phone most. Learning Mathematics In maths, A gets the school book already prepared so that she can read it. If there is any additional material, either her maths teacher or her personal teacher for the blind prepares it for her. She gets this material either on computer, or, if there are important graphics, she might get a foil where she can touch and feel the image. She doesn't know any specific Braille-notation for maths, and she is not sure what system they use in school, either. But she is used to that system and uses it also for her homework or when she is writing only for herself. As mathematical software, she uses the calculator in Excel. Now, she only works on the computer, but in primary school, she used the typewriter. She started using the computer approximately in her 5th year of schooling. It's not difficult for her to use the computer, and she can also easily make an ink-print output for her teacher when she hands in her homework. Her parents can't help her anymore with maths because the level is getting higher and higher. In math, she doesn't work together with other pupils, either. As to what problems she has in maths, she mentioned working with graphics (e.g. drawing graphics). The only problem she might have during lessons is that the other children are very loud so that A has difficulties in understanding the teacher, although she is sitting in the first row. Games She likes playing games with her family. The games she mentioned are the card game UNO and ludo (both in blind edition). 126.96.36.199 Interview 2: visually impaired student General Information Student B is a 13 year old girl in the 7th grade. She is the only blind person in her class. She doesn't go to a specific school for blind pupils, but she gets additional training in how to use the white cane for example. She uses her laptop for school. Additionally, she also has a desktop computer. She is working with the Braille display and, in addition, sometimes with the voice output. Now she doesn't have any problems with reading Braille anymore, although especially in primary school she found it quite difficult. Group Work A recent group work in school was in geography. B was working together with 3 other students. They had to find out certain information from the atlas – for example searching some cities. Then they had to write down some information they had found out. In each group, they had a spokesman who decided what each one had to do and who would also present the results. B had the task to write down the information that the others found out. She also looked up certain information for herself in her Braille atlas, but her atlas didn't contain enough information. For this special task, she didn't use anything else but her atlas and the computer. For other subjects, she uses basically only her schoolbooks and for maths additionally Excel as a calculator. She is fine with these tools, she only wished her atlas would contain more information. The difficulty in connection with other forms of media was the problem, when there was no sound or any spoken information on TV. The group work in geography was presented as a report by the spokesman of their group, so B didn't have to present anything. When asked what she liked most about this group work, B said she didn't enjoy it so much, because the others were not really conscious of her and often left her out. But still she didn't consider this group work as boring. If she was allowed to decide for herself how she would like to organise the group work, she said she would like to gather more information herself; when writing down the information, she would prefer using only keywords instead of writing down every detail; and she would like to be the spokesman herself, or at least be allowed to read out the results. An other group work she is really looking forward to is participating in the work for the student magazine. She hasn't done this work yet, but she was promised that she will be the one to correct the spelling of the others because she is really good in doing that. Sometimes they also have to work together in German lessons. One time, they had to analyse a text from physics, because their German teacher is also their physics teacher. They split up the text and analysed it that way. When she is not together with the others, she mainly keeps contact by means of the phone or by chatting on the computer. She hasn't chatted very often so far, but when she did it, she really enjoyed it a lot. She also likes using the phone, although they do not call each other very often. She rather mentioned how much she liked it when one of the girls picked her up and they went for a walk. Learning Mathematics Her maths book is already prepared so that she can read it. As far as she knows, this is done by the school. Additional information is prepared mainly by her personal teacher for the blind and only sometimes by her maths teacher. She doesn't know a specific maths notation for the blind, but she can read the one used in school. As additional software, she uses Excel and a maths-trainer on her computer. Now she receives almost everything on computer, and she herself also works on the computer. She uses the notation she has learned in school. When she hands in her home-exercise, she makes an ink-print output. With her home-exercises, her father can help her. She doesn't work together with other pupils. The major difficulties B has in connection with maths is to imagine what she is learning about and to keep this picture in mind. Additionally, it's difficult to remember everything during a certain exercise (like also the beginning of the calculation or the whole formula she has to work on) in order to have an overall picture. It's also difficult to draw graphics – generally, geometry is quite difficult for her. With her teacher, the main difficulty is that to her it seems that the teacher is swamped with teaching an integrative class, so often he is impatient. Additionally, it's difficult for her that the teacher writes everything on the blackboard. When talking about the teacher, she also mentioned her chemistry teacher who gave tries many things to help her to picture what they are learning about. E.g. she also got a model of an atom so that she could touch and feel. She enjoys these lessons very much. Games B likes to play. On the computer, she enjoys playing Pinball where she can work with the sound effects. She also likes to play cards, also together with sighted ones; she enjoys playing "Who wants to be a millionaire?" Some time ago, she has even designed a quiz-game herself. She Also enjoys playing domino (especially designed for the blind). She recognizes that other children in her class play often with their mobile phones where she can't participate. 188.8.131.52 Interview 3: visually impaired student General Information Student D is a 16 year old young man and is in the 10th grade. He goes to a school for sighted children, and he is not only the only blind person in his class, but also in his whole school. He doesn't go to any school for the blind. He has a laptop for school, which he uses almost for every subject. Additionally, he has a desktop computer at home. He uses this computer only for his work for school. With the computer, he always uses Braille and has no problems with it, but finds it rather easy. At the beginning, he had problems with the shorthand notation, but he is fine with that now, too. Group Work A recent event when D has worked together with his class mates was in religious instruction. The class was divided into groups of 4 to 5. They had received some texts they had to work on. The teacher gave them some work assignments. After the work, they discussed the results in class. The teacher chose somebody for each assignment to report on what they had found out. In the group, they decided together who would work on which point. The most difficult task for D was finding the Bible scriptures on the computer, because the computer could perform the searching only very slowly. D didn't have to search for texts since they were given, but for additional information he used his encyclopaedia on his computer. For other tasks, he has additional to his computer an atlas and also a calculator, but now he uses only the calculator on his pc. He has difficulties with searching the internet for information, but he thinks he has only difficulties due to lack of practice. When asked what was the most boring part for him in that group work, D mentioned again the problem he had when looking for Bible scriptures since the computer was so slow. He mentioned the general problem that if a (school-)book is quite long, Word has problems with handling the size of the document which makes the computer rather slow. D prefers it when (like in German lessons) the subject is free to be chosen by the student. Then he likes to search for information in his encyclopaedia. He also enjoys having swell paper graphics; e.g. he mentioned that in physics, he received some graphics when they were learning about optics. This was very helpful for him in order to picture what they were talking about. Generally, if they have group work in school, they stay in the class room and don't go anywhere else. When he wants to contact somebody from his class after school, he usually uses the phone. Learning Mathematics In maths, D has his own teacher. He is separate from his class in these lessons. The maths book is prepared for him by the job market service in Vienna. The formulas are written in a Braille maths notation, but he doesn't know what it is called. He doesn't know any notation by name. As mathematical software, he uses MuPAD. He finds this software very helpful, for example when he has to work with equation systems. If there is any additional exercise, he receives it from the teacher on a floppy disk. D himself is only working on the computer and he uses the notation from school. When he has to hand in his home-exercises, he usually uses the ink-printer in his class to make an output for his teacher. Otherwise, he might hand in his work simply on a floppy disk. In maths, D has to work basically on his own. His parents can't help him anymore, although they used to. Now the level of maths is too difficult for them. And since he is not together with the others, he can't work with them, either. He used to be together with them in the "Unterstufe" (grade 5 – 8), but it is easier for him now with having a teacher on his own. The teacher has a general training for being a teacher, and now she has taken some courses to be familiar with the special needs D has, especially for the software he uses. Now he is fine with maths. But in the lower grades he had a few problems. At this time, he didn't use the computer, but he was working with books embossed in Braille, and he himself would also work on paper. This was difficult for both the teacher, who couldn't read Braille, and D himself, who had some problems with finding the needed information. When he started using the computer in the 8th grade, things got easier, and now with the personal teacher, it is even better. Games He likes playing on the computer. He mentioned a game where he has to guess words. He also likes playing Battleships. He can also play this together with others in his class. 184.108.40.206 Interview 4: visually impaired student General Information Student S is 16 years old, male, and goes to 4th class of Hauptschule (8th year of schooling). His ability to see is around 10%. He goes to a school for blind children. His class is very small and consists of children of different ages and different visual capabilities. S has a computer both in school and at home and hopes to get a laptop very soon that will make learning easier for him, since the laptop means more flexibility. For school, he works almost only with the computer, because it is much easier for him to have the books stored on computer than to carry the folders that get really big when written in Braille. At home, S uses the computer almost only to do his homework. He prefers being outside with friends to spending time indoors. He uses Braille and has no difficulty with it unless the text gets long (7 – 8 pages) when it's more difficult to concentrate. He finds it really helpful though if the text is written in shorthand. Group Work One recent event when they had to do groupwork was to compose a presentation for biology. S was working together with another boy. They had to gather information on drugs. Mainly they were working with the Internet where they found 4-5 websites. Together, they divided the chapters found on the Web among themselves so that each of them was working on his own chapters. S liked the work and found it very interesting. Since both of the students can see a little, they could choose if they wanted to present the information on a poster or verbally. They chose to relate everything to the students because there are some in the class who can't see at all. Otherwise, for them it would have been very difficult to follow along. For the presentation, each one of them presented the part he had prepared. S would have preferred to present them also real drugs or e.g. a real hemp leaf so that everybody would know what he was talking about – "of course not to taste, but to feel". He also wanted to present pictures of real "drug stiffs" – but this was not possible because of the blind students and because also the teacher forbid it. But he would have really appreciated it. Now instead, they made swell paper graphics, showing the blind students a simplified version of different leaves. The only thing he didn't like was that especially younger students would ask the same questions over and over again which made it very annoying for him. But besides that, S enjoyed this group work. He also likes other times when they are working together. This can be both in school when they take turns reading or filling out clozes in English, but also outside for sports (he likes a lot playing football) or working in the school garden which they do about twice a year. For keeping contact with other students, he prefers using his mobile phone (also for sending text-messages), because it is always handy. Learning Mathematics S has his maths book on computer, already prepared so that he can read it in Braille, but he is not sure who prepares the books: it might be the computer itself with a conversion-program. He understands the maths notation in the book very well (mark: 1 on a scale from 1 to 5), although he is not sure about how it is called. For mathematical software, he uses Excel. When he gets additional information from the teacher, it is usually on the computer. Only sometimes (for example in German lessons) he gets papers printed in Braille. He can read maths on the Braille line, but he is not sure what the system is called. For maths, he is only working with the computer. When S is writing something for maths (also his home-work), he uses his own notation. The teacher doesn't care as long as the calculation part is ok. This is also how he hands in his home-exercises, and additionally, he has to print it out as an ink-print – output. He is very good in maths so he doesn't need help from his parents, although they would be able to do so. Basically, he is working on his own, since in his school, there are only a few students, and there is nobody at the same level like he is. The only problem he has in maths lessons is the way the book is written: when he wants to find an exercise with a specific number on a specific page, the search function will give him immediately the right page, but it might take very long to find the exercise, since the search function will yield all these numbers on the page; so if exercise no.3 is at the end of the page, and there are many caculations before that exercise, the student will have to go through all digits "3" before actually finding exercise no.3. It would be very helpful for him if the exercises were marked as such. With the teacher, S has no problems related to his disability. The teacher is very helpful and understanding. Upcoming problems are rather general ("She wants me to do caculations in the way she has it in mind although my way would be much easier for me.") Games S likes playing football which he does also at school. At home, he prefers going out with his friends, but he might also play at home with the Playstation, playing carraces or fighting games. The normal version of these games is okay for him, but he would prefer if the text on screen was written with more contrast. 220.127.116.11 Interview 5: teacher General Information Teacher S is 40 years old, female. She got training as a teacher for children aged 10 – 14, and additionally as a teacher for the blind. Half of the time, she helps blind pupils who are integrated in classes with sighted children, the other half of her time she teaches in a school for the blind. In this school, they have 3 different stages: primary school, "Hauptschule" (secondary school, age 10-14) and remedial classes for children with additional handicaps. S is teaching those aged 10 – 14. Since there are only a few blind children and children with visual impairment, respectively, the class (consisting of 8 children) is mixed in age. Also as far as their visual abilities are concerned, they are mixed. Only two of them are practically blind, the rest of them can see more or less well. Their visual impairment is due to different reasons: albinism, premature birth, defect in the retina and others. Only the two blind children use Braille. The blind pupils who are integrated in general classes also use Braille. In the school for the blind, they also use software and special machines to magnify written documents and books. Additionally, each child has a desktop on his/her own. S is the personal assistant for student D who is integrated. D doesn't go to a special school for the blind. In the school for the blind where S teaches, the children don't have a personal assistant but each teacher is responsible for all students. Group Work Since the children are mixed in age, group work is often difficult, so they work a lot on their own. Still, they also work sometimes together. If so, they need a lot of support from the teachers to guide them through the different steps of the work. Mostly, the children search for information on the internet. Group work is done mainly in geography, German and biology lessons. Group work is only performed in school. The main pedagogical goals of group work are to enhance teamwork and the social aspects of working together. It is important that work sharing is fair: everybody should work approx. the same amount. It is also beneficial that they can try out several abilities and so find out about their strong points. Additionally, they learn how to help each other since everyone of them has different disabilities. In fact, they complement each other very well. Mathematics The maths books are prepared by the "Lehrmittelzentrale des Bundesblindeninstituts in Wien" (LMZ des BBI) (Institute for the Blind in Vienna, Centre for Teaching Materails). S is familiar with the Marburg maths notation and knows it very well (mark 1 on scale from 1 to 5). Only if the mathematical requirements are getting higher, she has to look up different expressions. The blind students get the materials mainly on the computer, sometimes they use the Braille books. Especially if the students are younger, they use more books. But these books are very difficult to handle since they are very big. In maths materials, they use the Marburg notation. Mostly, the children hand in the home exercises printed out in Braille. They have to use the Marburg notation as well. As far as S's students are concerned, they can't get help from their parents. Their background is rather simple, so they mainly get help in the after-school care club. But the pupils can't really work together. The main difficulties in maths that blind students might have are the following: * mostly, they are lacking spatial imagination * geometry is in the curriculum, but do the children really need it? Mostly, they have many difficulties with geometry. Usually, S lets them draw graphics on the draftboard. * cancel down: for sighted pupils, cancelling down is rather straight forward. For blind ones, the teachers have to be inventive to show them a system that helps them to imagine the concept. * to divide: pictures showing the concept of dividing are lacking, so many blind pupils have difficulties in that area. * they can't understand structures, because in their world everything is linear. S didn't mention any particular problem in connection with exchanging mathematical documents among the pupils. 18.104.22.168 Interview 6: teacher General Information Teacher T is male and 54 years old. He has a training as primary school teacher, teacher for handicapped children and as a teacher for the blind. He is the teacher for the blind for two students A and B. These students are in two different schools. In each case, the student is the only blind student in the class consisting of 24 and 17 pupils, respectively. T is responsible only for the blind student in the class, helping her with the difficulties she might have in the lessons. A is completely blind due to a hereditary sickness on the mother's side. B still can distinguish between light and darkness and might perhaps be able to distinguish some colours. A and B both use Braille. As technical aid, they both have a laptop, and additionally both at home and in school, they have a desktop computer. Beside the computers, they have an ink-printer, a scanner, a Braille printer both in school and at home and a Braille typewriter. A and B don't go to a special school for the blind. They are in the school for sighted children, having T as their personal assistant. But they might go to summer camps for the blind, if it is their personal decision. Group Work A and B work together with the other children like in non-integrative (mainstream) classes; but of course, the other children have to be conscious of A's and B's blindness. T mentioned several projects or group works A and B had participated in: 1) theatre performance of "Romeo and Juliet"; A participated as well, and she only needed help to find her place on the stage. So she would put her hand on somebody's shoulder who would lead her over the stage. A is so independent, that the others in her class would sometimes forget that she is blind, so on the stage, it happened sometimes that they forgot her on the stage, but then they realised it and somebody led her to her place again. 2) In drawing lessons, A is able to make pictures where they can express passion and emotions. They can also make pictures which they can feel. For these activities, they usually need help. 3) Outside school, A loves to go skiing and riding the horse with the help of others. 4) B participates in making a pupils' magazine. Her task is to correct the spelling of the other articles, because her orthography is very good. 5) In a theatre performance, B is the prompter. 6) In school, they have group work in physics, German, physical education and music lessons. 7) Outside school, they participate in "Adventsingen" (singing advent songs at Christmas time in church or from house to house), music concerts or (as already mentioned) in theatre performances. The most important goal of the group work is the idea of teamwork: the children should learn how they can work together and help each other. In A's class, this works very well, she is independent, has confidence in herself and is well integrated in her class. B has more problems: other children in her class are jealous of her, having the impression that B is somehow preferred by the teachers or has some advantages in performing tasks ("She doesn't have to know how to spell, she can just use the spelling function on her laptop",….). According to T, this is to a great part also to be ascribed to B's parents, who didn't allow her to go to the school where she had her friends (because of political and other reasons), and only after a few years did they allow a change of school (at T's urging). But because of this, it was very difficult for B to build up friendships, so somehow she is singled out in her community. Mathematics The maths books are prepared by the institute for the blind in Vienna. Additional information is prepared both by the maths teacher and T. T knows the maths notation very well (up to the 8th grade). In primary school (1st to 4th grade), T starts with using the Braille typewriter and then step by step passes into using the computer. Graphics or other information might sometimes be presented on swell paper graphics or foils. T has simplified the maths notation in the book, since this was too complicated. When the students hand in their homework, they do it on computer. Only at the beginning of primary school, they hand it in on Braille paper. A and B use the notation they also use in school. According to T, it largely depends on the parents if they can help their children with school work, especially maths. A's parents are very dedicated to helping their daughter. Of course, as the level in school gets higher and higher, it is more and more difficult for the parents to help. A and B don't work together in maths with other children. T mentioned the following problems in connection with maths: 1) It is difficult for them to draw graphics, so he only lets them recognize the elements, they do not have to draw. 2) Often, the exercise in the book can only be understood by looking at the picture; these pictures are often too complicated to be described verbally. 3) In geometry, the exercises are often too difficult to be pictured only in the mind; but drawing the graphic for the blind student is almost as difficult as imagining it. 4) Equations are sometimes very long, so that they can't be read in one; since the Braille display can only show 40 characters at a time, it might well be, that the equation is split – perhaps right in the middle of an expression which makes it difficult to get an overall picture. 5) If the teacher doesn't make it correctly, it is very easy to mix up an exponent 2 with a "b". Of course, this might also happen with other signs. 3.4 The field study performed by University Pierre et Marie Curie, UPMC 3.4.1. Interviews with the teachers Eight teachers participated in this study, among which two taught in secondary school with the one blind person in integration and six in specialized establishments. Three professors gave courses to the secondary school, two only for the pupils who are in secondary school, two had class of the primary school at the secondary school and the only one taught in primary. Among these teachers, two are visual impaired people: one blind people and the second partially-sighted teacher. The interview with the professors lasted per each, approximately, one hour and taken were on them temporary workers free. They could be realized according to the available funds and the preferences of the teacher in the surrounding wall of the school or within the university Pierre and Marie Curie. During these interviews we let us be tried hard to intervene to prolong speech and reflection of the professors thanks to "reformulations". We wished to begin the peer the teachers interview notably to be able to ask them for the opinion on the wire netting of interview overturns raise to them, namely if one the important question, their opinion on the formulation it of the questions was missing. 3.4.2 Interviews with the pupils Twelve pupils contributed to the project Micole, among which three pupils in the common school environment and five of the level 4-5 in specialized school. Among these pupils two are partially-sighted persons, Braille user and ten blind persons with or without visual rest. Lasted of the interviews was spread out between a half-hour and liter of an hour; they were individual and taken on temporary workers of course or during playtime (break). They took place in a place convenient to stake in exceptional confidence of busy peer boss and the other pupils (free classroom, library, etc.). A quite particular attention was required to consider the teachers recommendations to accommodate the interview to the rhythm and to the vocabulary of each pupil. 3.4.3 Analysis of the teachers interview For this analysis we shall use the recapitulative chart of the interview. We shall divide this analysis into three subsections, corresponding respectively in: - The teacher's knowledge and customs (way of education, knowledge of the Braille, use of software, choice of the mathematical code). - The difficulties which are confronted the teachers; whether it is at the level of the education of the mathematics either by the use of material. - The group work (group work in class, parental help). Points put in highlight 22.214.171.124 Knowledge and customs The trainings in the field of the visual deficiency of the teachers teaching in specialized establishments can be: diplomat trainings specialized in the visual handicap as the CAEGADV (Certificate of capacity in the general education for blind and visually impaired) the CAPA-SH, (Vocational training qualification for the Assistive Technologies) and the 2CA-SH (Complementary certificate for adapted teaching and schooling of pupils in situation of handicap) a personal training with the Braille learning in a autonomous way. As for the teachers teaching in the common environment and having only a bind pupil per year, this training contents itself very often with what can bring them their pupils. So, guides as the "guide Handiscol" for the teachers welcoming a pupil presenting a visual impaired pupils and daily trainings can be proposed to them, however these trainings are more of the order of general information than forming true trainings as such. Outside circle: in inclusive education / inside circle: specialized education Not breaking the rule, the training of the teacher of our study is very different according to types of establishments: the first ones having a knowledge of the Braille, the mathematics Braille and some technical helps for the visual impaired people, contrary to the second who often have no "time" to put a lot to know a little better the domain of the visual disabled. This lack of training and knowledge of the Braille in the common school environment can have three consequences: * It obliges the professors to appeal to outside bodies For the preparation of their mathematical materials (control, courses, graphs). The teachers in specialized establishments prepare by them self the exercises, appealing to the outside or internal bodies only for the transcription of books. Outside circle: in inclusive education / inside circle: specialized education This demand of transcription for any material notably has for consequence to have still no documents in due course. « They need to re-transcribe them of 10 workdays and it is far too much, we send them fortnight before and we advance more or less fast with the class then from time to time texts arrive and they are not any more completely of current events ». → Future software should be able to suggest to the teachers realizing them exercises then sending them by network or by key USB to the student. As regards the courses and the exercises as well as the depiction of the pupils the Braille knowledge for the teachers influences the support of the mathematical material whether it is in the direction a teacher = > pupils or conversely: Outside circle: in inclusive education / inside circle: specialized education maths material medium: teachers=> pupils with paper or oral with paper with floppy disk or USB maths material medium: pupils=> teachers with braille paper in black in braille or black whith floppy disk or USB Very few interviewed teachers use computer means to give the courses and the exercises to the pupils, preferring the paper or the oral by speed, custom, misses computer tool for raise to them or preferably. This last reason is, indeed, explained by some teachers by the importance to learn to build a document in Braille « the Braille presentation paper is important, it is not the same that in black, it is necessary to master it ». As regards the depiction of the pupils, the choice of support has them often possible in institutes welcoming only visual impaired persons, teachers reading all the Braille. The orientation of the choice is then made according to the preference of the teacher, the available computer tools, by simplicity or pupil preference. « For the younger indeed it is with Perkins Brailler, the pupils of level twelve with Scientific orientation, use Perkins or then computer. They choose themselves, for the greater part they use Perkins » « Lack of experience of the pupils with the computer ». « The reading on floppy disk can raise problem to have incomprehensible signs » As for the pupil's homework in integration class, they can be realized by three different manners according to tools in ownership of the pupils: by floppy disk or key USB, in printed black, but also in handwritten black. This last one is written by the visual impaired pupil or by one of her classmates, what has for consequence the impossibility of the visual impaired person to read again or the dependence in a third. → Future software should allow it could re-transcribe or it would send to black or to Braille the document easily from the teacher to the pupil and conversely. Some tools used by the visual impaired pupil do not allow in teacher to be able to read quickly and correctly the reasoning and the exercise « the professor on my screen reads things which he does not understand ». For reduce this difficulty the teacher and the pupil at the beginning of the year can agree for the creation of a particular code, mixing the black writing with the Braille (ex: the star for multiply), replacing the mathematical Braille current. This new code can have notably as repercussion a possible neglect of some signs and this fact engender difficulties for the official exams (HIGH SCHOOL DIPLOMA) as well as for the university future. In the field of the special education every professor puts a sense of honour in the fact that their pupils use only the mathematical Braille in rigour « As I say to my pupils when you will be brilliant in mathematical you can give your recommendations and modifications for the mathematical Braille but not at the moment seen whom we are vulgar user we make with the fact that we have:. The code mathematical Braille current. » « In mathematical that arrives that there is who invent the own code, but we always put back him on the good way ». However one of the teacher use with these pupils besides the notation "Antoine", the abbreviations not existing either in the Braille, or in the Braille abbreviated, to simplify some mathematical formulations: « it is more small shortcuts for the editorial staff of problem of mathematics ... numeric Application for example write it « a.n. ». → Importance that the experimented pupil can have access to the automatic insertion of the mathematical signs, and to add the possibility of using the Braille abbreviated for the formulation of the answers. 126.96.36.199 Difficulties met Difficulties for the education of the mathematics The question « do you meet difficulties to teach the mathematics to the blind children? » triggered deep reactions with the teaching professors in specialized establishments: « I would not say difficulties. There is nothing indisputable » « It is not a difficulty but it is necessary to pass by the language a lot. » « I think that to be visual impaired does not necessarily add difficulties » « Effectively he can have the other difficulties but there no more » « Not really and then the mathematics it is always mathematics which we teach to blind pupils, to smith … » Once these sentences thrown to re-center our choice of vocabulary, three complications were put in highlight: Two of these complications emanate from the blindness in her even to know difficulties of apprehension and realization of graphic and geometrical element (curve or table), as well as for the reading and the calculation of algebraic expression (the linearity of formulae, location inside the calculation and the calculation in him even). The last one, as for her ensues from both complications coming to be described. So, the visual impaired persons put more time than sighted for the reconnaissance of a formula, a graph. The eye allowing a global vision while the tactile reading is very sequential and asks for a work of synthesis. This third complication is more of the order of a request i.e. a need of supplementary time, her that even who was recognized for the signing of exam. For the first two difficulties of the solutions, ideas, were emitted or already realized by professor in class: * Accompany the figure, the table, with a text or a descriptive speech. * To have a Braille computer in several lines to be able to show a table, or a graph almost in their totality. * To have the relief figures so that the pupils can touch the object and of this fact indeed show this one. * To have the Braille computer multi-lines to be able to put the operations in column or have the notion to go to the line. Finally, in a general way, the teachers teaching in specialized establishments use to counter the complications which they can meet: * The word, the stake in word of the mathematical terms: « it is which operation which corresponds in « of » in my sentence five of minutes? (Answer of the pupil): to multiply », * The reference to the concrete, to the examples and the notions which speak to them: « we change explanations because we do not use the same notations and then he the same did not live there also, it is necessary to put itself in their place, it is necessary to find examples which are convenient for them » « I avoid making too mathematical mathematics, I make mathematics in a literary way I try not to use too much the mathematical language ». As regards the specific difficulties of the teachers working in the common school environment, they are also two orders: Difficulties in particular for the geometry and the graphs: for their realization, their visualization (problem to position precise points, to gripping of a complex figure or a graph). The second as for her is the consequence of the number of pupils in classroom: « when we take care about one pupil 25 others make "fiesta" ». → Future software has no instructive vocation, the role to teach being totally to the teacher we shall set of this analysis. - The importance of the terminology employed notably for the possible taken out in screen readers - The necessity of realizing a help for graphs, figures (this falling part in our partner of the Project MICOLE), this help could indeed integrate according to the desire or the need of the pupil and the teacher, a descriptive textual part of the graphic element. - The importance of a help for the reading and for the calculation of algebraic formula, with a need to be able to reach permanently the first operation or the instruction, possibility according to the level and the choice of the student to be able to arrange his operation in column or on-line. Difficulties bound to the materials Some technical helps even if they are very competent in different spots can have gaps for the others. So screen readers are very appreciated and used for the reading of a text or the navigation in a computer, a web page but are useless for the reading of a graph or a geometrical and still insufficient figure for the reading of algebraic formula. Indeed, they do not read correctly some mathematical signs notably reading and by way of example "hyphen" for the minus sign. As regards the software (Readmath in particular), three big complications were quoted: - The problem of the calculator not integrated into the software, engenders one waste of time and a cognitive effort for the pupil. So, it requires that the pupil goes out of his calculation, goes to the calculator, face his calculation and returns in its exercise to note the result with his memory to him report.: « the problem of the calculator it is obliged to close the document, to open "Jaws" to calculate, to remember results and re - go into the problem. » - The systematic return in the literary Braille in every space, what obliges the pupils to put back the mathematical sign permanently: « they write with the standard Braille and when we want to pass in the mathematical Braille they have to put the point six and three, the problem it is that as soon as they put a space it is more good they go back in the normal code ». However this problem of space and on returning to the literary Braille is understood by the mathematical Braille he even so, this one not requiring a space, this last one in certain software implies the end of the code squall mathematics. - Most of the Braille computer are not provided with screen with liquid crystals to see in black the contents of the Braille computer, returning of this fact the reading for the complex teacher and long for the pupil. Indeed, this one is obliged to close the current document to be able to re-transcribe it.: « to verify what he wrote or it had to retranscribe but he could not write any more at the same time or I asked him) to read again ». → The software integrates a touch function allowing to stay in a mathematical Braille, to add it a calculator or what this one is very easily accessible and places the result automatically in the current exercise. 188.8.131.52 The collaborative work The group work includes the homework at the house by means of a member of the family and the work with binomial or with group inside the class. As regards the work at the house: Outside circle: in inclusive education / inside circle: specialized education The teacher of integration did not know how to give us their opinion onto the parental implication of the personal homework of their pupils. This being able to be explained by the level of the pupils, indeed, they are respectively in ten and twelve level, the teachers considered certainly that they ask for no more help to their family. The answers of the teachers in specialized establishment were especially centred on the quality of the parent assistant. So, the majority of the parents can have difficulty in helping their child for the mathematics homework: knowing little or not the complete Braille and of this fact in no way the mathematical Braille. This lack of parental investment for the learning of the Braille can have the second consequence besides the absence of help; the great majority of the professors we one so, clearly said as they did not prefer that the parents intervene in duties. This being explained by a significant difference between the explanations of the teachers and those of the parents: « The help can go against the explanations of the teachers, because the parents do not use forcing the best way of explaining, they try to make cross methods which can be destructiveness for the pupil » « Generally I prefer all the same that they made in class because it is not ten thousand manners to work and to explain » « I do not know how the parents explain it but several times the pupils return with homework and it is rather false » This reserve that the professors for the personal homework can have can to listen that the education method of the mathematics for the brailed users is different from that to teach to sighted people by: The necessity of employing specific and inherent mathematical Braille signs (such as blocks for the division).: « we spoke with a pupil who writes in black of four ninth of X, we see at once how's that spells and in Braille, it is necessary to say 4X on 9 because if we put 4 divided 9X seen the priority of the operations 9 and X multiply, then the one who is going to dictate he has to say that 4 and X are a part of the same block may close the block to reopen the block for new of the bottom. » The rigour of the mathematical explanation and the terminology (structure of identical sentence to finalize a problem, use terms of numerator and denominator for the fractions): « I especially noticed that to teach Braille users required a lot of precision to be much more precise on the mathematical terminology, the mathematical precision that serves especially for be best understood. Thus I tried hard to be even more precise with Braille users, on the structure of the sentences, to be thrifty in the expression of the theorems ». This rigour in the terminology does not insinuate a radical change of vocabulary and the not use of term such as the high or the bottom of a fraction but indeed a quite particular instigation on the employment of mathematical name to show well the correlation between the term and the writing: « it is necessary to adapt itself but especially not to change vocabulary because when a blind pupil speaks with one sighted people they have to understand) absolutely, thus it is necessary to explain also the high and the bottom of a fraction ». → Remarks: use good terminology for the explanation of the mathematics to know the necessity of having a quite particular rigour in uses it terms for the functions of the software. The work in small group The small group analysis being developed in the part 3.5 for « The analysis of observation of a collaborative work », we invite you to refer there. These below us remind you only the conclusions of the teacher's interviews on this subject: The comments of the teaching teachers in a specialized establishment describe this work as: - A work in binomial either with the totality of the class, - The pupils explain their progress of thought, their result either help one of his school friends. The teacher take the children participate in the course and leave an important place on second thought personal aloud. However there does not seem be of idea of the group of collective purpose, mutual and constructive exchanges. To resume for the teachers, this work could be more qualified as « individual work in group ». As for the teamwork in class of integration this one does not seem to be a part of the methodology of the professors, it can be explained, also, by the lack of tools their allowing to take the pupils work together. → For the work in small groups the software should be able to propose various windows. Windows for the discussion what would allow the pupils to give and to modify them works together as well as windows for the order, the functions of every member and finally a window for the final paper. This tool should be able to have a pleasant visual interface for the sighted pupils, with a good transcription of the black in the Braille and conversely for sends it to network to the various members. 184.108.40.206 Summarizing It seems that the development of a working environment which would facilitate the access to the textual mathematics as well as their manipulation, should allow, according to the analysis of the teachers interview, to have the following various features: Features: - Integrate a touch function allowing to stay in a mathematical Braille, or another codes than " the space " to cross of the Braille mathematics in the literary Braille (double space, doubles line feed for example), - A means of re-transcription or sending in black or Braille of the document easily of the teacher to the pupil or conversely, - That the experimented pupil can have access to the automatic insertion of the mathematical signs, - The possibility of using the Braille abbreviated for the formulation of the answers, - The integration according to the desire or the need of the pupil and the teacher, the descriptive textual part of the graphic element (for the co-workers working on curves and graphs), - Be able to reach permanently the initial operation, - Have the possibility of arranging its operation in column or on-line, - Have an integrated calculator or what this one is very easily accessible and places the result automatically in the current exercise, - Propose (for the group work) various windows; notably a window of discussion allowing the pupils to give and to modify their works, windows for the order and the functions of every member and finally a window for the final paper. Counsel and request for software intended: - That it have a pleasant visual interface for the sighted teachers, with a good transcription from the black to the Braille and conversely for the sending and the recovery in network of the exercises. - The importance of the terminology used notably for the screen reader and the functions and the helps of the software. 3.4.4 Analysis of the pupils interviews This part will follow same as those used for the analysis of the teacher's interview namely: - Knowledge and customs of the pupils (classroom level, Braille knowledge, use of software, choice of the mathematical code). - Difficulties whom they are confronted whether it is at the level of the mathematical learning either by the use of material. - Group work (group work in class, parental help). Before any thing, we present you the population of pupils: they are twelve pupils, among whom nine in a special school and three in integration. Pupils' proportion in school / secondary school and primary is described on the graph below. Points put in highlight 220.127.116.11 Knowledge and customs The level of the pupil's knowledge of the mathematical Braille normally keeps pace with the level of learning and the school level of these last ones: the pupils in junior forms having a less big experience and a custom of the mathematical signs. Nevertheless with the same years of training the differences inter-individual exists, those can be explaining with the facilitated of learning, in degree of the partial sighted (the pupil using then his visual rests in depends on the Braille) etc.: math braille knowledge: primary/secondary school 0 2 4 6 8 very good braille knowledge good braille knowledge bad braille knowledge secondary school primary school math braille knowledge: integration/specialized class 0 2 4 6 8 very good braille knowledge bad braille knowledge integration class specialized class The mathematical Braille code is taught, for the pupils schooled in a specialized class, by the teachers, according to the needs of the course, allowing a relatively slow and spaced out learning, and thus a good acquisition. For the pupils in integration classroom the UPI responsible for the biggest, for the smallest the auxiliary of school life or the professor of CLISS can play this teacher's role of Braille math. This Braille knowledge is going to influence the choice of use the mathematics Braille code or a personal code, whether it is within the school, in common environment, or to them house. This use of a particular code enters teacher and pupil is not realized in specialized establishments as we were able to see it in the interview teacher analysis. The proportion of the pupils using another code than codes Antoine, is relatively weak, it corresponds that has two pupils on twelve. This choice of a personal code ensues from a need of simplification and from speed in the writing: « from time to time when I am at home I change little to simplify ». The glance concerned the use of the personal code with the teacher, changes from the pupil to the other one. The one considers it as a means to reduce the difficulties which he can have: « we made a small code to us, to simplify because otherwise it was too complex », the second pupil has he examine this use with much more drop and consideration of the echoed for his future: « it is just necessary to agree with the professor at the beginning of the year and then that passes, normally, but it is in no way a good method. » As for the support for the homework and the controls, we wished to make a comparative degree, a specialized school environment and a common school but also between the primary school and the secondary school. So, the pupils of the primary give to their teacher by Braille paper, nobody still not mastering at this age the computer tool, and not using in class that of Perkin. For the secondary school the support varies of the printed or handwritten black and the floppy disk or the key USB. The return in handwritten black is specific at the secondary school in common environment, this one is made by the visual impaired people (then not being able to read again) or thanks to the help of a third (responsible for UPI or classmate): « I look to him onto floppy disk I tap the computer and here is it is the simplest, is I ask somebody who copies out him in black for me but check it is not very practical all the same Outside Circle: primary & secondary school The choice of the material for the personal work differs according to the age of the pupils. The pupils in primary work at home with the same material as in classroom to know the cubarithme and the Perkins, this being able to be explained by one not or badly knowledge of the computer tool either by exercise of training to master the presentation in Braille paper (cf interview with the teacher). For the oldest, the choice for the work of the mathematics is normally the Braille computer (most part of screen reader as we have already mentioned it not reading correctly all the mathematical signs). Nevertheless the screen reader is used when the professors and the pupils built up to themselves their own code or for the partial reading of the exercises notably for the instruction or for the second reading of the courses. Some students prefer, also, to continue to work with Perkins, rather than with computer tools (Braille computer). This choice is then explained by the teachers by ease to be able to read the table in its totality without having to go to the line: « in twelve level for example I have 11 pupils among whom six Braille users and all work on Perkins it is for the tables to have all the picture for example five lines which they can have of a single paper rather that with the Braille computer which is single line ». → To have in exit the screen reader for the personal work Have the possibility of having Braille computer with several lines. The use of material for the personal work brings us to speak about different known software and or used by the pupils. Two softwares were mentioned by the pupils: * Bramanet: translation software of mathematical in Braille working only with Word97 (cf 1.2.2. For the state of the technical art of the helps for the mathematics), * Readmaths: software under BACK and Windows 98 / XP allowing to transcribe in black and to shape the mathematical formulae squalls. Five pupils use the Readmaths software, among which one having chosen Readmaths having used previously Bramanet. This change of software was to realize in unhappiness and by the obligation, this last one working only under Word97 « I use Readmath it is not the one that I prefer but, before I used bramanet and I really found this software extraordinary, it had a reversible method which readmath we does not have could ask to the Prof. to make us cross the courses in black and we had them in Braille it was really very well (…) Something which had seduced me at once in bramanet it was the integration of an abbreviated code it is very practical ». The daily use of the software Readmaths by the pupils allows them to be of check critical in the practice of the software; they then quoted us some one of its advantages and its disadvantages: - Advantages: o « It takes care a great deal of mathematical codes » o « It also has a system to realize tables of variation » o « The automatic insertion of the signs » - Disadvantages: o The access to the calculator which makes waste time and which asks for an cognitive effort to the pupil: « the calculator, to have access to the calculator I have to take out of my document that I made the calculations that I remember me there and that I turn back into my document » o The transcription « I transcribe I cannot modify any more my text, the problem can being it is that readmath does not make the transcriptions by him even o The problem of compatibility with Braille computers of the other company «It accepts no other tactile computer which results from another company") o « No reversible method (: Prof. to give the course in black and we had them in Braille) o The problem of the spaces which indicates to the software that the mathematics Braille code finishes and goes automatically to the literary Braille « We have to put a sign 6 3 and thus if you forget it is not well re-transcribed because as soon as you make entrance it is necessary to put back points » → To conceive a software with an integrated calculator so allowing to decrease the charge cognitive but also to reduce the time of calculation. - To facilitate the transfer of file from the teacher to the pupil and conversely - Look for the change of code for the end of the mathematical Braille. 18.104.22.168 The difficulties met Difficulties for the mathematics learning Two pupils following a specialized schooling we tell us to have no difficulty in mathematical, these two persons being respectively in class of level 5 and the level 8. «For the multiplication: no, additions, subtractions: no the divisions: no the geometry figures: no … No that goes ». The difficulties described as for them by their school friends can be included in three big domains: - The Braille code - The geometry - The algebraic expressions Outside circle:classe of integration Outside Circle: primary school / secondary school One of these difficulties is the use of the mathematical Braille code; the pupils having mentioned this problem indeed describe this code like a complex code, with very similar signs. « It is just on the notation I never manage to remember for example the parallel sign » « notations finally with codes of the signs which I do not too much manage to retain ». The geometry is a part of big difficulties with which are confronted the visual impaired persons. The interviewed pupils not breaking the rule, they are confronted with the reconnaissance of figures and graphs, with the work on this one (position a point, for a graphic calculation): « I have difficulty to representing the graph I sets a lot of time to understand for what the exercise asks, when it is necessary to calculate diagrammatically or to see diagrammatically something I also have difficulty » « of moment or in the figure it has too many things that still go but as soon as there are many things I do not manage to find a way inside ». In these difficulties for the geometry can be allied by the difficulties for the algebraic expressions. These are not obviously of the same order for the pupils in primary as in secondary. The primary are indeed, confronted for the location of the operations « Yes I have difficulties for some exercises as the divisions or the decimal numbers sometimes, it is necessary to put the comma under the comma …, and then the divisions it is hard also to put it and to calculate because I do not really know where to put the other cubes ». The oldest as for them meet problems with the length of formulae and the calculations, imposing efforts mnemonic for this recollection of the terms and the intermediate results of the calculation « When I have big and complicated calculations, in more I have no calculator adapted then it is very difficult for me for the moment, fortunately I have a good memory ». As regards the linearity of formulae this one does not seem to put more difficulties than that to the students, these last ones being in the habit and knowing for some that this "formulation": « indeed for me it is not in floor it is on-line, thus it is just another system of representation we become used bit by bit in fact, and sight that I began very early it became an automatism rather quickly (…) The fact of learning the mathematical normal Braille and the mathematics it is the same thing in fact, me I do not know two different systems, finally so just a little because I studied it at the beginning but, I think that it is not more complicated than to learn the mathematics for sighted. Later I think that those who can have difficulties it more a problem of methodology than adaptation ». → Importance for the young pupils to allow positioning them algebraic expressions in column and to allow decreasing the charge mnemonic during complex calculation (fast access to a calculator, to highlight the terms for the simplification). Difficulties meet in uses of materials The difficulties meet in uses of materials can be moved closer to the disadvantages of the mentioned software higher namely: o The access to the calculator which makes waste time and which asks for a mnemonic effort to the pupil. o The problem of transcription where the pupil is obliged to go out of his document to be able to transcribe it, which could not any more then modify it. o The difficulty and the latency period to obtain the teacher papers (in class of integration). o The problem of the spaces which indicates to the software that the Braille code mathematics finishes and hands on automatically to the literary Braille. A last difficulty mentioned, this one coming from the fragility of paper to draw. These transparent and virgin paper, can have squared to make things easier the location of points, however these last ones seem to be very fragile not allowing then to realize a curve. « There is some squared paper but to my opinion it is much more fragile either we have anymore of tactile sensation or if we support too hardly it tears then I do not use it any more ». 22.214.171.124 The group work The parental help: few parents knowing the Braille and of this fact the mathematical Braille, only four pupils can have a reasoning help also and on the writing and the reading of the mathematical help: « my mother helps me a little; she knows a little the Braille … She gives me examples to the oral and then I work with my Iris ». Nevertheless, even with Braille knowledge this help is essentially by the oral. The pupil reads then the text in Braille, or for those who possess an Iris read with in the small digital window, the parents helping afterward of different way: giving example, putting on the track, giving the answers for example. Nevertheless, a quarter of the parents not knowing the Braille do not put a lot into the help for the personal homework « They are not propped in mathematics or in Braille moreover » Quite as in this person comment the few nearly of help can be explained only by not Braille knowledge. Outside circle: in inclusive education / inside circle: specialized education → Importance to have a good transcription Braille = > black so that the parents can read what their child writes during their exercises. Group work in classes or outside The group work being developed in it left 3.5 we shall mention in this part only the conclusions and the big sentences of the pupils illustrating them. The pupils in integration tell us that they working in group only outside of the courses and describe this like a dual work consisting essentially in a help of understanding and or for the note: « somebody takes all the notes, they take notes in black and after I made re-transcribe (…) Like that I am sure to understand the questions because often the papers are not very well adapted thus the advantage it is that somebody can explain me the instruction ». However the teamwork as such does not seem to be a part of customs of the pupils in class of integration, this one being able to be considered as a supplementary problem to be managed: « I do not see the interest there, seen the problems met already with the professor I think that with two three pupils that could only worsen things ». For the pupils in specialized school only one conceives the group work correctly i.e. a division of ideas, a confrontation of points of view and a division of spots.: « We put in common our ideas, we agree and then we work, there is one who written and then the other one speaks or explains to him ». For six other pupils the group work can be more represented as an individual work realized in a collective time, this work which can describe like the an help of a school friend that is to explain its reasoning or to put it on tracks to resolve the problem, the calculation … « With my classmates, we explain like that between us, each explains something to a whom check did not include and then Here we are, but we work especially in dual». This group work, this mutual help, takes place orally by ease, speed or by not mastery of the computer tools: « by speaking, but it is true that we could use our Iris it is enough to connect them in network, but one does not make to it very often that made waste time». → To be able to work in a fast way: by network, Internet. 126.96.36.199 Summary According to the analysis of the pupils, the future software should allow to have these various features: - Be able to work in a fast way: by network, Internet, - A good transcription braille = > black, black = > Braille, - Be able to position them algebraic expressions in column, - Allow to decrease the mnemonic charge during complex calculation (fast access to a calculator, to highlight the terms for the simplification), - To Facilitate the transfer of file from the professor to the pupil and conversely, - Look for the change of code of the end of the mathematical Braille, - The automatic signs insertion. 3.4.5 Summary of the interview of the professors and the pupils Before summarizing the features hoped by the target population, we wished to add the advices given by teachers and pupils in the end of the interviews So the last formulated question was: « if you had an council to give us, which shall be it? », few pupils answered almost all the professors looked we an advice: « Not to ask them to write too much, there are quite a lot of steps which they make mentally and I noticed that the fact of writing more that usually, to make more steps, or the other things hamper them more than help them and that they can have permanently the equation to be realized, to calculate in a window that they can go to verify that I think that it would indeed be ». « that the software is attractive visually for the teacher in integration and for the sighted classmate" ». « It would be necessary can be to think then in a Braille computers with at least two it would be already indeed but three it would be best that we can have the notion to pass in the line, so that they do not any more need to calculate the 28ièm character or the space and to put the equal below the equal ». « Watch the understanding of the problem, the instruction and so that it is conceived in the head i.e. that the problems or exercises instruction made reference to objects which the blind persons already arrested, touched ». « That documents are exploitable of the one or the other one than there is no problem for both, that is that I am not obliged to print the document that I can give a floppy disk or a key USB and that would end there ». « And although there is a pleasant voice, because sighted peoples have the mouse but also the images then why to choose between the Braille computer and the screen reader. It would be necessary to make just similar that for sighted I think ». - « It would indeed be can be not to forget the automatic insertion of the mathematical signs,». The analysis of the inter-groups interviews going to the same sense, the advices being in agreement with the big points highlight during the interviews analysis, we can, recapitulate the list of features wished for the future mathematical algebraic expressions software: The features: - Integrate a touch function allowing to stay in a mathematical Braille, or another codes than spaces out it to make understand in software the end of the Braille mathematics ( double space), - A means of retranscription or of sends to black or Braille of the document easily to the teacher or conversely, - That the experimented pupil can have access to the automatic insertion of the mathematical signs, - The possibility of using the abbreviated Braille, - Be able to reach permanently the first operation or the instruction - Have the possibility of arranging its operation in column or on-line, - Have an integrated calculator or what this one is very easily accessible and places the result automatically in the current exercise, - Allow to decrease the mnemonic charge during a complex calculation (fast access to a calculator, highlight the terms for the simplification), - To obtain a help on the Braille symbols allowing to look for a symbol and to insert it directly into the current work. Demands and council: - That it have a pleasant visual interface, - A good transcription from the black to the Braille and conversely for sends it and the recovery to network of the exercises, - Take care about the terms employment - Do not add them supplementary steps for their usual work. 3.4.6 Analysis of observations Following both observations were realized in a class of level 9 in a specialized establishment working at the integration for the partial sighted or the visual impaired people in common secondary school. This class consists of four blind pupils. The teacher has for characteristic to use the blackboard during these courses. The teacher explains this use like a custom having worked, indeed, in a common school previously and by educational method to centre, structure the mathematics: « to teach blind children did not prevent me from continuing always to write in the blackboard, it is anyway structuring for the pupils » uses of the blackboard can be also interpreted as a help for the teacher, to structure his course. All the pupils use an Iris: personal Braille assistant portable of 40 characters made by Eurobraille.The Iris contains normally: a word processor for the mathematics the Readmath software spreadsheet of data, a calculator, an administrator of files, a navigator Web a network connector Ethernet, etc. The arrangement of the class is drawn below: These two analyses of observations are going to be presented by means of a graph. This one represents, the working methodology, the technic employees for the equations resolution. 188.8.131.52 Analysis of a resolution of an equation with powers of ten The purpose of this exercise was to resolve a fraction with powers of ten. As you can see it on the graph below, the teacher to make understand the exercise and the various steps of calculation uses: - The formulation of the formula with the mathematical Braille code: « we close the block we add the block 2010^10 we close the block ». - The divide of the equation in two under equations: that with the powers and that containing the coefficients of the 10 powers. Splitting the equation allows to simplify and to resolve part by part the expression to emphasize the characteristic and the rules of every parts resolution - He uses a terminology mathematical - The formulation with more literary terms, or explanations on the mathematical terms « we are going to simplify, we are going to emphasize the common factors, then in mathematics we tell to "to split up the fraction ». - asks for the pupil reasoning: « how make you to calculate, simplify the powers? ». - The teacher explains various methods to arrive at the same result: « other method we can multiply by the opposite 10910 10 = 10 1 ». The participation of the pupils can be voluntary or provoked by the teacher request. The voluntary answers insinuate an understanding or at least one helped in the reasoning to be had, as for the not answer it expresses well a misunderstanding. During this misunderstanding the teacher uses of a mathematical language to explain. « I believe that you have a difficulty with 10-; then 10-1 thus 1 that means that ten once appears; and – 1 means that i) once appears to the denominator ». →Importance of the terms used for the functions and the helps of the software. Allow thanks to functions copy/paste to divide into several parts an expression mathematics too complex. For the simplification, the interest to emphasize some elements coming to be to simplify with the other terms which have the same coefficient. 184.108.40.206 Analysis of a resolution of a problem with notions of time, speed and distance The current exercise, on the resolution of a problem with notion of time, speed and distance divided into three big stages: - The first one corresponding in search of the equation of time when we know the distance and the speed. - The second part requires the formulation of the found solution. -And finally, the last stage is the search for the formula t=d / v, by a different method from the "rule of three". This under part will be inserted in the first one, this one having important only by the educational interest. The search for the equation of time when we know the distance and the speed. Like for the resolution of fraction with powers of ten, the professor uses for the student comprehension various methods: - The re-formulation of the exercise by common words: « formula of mathematics v=d / t what means in brief that if we know the distance and the duration we can calculate the speed », that this not provoking answer of the pupils teacher uses then: - To place in context so that the pupil finds that own formulation: « if you had to expose this exercise for one person outside the class how would make you? ». - a drawing and a formulation of this one emphasizes the operations which are in it work. - the use of type of equation already known and mastered by the pupil so that this last one can transfer these knowledge from a particular case to a majority: « what gives us as equation 12,4=0,8t, it is the same thing as when we made: 2x=15 ». - Finally when the pupils found formula, the teacher gives the second method to find it: « then we can find it by making the bubbles graph of departure and arrival but also thanks to units». The formulation of the found solution The teacher was already said before it, use the same means to explain and surpass the difficulties that the pupils can have. Indeed, this teacher was insistent on the explanation and the understanding of the mathematical terminology. He takes care about that the pupil can clarify his reasoning and finally he give always a second way of being able to find the result. →For a software including educational helps, importance to insert the various manners to find a result. - Importance to use exact mathematical terms for the screen reader. 220.127.116.11 Summary According to the analysis of the observations the future software should allow to have these various features: - allow thanks to functions copy/paste to divide into several parts an too complex mathematics expression. - For the simplification importance to determines some elements by highlight the terms with the same coefficients. Council: - take care to use of the terms used for the functions and the helps of the software. 18.104.22.168 Useful features for the work on the mathematical formulae The main purpose is to develop a working environment which facilitates the access in textual expression mathematics as well as their manipulation i.e. the calculation, the simplification … (The Pierre and Marie Curie university concentrates on the textual expressions; the graphic representations: graphs, diagrams, geometry being worked by the other members of the Micole project). This tool will be a workplace and not a electric teacher. It will not put highlight or correct the errors. According to the analysis of the observations it should allow: - Every stage of calculation is arranged in a window edition in several lines or in different windows but these accessible between them by simple command. - the field of edition allowing the student to be able to store its intermediate result will have to integrate a function to add this result directly has the end of the final sum, and to execute the jump return towards the exercise. - the terms which were grouped together for a simplification will have to be either removed by the calculation or underlined as already calculated. - give the possibility to the pupil to write his formula in column or on-line according to these needs. - allow to split the numeric expression to simplify it. 3.4.7 Analysis of an observation during a resolution of problem in group The observation of the group work in summer to realize in a level 4-5 classroom in a specialized establishment welcoming only visual impaired people. The days of the observation seven pupils were present, eighth were sick. All the blind pupils ( 6 ) and the partially-sighted persons ( 2 ) are Braille users. They use in class books in Braille, cubaritmes (plastic tray with compartments serving for the learning of the arithmetic and the algebra, which is used with relief cubes) and Perkins. (This below you can see these materials). Cubarithme The arrangement of the class is described below, this one not changing during the group work the pupils staying in their usual place. During this work the professor never remains static behind his desk on the contrary he moves between the tables of the pupils. 22.214.171.124 Comparative between the collaborative work & the group work observed As was already defined before it the collaborative work gathered the pupils in a small group to realize a common work. The "mutualization" of spots notably allowing to realize production which a single pupil would not have the capacity to do at least within the allotted time. The group work has internal functions and laws: respect for the word of the other one, the participation of each, to speak about each in his turn, to enter the confrontation of points of view . A distribution of spots for every member is determined either by the professor or by the pupils. These roles are the functions which a person is brought to realize in the group, with the aim of contributing to the finalization of the project. To begin any collaborative work it is necessary to formulate this objectives so that every pupil knows the spot which he has to carry out, to describe the expected production and finally to clarify the time to realize it. Organized by the project During the observation the teacher gives the references of the work and asks some pupils, to read each in turn a part of the problem. The teacher makes sure while to the student comprehension on the instruction terms and then repeats the exercise objective. The production and the time are not explicitly quoted nevertheless they are known in a implicit know by pupils because this work has to realize it in the mathematical course time. The final production will' be writing with on document per pupils. → Final production is individual, a copy by pupil. Constitutions of the groups. The group work is made not in small group but by the whole class: seven pupils. The spot to be realized is a problem with additions of decimal figures (the level 4and 5 are mixed, the level 4 not having seen the additions with commas yet, contrary in them elder pupils) → That is no real creation of group, the group being that of the class. Distribution of the roles in the group The problem resolution is made in a collective way, all the participating pupils to the identification of the problem, and give their suggestions. Nevertheless, this one was not the object between the pupils of sub divisions of spots, every points of the problem being subjected to the whole class. → We can speak about a group work with a " individual reflection in a joint time ». Internal Rules of the group work During this problem resolution the pupil investment it is good. So all the pupils intervened spontaneously, the speech being alternately made, every pupil being respectful of the word of his classmate (the pupils do not interrupt, do not laugh at the other one). → Good dynamics and good participation of the class, the group work rules are respected. This resolution of problem cannot be qualified like a collaborative work. So besides the oral participation of every pupil, the respect for the manners of propriety of an exchange as well as the common purpose: the resolution of the exercise, this work does not include the points which are defining a group work: constitution of group, sub-division of spots. Having only an observation of group work we cannot allow to give hypotheses at the functioning of group work in mathematical with visual impaired people. We shall also use the teacher and the pupil interviews. 126.96.36.199 Comparative between the observations and the interviews At first we shall present a graph and a summary table of the teacher then the pupils opinions of this subject, after we shall made the comparative between them. Point of view of the professors As we can notice, the group work in mathematical is more frequent in the specialized environment than in the common environment. This gap between both educational domains can be explained by different hypotheses such as the number of pupils in classroom. But according to the comments of the teachers can we really speak about group work. Indeed they define this work as: - A work in binomial or with the totality of the class, - The pupils explain their progress of thought, their result, help a classmate. The teachers ask the pupils participation during the course and leave an important place to discussion, but they don't have idea about a group conception è resume one of the teacher said: this work could be more qualified as « individual work in group ». Point of view of the pupils Outside circle: in inclusive education / inside circle: specialized education Going on the same way that the teachers, pupils in integration tell that work in group is only realised after school. This work is always a peer work and consists essentially in a help to understand and take notes. As for the pupils in specialized school, only one understand the work in group as it really is i.e. sharing ideas, confronting points of view and dividing work in several task .For six other pupils the group work can be more represented as an individual work that has to be realize in a collective time, this work can include the help from a classmate. → group work can be define as a help and/or an expression of its point of view, its result. Regarding more precisely the pupils and the teacher concerned by our observation (that are in bold on the preceding table) their description suits relatively well with the observation of work made during the courses : that is an individual resolution of exercises thanks to the gathering of ideas and results: « to work in group it is the same thing as to work alone we can speak just more hardly ». Nevertheless, the size of the group does not seem to influence the way to work in group: « we work on the same problem at the same time we speak slowly ». 188.8.131.52 Summary and conclusion on the collaborative work To sum up, the work « in group » that we observed and those we described during the interview does not correspond to a real group work. We can speak more of an individual work put in common with a good motivated class, and a good respect of the other opinion in order to take them in account. But is not this last point related to the visual disable. Indeed, visual impaired people prefer to speak orally in order to clarify it work. Regarding to the group work in classes of integration, we were able to notice that it always takes place outside the classes and that it had for main purpose the explanations of the exercises and the notes taking. Those two actions in addition with the reflection of the third pupil : « as we already met problem with the teacher I think that with two or three pupils things could be worst » emphasize the lack of tools that would make able the realization of mathematics as well as the work in group. 184.108.40.206 Useful features for the group work For the group work the software should be able to contain various windows: - A static window where would be written the instructions of the group work, - A window with the distribution of the tasks for every member of the group, - a dynamic window composed of three parts: One half of the page, for the specific work of the person, One small with the forum and discussion, One last part where the leader of the group can send his work and ask for critics, modifications and permissions. - a window gathering the work of the group where the leader can insert the last page validated by the members. We mean by leader of the group, the pupil having the hand on the left part of the interactive window i.e. the one who can put different papers in this part and shows his work, his ideas to the other members of the group. Indeed, we found important to have for the use of the software two different kind of user : The first one is the leader and has more possibilities than the others and the second one that only has to comment, criticize and validate the leader work. The leader has the possibility to organize the comments and the work itself, so, a single member has the possibility to arrange elements in the dynamic part thanks to the opinion given by the others. This leader can naturally modify his work in function of the needs of the group and the progression of the different members. Leader's change is facilitate and fast thanks to the forum. Two specifics functions are needed depending on the type of school. - Ordinary classes with pupils in integration (screen reader or projector are needed è visual impaired or sighted people need to be able to share and obtain information of his sighted classmates ) - Class specialized (Braille computer, screen reader for group games , share information with visually impaired people). 220.127.116.11 a. Specialized class - Possibility to take the hand in order to modify the work in realisation è immediate repercussion on the screen displaying the text, - History of the operations with the author, date and place - Possibility of pointing an object that has an immediate repercussion on the other pupils screens. 18.104.22.168 b. class of integration - Perfect transcription from the blackprint to the Braille and from the Braille to the blackprint (screen reader, transcription window on the two way, network cable), - Difficulty to make graphics (calculations, drawings and map). 3.5 The field study performed by University of Tampere, UTA UTA became engaged in this WP when MEDIALAB was not able to participate in MICOLE anymore and UTA then took over the responsibilities that MEDIALAB had in this WP. An interview study has been performed that feed data into the field study in this WP that is being performed in Task 3.1 (User requirements study in the children's context). Interviews of three visually impaired children (7-8 years old) was made by Eva Tuominen at University of Tampere. 3.5.1 Procedure and results from interviews of visually impaired pupils The interviews were conducted at the school for visually impaired children in March 2005. Three children (7-8 years old) participated in the interviews during their oneweek teaching period at the school. The children were interviewed individually, after their school day (2 boys, 1 girl). The questions concerning the group activities were a part of a larger interview. In order that the interview wouldn't take too long, only the few most important and basic questions concerning the group work were asked. At first, children were asked if they had done any group work activities in their own schools. Two of the children answered that they had done group work. The topics in which children do group work activities include handicraft, Finnish and drawing. In handicraft, for instance, one child told that they were asked to make a village or a town from tins. The group had to first make a plan about who is going to do what. The child told that s/he wanted to build the village's shop, and it was agreed that s/he could do that. In Finnish children mostly read together. Reading is done in small groups (three to four pupils in one group). Some topics related to science education were also mentioned: for example one child also told that they had been exploring snow and water together in the class. There are usually two to four pupils in one group. The teacher always decides the groups. The information for the group's work is most often searched from books or from other sources of information that the teacher has brought into the classroom. When asked what is usually the child's task in the group and what kind of information s/he collects, one of the children answered that while other children collect information, s/he usually does the drawings to the group's presentation. Drawing is also most fun with the group work. Most difficult or boring with the group work are situations when the work includes some tasks that have to be made in the book. One child said that there hadn't been group work activities in his/her class. When s/he was asked if s/he would be interested in doing some group work, for example, in the area of nature and space, the child said that s/he would like that. Further, when asked what kind of things s/he would like to explore and investigate together with other children, s/he said that s/he had been wandering "how the rays of the sun can go to different directions since they don't warm at winter". When asked where s/he thought s/he could find and collect information about this matter, the child answered that "probably from internet". 4 Collaboration support, Task 3.2 A prototyping workshop was organised by KTH in Stockholm in late June in order to conduct design activities based on the findings from the field study. Representatives from the partners KTH, UGLAS, UPMC and UTA participated in the workshop during three days that focused on designing systems for collaboration between visually impaired pupils and sighted pupils as well as between visually impaired pupils and teachers. 4.1 Introduction to the prototyping workshop In all the activities in this workshop the results from the field studies in the different countries were used as a base for the design discussions. The interview material from interviews with teachers and pupils made it possible to relate design aspects to real world contexts and users real requirements. Video recordings from the field study of group work in schools were very informative and useful for the design work. They provided very detailed insights into the interaction between the visually impaired and sighted pupils and also between teachers and pupils. 4.1.1 Goal This workshop had four main goals; start the design activity of WP3 * start studying collaboration in relation to design of collaboration support * in a practical and hands-on way deliver results usable for other parts of the project * encourage collaboration between partners in WP3 The workshop was divided into three main activities; collaboration, design and evaluation, one for each day. 4.1.2 Collaboration activity The collaboration activity consisted of two main parts: * create a common ground regarding what collaboration is, what it means to study collaboration and how this can be done * discussion about how existing applications and prototypes can be used to study collaboration At day one the topics addressed were; what we mean by collaboration in our research, what earlier research we can build upon regarding computer supported collaborative work and how we can make our existing applications in the different WPs support collaboration. Existing applications were elaborated on by the participants (Figure 1). Video recordings from the field study of group work in schools were studied and analyzed in the workshop. 4.1.3 Design activity In the design activity, the goal was to come up with concrete design ideas on tools to support collaboration. In the design activity, a Future Workshop was used to generate the ideas and to create design solutions to the identified problems and discuss how these design solutions could be realistically accomplished in the MICOLE project. 4.1.4 Evaluation activity The final activity was evaluation. This included two parts. On the one hand evaluation in terms of discussions with a user representative about the results from the design activity, and on the other hand evaluation in terms of moving from design ideas to research questions and experiments or studies. 4.2 The Workshop at Day 1: Collaboration The first half of the day was spent presenting the views on collaboration from the WP leaders, showing examples of collaborative settings, studies and analyses. An informal demo session followed where the participants got hands-on experience in two different collaborative environments, one auditory and one haptic (Figure 1). Figure 1. Workshop participants are testing existing collaborative systems. On the left a haptic application is tried and on the right an auditory system is used. The practical part was performed by splitting up in two groups, discussing the following pre-defined topics: * What kind of collaboration can be studied using your existing prototypes? * What activities/studies could be performed to capture these questions? * What kind of collaborative research questions would be interesting to investigate? * Which are the main obstacles in doing this with the existing prototypes and equipment? * What needs to be done to make this happen? This provided the participants an opportunity to discuss and reflect on how applications already developed could be used to study different aspects of collaboration. 4.2.1 Results The outcome of this first activity was perhaps not so many new ideas, but rather a heightened awareness of collaborative aspects and what is involved in studying collaboration. There was quite a bit of discussion within the two groups about what collaboration really is and what kind of collaborative aspects that could be supported using the existing applications of each partner. 4.3 The Workshop at Day 2: Design The whole day was spent performing a Future Workshop (Kensing and Madsen, 1991) focusing on school environment for blind children. Again the participants were split up in two groups, but not the same mix as the previous day. 4.3.1 Step 1: Critique phase In the critique phase, the participants were supposed to focus on current problems for blind children in schools (both integrated and special schools). They were encouraged to try to be as open as possible and "think outside the box", all problems that were mentioned were written down on post-it notes (Figure 2). After this, the groups organized the identified problems into clusters, and the presented the clusters for each other. - The first group made two main clusters; mainstream education and special education. - The second group used a different approach with five clusters; social relations, access to information, shared work environment, modeling, and mobility. All post-it notes were put up on a white board. Figure 2. Participants brainstorm on current problems that the user group has. The participants then organise the identified problems in larger clusters. After seeing and hearing about the other group's identified problems and clusters, the groups were asked to re-cluster but this time together. The new clusters, and the identified problems, were: Social relations. No friends, at breaks no social playing, activities at breaks, exclusion, social adjustment, appropriate clothing, card games to play with, board games, non verbal communication, making faces in a friendly way, hard to see others reactions to presentation, everything isn't spoken, missing info. Independence. Missing integration, privacy, how to be independent, computer is a resource but it's not mobile, can't sit with others because of work place with computer. Understanding the blind child's situation from the sighted children's point of view. It can seem unfair to the sighted pupil that the visually impaired pupil has a personal assistant which might seem like the visually impaired pupil is cheating in this way, jealousy of computer, sighted children lack interest in the tools for the blind, sighted children need to know how to communicate ideas. Shared work space. Lack of a shared representation, shared writing, no common tools, difficult to present the blind pupils´ work/solutions, presentation of joint work. Access to information. Black board teaching, miss a lot of information in pictures, serial presentation of information, lack of multiline display, visualisation of everything, access to non-text information, lack of overview, videos, maps, math, access to dynamic information, laboratory sessions in natural sciences, convey processes. Content creation. Non-text creation, modeling objects for projects. Inaccessibility for others. Not everybody can read Braille, difficult for pupils to get help with homework, transcriptions of documents of Braille. Time. Presentation of information takes longer, can't write and read as fast as sighted children, reading Braille and discussing at the same time is hard, written instructions take a long time to read. Teaching situation. Number of students, choosing suitable group work, as every student need time in a class it can be a problem that the blind students might need more time from the teacher, cost issues, teachers don't know how to best present information, put off a subject by poor presentation, range of different disabilities, the main teacher forgets to give the teaching material to the assistant. 4.3.2 Step 2: Fantasy phase The second step of the design activity was the fantasy phase. In this phase, the groups were first asked to pick a couple (or a group) of problems, and make short statements and talk about how it could be solved if the. The idea was to try to turn problems that are negative into solutions that are positive. Then the groups were asked to make a couple of what-if scenarios based on these positive statements, these scenarios didn't have to be realistic, just a description of how it might be if the problems simply weren't there. The first scenario presented was about content creation, how to support the creation of content for the blind child. This scenario included features like speech recognition, and a phantom to build things in a virtual space using both a library of objects and a 3d scanner to input any physical object. It should also be possible for the blind child to guide another child, or the teacher, through the created object or space. Finally, a 3d printer should be used to output the results. The second scenario involved blackboard teaching. This is a common way of teaching today, and the group discussing this saw a need to lift the discussion a bit, and talk about a change in pedagogic practices, a switch from lecturing using a black board to some sort of shared interface teaching. The third scenario presented was also about blackboard teaching. The idea here is to have a shared working environment, where everything is translated into an accessible form for the blind child. The fourth and final scenario was about navigation, how to support way finding and exploration of unknown places. A combination of using dynamic tactile maps and some sort of sound output to guide the child, where you can search for a specific object or find a specific place. 4.3.3 Step 3: Implementation phase Before starting the final step, the implementation phase, the groups presented their scenarios to each other. After this, the groups were asked to pick one or two scenarios and come up with a concrete and plausible solution, and describe this in as detailed way as possible (Figure 3). Figure 3. Participants discuss design solutions in groups at several times and then consolidate results from the different groups. Both groups chose blackboard teaching, and also talked about content creation. This involved a shared workspace, using haptic devices, having multiple representations for different input and output modalities, supporting "grasp and locate", and the possibility to follow not only objects but also gestures. The teacher writes on a smart board, an OCR software translates this into text and presents it with text, speech synthesis or Braille. One group also discussed navigation support, and how to implement a system using a small portable computer, a GPS receiver, headphones or bone conductors, having a compass inside of the device and perhaps a tactile belt. This could be used to find your way around a city, and also to find a specific place using some sort of online yellow pages. 4.4 The Workshop at Day 3: Evaluation The theme for the final day was evaluation, which in this case meant a round table discussion with a user representative. This person has been blind since birth, and is now working with international relations for a Swedish disability organisation. He is also active in the Braille authority board in Sweden. The overall questions were: * When can these things be useful? * What are potential problems, and how do we solve them? * How can we make our ideas better? The discussion started out on a more general level, where our guest expressed a great concern that we need to address the whole school situation, not only during classes but also during breaks. There's a general lack of well being for many disabled children in their school situations and their relations with their classmates, providing means of participating in social activities is a key to solving this problem. Another important point is that "just" being blind is not so common today, we need to take into account multiple disabilities. After this, the two groups presented the results from the implementation phase from the day before. The presentations focused on what problems they addressed (critique phase), why they had chosen this problem, the optimal situation (fantasy phase), and finally how to solve this problem (implementation phase). Both groups presented a shared workspace / blackboard teaching scenario and solution, see above for a description of this. The main concern with this proposal was that its focus was on traditional classroom activities. What happens when you have to do your homework? Or working together with others? Do we need another approach when working together without supervision? Or when preparing something for the teacher? Another important issue is mobility. It's quite common in the schools today to have different rooms specialised for different activities, in this case the technology has to be mobile. The major positive thing about this proposal was that it took into account a situation where technology is used by everyone, and this creates changes in teaching methods. This can lead to positive things for disabled children. The second part of the evaluation was moving from these proposals to concrete research questions and studies. 4.5 Discussion This workshop pointed out three important aspects that we need to consider and address in the continuation of this project: - Shared workspace. This was a common theme in all discussions, and was the actual use scenario that was singled out by both groups as the most interesting and most important one. - Construction of information. The construction of information, both to participate in group work and to make assessment possible, is also an important issue. - Social support. Supporting work in the classroom is not sufficient, we need to look at the whole social setting of the school, including breaks and even when not in school but doing school work at home. This was pointed out as an important problem during day 2, and was stressed by the guest during the third day. In summary outcomes from the prototyping workshop were for example that it is important to provide shared workspaces that are accessible for both the visually impaired and the sighted cooperating persons. Today, group work frequently results in parallel work processes within the group because of the visual handicap. Another requirement is to support collaboration and communication both between students and between students and teachers. Furthermore, it is important to support both browsing/exploring of information (consumption of information) and creation of information (production of information) for sharing of information within the group and for presentations of final work results. Finally, it is as important to take social context into consideration during breaks as during classes. The social relations that are being built during breaks are important for successful group work during classes. 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New communication technologies for group decision making: Toward an integrated framework. In R. Y. Hirokawa, & M. S. Poole (Eds.), Communication and group decision making. (pp.426-461).Thousand Oaks: Sage Publications, Inc. Sauter, C., Morger, O., Mühlherr, M., Hutchison, A., & Teufel, S. (1995). CSCW for strategic management in Swiss enterprizes: an empirical study. In H. Marmolin, Y. Sundblad, & K. Schmidt (Eds.), Proceedings of the Fourth European Conference on Computer Supported Cooperative Work (pp.117132.). Netherlands: Kluwer Academic Publishers. Schein, E. H. (1965). Organizational psychology. 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BULLYING AND VIOLENCE PREVENTION SEVENTH GRADE LESSON 3 TITLE: Visualizing Peace PURPOSE: To explore students' feelings about conflict. OBJECTIVES: The student will be able to: [x] explore his/her feelings about conflict and how those feelings influence their behavior. [x] identify their reaction about certain issues and how it can create conflicts. SUNSHINE STATE STANDARDS: LA.184.108.40.206, 220.127.116.11, 18.104.22.168 STUDENT SERVICES BENCHAMARKS AND STANDARDS: PS 1.1, 2.1, 4.5 VOCABULARY: feelings, perception, behavior INSTRUCTIONAL TIME: 45 Minutes PREPARATION/INSTRUCTIONAL MATERIALS: [x] dry erase board and markers SPRINGBOARD ACTIVITY: 1) Guide students through a visualization activity. Ask students to close their eyes and think about a conflict he/she may have encountered. Ask them to visualize the following questions: a) Who is in this conflict? c) How do you think the people in the conflict feel? Bully, victim? b) Who started the conflict? d) What thoughts are coming through your mind? e) What feelings are you experiencing at the time of the conflict? ACTIVITY: 1) Provide students with the following scenario: One day while in Student Council, some of the other officers start complaining about a student named Sebastian. They start by saying that Sebastian is a big pest. They accuse him of not playing fair, bothering them when they are trying to do their work, and standing too close to them. They claim that Sebastian is always getting into fights with John, one of the younger kids. Because you keep to yourself and observe others a lot, you know that what they are reporting is not quite how it all happens. You agree that Sebastian is difficult to be around, but you know that John is really the problem student. Sebastian seems to be an easy target because no one really likes him. As a matter of fact, you've seen John do some really mean things to Sebastian like steal his lunch money and push him around in the lunch line. You feel like someone needs to tell the advisor the truth about John. What would you do? 2) Divide students into small cooperative groups to discuss the scenario and the plausibility of the following solutions: a) Do nothing because John really scares you? c) Speak up at the next meeting in Sebastian's defense? b) Write an anonymous letter to your advisor? d) Tell your advisor in private? f) Do something else? e) Tell your teacher or parent? ASSESSMENT: Teacher observation, class participation and completion of role play activity. FOLLOW-UP ACTIVITY: Have student role play the solution to the problem between Sebastian and John.	<urn:uuid:eba89386-6c86-4304-b98f-69292de08264>	CC-MAIN-2017-22	http://studentservices.dadeschools.net/bullying/pdfs/lessons/7gr/L3_7gr.pdf	2017-05-29T22:57:21Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00431.warc.gz	437,348,991	605	eng_Latn	eng_Latn	0.993079	eng_Latn	0.997393	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1138, 2611 ]	[ 4.5 ]	1	4
F C Las Vegas Area Council, Boy Scouts of America Donald W. Reynolds Scouting Resource Center 7220 South Paradise Rd Las Vegas, NV 89119 www.lvacbsa.org 702-736-4366 www.lvacbsa.org PATHFINDER: THE BEGINNING FOR NEW SCOUTS Dear Scoutmaster, The Pathfinder program is dedicated to helping the newer Scout along the trail to Eagle. Once a scout and his leader determines which badge he will work on, the plan is very specific to the chosen work. During the week at camp the Scout will follow a precise plan that will allow him to successfully complete 95% of the requirements for the rank he is working on. A Scout will only work on the Tenderfoot, Second Class or First Class rank advancement. He will also have the opportunity to work on a merit badge or two and experience orientation programs in marksmanship, archery and canoeing. Pathfinder is a program that allows the Scoutmaster and Scout to develop a plan that will meet the needs of the Scout. Pathfinder is a great resource for a Scoutmaster to help a Scout along the trail to Eagle, create a pride of achievement within the scout and motivate them. Brian Porter Director of Support Services TENDERFOOT, 2 ND CLASS, & 1 ST CLASS ACTIVITIES - MONDAY 1:30 PM ........... PATHFINDER AREA – MESS HALL 1:45 PM ........... FLAG POLE A. Demonstrate how to: - Raise U.S. Flag - Lower U.S. Flag - Fold U.S. Flag - Have Scouts do this properly (p58-60) B. History of American Flag C. History of National Anthem D. Pledge of Allegiance E. Explain what respect is due to the flag of the United States 2:45 PM ........... OUTDOORS AREA – MEADOWS A. Using sisal or manila rope demonstrate how to whip rope using waxed stitching string as whipping material. (p361) B. Using nylon or polypropylene rope demonstrate fusing a rope. (p34) C. Have Scouts fuse and whip and make a personal knot rope approximately 36" in length D. Demonstrate tying two half hitches and taut line and show how it is used in tent pitching E. Demonstrate the following knots and lashings - Bowline - Timber Hitch - Clove Hitch - Square, Shear, Diagonal Lashings, Sheet Bend F. Have Scouts practice knots and lashings G. Have Scouts practice lashings by making a camp gadget with Scout staves or lashing poles. 3:30 PM ........... PATHFINDER AREA – MESS HALL 4:30 PM ........... BREAK FOR DINNER 5:00 PM ........... DINNER 2016 1 ND ST CLASS TENDERFOOT, 2 CLASS, & 1 ACTIVITIES - TUESDAY 1:30 PM ........... PATHFINDER AREA – MESS HALL A. Introduce Scouts to the Pathfinder area and review what will be happening during the week. B. Scout Rank – continued on page 5 1:40 PM ........... FIRST AID – MESS HALL A. Demonstrate first aid for the following: - Simple cuts and scrapes - Blisters on the hand and foot - Minor (thermal/heat) burns or scalds (superficial, or first-degree) - Bites or stings of insects and ticks - Venomous snakebite - Nosebleed - Frostbite and sunburn - Choking B. Show what to do for "hurry" cases of stopped breathing, serious bleeding, and ingested poisoning. C. Demonstrate first aid for the following: - Object in the eye - Bite of a suspected rabid animal - Puncture wounds from a splinter, nail, and fishhook - Serious burns (partial thickness, or second-degree) - Heat exhaustion - Shock - Heatstroke, dehydration, hypothermia, and hyperventilation D. Demonstrate bandages for a sprained ankle and for injuries on the head, the upper arm, and the collarbone. E. Demonstrate how to transport by yourself, and with one other person, a person - From a smoke-filled room - With a sprained ankle, for at least 25 yards F. Tell the five most common signals of a heart attack. Explain the steps (procedures) in cardiopulmonary resuscitation (CPR). G. Remind Scouts that they should prepare and demonstrate their personal first aid kit during the week. 3:30 PM ........... PATHFINDER AREA – MESS HALL 4:30 PM ........... BREAK FOR DINNER 5:00 PM ........... DINNER 2 TENDERFOOT, 2 ND CLASS, & 1 ST CLASS ACTIVITIES - THURSDAY 1:30 PM ........... PATHFINDER AREA – MESS HALL 1:45 PM ........... COMPASS AND MAPS (PG 327-357) A. History of Compass B. Demonstrate (p69-74) - How to use a compass - Orient a map - Read map symbols C. Have Scouts become familiar with map and compass. Play some games from Woods Wisdom. - Blindfold compass walk - Direction finding relay - Direction hung D. Demonstrate how to find directions during the day without using a compass. Let Scouts know they can come to you any night you designate to learn how to tell directions at night. E. Demonstrate how to measure heights and widths. F. Have Scouts practice measuring heights and widths. G. Have Scouts orient a one-mile course. 2:30 PM ........... PATHFINDER AREA – MESS HALL A. Explain the importance of the buddy system as it relates to your personal safety on outings and in your neighborhood. Describe what a bully is and how you should respond to one. B. Bully vs Cyberbully - Describe the three things that should avoid doing related to use of the Internet. Describe a cyberbully and how anyone should respond to one. C. Discuss the principles of Leave No Trace. Tenderfoot 1c, 5b, 5c 2nd Class 9a 3:30 PM ........... PATHFINDER AREA – MESS HALL 4:30 PM ........... BREAK FOR DINNER 5:00 PM ........... DINNER 2016 3 3:30 PM TENDERFOOT, 2 ND CLASS, & 1 ST CLASS ACTIVITIES - FRIDAY 1:30 PM ........... PATHFINDER AREA – MESS HALL 1:35 PM ........... FOOD PREPARATION AND PLANNING A. Discuss and demonstrate how to help plan a patrol menu for one campout that includes at least one breakfast, one lunch, and one dinner, and that requires cooking at least two of the meals. Tell how the menu includes the foods from the MyPlate food guide or the current USDA nutrition model and meets nutritional needs. B. Explain the procedures to follow in the safe handling and storage of fresh meats, dairy products, eggs, vegetables, and other perishable food products. Tell how to properly dispose of camp garbage, cans, plastic containers, and other rubbish. C. Tell why it is important for each patrol member to share in meal preparation and cleanup, and explain the importance of eating together. D. Explain when it is appropriate to use a cooking fire. 2:30 PM ........... Nature 2nd Class #4 1st Class #5a, b, c, d. ........... PATHFINDER AREA – MESS HALL 4:30 PM ........... BREAK FOR DINNER 5:00 PM ........... DINNER 4 SCOUT RANK REQUIREMENTS All requirements for the Scout rank must be completed as a member of a troop. If you have already completed these requirements as part of the Webelos Scouting Adventure, simply demonstrate your knowledge or skills to your Scoutmaster or other designated leader after joining the troop. 1a. Repeat from memory the Scout Oath, Scout Law, Scout motto, and Scout slogan. In your own words, explain their meaning. Understand and agree to live by the Scout Oath, Scout Law, motto, slogan, and the Outdoor Code. 1b. Explain what Scout spirit is. Describe some ways you have shown Scout spirit by practicing the Scout Oath, Scout Law, Scout motto, and Scout slogan. 1c. Demonstrate the Boy Scout sign, salute, and handshake. Explain when they should be used. Demonstrate the Scout sign, salute, and handshake. 1d. Describe the First Class Scout badge and tell what each part stands for. Explain the significance of the First Class Scout badge. Describe the Scout badge. 1e. Repeat from memory the Outdoor Code. In your own words, explain what the Outdoor Code means to you. 1f. Repeat from memory the Pledge of Allegiance. In your own words, explain its meaning. Repeat the Pledge of Allegiance. 2. After attending at least one Boy Scout troop meeting, do the following: 2a. Describe how the Scouts in the troop provide its leadership. 2b. Describe the four steps of Boy Scout advancement. 2c. Describe the Boy Scout ranks and how they are earned. 2d. Describe what merit badges are and how they are earned. 3a. Explain the patrol method. Describe the types of patrols that are used in your troop. 3b. Become familiar with your patrol name, emblem, flag, and yell. Explain how these items create patrol spirit. Know your patrol name, give the patrol yell, and describe your patrol flag. [PREVIOUSLY TENDERFOOT 8] 4a. Show how to tie a square knot, two half-hitches, and a taut-line hitch. Explain how each knot is used. Demonstrate tying the square knot (a joining knot). Demonstrate that you know how to tie the following knots and tell what their uses are: two half hitches and the taut-line hitch. [PREVIOUSLY TENDERFOOT 4b] 4b. Show the proper care of a rope by learning how to whip and fuse the ends of different kinds of rope. Demonstrate how to whip and fuse the ends of a rope. [PREVIOUSLY TENDERFOOT 4a] 5. Demonstrate your knowledge of pocketknife safety. 6. With your parent or guardian, complete the exercises in the pamphlet How to Protect Your Children From Child Abuse: A Parent's Guide and earn the Cyber Chip Award for your grade.1 With your parent or guardian, complete the exercises in the pamphlet How to Protect Your Children From Child Abuse: A Parent's Guide. Describe the three things you should avoid doing related to use of the Internet. Describe a cyberbully and how you should respond to one. [PREVIOUSLY FIRST CLASS 11] 7. Since joining the troop and while working on Scout rank, participate in a Scoutmaster conference. 5 TENDERFOOT RANK REQUIREMENTS CAMPING and OUTDOOR ETHICS 1a. Present yourself to your leader, prepared for an overnight camping trip. Show the personal and camping gear you will use. Show the right way to pack and carry it. Present yourself to your leader, properly dressed, before going on an overnight camping trip. Show the camping gear you will use. Show the right way to pack and carry it. 1b. Spend at least one night on a patrol or troop campout. Sleep in a tent you have helped pitch. Spend at least one night on a patrol or troop campout. Sleep in a tent you have helped pitch. 1c. Tell how you practiced the Outdoor Code on a campout or outing. COOKING 2a. On the campout, assist in preparing one of the meals. Tell why it is important for each patrol member to share in meal preparation and cleanup. On the campout, assist in preparing and cooking one of your patrol's meals. Tell why it is important for each patrol member to share in meal preparation and cleanup. . . 2b. While on a campout, demonstrate an appropriate method of safely cleaning items used to prepare, serve, and eat a meal. 2c. Explain the importance of eating together as a patrol. . . . and explain the importance of eating together. TOOLS 3a. Demonstrate a practical use of the square knot. 3b. Demonstrate a practical use of two half-hitches. Demonstrate that you know how to tie the following knots and tell what their uses are: two half hitches and the taut-line hitch. 3c. Demonstrate a practical use of the taut-line hitch. (See 3b above.) 3d. Demonstrate proper care, sharpening, and use of the knife, saw, and ax. Describe when each should be used. FIRST AID and NATURE 4a. Show first aid for the following: * Simple cuts and scrapes * Blisters on the hand and foot * Minor (thermal/heat) burns or scalds (superficial, or first-degree) * Bites or stings of insects and ticks * Venomous snakebite * Nosebleed * Frostbite and sunburn * Choking 4b. Describe common poisonous or hazardous plants; identify any that grow in your local area or campsite location. Tell how to treat for exposure to them. Identify local poisonous plants; tell how to treat for exposure to them. 4c. Tell what you can do while on a campout or other outdoor 6 4d. Assemble a personal first-aid kit to carry with you on future campouts and hikes. Tell how each item in the kit would be used. Prepare a personal first-aid kit to take with you on a hike. [PREVIOUSLY SECOND CLASS 7b] HIKING 5a. Explain the importance of the buddy system as it relates to your personal safety on outings and in your neighborhood. Use the buddy system while on a troop or patrol outing. Explain the importance of the buddy system as it relates to your personal safety on outings and in your neighborhood. 5b. Describe what to do if you become lost on a hike or campout. Explain what to do if you are lost. 5c. Explain the rules of safe hiking, both on the highway and cross-country, during the day and at night. FITNESS 6a. Record your best in the following tests: * Push-ups ________ (Record the number done correctly in 60 seconds.) * Sit-ups or curl-ups ________ (Record the number done correctly in 60 seconds.) * Back-saver sit-and-reach (Record the distance stretched.) * 1-mile walk/run _____________ (Record the time.) 6b. Develop and describe a plan for improvement in each of the activities listed in Tenderfoot requirement 6a. Keep track of your activity for at least 30 days. 6c. Show improvement (of any degree) in each activity listed in Tenderfoot requirement 6a after practicing for 30 days. * Push-ups ________ (Record the number done correctly in 60 seconds.) * Sit-ups or curl-ups ________ (Record the number done correctly in 60 seconds.) * Back-saver sit-and-reach (Record the distance stretched.) * 1-mile walk/run _____________ (Record the time.) CITIZENSHIP 7a. Demonstrate how to display, raise, lower, and fold the U.S. flag. Demonstrate how to display, raise, lower, and fold the American flag. 7b. Participate in a total of one hour of service in one or more service projects approved by your Scoutmaster. Explain how your service to others relates to the Scout slogan and Scout motto. LEADERSHIP 8. Describe the steps in Scouting's Teaching EDGE method. Use the Teaching EDGE method to teach another person how to tie the square knot. 7 SCOUT SPIRIT 9. Demonstrate Scout spirit by living the Scout Oath and Scout Law. Tell how you have done your duty to God and how you have lived four different points of the Scout Law in your everyday life. __________ ____________ ____________ ____________ Demonstrate Scout spirit by living the Scout Oath (Promise) and Scout Law in your everyday life. Discuss four specific examples of how you have lived the points of the Scout Law in your daily life. 10. While working toward the Tenderfoot rank, and after completing Scout rank requirement 7, participate in a Scoutmaster conference. Participate in a Scoutmaster conference. 11. Successfully complete your board of review for the Tenderfoot rank. 2016 8 SECOND CLASS RANK REQUIREMENTS CAMPING and OUTDOOR ETHICS 1a. Since joining, participate in five separate troop/patrol activities, three of which include overnight camping. These five activities do not include troop or patrol meetings. On at least two of the three campouts, spend the night in a tent that you pitch or other structure that you help erect (such as a lean-to, snow cave, or tepee). Since joining, have participated in five separate troop/patrol activities (other than troop/patrol meetings), two of which included camping overnight. 1b. Explain the principles of Leave No Trace and tell how you practiced them on a campout or outing. This outing must be different from the one used for Tenderfoot requirement 1c. Discuss the principles of Leave No Trace. Demonstrate the principles of Leave No Trace on these outings. [PREVIOUSLY FIRST CLASS 3] 1c. On one of these campouts, select a location for your patrol site and recommend it to your patrol leader, senior patrol leader, or troop guide. Explain what factors you should consider when choosing a patrol site and where to pitch a tent. On one of these campouts, select your patrol site and sleep in a tent that you pitched. Explain what factors you should consider when choosing a patrol site and where to pitch a tent. COOKING and TOOLS 2a. Explain when it is appropriate to use a fire for cooking or other purposes and when it would not be appropriate to do so. Explain when it is appropriate to use a cooking fire. 2b. Use the tools listed in Tenderfoot requirement 3d to prepare tinder, kindling, and fuel wood for a cooking fire. Use the tools listed in requirement 3c to prepare tinder, kindling, and fuel for a cooking fire. 2c. At an approved outdoor location and time, use the tinder, kindling, and fuel wood from Second Class requirement 2b to demonstrate how to build a fire. Unless prohibited by local fire restrictions, light the fire. After allowing the flames to burn safely for at least two minutes, safely extinguish the flames with minimal impact to the fire site. At an approved outdoor location and at an approved time, and using the tinder, kindling, and fuel wood from requirement 3d, demonstrate how to build a fire; light the fire, unless prohibited by local fire restrictions. After allowing the flames to burn safely for at least two minutes, safely extinguish the flames with minimal impact to the fire site. 2d. Explain when it is appropriate to use a lightweight stove and when it is appropriate to use a propane stove. Set up a lightweight stove or propane stove. Light the stove, unless prohibited by local fire restrictions. Describe the safety procedures for using these types of stoves. Explain when it is appropriate to use a lightweight stove or propane stove. Set up a lightweight stove or propane stove; light the stove, unless prohibited by local fire restrictions. Describe the safety procedures for using these types of stoves. Updated August 28, 2015 8 NEW SECOND CLASS REQUIREMENTS* CURRENT REQUIREMENTS* 2e. On one campout, plan and cook one hot breakfast or lunch, selecting foods from MyPlate or the current USDA nutritional model. Explain the importance of good nutrition. Demonstrate how to transport, store, and prepare the foods you selected. On one campout, plan and cook one hot breakfast or lunch, selecting foods from the MyPlate food guide or the current USDA nutrition model. Explain the importance of good nutrition. Tell how to transport, store, and prepare the foods you selected. 2f. Demonstrate tying the sheet bend knot. Describe a situation in which you would use this knot. 2g. Demonstrate tying the bowline knot. Describe a situation in which you would use this knot. Demonstrate tying the bowline knot and describe several ways it can be used [PREVIOUSLY FIRST CLASS 8a] NAVIGATION 3a. Demonstrate how a compass works and how to orient a map. Use a map to point out and tell the meaning of five map symbols. Demonstrate how a compass works and how to orient a map. Explain what map symbols mean. 9 3a. Demonstrate how a compass works and how to orient a map. Use a map to point out and tell the meaning of five map symbols. Demonstrate how a compass works and how to orient a map. Explain what map symbols mean. 3b. Using a compass and map together, take a 5-mile hike (or 10 miles by bike) approved by your adult leader and your parent or guardian.2 Using a compass and a map together, take a five-mile hike (or 10 miles by bike) approved by your adult leader and your parent or guardian. ² 3c. Describe some hazards or injuries that you might encounter on your hike and what you can do to help prevent them.² 3d. Demonstrate how to find directions during the day and at night without using a compass or an electronic device. Demonstrate how to find directions during the day and at night without using a compass. [PREVIOUSLY FIRST CLASS 1] NATURE 4. Identify or show evidence of at least 10 kinds of wild animals (such as birds, mammals, reptiles, fish, or mollusks) found in your local area or camping location. You may show evidence by tracks, signs, or photographs you have taken. Identify or show evidence of at least 10 kinds of wild animals (birds, mammals, reptiles, fish, mollusks) found in your community. AQUATICS 5a. Tell what precautions must be taken for a safe swim. Tell what precautions must be taken for a safe swim. 5b. Demonstrate your ability to pass the BSA beginner test: Jump feet first into water over your head in depth, level off and swim 25 feet on the surface, stop, turn sharply, resume swimming, then return to your starting place. Demonstrate your ability to jump feet first into water over your head in depth, level off and swim 25 feet on the surface, stop, turn sharply, resume swimming, then return to your starting place. Updated August 28, 2015 9 NEW SECOND CLASS REQUIREMENTS* CURRENT REQUIREMENTS* 5c. Demonstrate water rescue methods by reaching with your arm or leg, by reaching with a suitable object, and by throwing lines and objects. Demonstrate water rescue methods by reaching with your arm or leg, by reaching with a suitable object, and by throwing lines and objects. 5d. Explain why swimming rescues should not be attempted when a reaching or throwing rescue is possible. Explain why and how a rescue swimmer should avoid contact with the victim. Explain why swimming rescues should not be attempted when a reaching or throwing rescue is possible, and explain why and how a rescue swimmer should avoid contact with the victim. FIRST AID AND EMERGENCY PREPAREDNESS 6a. Demonstrate first aid for the following: * Object in the eye * Bite of a warm-blooded animal * Puncture wounds from a splinter, nail, and fishhook * Serious burns (partial thickness, or second-degree) * Heat exhaustion * Shock * Heatstroke, dehydration, hypothermia, and hyperventilation 6b. Show what to do for "hurry" cases of stopped breathing, stroke, severe bleeding, and ingested poisoning. Show what to do for "hurry" cases of stopped breathing, serious bleeding, and ingested poisoning. 10 6c. Tell what you can do while on a campout or hike to prevent or reduce the occurrence of the injuries listed in Second Class requirements 6a and 6b. 6d. Explain what to do in case of accidents that require emergency response in the home and backcountry. Explain what constitutes an emergency and what information you will need to provide to a responder. 6e. Tell how you should respond if you come upon the scene of a vehicular accident. FITNESS 7a. After completing Tenderfoot requirement 6c, be physically active at least 30 minutes each day for five days a week for four weeks. Keep track of your activities. 7b. Share your challenges and successes in completing Second Class requirement 7a. Set a goal for continuing to include physical activity as part of your daily life and develop a plan for doing so. Updated August 28, 2015 10 NEW SECOND CLASS REQUIREMENTS* CURRENT REQUIREMENTS* 7c. Participate in a school, community, or troop program on the dangers of using drugs, alcohol, and tobacco and other practices that could be harmful to your health. Discuss your participation in the program with your family, and explain the dangers of substance addictions. Report to your Scoutmaster or other adult leader in your troop about which parts of the Scout Oath and Scout Law relate to what you learned. Participate in a school, community, or troop program on the dangers of using drugs, alcohol, and tobacco and other practices that could be harmful to your health. Discuss your participation in the program with your family, and explain the dangers of substance addictions. CITIZENSHIP 8a. Participate in a flag ceremony for your school, religious institution, chartered organization, community, or Scouting activity. Participate in a flag ceremony for your school, religious institution, chartered organization, community, or troop activity. 8b. Explain what respect is due the flag of the United States. Explain to your leader what respect is due the flag of the United States. 8c. With your parents or guardian, decide on an amount of money that you would like to earn, based on the cost of a specific item you would like to purchase. Develop a written plan to earn the amount agreed upon and follow that plan; it is acceptable to make changes to your plan along the way. Discuss any changes made to your original plan and whether you met your goal. Earn an amount of money agreed upon by you and your parent, then save at least 50 percent of that money. 8d. At a minimum of three locations, compare the cost of the item for which you are saving to determine the best place to purchase it. After completing Second Class requirement 8c, decide if you will use the amount that you earned as originally intended, save all or part of it, or use it for another purpose. 8e. Participate in two hours of service through one or more service projects approved by your Scoutmaster. Tell how your service to others relates to the Scout Oath. Participate in an approved (minimum of one hour) service project(s). PERSONAL SAFETY AWARENESS 9a. Explain the three R's of personal safety and protection. Explain the three R's of personal safety and protection. 9b. Describe bullying; tell what the appropriate response is to someone who is bullying you or another person. Describe what a bully is and how you should respond to one. [PREVIOUSLY TENDERFOOT 9] Updated August 28, 2015 11 NEW SECOND CLASS REQUIREMENTS* CURRENT REQUIREMENTS* SCOUT 11 SPIRIT 10. Demonstrate Scout spirit by living the Scout Oath and Scout Law. Tell how you have done your duty to God and how you have lived four different points of the Scout Law (not to include those used for Tenderfoot requirement 9) in your everyday life. ____________ ___________ ____________ ____________ Demonstrate Scout spirit by living the Scout Oath and Scout Law your everyday life. Discuss four specific examples (different from those used for Tenderfoot requirement 13) of how you have lived the points of the Scout Law in your daily life. 11. While working toward the Second Class rank, and after completing Tenderfoot requirement 10, participate in a Scoutmaster conference. Participate in a Scoutmaster conference. 12. Successfully complete your board of review for the Second Class rank. 12 FIRST CLASS RANK REQUIREMENTS CAMPING and OUTDOOR ETHICS 1a. Since joining, participate in 10 separate troop/patrol activities, six of which include overnight camping. These 10 activities do not include troop or patrol meetings. On at least five of the six campouts, spend the night in a tent that you pitch or other structure that you help erect (such as a lean-to, snow cave, or tepee 1b. Explain each of the principles of Tread Lightly! and tell how you practiced them on a campout or outing. This outing must be different from the ones used for Tenderfoot requirement COOKING 2a. Help plan a menu for one of the above campouts that includes at least one breakfast, one lunch, and one dinner, and that requires cooking at least two of the meals. Tell how the menu includes the foods from MyPlate or the current USDA nutritional model and how it meets nutritional needs for the planned activity or campout. Help plan a patrol menu for one campout that includes at least one breakfast, one lunch, and one dinner, and that requires cooking at least two of the meals. Tell how the menu includes the foods from the MyPlate food guide or the current USDA nutrition model and meets nutritional needs. 2b. Using the menu planned in First Class requirement 2a, make a list showing a budget and the food amounts needed to feed three or more boys. Secure the ingredients. Using the menu planned in requirement 4a, make a list showing the cost and food amounts needed to feed three or more boys and secure the ingredients 2c. Show which pans, utensils, and other gear will be needed to cook and serve these meals. Tell which pans, utensils, and other gear will be needed to cook and serve these meals. 2d. Demonstrate the procedures to follow in the safe handling and storage of fresh meats, dairy products, eggs, vegetables, and other perishable food products. Show how to properly dispose of camp garbage, cans, plastic containers, and other rubbish. 2e. On one campout, serve as cook. Supervise your assistant(s) in using a stove or building a cooking fire. Prepare the breakfast, lunch, and dinner planned in First Class requirement 2a. Supervise the cleanup. TOOLS 3a. Discuss when you should and should not use lashings. Discuss when you should and should not use lashings. 3b. Demonstrate tying the timber hitch and clove hitch. Then demonstrate tying the timber hitch and clove hitch… 3c. Demonstrate tying the square, shear, and diagonal lashings by joining two or more poles or staves together. …and their use in square, shear, and diagonal lashings by joining two or more poles or staves together. 3d. Use lashings to make a useful camp gadget or structure. Use lashing to make a useful camp gadget. NAVIGATION 4a. Using a map and compass, complete an orienteering course that covers at least one mile and requires measuring the height and/or width of designated items (tree, tower, canyon, ditch, etc.). Using a map and compass, complete an orienteering course that covers at least one mile and requires measuring the height and/or width of designated items (tree, tower, canyon, ditch, etc.). 4b. Demonstrate how to use a handheld GPS unit, GPS app on a smartphone, or other electronic navigation system. Use GPS to find your current location, a destination of your choice, and the route you will take to get there. Follow that route to arrive at your destination. 13 NATURE 5a. Identify or show evidence of at least 10 kinds of native plants found in your local area or campsite location. You may show evidence by identifying fallen leaves or fallen fruit that you find in the field, or as part of a collection you have made, or by photographs you have taken. Identify or show evidence of at least 10 kinds of native plants found in your community. 5b. Identify two ways to obtain a weather forecast for an upcoming activity. Explain why weather forecasts are important when planning for an event. 5c. Describe at least three natural indicators of impending hazardous weather, the potential dangerous events that might result from such weather conditions, and the appropriate actions to take. 5d. Describe extreme weather conditions you might encounter in the outdoors in your local geographic area. Discuss how you would determine ahead of time the potential risk of these types of weather dangers, alternative planning considerations to avoid such risks, and how you would prepare for and respond to those weather conditions. Updated August 28, 2015 14 NEW FIRST CLASS REQUIREMENTS* CURRENT REQUIREMENTS* AQUATICS 6a. Successfully complete the BSA swimmer test.3 Successfully complete the BSA swimmer test. 3 6b. Tell what precautions must be taken for a safe trip afloat. Tell what precautions must be taken for a safe trip afloat. 6c. Identify the basic parts of a canoe, kayak, or other boat. Identify the parts of a paddle or an oar. 6d. Describe proper body positioning in a watercraft, depending on the type and size of the vessel. Explain the importance of proper body position in the boat. 6e. With a helper and a practice victim, show a line rescue both as tender and as rescuer. (The practice victim should be approximately 30 feet from shore in deep water.) With a helper and a practice victim, show a line rescue both as tender and as rescuer. (The practice victim should be approximately 30 feet from shore in deep water.) FIRST AID AND EMERGENCY PREPAREDNESS 7a. Demonstrate bandages for a sprained ankle and for injuries on the head, the upper arm, and the collarbone. Demonstrate bandages for a sprained ankle and for injuries on the head, the upper arm, and the collarbone. 7b. By yourself and with a partner, show how to: * Transport a person from a smoke-filled room. * With a sprained ankle, for at least 25 yards 7c. Tell the five most common signals of a heart attack. Explain the steps (procedures) in cardiopulmonary resuscitation (CPR). Tell the five most common signals of a heart attack. Explain the steps (procedures) in cardiopulmonary resuscitation (CPR). 7d. Tell what utility services exist in your home or meeting place. Describe potential hazards associated with these utilities and tell how to respond in emergency situations. 7e. Develop an emergency action plan for your home that includes what to do in case of fire, storm, power outage, and water outage. 7f. Explain how to obtain potable water in an emergency. 14 FITNESS 8a. After completing Second Class requirement 7a, be physically active at least 30 minutes each day for five days a week for four weeks. Keep track of your activities. 8b. Share your challenges and successes in completing First Class requirement 8a. Set a goal for continuing to include physical activity as part of your daily life. CITIZENSHIP 9a. Visit and discuss with a selected individual approved by your leader (for example, an elected official, judge, attorney, civil servant, principal, or teacher) the constitutional rights and obligations of a U.S. citizen. Visit and discuss with a selected individual approved by your leader (elected official, judge, attorney, civil servant, principal, teacher) your constitutional rights and obligations as a U.S. citizen. 9b. Investigate an environmental issue affecting your community. Share what you learned about that issue with your patrol or troop. Tell what, if anything, could be done by you or your community to address the concern. 9c. On a Scouting or family outing, take note of the trash and garbage you produce. Before your next similar outing, decide how you can reduce, recycle, or repurpose what you take on that outing, and then put those plans into action. Compare your results. 9d. Participate in three hours of service through one or more service projects approved by your Scoutmaster. The project(s) must not be the same service project(s) used for Tenderfoot requirement 7b and Second Class requirement 8e. Explain how your service to others relates to the Scout Law. LEADERSHIP 10. Tell someone who is eligible to join Boy Scouts, or an inactive Boy Scout, about your Scouting activities. Invite him to an outing, activity, service project, or meeting. Tell him how to join, or encourage the inactive Boy Scout to become active. Share your efforts with your Scoutmaster or other adult leader. SCOUT SPIRIT 11. Demonstrate Scout spirit by living the Scout Oath and Scout Law. Tell how you have done your duty to God and how you have lived four different points of the Scout Law (different from those points used for previous ranks) in your everyday life. _______ _________ __________ 12. While working toward the First Class rank, and after completing Second Class requirement 11, participate in a Scoutmaster conference. Participate in a Scoutmaster conference. 13. Successfully complete your board of review for the First Class rank. 15 THINGS TO WORK ON BEFORE, OR AFTER CAMP FOR YOUR TENDERFOOT RANK RECORD YOUR BEST IN THE FOLLOWING TESTS: CURRENT RESULTS DATE: - Push-ups # Completed: - Pull-ups # Completed: - Sit-ups # Completed: - Standing long jump Distance: feet inches - ¼ Mile Walk/Run Time: 30 DAYS LATER DATE: - Push-ups # Completed: - Pull-ups # Completed: - Sit-ups # Completed: - Standing long jump Distance: feet inches - ¼ Mile Walk/Run Time: 2016 16 NOTES 17	<urn:uuid:d2eec571-3525-47ed-9cba-61dc44364495>	CC-MAIN-2017-22	http://lvacbsa.org/wp-content/uploads/2016/10/2017-Pathfinder-Program-Del-Webb-revised-as-of-8-24-16.pdf	2017-05-29T22:52:33Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00429.warc.gz	275,913,940	8,063	eng_Latn	eng_Latn	0.940056	eng_Latn	0.997289	[ "lvs_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 185, 1165, 2391, 3962, 5313, 6429, 9403, 11641, 13746, 14458, 18504, 21535, 24988, 25799, 29183, 32184, 34618, 35080, 35091 ]	[ 2.828125, 3.203125 ]	3	0
The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project WILLIAM K. HITCHCOCK Interviewed by: Stephen Low Initial interview date: July 7, 1998 Copyright 2002 ADST TABLE OF CONTENTS INTERVIEW Q: Today is July 7, 1998. This is an interview with William Hitchcock. This is being done on behalf of the Association for Diplomatic Studies and Training in Carbondale, Colorado. I'm Steve Low and I'm asking William K. Hitchcock questions about his life and career in the Foreign Service. Bill, tell us a little bit about where you came from, where you were born, your parents and what pointed you toward a life in the Foreign Service. HITCHCOCK: I was born in eastern Colorado in the town of Wray named after an early stalwart of that community. The town of 2,000 population was the centerpiece of an agriculturally based area of the Great Plains. The town, with a small river running through it, was a little jewel in an area of dry land farming. My birth date of 1919, was within three months of the end of World War I, and I did my growing up between then and the beginning of World War II. Wray provided most of its own stimulus; there wasn't much else to depend on. But, living there at that time, one easily developed a sense of self-sufficiency and contentment. My teen years coincided with some difficult times in that part of the country. But the Stock Market crash and other national events that produced the Depression beginning in 1929 did not have as great an impact among the farmers and in the small towns of the West. It was the repeated crop failures in the mid-'30s that undercut the economic base of prosperity in the Great Plains and created suffering different from, but more or less equal to, that being experienced in the industrial sections of the East. To get started on this account of my life, let me first recapture how my parents got to Eastern Colorado in the first place. Both of them had come to Colorado from different places in 1885. They could properly be called pioneers - not the first wave of pioneers, but the later homesteader types. My father and his family were from Missouri having moved to Missouri from New York not too long before and from England before that. How long before, I'm not sure. My mother was from Michigan having also originated in England. My family, on both sides, was from an English and Scottish background. My father was one of 15 kids, my mother one of nine. They came, presumably, in search of the opportunities for a better life they hoped to find in the West. This West we are talking about is at the tri-junction of Colorado, Nebraska and Kansas the western edge of the Great Plains before it bumps in to the Rocky Mountains. The town of Wray, where they settled, was surrounded on the north by cattle ranches and on the south by wheat farms. A little corn, rye and millet were also grown, but basically it was wheat and cattle on which people depended for their livelihood. But during the thirties the rains failed along with the crops and there was widespread suffering throughout the area. My formative teenage years were during that period. About 45 years earlier, 1890 or so, when dad was of a similar age, he had faced a period of even greater difficulty and left Wray looking for a job. He ended up in Cripple Creek, one of the mining boomtowns in the state. There he remained several years working in the mines. In this tough environment, as a kid in his first job, he seemed to have shown he had the "proper" stuff: the history of Cripple Creek reported, in its l895 edition, that he was in charge of the mule trains in the mines. Sometime around the turn of the century, he returned to Wray and soon established a reputation as a hard working person of great reliability. In 1913 or thereabouts, he was elected the County Sheriff, a job he held until the end of the decade. This led him on to other things, and he soon became one of the town's "entrepreneurs," owning the furniture store, the hardware store, and the tin shop (important at that point in the early history of our small towns). He also was the local mortician and, to round it off, bought a wheat farm of 640 acres - small for that part of the country. It was a nice farm but not quite adequate for a full living. Besides, he was a town boy and we lived in the town, not on a farm. This collection of business activities produced an adequate income for our family of four - I had a brother - until the depression of the mid-thirties. But, though our income declined then, the incomes of almost everyone else did too. And so did the cost of living. Throughout this period of change my father managed to save enough to support my going to college. He placed a high value on education, perhaps because he never finished high school himself. He saved regularly for my brother's and my education, but the local savings and loan bank collapsed in 1935 just as I was about to start college. In addition, at this same time we began to see evidence that his health was declining. I should add a few things about myself at this point in the story. I was an achiever type in high school. I didn't care where I was going, but give me a problem and I would try to go some place with it. I think I was president of my class in all classes that had that office except one or two. I was also one of the top students in high school - almost straight As, not brilliant, but a good student. As college approached, I applied for and was awarded a scholarship to go to Yale's Sheffield School of Engineering. Almost simultaneously, my father's health took a downward turn. He had to have a gallbladder operation in the spring of 1937, but his recovery was not satisfactory (this was pre-antibiotics). Under these circumstances, and given the amount of time travel took in those days, I decided not to go to Yale and enrolled instead in the College of Engineering at the University of Colorado. I was happy I made that decision because my father's health continued to decline throughout the fall of l937, and I was home when he died, January 1, l938. He was 63. It was a very sad moment, because I had great admiration for him. Q: But your mother was still there? HITCHCOCK: Yes, of course, and she was the center of our concern, because she was never one for great leadership. Neither my younger (3-years) brother nor I were well prepared to face the challenges of dad's death, so I decided to stay out of school the remainder of that school year and help in any way I could. By fall 1938 when I returned to school, I had decided that engineering was not what I wanted as my academic major even though I had had good grades on my first try a year before. So, not knowing where I wanted to go academically, I enrolled in the College of Arts and Sciences (at the University of Colorado, Boulder) in the hope that a little more maturity would help me reach a decision later. Ultimately I had a divided major of economics and political science. I had the same kind of achieving disposition I had had before, and remained an A-student throughout my undergraduate years. I was also very active in campus extracurricular activities, and, during my senior year, I was the first-ever elected president of the student body. During my sophomore year I got to know a professor of political science by the name of Clay Malick who was to have a major influence on my life. He was an inspiring professor, 30-35 years of age, a Harvard Ph.D. and a deep interest in the world events of our time. From my contact with him came my interest in public service as a career. Under him I took courses on comparative government and international relations which I greatly enjoyed, but to say that that suggested a possible interest in a Foreign Service career did not even enter my mind. I was, however, encouraged to focus attention on public service as a possible career. In that period, you may recall – the 1930s – government service was almost the crème de la crème of career ambition. Q: Roosevelt had an impact on the attractiveness of such a career? HITCHCOCK: Oh he did, immensely. He was the undisputed leader of our country in a time of crisis, and his programs inspired a lot of creative thinking about the role of government in our society. Malick was significant in guiding my interest because of his knowledge of governance in general and his views on comparative government in particular. Frankly, we were simply living in a very stimulating and innovative time. For example, 1940-41 was my senior year at Colorado. Conscription, which passed the Senate by one vote in June 1940, became effective in October of the year. It focused the attention of everyone, men and women, on the prospect of war. As President of the student body I was heavily involved in organizing events that explained conscription and discussed the impact of larger events from Europe. As events in Europe unfolded that year, the assumption of a vocal minority on campus that the U.S. could stay out of the war eroded. Q: If you saw what was coming, did you go into the military when you graduated? HITCHCOCK: Not directly, but I did expand my horizons after I graduated in the summer of 1941 with my bachelor's degree from Colorado University. I accepted a graduate fellowship in Washington, D.C. with the National Institute of Public Affairs (Rockefeller Foundation). This prestigious program choose 40 fellows each year. Its objective was to introduce selectees to government service, while furthering their education. I studied at American University and interned at the Bureau of Agricultural Economics in the Department of Agriculture. Shortly after the war began on December 7, 1941, my supervisor at the Department of Agriculture was put in charge of recruiting social scientists for the war effort, and he asked me to go with him. NIPA agreed to transfer the internship to the Civil Service Commission. Of course, I was also caught up in the patriotic spirit of the time and enlisted in the Army Air Corps as an Aviation Cadet. Because enlistments exceeded training facilities, I did not enter the Army Air Corps until some months later. Q: So, you saw service during World War II? HITCHCOCK: Yes, I formally joined the Army Air Corps in 1943, earned a commission as a 2nd Lieutenant. and qualified as Pilot, Heavy Bomber (B-24 Liberator). After extensive training we were a crew of ten that had trained together at various fields throughout the U.S. We were assigned our airplane in late 1943 during training in Utah. Further training followed with our final inspection for Preparation for Overseas Mission Movement (POM), I think in Kansas City, Missouri. In late February 1944 we were one of group's 59 aircraft to fly from Florida to England via South America and Africa. At this time I was the co-pilot. Upon arrival in England the crew was assigned to 467th Bomb Group, 2 nd Division, 8th Air Force, at Station 145, the Rackheath Air Base five miles northeast of Norwich, in Norfolk county. First, we undertook additional training in Stone, England, before we entered combat. The group's first mission was flown on April 10, 1944 against an aircraft assembly plant in Bourges, France. (Editor: For a history of the 467 th Bomb Group see: http://www.siscom.net/~467thbg/index.html.) By mid- to late 1944 our crew completed its combat tour (34 missions) and didn't lose any of the crewmembers. The crew was split up and went to different destinations. Later in l944 I received orders that transferred me to London as analyst to the U.S. Strategic Bombing Survey. The survey was a major effort, now that we were on the continent of Europe, to assess the effectiveness of our bombing campaign. In January l946, holding the rank of captain, I was demobilized and returned to the U.S. One of the conditions of military service was a promise that one could return to one's previous employment, so I rejoined my pre military job at the Civil Service Commission. At that time I was in a car pool with civil service people working on the administrative side at the State Department. State was expanding. At their encouragement I sought a transfer to State Department and was assigned to State's Foreign Service Planning Division that had the task of helping organize the implementation of the Foreign Service Act of 1946. Q: We are starting this tape again after a break; its 1947 and you joined the State Department. HITCHCOCK: I don't want to make too little of my first brief period in the Department (1946-47), because it did introduce me to a lot of the workings of our foreign policy establishment and to the ways people were conceptualizing the future of an expanded U.S. role in the world. Even though I had had little experience in foreign service (none, apart from the War), I was able to absorb the views of several seasoned officers assigned to the same division as I. For example, I shared an office with Parker Hart, a seasoned FSO (Foreign Service Officer) and a top expert on the Near East. (Mentioning Parker reminds me that we were on the second floor of a temporary building located at the corner of 23rd and C Street, NW that was not air-conditioned. As I recall, we were automatically released to go home in the summertime when the temperature got to 97 degrees.) The head of the division was another well-respected FSO named Tyler Thompson, who, possibly unknown to him, was a big help to me during my first few weeks. In addition, several other FSOs were also on the staff of our division, and I leaned on all of them. Q: You were asked to design what an embassy staff should be? HITCHCOCK: Please don't exaggerate my responsibilities in that respect: a lot of people worked on how a post-war embassy ought to be organized. Remember, the Foreign Service Planning Division was the unit with action responsibility for bird dogging the implementation of the Foreign Service Act of l946; specific work projects were always carried out under the supervision of an expert. Mine was no exception. Nevertheless, I admit I was surprised when my first assignment was to study the question of how the legislative intent developed during the passage of the new legislation might need to be reflected in the organization of embassies. Q: What were you basing all this on? HITCHCOCK: The legislative history of the l946 Act. On another point, did you know Bill Flake? Wilson Flake? Q: Yes, he was ambassador in Ghana later on. Yes, I knew some stories about him. HITCHCOCK: This was well before that. I have reference to l947 when he was in personnel in charge of Foreign Service Officer assignments. I will never forget how alarmed I was when I discovered that the FSO assignment task almost literally was conducted out of his desk drawer. When a vacancy came up, he'd open his left desk drawer, this wooden desk, slide it out and run through the folders with his fingers. He seemed to know everyone in the Service and to have all the information needed for their assignment. I'm not trying to say he didn't do an adequate job; I don't know. But it seemed quite reasonable to suspect that his placement techniques would not be adequate for the larger, more complicated Foreign Service that seemed imminent. Q: I can't help interjecting that Wilson Flake was the one whose wife insisted that the wives of junior officers break in her shoes for her before she wore them. Enough of that. HITCHCOCK: I was just getting into the swim of the foreign service planning work when something occurred that was to change the direction of my career abruptly and substantially. It directly related to what soon was to be called the "Cold War," the threats to our security arising out of efforts of Soviet Union (and later China) to promote communism worldwide. At the end of World War II, the nation seemed to assume war was a thing of the past, and our military capability was allowed to deteriorate. As tensions between the Soviet Union and us mounted so did concern about our military weakness, especially in the air. In 1947, very early '47, this concern crystallized into action: President Truman announced the establishment of a special commission, the Air Policy Commission, to take a look at our situation with respect not only to military aviation, but also air transportation, manufacturing, and associated activities. The Commission chairman was Thomas K. Finletter (a well-known New York lawyer and later Secretary of the Air Force). Other commissioners included: Henry Ford II (soon replaced by John McCone, a California businessman, later Director of the CIA), Arthur Whiteside (head of Dun and Bradstreet), George Baker (Professor at Harvard); and Palmer Hoyt (Editor and Publisher of the Denver Post). The Commission's Executive Director was Paul Johnston who had been my Strategic Bombing Survey boss at the end of the war. He shook me loose from the State Department to join the Commission as his Assistant Executive Director. My work with the Commission lasted about seven to eight months until the completion of its report in January 1948. Called Survival in the Air Age the Commission's report contained recommendations that led, among other things, to the establishment of a separate U.S. Air Force of 70-wings. It also was influential in reestablishing an aircraft manufacturing capability in the United States and promoting a domestic and international air transport system. The Commission offered an fundamental reappraisal of the whole situation. Paul Johnston, having been the editor of Aviation Magazine, was pre-empted to write the report that meant, as a consequence, I had to do much of the administrative work. Because of my flying and bombing survey experience, I was well prepared to assist the Commission. As a result of this assignment I acquired a knowledge of air power in the U.S. and to a degree, an appreciation of its strategic considerations. Q: Was this a Commission? HITCHCOCK: Yes, the President's Air Policy Commission, or the Finletter Commission. When its report to President Truman was completed early in 1948 and I was able to return to the State Department, I was asked to go to work for the Aviation Division rather than return to the Foreign Service Planning Division. I never returned to administrative work as such. Q: We had an Aviation Division even that early on? HITCHCOCK: Yes, although over time it had different names: Aviation Division; Aviation Policy Staff. Essentially the division existed because the Department was responsible for negotiating international air transport agreements. The heart of these negotiations concerned commercial air rights and routes for airlines designated by parties to the agreements; and as these rights were the lifeblood of airline operations, the struggles for negotiating advantage were intense. Initially I was assigned another part of the air route establishment problem: arranging for international navigation and other technical facilities, usually through multilateral financing arrangements. After that I became the Washington backup for U.S. participation in ICAO (International Civil Aviation Organization). Q: IATA (International Air Transportation Association)? HITCHCOCK: IATA is an association of the international airlines. It deals largely with technical and air fare questions. Q. Okay, back to your work with ICAO. HITCHCOCK. ICAO is the UN specialized agency in the field of international civil aviation. I backstopped the U.S. delegation to that organization and negotiated a lot of multi-lateral air arrangements for air navigation facilities. One of the things we were involved with, at the time, was the improvement of the airport, which I see is now being declared totally unsafe, Hong Kong's Kai Tak airport. Toward the end of the '40s I was promoted from Assistant to Associate chief of the Division and began to divide Division-wide responsibilities with the Chief, Francis Deak. This sharing of responsibilities was suggested by our heavy negotiating schedule which frequently took one or the other of us out of the country. Everyone seemed to agree it worked out well. Then, at the end of 1951, I was asked to go to London as Regional Civil Air Attaché. I was happy at the chance to go because I planned soon to make myself available for integration unto the career foreign service under the so-called Wriston program. Q: Was this the period of integration? HITCHCOCK: Yes. Lateral entry they also called it. Q: The New York Banker Program? HITCHCOCK: Yes, the Wriston Program. I had no doubt it would be a good career move for me in the long run. But, in the short run, I was a bit concerned because I had been rising rapidly on the civil service side of the Department and was somewhat concerned that joining the Foreign Service might cause me to lose some of my career momentum. That I might have some reason for concern became evident when my assignment to London as regional Civil Air Attaché, a FSR-2 (Foreign Service Reserve grade 2) position, was processed at the FSR-3 grade because my young age would make it difficult to qualify me as an FSO-2! Anyway, I arrived in London in June 1952 as a reserve officer and finally was converted to an FSO in March 1955. (As it turned out I was promoted to FSO-2 in March 1960, and finally made FSO-1 in May 1965. By then, age had ceased being a point of interest to me in relation to my assignments.) Q: Still FSO-1 in that Foreign Service was a very, very senior position. HITCHCOCK: Yes, it was. It was the highest rank one could hold in the Foreign Service at the time, although there were some career ambassadors under the 1946 Act. Q: You were four years in London? As the Air Attaché? HITCHCOCK: As the Regional Civil Air Attaché, stationed in London but also accredited to many of the countries of northwestern Europe. I did a lot of traveling in that part of the world during those four years. The job was especially interesting, because civil aviation was just beginning to take shape globally and the operations of U.S. airlines to and through Europe were central to its success. Q: What were the kinds of issues? HITCHCOCK: Bilateral agreements covering air routes, commercial rights, passenger traffic, and so forth. We either negotiated these agreements or, which was more likely at that particular time since more of the agreements had been negotiated, we were trying to keep them working. If the economic issues weren't difficult enough, new issues arose from the technical advances in equipment. For example, when the British brought the jet powered Comet airliner into commercial service. Apart from the aviation and economic importance attached to these issues, they were also politically charged because most of the European airlines were state owned. Also, in the late 40s and early l950s, a number of new airlines began to appear somewhat to the surprise of American air carriers who expected such a development but somewhat later. KLM [Holland], SAS [Scandinavian], SABENA [Belgium], SWISSAIR [Switzerland] were examples and, with surprising speed, they began offering competitive service and capturing a fair amount of the then available traffic. This development was also a challenge to the kind of competitive, open air transport agreement we (and the British) had been encouraging other countries to adopt. Q: Air France and Alitalia were government owned, weren't they? HITCHCOCK: At that time almost all international air carriers were supported financially by their governments, as, indeed, ours were by us. Q: Not in the same way, were they? HITCHCOCK: No, technically not in the same way. Our airlines were privately owned. But, under the U.S. Civil Aeronautics Act of l938, we were committed to a national policy of promoting the development of domestic and international air transportation and that included financial assistance, such as carrying the U.S. mail. I found my association with civil aviation both in the Department and as Regional Civil Air Attaché in London enjoyable and challenging. This was an interesting introduction to Foreign Service policy responsibilities at a high level. We were dealing with top people in the European governments, as well as our own. By this one assignment I had done the top job in the aviation business. But I had no intention of making it my lifetime career, I saw myself as an onward and upward type and indeed had accepted the London assignment fully intending to join the Foreign Service and expanding my horizons. So I applied, was accepted and sworn in when in London. My first assignment as an FSO, in February l956, was to the NATO [North Atlantic Treaty Organization] Defense College in Paris. I think I was in class number nine. The Defense College assignment, though brief, was an excellent, broadening experience. I learned quite a bit about political-military affairs and the way NATO was evolving as a centerpiece of national military strategy. I also developed friendships with several military and civilian officials from various NATO countries. It was the first time the Germans had members in a Defense College class. At the end of this 6-7 month assignment, I received orders surprisingly transferring me to Tokyo. This was my first experience with the Foreign Service assignment process gone awry, and though I was mystified, I decided not to do anything about it and see what happened. Q: What was the job there? HITCHCOCK: I can't even remember, but I do remember being told that questions about the wisdom of assigning me there arose quickly in Washington, and, within a matter of days, my Tokyo orders were canceled. Left in Paris with nothing to do at the end of the summer of l956, my family and I spent four to five delightful weeks traveling around southern and central Europe. During that time I received orders transferring me to Madrid as Special Assistant to the Ambassador for Mutual Security Affairs. It made sense to send me there considering my history as a wartime pilot and a member of the Strategic Bombing Survey, my civil aviation jobs, my knowledge of western Europe, the NATO Defense College, and my work with the President's Air Policy Commission. This was a time when we were just building our air force bases in Spain. Q: Did you get any Spanish there? Had you learned any foreign languages up to this point? HITCHCOCK: I took Spanish and acquired a certain amount of skill while in country. Unfortunately, I had not previously learned any languages; remember I was not planning on going into the Foreign Service when I was in school. I also hadn't had time to prepare for the Foreign Service in terms of acquiring a language and/or area specialization. Lacking these, my attitude toward Foreign Service has perforce evolved in different directions - more toward understanding the expanding United States role in the world and how to fulfill it wisely. I know the debate that has surrounded the issue of language and area preparation for the Foreign Service, and I am a bit ambivalent about how I think it ought to come out. My experience, however, has led me to wish that a higher percentage of our best officers (in terms of ability to deal with complex international issues) were better linguists. I would add that I became a generalist in the service, more or less by accident. I seemed to acquire a reputation over time as someone who could get things done and that led me to be assigned to positions of responsibility where the need was urgent enough to override delays that might have been involved in acquiring special skill training. Q: Who was the ambassador when you were in Madrid? HITCHCOCK: John Davis Lodge. Q: I take it that you had an independent job? HITCHCOCK: I don't know what you mean by independent. It was a busy job, and it involved working quite closely with him. My title was his special assistant. The substance of my job clearly was his number one responsibility, and he had to give it a lot of time. Q: He was involved in your issues. HITCHCOCK: They were our issues, and there were quite a lot of them month in and month out. Of course, he could have taken over whatever he wanted to handle among the issues that arose. But, frankly, I don't remember that we had jurisdictional problems between us. Possibly we might have, had we been less busy. Q: And, didn't you want to go to Africa when you left Spain? HITCHCOCK: I tried during that period of time and even earlier to go to Africa. Things obviously were heating up there. I had been in Europe virtually all the '50s, and that fact alone made it difficult to work out an African assignment as my Spain tour was coming to an end. Washington kept saying, "We will not assign you to Africa now; you are first going to have to have a tour in Washington." I never took issue with that viewpoint, and I was sent to Washington as Director of the Office of Projects and Studies of the Disarmament Administration. Q: Before we go to Washington, let's go back to Madrid? Let's talk a little bit about the process of getting Spain integrated into NATO. HITCHCOCK: That was later. Q: That was later, but that process started with the negotiation of the U.S. bases. HITCHCOCK: The base agreement had been negotiated in 1952 and I was helping implement it. Spain's objectives, unexpressed so far as I know, included some assistance from the U.S. in its political rehabilitation. Spain was run by Franco and was a bit of a pariah state. The U.S. in partial exchange for the base rights was willing, in effect, to help burnish Franco's image. This was a tough sell, because many in the U.S. simply were so anti-Franco that they block any opening to Spain. Q: What were the obstacles? Who was opposing this thing? Whom did you have to convince to move in this direction? HITCHCOCK: This aspect was resolved well before I had anything to do with the Spanish Base question. Q: Eisenhower was President at this point? HITCHCOCK: He came in '53. So he would have been President when the agreement was signed. Q: This was the Eisenhower period? HITCHCOCK: I suppose so in a loose sort of way. The base situation both preceded and followed his presidency. Q: Who was your DCM [Deputy Chief of Mission] when you arrived in Madrid? HITCHCOCK: An experienced FSO named Homer Byington. Q, Who was later our Ambassador to Malaysia? Who replaced him? HITCHCOCK: He was replaced by W. Parke Armstrong, previously the Director of Intelligence and Research in the Department for several years. He had had no prior experience as a DCM or even working in an embassy, and his relationship with Lodge was very tense. Q: Coming on top of your experience with NATO at the War College, how did you find this? Did this make sense to you, what we were doing? HITCHCOCK: Yes, but I frankly can't remember the kind of detail you seem to be seeking, if I ever knew. The U.S.-Spain base agreements were concluded in 1952 almost 4 years before my arrival in Spain. I suppose, with hindsight, it could be debated whether we needed all the bases we thought we did. You will recall there were three air bases, one naval base and several radar stations (mostly for navigation), all of which were part of the agreement. Whether or not having decided to do fewer bases we would have avoided some of the difficulties we had, I doubt it. We had some jurisdictional irritations, but the only major problem between us and the Spaniards occurred in l957 (?) after I left, which involved the ditching of an Air Force plane off the coast of Spain with a hydrogen bomb aboard. We actually had good relations with the Spaniards up until that time. I can't comment on our relations after that, although, so far as I know, they continued to be satisfactory. Q: And, a good organization within the Embassy and with Washington. This was working well? HITCHCOCK: I think the Embassy relationship with the Government of Spain on military matters was good, as were the military to military contacts. Q: But the structure within the Embassy between you, the Military Attachés, the political section, and intelligence was working pretty well? HITCHCOCK: Actually, the Attachés performed normal attaché duties, and I had very little to do with them. We had a Commander of the U.S. Forces in Spain who also commanded the MAAG (Military Assistance Advisory Group) operation. It was with him and his staff that I had most of my contact on the U.S. side. Of course, the U.S. had an extensive network of relations with both the military and the civilian sides of the Government of Spain. These, as well as my relations with other parts of the Embassy, were excellent throughout my four years in Spain. Q: Can you give us some feel for the relationship between your duties and that of the Commander, US Forces Spain, who was, I think, a subordinate of the Commander-inChief, Europe (CINCEUR)? HITCHCOCK: MAAG and our base structure were part of the Spanish-American relationship, which also included our economic assistance program. It was the interconnection of those three that we tried to minimize as much as we could. But the Spanish were very conscious of trying to generate some kind of quid pro quo for the rights they gave us for the bases. Consequently, we had substantial military and economic assistance programs. I personally had a very close relationship with the guy who was the head of MAAG and held the rank of an Air Force Major General. Among the embassy's economic team was Richard ("Dick") Aldrich, the famous producer married to Gertrude Lawrence, was the director of US AID (Agency for International Development) the whole time I was there. He was also economic counselor for some of the time. He was an old friend of John Davis Lodge. Aldrich had a deputy, who incidentally is someone you know, named Milt Barral. Milt arrived in July 1957 and subsequently became Economic Minister at the embassy. I had hoped to be sent to Africa my next tour, but was assigned to Washington. Q: The people they were assigning to Africa at that stage, were lower ranking, people like me. HITCHCOCK: You were in Africa at that time? Q: 1956, I went to Africa. HITCHCOCK: Well, regretfully, I didn't make it, because I sensed what was happening was important. I was arrived in Washington in October 1960 as director of the Office of Projects and Studies of the U.S. Disarmament Administration which was part of the State Department. Ed Gullion was in charge; the organization had a small staff divided into two offices. The head of the other office, which was concerned with Negotiations, was Ron Spiers. Q: Ron was quite young at that time? HITCHCOCK: Yes, he was. He also had an even younger officer on his staff, an FSO-8 who was just beginning a skyrocketing career by the name of (Thomas) Pickering. In the Projects and Studies Office we had a small amount of money (big by State Department standards in those days) of about one and half million dollars to improve and expand the research base for the negotiating positions we were taking in the various negotiations that were occurring or planned. Such was our research objective. But our work was dramatically altered when Kennedy was elected President and, almost immediately after he was sworn in, announced his intention to dramatically increase the attention his administration would give to disarmament and arms control, including submitting a proposal to Congress for legislation establishing an Arms Control and Disarmament Agency (ACDA). Q. I thought that was an Eisenhower initiative. HITCHCOCK: No, that was Kennedy. I can remember there was a bid debate in connection with the establishment of the Arms control and Disarmament Agency, as to where it should be located. It was felt it should have a degree of separation of authority from existing agencies and that it should have special access to the President. Now the State Department brings to this kind of issue a kind of political judgement about conflicts, without usually a tremendous knowledge of conflict in terms of weaponry and combat, in terms of what you do in maybe deterring or pursuing a conflict involving force. The Pentagon's view lacks all kinds of dimensions beyond the military that are relevant to such decisions. On the other hand, having it separate from either of those two and also separate from the CIA (Central Intelligence Agency) tends to encourage a collection of people whose pre-disposition was to favor disarmament or arms control and to have to be proven wrong in formulation of a policy that was not going to pursue that line. In this case, you are dealing with a symphony of conflicting opinions on subjects slightly different data bases and experience bases. We don't have the capacity to see the infinite nature of nuance that affects men and influences both the definition of and the outcome of a problem. Anyway, to take charge of this initiative the President brought in John J. McCloy and, as his deputy, Adrian ("Butch") Fisher. They inherited me as director of the Projects and Studies Office, and I soon found myself involved in helping to develop the presentation for the ACDA proposal to Congress. More specifically, I worked on creating the prototype of a research program of arms control and disarmament. It was perceived that if we were going to be serious about disarmament, our approach had to be based on vastly improved research and development. I don't know now what I think of the program we put together then - about 40 years ago. But, as developed in the congressional presentation, it seemed adequate for the role it was expected to play. It was such an uncharted territory. Your are dealing with some pretty esoteric concepts when you are talking about a disarmed world or a world disarming, but it was, nevertheless, an interesting couple of years. In the end ACDA was established and continues to operate to this day. Resource poured in, jobs were reorganized. The job I originally had became two or three major bureaus. I myself was detailed to ACDA in September 1961. Q: You were reporting to Butch Fisher? HITCHCOCK: I was reporting to Butch at the time. I don't know where Ed Gullion went, but he was an unusually able officer and deserved something good in my opinion. Ron Spier's office remained in the Department to continue to pursue the few negotiations that were then underway, the most important of which was the test ban treaty. Q: I suspect Gullion may have gone to the Congo as ambassador. HITCHCOCK: That may well be where he went. While I was working on disarmament I had an invitation from Tom Hughes and Roger Hilsman to come to work in the Bureau of Intelligence and Research (INR). (Tom had come to the Department as the Special Assistant to Chester Bowles when Chet was appointed Under Secretary of State early in the Kennedy Administration. Then, when Bowles was asked to return to India for a second tour as Ambassador, Tom moved to INR as Roger Hilsman's deputy.) Roger and Tom wanted me to become their Director of Research and Analysis for Western Europe. I agreed. The job lasted from April '62 to the summer of '64, and I found it a delightful experience. One that produced a certain kind of mental discipline in terms of analytical approaches. You had INR assignments too, didn't you? Q: Yes, I did, too - '56-'58 for the Philippines, but I came off from having just written a Ph.D. thesis on the Philippines HITCHCOCK: You would have been a lot more knowledgeable. Q: You had a lot of experience. HITCHCOCK: Practically everyone in the office except myself had a Ph.D. Q: You had on the ground experience in Europe. HITCHCOCK: Yes, that's true. Hilsman was the Director during the initial part of my INR period and Tom the last. Then in 1964, I received orders transferring me to Barcelona as Consul General. From my previous assignment in Spain I knew that Barcelona would offer only limited professional opportunity, but, though disappointed, I did nothing to try to change the assignment. Fortunately, fortune intervened: Chet Bowles in preparing to go back to India discovered that he needed a Consul General for Calcutta. Tom recommended me to him, and, when Bowles and I met, I found him warmly receptive. I can't remember what my initial reaction to the idea of going to India was, but Calcutta was clearly a lot larger challenge than Barcelona would have been. It was the second largest U.S. Consulate General in the world, it included a consular district of almost 140 million people, and lots of important things were happening there. A year and a half before, in 1962, India and China had had a brief, border war and tensions between India and (then) East Pakistan were almost constantly substantial. Calcutta was known as the most problem-full city in the world, etc. So, being attracted by all that, I accepted and was there from '64-'68. Calcutta turned out to be a good post with a lot of inherent complexity, and while there I acquired 4 years of experience as a Principal Officer in a major country. And, besides, I personally loved learning about the philosophical underpinnings of the sub-continent. Q: Before we go to Calcutta, I'd like to go back to the INR period for a little bit. Every year was important in U.S.-Europe relations. HITCHCOCK: I'm glad you want to go back to INR - the Bureau of Intelligence and Research. I found my assignment as Director of the Office of Research and Analysis for Western Europe unusually interesting, useful, and enjoyable. The research the Office did was weighted toward the political and economic issues of concern to the U.S. and the countries or organizations of Western Europe. But, as other issues (such as NATO and collective security) became important, they, too, were included. Our analytical efforts rested largely on a staff of highly qualified civil service employees with impressive academic and experiential qualifications. These officers also represented an impressive institutional memory since they frequently had served in INR for years. In fact, with justification, many become known around the country as the Department's experts on country A, B or C. These Civil Service employees were complemented by a generous sprinkling of able FSOs, usually with recent overseas experience or assignment to the country or organization (e.g., NATO, OECD, etc) to whose analysis they were assigned in INR. The interaction of these Foreign Service-Civil Service backgrounds produced high quality analysis on the range of issues important to the bilateral and multilateral relations between the U.S. and Western Europe. That these analysts were able to use information from all-sources, classified and unclassified, helped also. The targets of these analytical efforts were usually, though not always, other offices within the Department. Some papers had a long term perspective, some short; most were policy oriented so as to help insure that other parts of the Department or other Departments were au courant about the implications of a relevant overseas development or trend. Options available to the U.S. created by relevant international developments were discussed. Care was taken to identify possibilities or options without making recommendations as to U.S. policy. Frequently an attempt was made to estimate what another country might do in a circumstance of interest to the U.S. Often we would try to identify possible consequences for the U.S. of an event in another country; or how a foreign country might respond to an initiative we would like to undertake. The variety was great, as these examples suggest. Studies were frequently undertaken on requests received from other parts of the Department. Or the initiative may have come from top departmental officers such as the Secretary or Deputy Secretary. I would guess that half were undertaken on our own initiative. Once, during my INR tour, another bureau differed with an important conclusion of one of our studies and referred it to the Secretary for resolution. An answer was found (contrary to our conclusion), but the Secretary used the case in point to underscore strongly the need to maintain in the Department an independent analytical capability such as INR represented. This was an important reaffirmation of our purpose. One of the Department's essential responsibilities, of course, is the advocacy of U.S. foreign policy. But it is also responsible for constantly reviewing established policy to determine whether developments may require policy change or adjustment. INR studies often can help expose the range of possibilities to be considered under such circumstances. The bureau responsible for implementing a policy being re-examined might welcome such a contribution from INR. In any event it is important that the Department have the ability to do independent and more or less continuous analysis on these types of issues. Q: Talking about your time in INR, I was curious, was there unanimity of view that we should fully support the movement to European unity or whether there were reservations expressed anywhere in the government? Ball I guess was the primary supporter. Were there any groups that had reservations? HITCHCOCK: Not really. There was clearly a general belief that greater unity in Europe would be of benefit to the United States, and, of course, to Europe itself. Advocates of pushing European integration revolved around George Ball. The head of the immediate office associated with integration was Bob Schaetzel. Q: Tom Hughes in INR said you were the group that were saying, "Wait a minute, political integration has got real obstacles and real problems and, therefore, the policy that said we would only share our nuclear monopoly with a united Europe, wasn't a very practical policy." Was this the position they were taking? HITCHCOCK: That was the conclusion that one might logically draw from the things we wrote, I suppose, but I don't recall that INR took a policy position on the issue, past suggesting that all trends are not linear. INR's approach was to examine the consequences or implications of positions that had been taken or were being considered. The issue of nuclear sharing, as an example, was associated in our minds with a unified Europe. If there were a united Europe, we could share nuclear knowledge, but we were unwilling to share with individual countries. If you were pessimistic about integration, then you were pessimistic about the value of nuclear sharing. But sharing got involved in or affected by lots of other issues such as the subsequent de Gaulle veto of British membership in the Common Market in January 1963 and our efforts to provide an underpinning for British security through the Skybolt Missile Agreement. We did not resolve the nuclear issue, but it was a subject of a lot of debate within the Department and it led to an very important confrontation on the subject of an independent group within the State Department taking positions contrary to the established policy line. It was on that issue that Secretary of State Dean Rusk took a rather strong view that it was very important for the State Department to have within its body a capacity for some kind of independent judgement or appraisal of these policy lines separate from policy implementation. Q: Any other issues during that period because that was such an important position? It seems to me, in your INR position, at that stage so much of our policy revolved around our relations with Europe. HITCHCOCK: There also were interesting debates, then within INR, between the Europeanists and the Africanists. You will recall that it was at that time that Africa was going independent rapidly. It was becoming independent largely from its European connections, and I think that we, in the European part of INR, spent a fair amount of time identifying the consequences that were likely to occur if some African countries were to become independent without better advanced planning. We should have pushed this point of view further, frustrating though it was to do so. Q: I am interested in your characterization of Rusk as someone who defended the right of dissent and yet the testimony of the MacNamara book was that there were no warnings within the government on the winablity of the war. I know Tom Hughes has taken a very strong position contrary to MacNamara. HITCHCOCK: Can we defer the Vietnam era for a little bit? I had a lot of contact with that issue. Q: Yes, we'll go to India now. HITCHCOCK: In many respects, India was the most interesting assignment of my career. I was truly fascinated with it, in large part because it was so different from anything I had known before. I did not understand eastern religions or the basic complexities of a society that large. I went to India in August 1964 on short notice and had virtually no time to prepare. (As you may now be gathering, this sort of characterizes my assignments one after the other.) As I said earlier, I was scheduled to go to Barcelona as Consul General, when Tom Hughes, a close associate of Chester Bowles, our ambassador-designate to India, discovered that Chet needed someone in Calcutta. He sold me to Chet who made the necessary arrangements within the Department to break my assignment to Spain. My relationship with the Ambassador after my arrival in India began rather hesitantly but soon developed into a warm friendship. I certainly became an admirer of his, and I have no doubt that he liked me both personally and professionally. India isn't a place where you just arrive and gobble it up overnight. I read as extensively as I could before my arrival there particularly to begin developing an understanding of Indian philosophy and politics. Then I arrived in Calcutta after a quick tour of Delhi, Bombay and Madras. All in all it was a pretty modest preparation for the complicated tasks ahead of me. The Calcutta consular district contained 140 million people. Calcutta itself was the locus of 20-30% of India's industrial output and the center of a lot of the Western (read British) history in India. Calcutta had been the capital of British India from the 18th century until 1914. When I was there it still had many of the trappings of empire. Eastern India was much more than that; it was the center of a great deal of India's own history. It was, for example, the place where Buddha attained his enlightenment in the state of Bihar. Our consular district also included Sikkim and Bhutan, then independent entities, plus the Northeast Frontier Agency (NEFA), the Northeastern Indian territories bordering China where the 1962 border dispute had occurred. This conflict was still smoldering. There was also a great deal of tension between India and Pakistan. Indeed in 1965, less than a year after I had arrived, a war broke out with Pakistan, much of it centered in the area of West Bengal and East Pakistan. Eastern India was big and diverse in many ways, and we in the Consulate General were involved in its problems, sometimes substantially, sometimes on the margins. Examples of a few of the region's problem areas would include the following: -Calcutta itself contained the University of Calcutta: with over 200,000 students it was believed to be the largest if not the greatest university in the world; -In Eastern India, the problem of development was at that time receiving urgent attention in which US aid was an active participant; -The memories of India's colonialism were a deep and complicating feature of the landscape; -Linguistic unity was totally lacking. English was the de facto link language, but a lot of it was not linking. People were trying to substitute Hindi for English as the most used language, but many parts of the country did not speak Hindi or understand it including the Bengal area where I was principally located. There were 16 major languages in India and about 225-230 dialects; -The country also had a substantial tribal population and a large Muslim minority. Hindus were the overwhelming majority; and -Residual cannibalism still existed in Nagaland. All in all, there was a complexity about India that was interesting and important and sometimes perplexing. Shortly after I arrived, India experienced (1965 and 1966) successive famine years. This resulted from major crop failures in parts of the country where living was marginal at best. Suffering was great. The U.S., under Public Law 480, brought in over 11 million tons of food grains each year. One of the two centers of the famine was the state of Bihar, which was in my consular district. Obviously, it was basically an Indian responsibility to cope, but, given the suffering created by the crop failures, assistance of the type the U.S. provided was critical. Throughout my tour, we were in the midst of a major attempt on the part of the Communist Party to take over West Bengal. And, in the year after I left India, they won a majority in the legislature and assumed the leadership of the state government. The communists were divided between the Chinese- and Russian-oriented approaches which was helpful in the sense that they often failed to achieve a cohesive approach in their revolutionary efforts.. There was, in this political ferment, recourse to a lot of extreme behavior. For example, they had a technique of bringing corporations to heal by locking in the management and turning off the electricity which meant turning off air conditioning. Production would become almost impossible in the oppressive heat. We had frequent demonstrations against the United States, perhaps 30 or so per year. Most were small. But the ability of demonstrators to develop a crowd in a place like Calcutta is unbelievable, if you haven't seen it. Sometimes they would bring people in from the country by truck. But wherever the demonstrators came from they assembled in the Maidan, the big park in the center of Calcutta, which was two blocks from where the consulate general was located. We developed, in close partnership with the police, a technique whereby the marchers toward the consulate were thinned down as they proceeded. Let's say they would have a rally of 25,000 in the Maidan. The police would allow maybe 700 to march down the first block toward the Consulate and 150 or so to march down the second block. In thinned strength they would arrive at the locked gates to our office. We would almost always offer to meet with representatives to hear what their complaints were, and that usually was enough to diffuse the situation. There was quite a lot of politically motivated violence throughout the state of West Bengal during the 1960s, though we were not involved in any of it so far as I can recall. I believe the reason might be found in the close and congenial relations we maintained with both the Calcutta police and the Indian Army's Eastern command whose headquarters were in the city. Calcutta was considered by many people as the city with more problems than any other city in the world. It then had a population of eight million and now I guess it's 10 plus million and maybe more. The Ford Foundation financed a group of people to advise the Indians on what might be done to make living in Calcutta more viable. They had something like 22 specialists from all over the world, all recognized experts on urban problems. What the consequences of their recommendations were, I can't say. They had not been released by the time I left, but the problem of financing the improvements they were likely to consider essential would have been a major one in Indian terms. Q: My impression is that you had an extraordinarily able staff. HITCHCOCK: That's true. I also had a great deputy you know well - Roy Atherton. Q: Beyond that you had some young people: Dennis Kux, Howie Schaffer - all of whom did quite well in the Foreign Service. There were some others too, weren't there? HITCHCOCK: Kux and Schaffer were not in Calcutta, they were in Delhi. In Calcutta, Don Gelber was our political officer, and Roy was the Deputy Principal Officer the first year of my tour. Our staff not only was good, it was also large - the total number, American and locally hired, being over 300, including our USIA operation. For any consulate general that is a large number of people. Q: And that was AID (Agency for International Development), too? HITCHCOCK: No, there was no AID staff there, they were in Delhi. But we had a lot of connection with AID projects in the Consular District. AID personnel also acquired a semi-staff status when they were in the area. Q: How were relations? Did you report directly to Washington or did you have to go through the Embassy? HITCHCOCK: Most of our reports were sent simultaneously to both places. We made sure, of course, that things we were reporting that might be of importance India-wide were routed through the Embassy. I don't think we'll get into the CIA (Central Intelligence Agency) side of things, except to say they has a fair presence. Sikkim, the tiny territory under India's protection and located on the Indo-Tibetan (i.e., China) border, requires special mention when recalling activities of the Calcutta Consulate General while I was there. The Indians were particularly sensitive about foreigners visiting the border areas. With respect to Sikkim that was less of a problem for me because the Maharaja of Sikkim was married to an American, Hope Cook, and they would invite us to Sikkim fairly often. We received our permits promptly, in part I believe because the Indians were not ready to take on a problem with the U.S. that refusing permits for our visits might cause. Similar Indian security concerns existed with respect to Bhutan, an independent country located in the Himalayan mountains contiguous to Sikkim. Sikkim and Bhutan ( plus Nepal ) provided a buffer in the Himalayan mountains separating India from Chinese controlled Tibet. As I have already mentioned this area, and the Indian direct connection with China east of Bhutan (the Northeast Frontier Agency - NEFA) were of high sensitivity to the Indians because the Indo-China war at the end of 1962. The area had a long and interesting history during the British period, but it was the war in 1962 that prompted the Indian nervousness that I experienced. For our part, we were interested in developments on the Tibetan frontier and reported from time to time on the way certain groups-some of them were followers or under the leadership of American missionary groups-were escaping China through northern Burma. Q: When you went to Sikkim and Bhutan, did you go by car? HITCHCOCK: We went by helicopter. We'd fly to an airport in northern Bengal and then take a helicopter. Q: These were Indian helicopters? Air Force? HITCHCOCK: Yes, we used Indian Air Force choppers to go to Bhutan. In the case of Sikkim, we drove over wonderful mountain roads. Bhutan, a country of 850,000 and about 500 x 800 miles in size, did not have a road going into it until 1962. Bhutan was poor, in part because the lack of roads isolated people from each other, even within the country. I should add that this isolation was difficult to overcome also because of the height and precipitousness of the Himalayas. Q: How about issues? HITCHCOCK: Well, I've covered a lot of them. Q: I meant policy issues that you got involved with? HITCHCOCK: Many of our problems could be seen as policy issues or potentially so. We were dealing with a newly independent India whose colonial past raised all sorts of issues to which American representatives, among others, needed to be exceedingly sensitive. One example was the role India wanted to play in its relations with the rest of the world: as the leader of all non-aligned nations. This caused frequent frictions between the U.S. and India as, I dare say, it did between India and other countries, including the Soviet Union. India tried to hue an even line between us and the Soviet on Cold War issues, though its tilt toward the Russians was frequent and disturbing. Maintaining a healthy U.S.- Indian relationship on other shared interests was also a challenge, often because of the newness of India's nationhood. The policy impact of such issues was, of course, of primary concern to the Embassy in Delhi but rarely did we escape them in the "outlying" cities. Indo-American problems didn't blossom into true crisis, but there were a series of constant strains. Those strains persisted to a degree, but I believe they were also slowly changing with the passage of time. India was, as I said earlier, very resistant to approaches to the problems which would have been welcomed by a lot of people. They had an underpinning of class structures, caste structures, religion, extended family – a tradition of 3,500-4,000 years out of which these things developed. They didn't want to be too close to us. Not all U.S.-Indian relations concerned problems of the foregoing type. Far from it. I think we were really rather popular with influential Indians and on a personal level it was easy to relate to them and even develop warm friendships. India contains large numbers of intelligent, interesting people and they are a major reason why a foreign diplomat's tour there is so agreeable. But officially they saw in us some similarities with the British past they were trying so hard to get rid of. Q: And, are still hanging on to. HITCHCOCK: Yes, this is a constant I think. On the other hand, many Indians recognize that British contributions to India over the years will add vitally to its future development. Q: The Labor attaché would have been active and other people of that kind would have come up from Delhi? Was that Maury Weisz? Who was the Labor attaché at that time? HITCHCOCK: I believe he was the Labor Attaché in Delhi at that time, though I can't remember his visits to Calcutta. There were AID teams that came, as well as lots of others. The Russians had a major program in our area. Q: Tata? HITCHCOCK: No, Tata is a privately owned Indian mill. The steel mill the Russians built was called Bukhara. It was in Bihar, one of the states in my district, and was said at the time to be the largest in the world. The Russians had, I think, 4,000 people there. It was a big operation. They perceived this, I'm sure, as a point around which they could hook a lot of other activities. We had helped India some in developing its steel production capacity and then we decided to stop. I can't remember why. Earlier I mentioned that my relationship with Ambassador Bowles started off in a rather rocky fashion. The difficulty arose at the first meeting of the Consuls General he called after I had been in Calcutta a few months. When he asked me to report on developments in Calcutta, I gave what I thought was an honest analysis of the situation, emphasizing the many challenges that needed to be overcome, etc. He was absolutely furious and said, "I didn't bring you out here to be an agent of pessimism." (Laughter) That was one of the initial little frictions which we got over - not by my capitulation though. I thought it important to confront head on and discuss the unpleasant realities Calcutta faced at that moment. Chet may have feared I was bringing too negative or defeatist an attitude to my new job. That was not true, but Chet was a true optimistic, as indeed am I. We soon got on the same wavelength and our 4 years working together were great, even when we were dealing with the numerous controversial issues that arose. My Calcutta tour ended in the summer of '68 and, not knowing what to do with me, the Department appointed me as Diplomat-in-Residence at the University of Pennsylvania. The fall of 1968 was a restive period in American education, but, perversely, I enjoyed my 4 months in Philadelphia. Little did I know it would be an abruptly shortened tour. To clarify this, I should mention that well before the Philadelphia assignment Ambassador Bunker in Saigon had indicated his desire to get me assigned to Vietnam as soon as he could find an appropriate position. This was back before Ellsworth Bunker and Carole Laise got married in Kathmandu (Being in Calcutta I went to the wedding, since I was an old acquaintance of both.) At that time I told him, in effect: that's the last place I want to go, but, I'm in the Foreign Service, and I'll go if I'm told to go. When I was in Calcutta, there were recurrent feelers coming at me from Bunker about possible assignments. Finally, around Christmas 1968, his intermediary, Jim Grant, called me in Philadelphia- Q: Jim Grant lives two houses away from us. HITCHCOCK: Jim Grant was responsible for Vietnam affairs in AID, a job of major importance since AID served as the administrative umbrella for all American civilians in Vietnam engaged in the direct prosecution of the war (as well as those doing regular AID functions). In his usual, effective manner, Jim explained how refugees and other types of war victims - between 2.5 and 3 million of them - had become a major problem both because of the human suffering they represented and the way they were being exploited by anti-war activists. After a few telephone calls, I agreed to take on the job, subject to my first reviewing the situation in the field. I went out in January of '69 and spent most of the month there, came back to DC for most of February and hit the job full time the first of March, 1969. The Director of CORDS (Civil Operations and Revolutionary Development Support) at that time was Bill Colby (later in charge of the CIA). (I lived with him my first month in Saigon while looking for a place to live.) The Directorate of Refugees and War Victims was one of the four Directorates of CORDS, the acronym for the civilian side of the war effort, also known as the Pacification program. Nineteen sixty-nine was an interesting, challenging year to acquire the responsibility for intensifying our refugee assistance efforts. The war was still active but the general security situation had become more stable than it had been in 1968 after major enemy assaults during Tet the previous February. In these improved circumstances many South Vietnamese displaced by the war could be returned home or otherwise helped to rebuild their lives. A substantial proportion of them were given help either by our programs directly or indirectly through about 30 voluntary agencies (VOLAGS), the largest of which, I think, was Catholic Relief Services. About a hundred million dollars were spent a year on our refugee assistance efforts in addition to the contributions from the VOLAGS. We had refugee advisors in all the provinces of South Vietnam, some 18 in all, and the VOLAGS, too, had personnel sprinkled liberally throughout the country. It was an intensive effort. Q: The objective was what, to ease the plight of the refugees? HITCHCOCK: Yes. There were two and half million displaced people. Technically they were not refugees (i.e., people driven out of their countries); in Vietnam, they had been driven out of their homes and most couldn't return to them. We called them refugees. There were also several refugee camps usually located in areas where the war made their return-home impossible. They were mostly located in the northern part of the country. We also dealt with another category of war casualties we called war victims. These were people whose homes were destroyed as a result of some war related action. We gave them material for rebuilding their homes, food during the rebuilding period, and other help as required. I spent a year in charge of our refugee efforts. It involved a lot of work, much of it done while moving around the provinces of SVN (South Vietnam) by helicopter. I usually traveled with the Minister of Social Welfare of the Vietnamese government. Q: Your French was good enough? HITCHCOCK: Not really; nor was my Vietnamese. My work was almost all done in English. We also had translators as required, usually for dealing with village or provincial officials.. There were a lot of inspiring, committed people involved in the U.S. refugee effort, as one might expect. Quite a few were FSOs, usually on their first assignments. Others came from NGOs (non-governmental organizations) or other similar activities. One junior FSO was George Moose who later became Assistant Secretary for African Affairs. Q: Do you think the program was effective? HITCHCOCK: I think it or something like it was crucial. These people had to have the kind of help that was given including the food. They also needed assistance in preparing their land for planting. And, yes, I think it was very successful, especially during 1969 when the intensity of the war had subsided a bit. Toward the end of January or February 1970, Senator Fulbright opened special hearings on the Vietnam war before the Senate Foreign Relations Committee of which he was the Chairman. Very near the start of the hearings he heard the CORDS side of things. To make our presentation, I returned to Washington with Bill Colby and John Paul Vann. The hearings were not as hostile as we expected. The Senator had decided that CORDS was not where he was going to focus his fire. It must be said that our presentations went well in part because we could report progress made possible by the improved security situation that existed during that period of time. Ambassador Bunker, about the turn of '71-'72, asked me to move to the Embassy to replace Martin Herz whose tour as Minister Counselor was coming to an end. I, of course, agreed to do so and made the transfer after returning to Saigon from the Senate hearings about the beginning of March as I recall. Q: Of 1970? HITCHCOCK: Yes. My new job was called Minister Counselor for Political Affairs, but it also had several other responsibilities beyond the range of the political section. We also had a Political Counselor for whom I was directly responsible. The Embassy structure included an ambassador and a deputy ambassador - Ambassador Bunker and Ambassador Sam Berger. Sam gave his attention to special problems such as corruption within SVN, and he served as principal adviser to the Ambassador. I provided special assistance to the Ambassador, going with him occasionally to meetings, drafting messages, undertaking special studies, etc. I also was our action officer on the Peace talks, then going on in Paris. Galen Stone was the Political Counselor when I arrived and rotated out shortly after. Lauren Askew was the Political Counselor during my tour and supervised the daily work of what I believe was the largest political section the Foreign Service had. But I, too, had a very active role and was in frequent consultation with the political section, including, of course, Askew. I was Minister Counselor for a little over two years - until the spring of 1972. I had been in the Refugee job about 15 months. So my total time in Vietnam was a bit under 3 and ½ years. Q: You were much more involved in the policy issues in that position than you had been as the Refugee Coordinator? HITCHCOCK: Of course, but our refugee assistance efforts were also important not only for the refugees as such, but also as a limited antidote to the anti-war movement in the States. As you will recall the war was a significant event in almost every American's life; many opposed it and their opposition increased in effectiveness as the war continued. I n the Embassy we were well aware of the opposition, but our main concern continued to be the war and our role in pursuing it. Many of us, for example, had to remain sharply focused on the fact that there was a 12 or 13 hour difference between Washington and Saigon - every day. We had to get messages out at the end of the day in order to receive instructions at the beginning of the morning. These messages, in contrast to a lot of messages at other Foreign Service posts, frequently went directly to the President. We did not then have, as you will recall, a strong Secretary of State, but we had a strong National Security Advisor (who soon became the Secretary of State). This was just after the end of the Johnson presidency, early in the beginning of that of Nixon. Q: I have heard from a number of the junior officers that they were aware of the deteriorating situation, but that they felt they couldn't report that. HITCHCOCK: I have to ask when? Q: Did you have personal contact with the junior officers in the field or were you able to get from them a flow of information that was satisfactory? HITCHCOCK: Not always, but generally yes. We got what we needed - from the field, from our own officers in the Political Section (many of whom were Vietnamese speaking), and other contributors. We had information from many sources. The greater challenge was in evaluating and using it effectively. Knowledge of developments in and about the North was a weakness among our analytical tools. Q: Were we deluding ourselves? HITCHCOCK: Maybe in retrospect, but at the time, there wasn't much doubt about there being a feeling of general optimism in the immediate wake of Tet '68. You never approach a military situation as a military person with the conviction you are going to lose. And, indeed, you tend to see what happens as a reaffirmation of that positiveness. The indicators were generally much more positive in Vietnam at that time than they were in the States. But I would add that during that period in the States everything was really going to hell in terms of support for the Vietnam War. I can't remember the date of Kent State, but it was probably around '72. I'm not going to get into the U.S. side of the war except to say there were lots of people who came to Vietnam of varying degrees of importance - national importance in U.S. - who were strong opponents of the Vietnam War. Among them was George McGovern, as he was beginning his presidential campaign effort. I was the control officer for his visit. There was a tendency to put as positive a face on the state of the war as possible - or as negative as possible if you were an opponent. It was difficult to marry these two opposing points of view and reach useful conclusions in terms of our national interest. From Vietnam it seemed to many Americans that a number of promising approaches to the pursuit of the war were avoided because of self-imposed constraints. For example, in Vietnam there was widespread support for a greater effort to interdict movements of the NVA (North Vietnamese Army) along the Ho Chi Minh Trail, which was predominantly located in Laos. There was even a constraint against bombing access to the Ho Chi Minh Trail in North Vietnam where the trail enters Laos, although we did some bombing of the Trail in Laos and there was some bombing of the Trail in northeastern-most Cambodia. The point was, we never undertook a major effort to stop the North Vietnamese from bringing war materiel into SVN over the Trail, and we could have. The effect on the ability of the North to pursue the war in the South would have been major, possibly decisive - or so many advocates believed. I don't know why it wasn't done, but I presume that, as in other cases, it was a concern about the possibility of escalating the conflict. I cite this not to reflect any disappointment on my part, but to identify the kind of dissatisfaction about the prosecution of the war one occasionally encountered in Saigon. But there were many Americans in SVN whose principle concern was with the obviously rapid decline in U.S. support for our continued participation in the war, not to mention our continuing support to our ally, the South Vietnamese. This latter concern was given a substantial boost by the introduction of the Vietnamization of the war effort by President Nixon and many of the actions that followed that decision. Walt Cutler, in charge of external relations in our political section, and I work together on possible Peace possibilities, including negotiating proposals for presentation in Paris. The thoughts we developed, I thought, were sometimes rather inventive, never necessarily breakthrough stuff, but inventive. Even though we never knew whether anything ever happened to our efforts after we submitted them, I know we both enjoyed the work. I also coordinated with the Vietnamese (the Deputy Foreign Minister) once a week, I think on Thursdays, the position the U.S. Delegation proposed to present at the peace talks in Paris that week. These coordination talks continued even after the highly secret negotiations involving Secretary Kissinger and Le Duc Tho of North Vietnam had commenced. Allowing us to continue our meetings in ignorance obviously was part of the effort to protect the secrecy of the Kissinger talks. Q: It sounds to me as though you were more operational than analytical and that you were really putting out fires and didn't have the opportunity to stand back and see where we were going. People didn't develop strong positions pro or con on the war at this point. You were too busy doing it. HITCHCOCK: I think you may be right. The pressure on us to do what we did was substantial - 90 hour or so work weeks. So it could be argued that we hardly had time to do what you suggest. It was also true that much of the criticism of the war coming out of the United States was criticism without much knowledge of what was happening on the ground. Of course, that may not have been important to the critics whose greater concern was probably what they feared the war was doing to the United States. I became known, I think, as a kind of skeptic within the inner circle. I will tell a story that may not be flattering to me. One of the real warriors was Ted Shackley. Shackley had been the head of the CIA operation in Laos, for five years or more before he came to Saigon as the station chief. He was really committed. Whenever these issues or instructions from Washington that we had to pursue, or comment on, arrived, I was always skeptical or would say "let's look at this." He came up once with the sharp rebuke, "If you can't stand the heat, get out of the kitchen." Well, look. You go through four years in India in which one of their greatest doubts about American foreign policy was Vietnam, you become cautious. Q: Had you had any content with people like Paul Kattenburg when you were in INR? HITCHCOCK: Lou Sarris was the INR Vietnam specialist. I knew him when I was in INR in the early '60s. I also knew Kattenburg at that time, though not well. Q: And, he had the reputation of being very pessimistic about Vietnam. HITCHCOCK: Yes, and it was a view warmly shared by Tom Hughes who was the Director of INR at the time. I think sometimes that they were more skeptical than the events supported. But, I must admit, some of their skepticism turned out in retrospect to be almost prescient. There is a piece on the war that has been pulled together under the auspices, I think, of the LBJ Library. Have you seen that? It is a brainstorming on Vietnam by a selected number of top-level policy people like Mac Bundy, Bill Bundy, Tom Hughes, Doug Cater, that level of person. It is a very interesting insight into some of the policy making during the war. I would say that even at that level, they didn't have time for a lot of quiet reflection on things. I'm not sure you always do in situations like that. Imagine a similar session on World War II. The pace of events was stunning. Within a mater of days of my arrival, the Cambodian invasion occurred. I had no involvement in that, in the sense that I didn't about it. I was just getting my feet on the ground. A succession of things quickly happened. I was a member of the limited country team which consisted basically, in this case of: Bunker, Berger, General Abrams, Shackley who was CIA, and myself. And, they added to that as the agenda required. Bunker had his embassy country team meeting and then he would have this limited meeting, usually at his home. There were certain issues that would get discussed that didn't get discussed at the earlier meeting. We had activities going on around the clock. Some of these became quite memorable. Bunker would get special instructions, usually from the President, to see Thieu (President of South Vietnam). He'd sometime see him at three o'clock in the morning. By the time I came to work, which was about 7:00-7:30 am, he would have drafted his report and no one knew about it. It was very secretive. Usually it was Thieu because most of the contact had to go at that level from Bunker and particularly if the message was a presidential instruction. The thing about the Vietnam War that I think you and some of the rest of us might try to understand is how basic decisions grow out of circumstances which soon get lost in the background or are just forgotten. How much did Vietnam emerge from some of the circumstances that existed in Southeast Asia in relationship to other things like the development of the Cold War, the statements the Soviets and Chinese were making at the time which were quite frightening? How much our involvement in Vietnam emerge from our early support for the French in Vietnam partly in order to get them to agree to lines of communication and logistics through France for NATO may be one such example. If you are able to take yourself back to such NATO prompted decisions you might end up with an attitude toward Vietnam which is much more understanding, even if you didn't necessarily agree with it. Q: Precipitated into opposition to Vietnam? HITCHCOCK: The war in Vietnam was an easy target for criticism by younger generation (i.e., draftable) Americans because they were interested in other things, and fighting a war, anywhere, was not one of those things. I never became an advocate of the Vietnam War. I did become an advocate of our getting out of it as honorably as we could and with minimum adverse political consequences. I'm afraid we missed both these objectives. It's shaking a little more into shape with the passage of time, but it will never be seen as one of our major moments of honor. I came back to Washington in the late spring, June of '72 and, again, they didn't know what to do with me. There had been a lot of talk about an ambassadorship, but I was having major marital difficulties at the time, and I discouraged another overseas tour immediately following Saigon. So, I was assigned to the Policy Planning Staff where I did a little bit of nothing very important for about three months. I can't remember why I was put forward for to the Educational and Culture job. Certainly I didn't campaign for it, but I was intrigued with my assignment there almost from the moment of my arrival in August or so. I was to be the Senior Deputy Assistant Secretary of the Bureau of Educational and Cultural Affairs. Q: Before you go to that, what was your impression of the Policy Planning Staff (S/P)? Has it always just been a tool for Secretary of State speech writing? HITCHCOCK: No, quite a bit of longer range thinking is done there, sometimes in close coordination with what is going on in an operational bureau, sometimes out of the blue. Nevertheless, I agree with what you seem to imply: the role of S/P has been somewhat vague and variable over the years, its importance depending a great deal on who is its director and whether its staff contains some star performers who may have the attention of some top Departmental officers. Finally I believe the attitude of the Secretary at the time will effectively determine the S/P role during his tenure. Q: Was Kissinger Secretary of State at that time or was it still Rogers? HITCHCOCK: It was Kissinger when I arrived, as I recall. The S/P job seemed like it was intended to be a temporary assignment until CU opened. I came to that conclusion because in S/P I floated around more or less aimlessly. I attended some meetings to bring me up to date on work they were initiating to examine the implications of a multipolar world for the U.S., and I wrote a couple of brief memoranda on Vietnam. I recall sharing the same office with Mike Armacost, although we worked on different projects. The Bureau of Educational and Cultural Affairs job was as the Senior Deputy to John Richardson, then the Assistant Secretary. We liked each other immediately, and ours soon became a rewarding professional relationship valued highly by both of us. We worked together almost 4 years - until the Democrats won the 1976 election. John is an idealist, as you have probably gathered, and a wonderful person. An idealist frequently doesn't allow practicalities to deter him, and I often helped him get around obstacles we confronted. I also shared administering our programs with him and, in general served as his alter ego. We had a large constituency both within the U.S. and around the world. The 'granddaddy' of cultural exchange programs was the Fulbright academic exchange program worldwide was one of many exchange activities we managed. Under it academics would receive support for continuing research. This allowed American academics to go overseas and foreign academics to come to US institutions. It was seen as an excellent way to overcome foreign stereotypes and biases among a group that would be writing Op-ed columns in foreign newspapers. Over time some private organizations, societies, firms, etc. also have established their own exchange arrangements - usually with different basic reasons for their actions but with benefits for mutual understanding as well. Then there was the International Visitor Program (IVP). Foreign visitors nominated by the embassy came to the US for short periods to see how their professional counterparts in the US functioned. So, journalists would come and see large and small newspapers. Mayors would meet their counterparts and gain an appreciation of local government in the US. Embassies like this program because it gave them a 'reward' to single out some of the outstanding and talented people they met. Of course, this helped embassy contact work. There were other special exchange programs. I remember we sent author John Updike to Africa on a wildly successful trip. I think we had a budget of $65 million in the 1970s. This was not an insubstantial amount. Anyway, as you can see, the whole program was a way of developing communications with other national elites in areas of shared interest. Richardson had a variety of experiences that well qualified him for the CU position. Born in Boston he was one of the Boston Richardsons. His father was head of a prestigious law firm there. A Harvard educated lawyer, John left law practice after several years to take up a position as a Wall Street investment banker. He moved from Wall Street to a succession of public service related activities. He was head of Radio Free Europe and the International Rescue Committee (and a close friend of Leo Cherne, IRC [International Rescue Committee] founder). He was immensely popular as Assistant Secretary, and it was fun working with him. I cite his background, eclectic and varied as it was, because I think it was what made him so good a choice to head up the bureau in charge of promoting exchanges between the American and other cultures. Why? Briefly, World War II with its many advances in communications and transportation plus its devastation (enhanced by nuclear weapons) convinced a number of American intellectuals it was necessary to improve communications and mutual understanding among the world's cultures. The idea was to work continuously to develop an enhanced ability of societies to relate to each other, especially in areas of shared interest. An objective over the long haul was to improve the general quality of life on the planet as well as to reduce conflicts. Q: It is a goody that you have to give away and so it is always popular from that point of view. HITCHCOCK: We did that. We ran the Fulbright Program. The fact that it was in the State Department and not in USIA was, I was convinced, fortuitous - not to have be a part of the propaganda arm of the US government. There it would have lost much of its credibility. It absolutely gained credibility as being part of the State Department. The prestige of the Department helped make it acceptable to overseas elites. One could argue that as a government run program it lost some prestige, but I think less under State than USIA. You can see providing a home for the Fulbright program was a complex issue. When the administration changed and Carter came in 1977, Joe Duffey was appointed as the Assistant Secretary. I had, initially, a stormy relationship with him, because he had been one of the leaders in the country of the anti-Vietnam movement and he entered this job, his first in government, to discover he had inherited as his deputy someone just out of Vietnam. There was also conflict with his wife on the same point. Do you know his wife, Ann Wexler? She worked in the White House in one of the highest-ranking jobs held by a woman in the Carter Administration. She behaved toward me as if she believed that I couldn't have been in Vietnam if I weren't a war lover. From that followed all kinds of presumed differences between her husband and me. They didn't really materialize. Joe Duffey, when he first arrived in CU, was about as inept an administrator as I have known. For example, he seemed unwilling to trust any of the more senior people in the bureau, so he would characteristically assign a problem requiring action to the more junior officers with instructions to report directly to him. This destroyed established lines of authority and kept most of the Bureau unaware of what was going on. Chaos soon reigned, and realizing his approach was facing failure, he decided he needed help from someone who had been around a little while. This just happened to be his deputy - me. It was not long before we had developed a satisfactory, even enjoyable, working relationship. But he clearly had no long-term interest in the job of Assistant Secretary as such and began looking for his next position almost on arrival. He had a lot of contacts in the White House and within a short time got himself appointed as Chairman of the Search Committee for the Head of the National Endowment for the Humanities. I don't know the details of what then happened, but it appeared that, as Chairman, he arranged his own selection. Without much more ado, he departed. This was unfortunate in a way because the CU-USIA reorganization was heating up and his White House contacts might have helped insure a broader consideration of the issues before a decision was made. Limited efforts on this point were made while Duffey was still there, but he was unaware of the history of the issues and, therefore, not predisposed to use his personal influence on solving a problem which, from his point of view, was soon going to be a past memory. So I think he was happy enough to leave the developing situation to me as the Acting Assistant Secretary and to our colleagues. Our basic message would have been to underline the need to keep distance between exchange programs and U.S. propaganda activities. In other words, moving CU into USIA, we feared would risk undermining the integrity of our official exchange activities. Additionally, USIA might use them to bolster its propaganda efforts. But even as my colleagues and I mouthed these concerns I became convinced we were blowing bubbles. We were going nowhere. I strongly sensed the decision to reorganize had already been made, in part on other grounds, and our view was going nowhere. Much of my explanation of what likely had happened is based on deduction, but it seems likely, nonetheless. The Carter campaign highlighted governmental reorganization as one of its objectives when it came into office. The President-to-be reiterated this intention frequently, giving it the aura of an action that would bring with it almost nirvana-esque consequences. Specifics initially were lacking. Later in the campaign one could pick up mention of integrating USIA and CU as one possibility, but it got little attention because such a move was peanuts and more was expected. But CU-USIA was a possibility that persisted and grew after the election. In fact it became more imperative as several of the other possibilities for reorganization disappeared. The decision to move the CU-USIA reorganization forward, I believe, was a political one, presumably made by the new president-to-be, and most potential opposition to the idea or even a critical examination of it became unlikely after that point. This political decision to bring CU into USIA precluded any serious thought about what that might or might not do to the integrity of exchange programs. In the State Department I found virtually no support for examining this or broader questions regarding the proposed organization. Top officials knew the basic decision had been made and were unwilling to raise questions about it, especially so early in the new Administration. At one point, early on I thought, USIA began behaving as though it was not examining the idea, but just working out the details of the transfer. Soon after they were openly doing just that. And the administrative side of the Department behaved as though it agreed. (We can appreciate this situation better if we reflect on how the issue of exchange vs. propaganda has been handled over time. In 1953, USIA became a separate agency while the exchange programs were placed in State. In 1978, as discussed above, CU was moved into USIA which retained its separate agency status. And (was it in 1995?) USIA (with the exchange programs) was returned to State. No sooner had that move been made than pressure, I think from the Senate, caused the re-separation of exchanges from propaganda. It's an interesting story, although it sometimes gets a bit boring because of its repetitiousness.). A new Assistant Secretary arrived at State early in 1978, I believe, to oversee the transfer of the bureau to USIA and then direct CU-type programs there. Her name was Alice Ilchman, and she arrived with excellent qualifications to take charge of CU type of activities. I hardly got to know her, but she was well and favorably known in and out of government. A late close friend of mine and a leader in the field of educational exchange was particularly warm in her praise. Dr. Ilchman chaired the Board of the Rockefeller Foundation and also served on other boards, such as the Council on Foreign Relations. Later she was appointed President of Sarah Lawrence College (1981-98). I don't know how well she did during her USIA period, as I retired shortly after the transfer occurred. My retirement was foreshadowed by the fact that I was approaching the 60-year-old mandatory retirement age. A full term Foreign Service assignment was out of the question and I had no interest in a temporary Departmental assignment designed to squeeze out a final few months of employment in Washington. A decision as to whether to stay in the DC area post retirement was more difficult. I really liked the city, but, in the end, I decided to retire elsewhere: I didn't want to kibbutz on Washington events the rest of my life; and, as I was still under 60 and presumably had a while to go, I wanted to develop a life with some new interests elsewhere. I'm now 83 and have met my objectives, at least to my satisfaction, despite the realities of the aging process. I moved to Boulder, Colorado, a lovely, university town of 100,000 situated near, but not in the mountains and but a stone's throw from a city, Denver. I found the world is everywhere and distance no longer matters as it once did. I brought with me my interest in foreign affairs and have been active in the leadership of both Denver's Council on Foreign Relations and its World Affairs Council. For almost 20 years, I have also served on the Social Science Foundation, a national board which advises the University of Denver on its international educational programs, especially its Graduate School of International Studies. The Board also manages an endowment which it doles out to University related activities of its choice, again to promote international educational objectives. With activities such as these to supplement a normally full retirement, I have lived the past quarter century in a really quite beautiful place removed in large part from many of the harassments of the larger cities I knew previously. 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Easy to understand, Great Exercises, Value for money Get going with Excel 2000 www.knowwareglobal.com Get going with Excel 2000 Palle Gronbek, email@example.com Translation: Linda L. Gaus © Copyright 2000 Author and KnowWare Acrobat Reader: How to ... F6 opens/closes bookmarks/thumbnails: Click a bookmark to jump to it. ``` In menu VIEW you can set, how the file is displayed CTRL+0 = Fit in Window, CTRL+1 = Actual size, CTRL+2 = Fit width You can set SINGLE PAGE, CONTINUOUS VIEW or CONTINUOUS FACING .. try them out and you will see the differences. ``` Navigation ``` ARROW LEFT/RIGHT: forward/backwards one page ALT+ARROW LEFT/RIGHT: same as in a browser: forward/back Zoom CTRL++ zooms in AND CTRL +- zooms out ``` www.KnowWareGlobal.com Is This Booklet for You? This booklet is for Excel beginners. Basic topics will be discussed thoroughly with a focus on fundamental concepts of spreadsheets in general and Excel in particular. If you can relate to one of the following statements, you can benefit from reading this booklet: ! You have no idea what a spreadsheet is, and what it is used for. ! You have worked with other spreadsheet programs, but need to learn about the differences in Excel. ! You have heard of spreadsheets, but never had the chance to work with one. ! Arithmetic and calculation have never been your strong points. My goal is that this booklet will help you understand the program in such a way that you will continue to learn after you have completed the exercises. At the same time, you will have drawn up a household budget, something that most of us will find useful in our daily life. ! Maybe you are fascinated by numbers and mathematics. No matter what you come to use Excel for, you will find that the program is easy to come to grips with, yet advanced enough to be able to solve most problems involving numbers. If you feel that Excel is a little bit too difficult at first, then remember the wise words: 'Every beginning is fun….' Technical Language – Only for Nerds? The computer industry uses a lot of technical abbreviations and terms, which are difficult for a beginner: Pentium 150MHz, 32 Mb RAM, 8 x CDROM, 2.1 GB hard disk etc. etc. 'Pentium – is that part of the keyboard? How does the computer RAM something? CD-ROM, is that something to do with music…?' As a new user it is easy to get confused by all this gobbledegook. To understand the most basic terms, then I suggest you read the KnowWare booklet 'Make Friends with your PC', while terms that are Excel specific will be explained the first time they appear in the booklet. For words that are directly relevant for Windows 98/95, see the booklet Get going with Windows 98/95. About the Author I've been teaching since 1980. In the computer arena I'm an autodidact, something that I regard as an advantage. Hopefully my experience can be of use to you. Your background I do not expect you to have any knowledge of spreadsheets. You should have a basic understanding of Windows 98/95 and have followed Exercises for Windows 98/95. Your opinion This booklet is written for you, so I would really appreciate hearing your comments, either by letter to the publisher, or directly to me via e-mail. The structure This booklet is designed around a series of practical examples. By following it from start to finish, you will learn to use the Excel methodology and increase your knowledge in a natural way. Throughout the booklet some typographical conventions have been used. These make it easier to read and allow you to practice the most important points quickly and effectively. Symbols If you see CTRL+C, you should hold the CTRL key down while pressing the letter C. You may also have to hold down two keys while pressing a third: CTRL+SHIFT+%. Function keys are indicated in square brackets, for example, [F4]. Menu commands will appear with vertical lines in between them, for example FORMAT\|LINE\|HEIGHT. In some places we have used the following symbols in the left margin to highlight a particular section: This symbol indicates an important and useful tip. It will often be especially useful if you follow the exercises a second time. Text marked this way is important for using the program – in order to use it according to the programmers' intentions and to avoid mistakes and impractical "detours." Enjoy yourself, both with the booklet and with Excel itself! Excel – the first impression If you have some experience with the program, you can skip this section, or just browse through it to pick up any useful tips you may not already know. Throughout the booklet I will describe the parts of the screen as we meet them, so they are introduced to you when they become relevant. I will use Microsoft's own names and terminology so you can search for more help in the Excel's Online Help. General concepts The first time you run Excel, an introduction program shows you the most important functions and principles in the program on your screen. Exit from this window; you can always return to it later. Before we begin on a household budget we will first try a little sample budget for redecorating my living room. I suggest that you follow it on your own computer. What is a spreadsheet? In principle, a spreadsheet is nothing more than a large sheet of paper with lots of little squares on it. So that an individual 'square' can be used in a calculation together with other 'squares', each has to have a way of differentiating it, a unique address. For the program to be able to manage individual 'squares' in large spreadsheets, it works in three dimensions, with each individual spreadsheet built up as a table in two dimensions. These two dimensions are called respectively rows (horizontal) and columns (vertical). Columns are always given a letter as a name, and rows are always given a number. An individual sheet can also be called a worksheet. The fact that there can be more than one spreadsheet in a file gives Excel the third dimension, as entries on one spreadsheet can link to entries in another spreadsheet. There can be up to 256 spreadsheets in a file, which in Excel is called a workbook . At the bottom of each workbook you will find a sheet tab for every spreadsheet, or page, in the workbook. Each time you open a new workbook Sheet1 will be selected. You can move to another worksheet by clicking on its sheet tab. Try clicking on different tabs, then return to Sheet1 before continuing. Cells are the individual 'squares' in a worksheet. A cell is where a column and a row cross. The name of a cell comes from the name of the column (letter) together with the name of a row (number). So, the cell where column C and row 5 cross each other has the address C5. Inserting text and numbers When a new worksheet is selected, the cursor will always be in cell A1 (it is selected). 1. Type Material: and press Enter. Cell A2 will automatically be selected. 2. Type Brush and press Enter. Cell A3 will automatically be selected. 3. Type Primer and press Enter. 4. In A4 type Paint and press Enter. If the cursor jumps automatically to the next cell as soon as you press enter, you should use the command TOOLS\|OPTIONS and have a look at the Edit tab. Here's where you can deactivate Move selection after Enter. If you mistype anything you can correct it immediately by using the Backspace or Delete keys. You must do this before you press Enter, and you cannot use the arrow keys. If you notice a mistake after pressing Enter, simply retype the correct text over the incorrect text. The contents of the cell are overwritten when you press Enter. Editing the contents of a cell will be discussed in more detail later on in this booklet; for now, let's take a closer look at the data we've just entered. Select cell A4 by pressing the Up arrow key: Notice that the word Paint is visible both in the cell and on the formula bar (just under the toolbars). This field shows what you typed, and the cell shows the result of your typing. 1. Use the arrow keys, or click with the mouse to select cell B1. 2. Type Net price: and press Enter. 3. In B2 type 5 and press Enter. 4. In B3 type 25 and press Enter. 5. In B4 type 30 and press Enter. It is important to understand how different entries are interpreted by Excel. Data types Excel differentiates between two data types; text and formulas. Numbers are regarded as formulas. When you have typed data into a cell you can immediately see in the cell itself how your data has been classified: If data is aligned to the left, then it is text (text being written from left to right). If the cell data is right-aligned, then Excel has interpreted your data as a number or a formula (numbers are usually written right-aligned, so that decimal points line up vertically under each other). This may sound banal, but it's very important to understand that you're having a kind of dialogue with the program whenever you enter data. If you think you have typed a number, but Excel has displayed it left-aligned, then you have probably made a mistake. Maybe you have typed a comma instead of a period when you typed the decimal. Do not delete the data you have just typed in Sheet1 – we will come back to it later. Click on Sheet2 to start with a clean worksheet. We can test the principles for inserting data in Excel mentioned above. Creating formulas If you mix text and numbers, your data will be understood as text. If you type in an equation, for example, 125-12, the '-' will be interpreted as a hyphen, not a minus sign, and Excel will behave as if the cell contains only text. Whenever you type a formula, you must always start with an equals sign: =125-12. Try the following example: 1. Type two numbers separated by a minus sign in Sheet2, cell A1, for example 120856-2895, and then press Enter. Even though it is longer than the cell, it is obvious that the data flows from left to right over the next cell. It has been interpreted as text, which is correct. 2. Now type in the same data in A2, but this time with an equals sign in front of it: =120856-2895 and press Enter. You can also begin a formula with a plus or minus sign ('+', '-'). In every case Excel will add an equals sign in front of the formula. But I would strongly suggest starting formulas with '='. It is a good habit and will help you understand all of Excel's built-in functions. Operators When you type formulas, you can use any of the following operators: + add * multiply - subtract / divide ^ raise to the power of (as in 3^3 = 333 = 27) . If you want to type a number as text, you must begin with an apostrophe (for example '125). Order of Operations When you type a formula containing several numbers and operators, you should remember that all calculations are carried out according to the following order of operations: first calculation : ( ) and ^ second : * and / and finally: + and - Type the following formula in cell A3: = 20 + 20 / 4 and press Enter. The result is 25, as 20 / 4 is calculated first. Now type the same formula in A4, but this time in brackets: = (20 + 20) / 4 and press Enter. The result is now 10, as the numbers in brackets are calculated first. Even though brackets are not necessary for calculations using operators on the same level such as plus and minus, they can often make a formula easier to read. I often use brackets for precisely this reason. Formula bar On the far left side, this bar refers to the active cell (the selected cell). Next to this is a field for displaying and typing a formula. All entries in cells take place here. A cell consists of two 'levels,' the background, which contains the data entered (shown on the formula bar), and the foreground, which contains the result of the entry. It is the foreground that is actually displayed in the cell, and is printed out, while the background creates the result. A cell has to be selected to see the background in the formula line. Of course if you type in text or a number, there is no difference between what you type and the result – there is only a difference with data that is calculated (formulas). Select A2 and check the formula on the formula bar. Press the Down arrow and check the formulas in A3 and A4. All changes to the contents of a cell happen in the background layer – as shown in the formula line. You probably noticed that while you were typing data in the cell, two small buttons appeared on the formula line: Let us look at these buttons a little more closely: 1. Try typing your name in cell A5. Now the formula has apparently disappeared, but only apparently. 2. Now try pressing Esc and you will see that your name disappears immediately (just as if you'd clicked on the red cross). 3. Type your name again and press Enter (the same as clicking on the green checkmark). The formula is replaced by your name. The buttons show that you are editing the cell. So far so good. But I would never click on them; instead, I strongly advise that you use the Esc and Enter keys. A word processor inserts text and numbers while you are typing them. In Excel they are not inserted until you actively choose to insert them. Now click on Sheet1 and we'll continue our work on our example. We have been able to buy everything that is necessary from a wholesaler. So there is no sales tax included in the price. We must work out both this and the total price for ourselves. To do this, we must alter the heading in column B. 1. Select cell B1, type in Net price and press the right arrow key. The text is inserted and the cursor moves in the direction of the arrow to cell C1. 2. Type in Sales tax and press Enter. 3. …and in D1, type Price and press Enter. We now need to enter the formula for calculating the sales tax on brushes. We could just type in =515%, which would calculate the sales tax on the net price. Quite honestly, if we did that, we could just as easily forget about the computer and take out our pocket calculator! It is in exactly this kind of situation that Excel shows its strength…when you type in a new net price, the new sales tax and total price should be calculated automatically. It is totally wrong to insert variables in a formula on a spreadsheet. If the value changes at a later time (for example, an exchange rate), you would have to change every cell manually. Instead, it is better to point out the cell containing the appropriate value. This way, all you have to do is edit that cell every time the value changes, and formulas will be updated automatically. Here's how it's done: 1. SelectC2and type the following for- mula: =b215% Press Enter and the Up arrow to see both the result and the formula. I was quite clear about what I was doing above when I typed a small 'b' in reference to cell B2. I want to start a dialogue with Excel. When you pressed Enter, the 'b' was changed to a large 'B', which is the program's way of saying 'cell address understood'. If I discover later that there is a mistake in the formula, I know for certain that it has nothing to do with the reference to cell address B2. 2. After typing a formula it should be tested. Type a new net price in cell B2 and check that the sales tax in C2 changes. Now type the original net price again. 3. For the sake of the exercise you should type the formula for the sales tax for two more materials in the same way. Type the formula =b315% in cell C3 and =b415% in C4. By default, only as many decimal places as necessary are shown in each cell. So, even if you type in 24.00, only 24 is shown. Later we will format numbers to two decimal places. Now we will calculate the total price. In other words, what we want to calculate is: =Net price + Sales tax 1. In D2, type the formula = B2 + C2. 2. Continue by yourself with the formula for calculating the price of the next two materials. Your spreadsheet should now look like this: It is only for the sake of the exercise that we have typed all the formulas here manually. Normally all you need to do is type a formula once, check that it works (here you'd type in a new net price), and then copy it to all the other cells! When you have checked that the first formula works as it should, why run the risk of typing an error in the following formulas? Menus – and How You Use Them Whenever you open a menu, Excel only shows you a few of its commands. The ones that you've used the most are the ones that are visible – which can lead to a situation where some of the menu options change themselves around. The point of this is to avoid confusion caused by the presence of too many possibilities. 1. If you click on the EDIT menu, you'll see a double arrow at the bottom. 2. Click the double arrow or wait a moment until all the commands on this menu appear. The additional possibilities appear below. 3. Close the menu by pressing ESC. Editing Changing the contents of a cell You have already tried changing the contents of a cell. However, there are many ways of doing it: ! Type new data over the old and press Enter. If you mistakenly start typing data in the wrong cell, you can undo your mistake by pressing Esc. ! Click directly on the formula bar… ! or press the F2 key (edit). If a long piece of text or formula needs editing I prefer F2. If it is a short piece of text or formula, I prefer overwriting the cell. Try both methods now: 1. Change cell A3 to Primer Color by using F2 and the Backspace key. The cell is too small for the text – but we'll fix that later. 2. Change the net price for Primer to 35 by selecting B4, typing the number in, and pressing Enter. Deleting the contents of a cell You have deleted the contents of a cell several times by using Delete. This is simple – if you only know how. I have seen students try to use the Backspace key many times, and even seen them try to use the spacebar. Try pressing the spacebar and then ENTER. Apparently the cell is empty – but look at the error messages in cells C2 and D2: The formulas in C2 and D2 are trying to calculate the sum of the net price and a space! There is no way we can expect an answer. If a cell should be emptied, use Delete! Undo The formula in cell C2 should be rewritten. If you have just deleted it, then click on the Undo button, or choose Edit\|Undo. You can also use the Ctrl+Z keys, which function the same way as in most other Windows programs. I would strongly suggest that you use Ctrl+Z. You can undo the last 16 actions. So if you have deleted a cell, then formatted another cell in bold type, then you must press Ctrl+Z twice to undo your deletion. But even when you have carried out a lot of actions, they are easy to undo. 1. Click the small Undo arrow on the toolbar. 2. Drag the mouse down the drop-down list until you have selected all the actions you want to undo. Notice that you cannot undo individual actions alone, you must select a whole list. 3. You can redo actions that you have undone by using the Redo button. This drop-down list only contains the actions you have undone. Try undoing and redoing some actions so you are confident about using this function. You can also press Ctrl+Y to redo actions one at a time. When you type in new values to check formulas, you can use Ctrl+Z to return to the original number. It often happens that the display updates so fast that it is hard to check whether the values are changed in all the relevant formulas. The solution is as follows: 1. Select cell B2. 2. Type a new price, and keep an eye on the sales tax and the Price (C2 and D2) when you press Enter. 3. If these values changed as they should, restore the original price by pressing Ctrl+Z. 4. The formulas were calculated so fast that it can be difficult to check them both simultaneously. Click Ctrl+Y (undoing your undo, if you understand what I mean). Keep switching using Ctrl+Z and Ctrl+Y as often as you want until you are certain that all cells with formulas dependent on cell B2 have been changed correctly. Column width Let's have a look at A3 again. Here, we typed Primer Color, which didn't fit into the cell, so it was shortened by the program. If you want to ensure that the complete text appears in a cell, select that cell and have a look at the cell's contents in the formula bar. And how can we make space for a word that doesn't fit into a cell? Try this: 1. Leave A3 in peace, move to A5, type Spatula Size and press Enter. 2. If B3 is empty, Excel will simply allow the text to flow over the border into the next cell. 3. Now type 15 in B5 and press Enter. Only part of the text can be seen. When you change the width of this cell, it will apply to the entire column – luckily! Can you imagine how confusing it would be to work with a spreadsheet where cell A5 was double the width of all the other cells? Cell B5 would be under column C, cell C1 under D…chaos! How to change the column width Place the mouse pointer on the line between columns A and B. The mouse pointer will change into a split arrow. Now, you can drag the column divider in the direction you want by holding down the left mouse button. If you adjust the column width, the field now shows the column width measurement before you release the mouse button. The width is shown as the typical number of characters and pixels that will fit in the column, and is not an absolute value. The width of a character depends on the font, its size, and which character you type (an 'i' fills much less than an 'm', for instance). This makes it difficult to calculate the precise column width that will accommodate all text. If, for example, 100 cells in a column contain text, they're not all visible at the same time, so it's very hard to determine the appropriate column width. Therefore, we'll try another, much more practical method of automatically altering the width of a column to accommodate the widest contents: Double click when the arrow changes to a split arrow, and the width of the column on the left automatically changes (AutoFit). Automatic adjustment can also be used on rows in the same way. In this picture the height of row 4 will be adjusted when you double click. Basic Principles for Constructing Large Calculations You may ask, 'couldn't I just insert the text in column A, leave column B blank and then type the numbers in column C? You could do this, but it would be a big mistake! Blank columns or rows split up the data area and make it difficult to add colors and borders or use the many advanced Excel functions. It is good practice to enter data in adjoining cells. Avoid using blank columns and rows when data belong together. Uniform Column Width If you'd like several columns to have the same column width, select them all and use the mouse to adjust their width to suit your taste. Mark a column by clicking its heading. Try selecting the columns B:D by dragging the mouse from the heading B to the heading D, then changing the width of one column. Data Entry in Columns For our living room renovation, we'll still need more materials – luckily therefore we'll have the chance to learn about copying formulas, in this case the ones for the sales tax and total price. 1. Enter the following data in columns A and B – and make sure that you notice what happens when you begin entering data in A6: Entering Values in Cells Automatically Whenever you enter data into a column, Excel compares your current entry with the other cells in the column. If, for example, you typed "P" here, Excel would promptly offer you the same text as in A3, since the data in both cells begins with the same letter. The preliminary entry is selected and marked as a suggestion, which can be replaced by your actual entry. If you'd like to accept the suggestion, press ENTER. If, on the other hand, the cell should contain only a P, then press DELETE. This principle applies within a continuous area – and it eases the process of en- tering a word several times in a column. In this way, I created a budget for my firm, where I arranged the expenses according to categories such as office supplies and transport costs. This function is extremely practical on spreadsheets – you type a letter and Excel fills in the rest. If you would like to deactivate this function, choose TOOLS\|OPTIONS and click the Edit tab… …then remove the checkmark next to Enable AutoComplete for cell values. Simple number formatting The numbers need to be formatted so that they all appear with an equal number of decimal places. In the example, this is two decimals. 1. Select cell B2, and click twice on the Increase decimal button. Excel starts with the format of the selected number and shows one more decimal each time you click the button. 2. Select cell B7 and click once on the Decrease decimal button. Now the number 5.15 is decreased to one decimal place. Of course, this does not mean that Excel has forgotten about the last decimal place, something you can check by looking at the formula bar. 3. Click on Decrease decimal again. Now the number is shown without any decimals. Click twice on Increase decimal, to make it appear with two decimals again. No matter how you decide to format a cell, calculations are performed in the same way. By default, Excel calculates to 15 decimal places. All the cells in column B should be formatted to show two decimals. Instead of trying to format each individual cell, let's learn how to select cells. Move to Sheet2 before continuing. Selecting cells To format a cell, it has to be selected or highlighted. By selecting several cells simultaneously you can format them in the same way, so that they all have the same appearance. A selected range of cells is indicated by the address of the first and the last cell, separated by a colon. Selecting B2:D6 will highlight all the cells in a rectangle with B2 at one corner and D6 at the opposite corner. The mouse pointer should be a large cross when you begin highlighting. The first highlighted cell will always be white as it is the 'focus'. The black frame surrounding the selection will clearly show that it is a part of the highlighted area. Try selecting the following area using the mouse. 1. Select B2:D6 (as shown above) by clicking the left mouse button on cell B2, holding the left mouse button down, and dragging to cell D6. 2. Before doing anything else, place the mouse pointer over cell H10, hold the left mouse button down (the first selection disappears), drag to cell C2 and release the mouse. The area H10:C2 is now selected. The first cell selected will always be white, no matter which method you use. It is even easier to select cells using the keyboard. Hold Shift down while you expand the selected area using the arrow keys. Try this on different parts of the spreadsheet. You can select several cells in different parts of a spreadsheet by clicking on one of them, then pressing the CTRL key and selecting the other cells. Remember, selecting is not an action in itself. You typically select cells before carrying out an action on them (for example, displaying two decimal places, or changing text to bold type). Click on Sheet1 again. We will now format all numbers in column B to display two decimal places. 1. Select cells B2 to B15. 2. The cell with the focus (white), in this case B2, will determine how many decimal places appear in each cell. Click Increase decimals and Decrease decimals until all cells show two decimals. 3. Repeat the same process with cells C2:D4. Your model should now look like this: Formatting a cell means that all future entries in the cell will be shown with two decimal places, no matter what numbers you enter. The format is only changed by choosing another format for the cell. If you are still unsure about how you select cells, format decimals or enter simple formula then you should practice a little more now. Use another sheet and then delete any extra data you type for practice before moving to the next section. Copying cells When you've entered a formula and checked that it works, you should then copy it to the other relevant cells. Relative references The formula we typed into C2 can be understood as: 'Take the value in the cell to the left and multiply it by 15%'. A cell reference is relative when it refers to a cell that has a distinct position in relation to the first cell, as here. When you copy data, it is the background you copy (the formula), not the result. When you copy a formula one cell down, the relative cell references in the formula will also 'follow'. There are many ways to copy data. Which method is best to use depends on what you want to do with the copy. Here I will concentrate on the two methods I find most useful: using the keyboard and using the mouse. Copying using the keyboard To the right of the Copy and Paste commands on the Edit menu you can see that the Ctrl+C and Ctrl+V keys can also be used. I recommend this method when you want to paste the copied data into cells that are not directly adjacent to the cells you copied from. The principle is that the selected area is copied to the Windows Clipboard, from where it can be pasted to a new cell or area in the spreadsheet (or in any other Windows program, for that matter). The function is carried out by: a) selecting the cell with the formula that should be copied. b) choosing Copy c) selecting the area that should 'inherit' the formula d) and choosing Paste. Try the following example: 1. Use the arrow keys to select C4. 2. Press Ctrl+C to copy the data. The dotted frame around the selected cell "vibrates" to indicate that the copy function has been initiated. Notice the message on the status line 3. Select cells C5:C15 using Shift+Down arrow, and press Enter. Copying is now complete. If you want to copy the formula to several areas, then paste it by using Ctrl+V, which keeps the copy function active. This means that you can continue pasting it by using Ctrl+V. The copying is terminated by pressing Esc. Press Down arrow to check the sales tax formulas. I have cheated a little in the next picture and shown all formulas directly in the cells for you to compare with your own formulas: Copying with the mouse Now you are going to copy the formula for the total price by using the mouse. I usually recommend using the keyboard as much as possible, but I have to admit that for this operation the mouse is really good – a stroke of genius! Click in cell D4 – this is the formula that you want to copy. 1. Point the mouse to the small black square at the bottom right hand corner of the cell (the pointer changes to a little black cross) and then drag the mouse down to cell D15 while holding down the left mouse button. 2. The instant you release the mouse button, the copying is carried out automatically! Voila! Notice the difference between selecting and copying. When you select, all the cells are black (except the first). When you copy, all the cells are white. Microsoft calls the little black square a 'Fill handle' because it copies or 'fills the area up' with data depending on the kind of data the cell contains. I will return to the 'Fill handle' function. There are buttons for both Copy and Paste on the toolbar, but force yourself to use the methods above; it will pay off later. Summing data It is now time to work out what our decorating project will cost in total. We could, of course, add the individual cells together, but there is a faster and more flexible method. Excel has many built in functions, including one for summation of data. All functions are built up in the following way: =NAME(arguments) NAME is the function name (what you want Excel to do for you). Arguments can be cells or other calculations. In our example the function is called SUM, and the arguments are the cells that should be added together, as follows: =SUM(B2:B15) You can type the formula manually, but there is no need. Microsoft has assumed that you will need to sum data in the majority of spreadsheets and has developed the following extremely effective and easy to use function: 1. In A16 type Total: and press Enter. 2. Cell B16 must contain the sum of all the net prices. Click on the AutoSum button on the toolbar and wait a second. It is not enough that the formula has been written out for you; Excel has also understood which cells you want to add together (not so bad!). The dotted frame surrounding your data shows which cells the program suggests – because it is only a suggestion. In the formula the cells are black, meaning that all you need to do is overwrite the references if they are incorrect. 3. Press Enter to accept the formula. 4. Copy the sum formula for the sales tax and the total price from cell B17 to cells C17 and D17, with the following results: Instead of clicking on the AutoSum button, use the Alt+= keys (you are actually pressing Alt+Shift+0). AutoSum calculates both horizontally and vertically on the same principle. Let us prove this by changing the formula for calculating the total price: 1. Select D2:D15 and press Delete. The cells are empty and the sum formula in D16 displays '0'. 2. Select cell D2 and click on AutoSum. 3. Press Enter and click on AutoSum from cell D3. 4. Press Enter and repeat the click on AutoSum in cell D4; but be careful, this time the suggestion is incorrect! If there are numbers in both the cells above and to the left of the selected cell, Excel will suggest summing the numbers above. Vertical summation takes priority over horizontal summation. Even though AutoSum is smart and easy to use, you should still remember the principle of a spreadsheet: when a formula is inserted once, it should be copied to the other relevant cells! Undo the last formula (Esc or Delete) and instead copy the formula like this: 1. With D3 selected, drag the Fill handle down to D15. If you drag it too far by accident, you can drag the Fill handle back into the selected area. As long as the cells are selected, you can expand or reduce the copying. 2. Use an arrow key or click with the mouse in any other cell to cancel the selection. If you need to see the sum of the numbers without having the result displayed in a cell, then just select the cells and read the result on the status line: Right-click the field in the status line and choose, if need be, another calculation of the selected numbers. Our model is now ready. Try changing some of the net prices and see how the calculations reflect the changed numbers. You can also smarten the model up a bit by adding a little color and formatting, but I will tell you how to do this later. Just now it is more important to repeat and emphasize the basic principles Your spreadsheet should be saved so you do not lose it when you shut down your computer. After all, you must be able to retrieve it again the next time you decorate your house. Saving a file The first time you save a workbook you will be asked to specify a name. Using the File menu, choose the Save or Save As command. You can also just click the Save button on the toolbar. In the Save As dialog box, you can choose an existing folder (directory), or create a new one for the examples in this booklet. I would suggest the latter. If you feel unsure when working with folders and files, you can follow the example here: 1. In the Save in field, choose C: (the computer's hard disk). 2. Click the Create New Folder button and call it Get going with Excel. Press Enter, which creates the folder and displays it in the large white field. 3. Double click your newly created folder to open it. The folder name should be in the Save in field: 4. Click on the File name field, and type DECORATING. Press Enter (or click OK). Your spreadsheet is now saved, and the dialog box disappears from the screen. 5. Notice that the file name now appears on the title bar (all Excel spreadsheet files have an XLS extension). For more detailed information about managing folders and files, I suggest that you read the 'Get going with Windows98/95' booklet from this publisher, or study Excel's own Help function, which lets you search for assistance in more ways than the Windows Help program. Let's take a closer look at it. Help Without any doubt, the programs of the future will contain larger and better Help programs and come with thinner printed manuals.You have already seen how the Help function works in Excel. The small yellow 'tips' that appear next to the buttons on the toolbar and the longer description on the status line are both part of the complete Help program. The 'real' Help fuction in Excel is a kind of shortened user manual that can be read on screen while you are working. If you have a standard installation of Excel, the Help function will be available. If it is not, you can run the installation program again and choose to add it. To start the Help program, choose Help\|Microsoft Excel Help, or press F1. You can also click the Office assistant button on the toolbar. A help screen appears as an "Office Assistant", which gives you tips and lets you search for help for a particular subject. If you right-click on the assistant and choose ANIMATION, this little guy will show you what he can do. You can choose your own particular 'assistant' out of the selection of animated characters available (all of whom are rather fun!). I have chosen this rather competent looking guy to help me: Now, type your question into the yellow speech balloon. 1. type "Help" and press ENTER… 2. …you'll see several keywords. Choose one of them or try reformulating your question. The cursor will change into a little hand and the blue bullet next to a keyword will "light up" when you point to it with the hand. In our ex- ample, we chose How do I get help while I'm working? 3. Almost immediately, you'll see a large dialog box appear on the screen. If you click the printer button in the upper right-hand corner, you can print out relevant topics. 4. The window with the help text will remain on your screen while you're working. If you need help on another topic, just click on one of the underlined hypertext topics. 5. If you click on the Help button, you'll see a broad help window appear on your screen. This window has three tabs: Contents tab … is a list of topics, where you can doubleclick on a topic you want to learn more about. It should remind you of the Windows Explorer. Answer Wizard tab… is just that – a kind of wizard, or assistant. Type in your own words what you'd like to do and press ENTER to search for relevant topics. Then just click the topic you're interested in and read the help text. Index tab… is very useful. The program watches what you type in Type keywords: field, and moves to the subjects you can find information about. But it does mean that you need to know the name of the function you need help for. Shift+F1 It can be annoying trying to search for a function without knowing what it is called. So you can find help for the function you have on your screen, or the menu item you are using. Press Shift+F1 and click on a button on the toolbar, or a menu item, and relevant help text is displayed immediately. Tip Wizard Finally there is the Tip Wizard tool, which tries to follow your working method. If it thinks that you could have performed a procedure in a better and more effective way, it will suggest it. Well, that is the theory…unfortunately the practice does not always live up to expectations! The Tip Wizard is represented by a little light bulb in the Office assistant window that turns yellow when it has a suggestion to make. Click on the button to read the Wizard tip. If you are not displaying the Office assistant window, then the Office assistant button will display the light bulb instead. No matter what, the light is 'switched off' when you have seen the tip, and it is ready to 'switch on again' as you carry on working. Try keeping an eye on the bulb and clicking on it the next time it lights up yellow. Help for dialog boxes If you want help with a field or button in a dialog box, then all you need to do is right-click it a field. Household budget When I first installed Excel many years ago, I had only a vague idea what I could use it for. I had heard so much about the program that I was curious to try it for myself. Well, I thought, it might also help me find out why my budget never seemed to balance. It was when I started working with the program that I realised that a spreadsheet did not just function like an adding machine. It could also show me the consequences of my insurance rates increasing by 5% while my salary only increased 2% and my eldest son began take driving lessons …all I needed to do was type in a couple of figures and my increased overdraft was calculated in a moment. At first I found it frustrating that a task could be carried out in so many different ways. Which was the best? Wasn't it enough for example just to be able to copy in one way? Why not limit all these methods to one for the mouse and one for the keyboard?…But on the other hand, who would go into a clothes shop that only stocked black and white sweaters, or a restaurant that only sold meatballs and mushy peas? People are so different that we need choice. So my task here is to guide you so that you can choose the method that is best for you. I have decided, therefore, to describe most of the options available while you are working with a weighty task. So you will not find a section that describes copying, for example, by itself. Different techniques will be described several times, often in a more and more detailed fashion, but always in situations where they are relevant. This will allow you to review and go deeper into the most important functions. It might make it more difficult to look up a single function, but if you work through this booklet several times, I am sure that you will get the most out of this method. Before starting with our exercise there are a couple of preferences I want to change. Permanent preferences Excel comes with a number of default (standard) preferences. The idea is that you can change them as you work to optimize the program to suit your needs. Try this on your own machine: 1. Click on the menu Tools\|Options. 2. The first tab we want to change options on is the Edit tab: I would strongly suggest deactivating the following two options: 1. Click Edit directly in cell and Move selection after Enter with the right mouse button, so that you can read what they mean. Remove the checkmark in both boxes to deselect them (just click on the checkmarks). 2. Press Enter or click OK to close the dialog box. 3. In the DECORATING file, select cell D17 and press Enter – the cursor remains where it was, which makes it much easier to read and edit formulas when they are entered. 4. Double click on the cell. The cells used in the formula are selected. This is smart, especially when a formula refers to cells that are not immediately visible. 5. Now, if you press [F2], the cursor will jump to the formula bar. The cells that belong to the formula are colored. If you're finished editing, press ESC. If you're working with a long formula, I highly recommend deactivating Edit directly in cell. If this option is active, the cells to the right of the formula are hidden while you're working. If this option is deactivated as in the above example, you can see and select all cells in the calculation. I would suggest that you work for a while with both of these options deselected before you decide whether to select them again. Let's look at some other things you can do in Tools\|Options: The Edit tab contains a field Enable AutoComplete for Cell Values, which lets you choose whether or not Excel should suggest text as you begin typing. On the View tab you can change the amount of information displayed on the screen. Gridlines are the small lines surrounding every cell in the spreadsheet. If you deselect them, they will not be seen on the screen or on a printout. Later you will see that it is possible to print a document without the gridlines, even though they are shown on the screen. You should know about two fields on the General tab: 1. In the Sheets in New Workbook field you can specify how many spreadsheets new workbooks contain by default. Set the number of sheets to four. You can always add more later. 2. In the Default File Location field you can decide where Excel saves and looks for its files. Type in C:\Get Going With Excel. When you are finished working through this booklet, you can change it to another folder. Incidentally, it is strange that you cannot click your way to the folder. You have to enter the exact path to it yourself. Therefore, you should note the path, perhaps using the Windows Explorer. Press Enter to accept the changes and close the dialog box. Close the DECORATING file. If Excel asks you if you want to save the file, choose Yes. The program will never close without giving you the opportunity to save any changes you may have made. The Household budget We are going to create a household budget that details income and expenditures. You can choose to enter your own figures immediately, or begin by following this example using my fictional figures for a family with two children, and change them to suit your own situation later. Start by opening a new workbook (Ctrl+N or the New Workbook button on the toolbar). Your new workbook contains only four spreadsheets, as you specified in Options. In Sheet1, type the following text in columns A and B and adjust the width of column A until the 'indentation' of the text in column B is suitable: You can use Excel's suggestion that the text in B3 should be the same as the text in B2. Press Enter to accept the suggestion and change 'husband' to 'wife'. A1 and A5 should be highlighted using bold type, which we will do simultaneously for both cells: 1. Select A1 2. Hold Ctrl down while you click A5. 3. Press Ctrl+B (or click the Bold button). 4. Cell B4 should be italic. Press Ctrl+I (or click on the Italic button). If you want to select several unconnected cells, hold the Ctrl key down while you are selecting the individual cells. When selecting adjoining cells, hold down the Shift key while pressing the arrow keys (you can also click on the first cell and then hold Shift down while you click on the last cell). Practice these important keys before you continue. Insert rows Whoops, I forgot to leave room for a heading at the top of the spreadsheet. The budget should contain the income and expenditures for every month of the year. This is easily corrected by inserting a row where row 1 is at present. We will try it first using the mouse: 1. Click on the grey row number 1 on the left side to select the entire row. 2. While pointing at the selected row, click the right hand mouse button. Choose Insert on the object menu. A click on the right mouse button will open the object menu for the object the mouse is pointing at! You should point at one of the selected cells before opening the object menu. Try pointing at a cell at random and clicking the right mouse button. Close the object menu using Esc. Repeat the exercise a couple of times so you are sure that you understand how it works. We need to insert one more row. This time let's do it using the keyboard: 1. Select a cell in Row 1. 2. Press Ctrl+Plus using the plus sign on the numerical keyboard. If you have a laptop PC without a numerical keyboard, you might need to press Ctrl+Shift+Plus. (Note that this option also works with some ordinary PC keyboards, and that the Windows Regional settings have an influence on how your keyboard functions. Try yours to see if it works). The following dialog box is displayed, to insert: allowing you to choose what you want 3. Down arrow to Entire row and press Enter. There you are! Any problems you had positioning the mouse exactly are eliminated. Deleting rows You can delete rows in the same way by using either the mouse (choose Delete on the object menu) or the keyboard by pressing Ctrl+Minus and Down arrow to Entire row. Insert/delete several rows Drag the mouse over the rows you want to select, or use the keys like this: 1. First select a cell in every row by holding down Shift while pressing the Down arrow. 2. Press Ctrl+Plus or CTRL+Minus and Down arrow to Entire row and press Enter. Excel inserts or deletes just as many rows as there were selected cells. 3. Delete or insert cells so that your spreadsheet has two blank rows at the top (Income should be in cell A3). Inserting and deleting columns Let's look at editing columns: If you're using the mouse, all you need to do is click the column heading to select it. Other than that, everything is the same as when inserting/deleting rows. On the keyboard, do the following: 1. Select any cell, for example one in column B. 2. Press Ctrl+Plus and Down arrow to Entire Column. 3. Press Enter to close the dialog box and insert a column. The existing columns move to the right. Repeat the exercise with more columns using the same method (select several cells using Shift+Right arrow), and then delete them again. Keep trying until this becomes second nature. Font and font size A1 is to contain the heading for the entire spreadsheet. Type Household budget 1999 here, and press Enter. The text should be larger and in a different font than the rest of the spreadsheet: 1. Click on the Font field on the toolbar. 2. Scdrop-down and choose the Times New Roman font. 3. Choose 20 in the Font size field. The size is given in points, a point being approximately 0.35 millimetres. (You could try typing in a formula that calculates the size of letters in mm). If you're looking for a specific appearance for your heading and do not know what the font is called, it is better to use the Font dialog box: 1. With the cursor still in cell A1, open the object menu using the right mouse button and choose Format Cells… 2. Choose the Font tab and click on a name in the Font field. An example showing what the font looks like is displayed at the bottom right of the dialog box. Use the arrow keys to move around in the installed fonts. When you find the one you want, choose its size, style and any other effects, and press Enter to confirm your choice (remember that Esc will let you cancel it). Choose a font and size that you like for your heading. A field needs to be selected before you can use the arrow keys to move around in it. Therefore, you need to click on the Font field before using the arrow keys to select a font. You can also press the TAB key until the field has been selected. Choose a size of 12 points for the words Income and Expenses in cells A3 and A7. Continue typing under Expenses, inserting the following text: The text in A8, A12 and A16 is formatted to be bold, while the text in B11, B15 and B21 is italic. Depending on the size of your screen, you might not be able to see the top rows. Use the scroll bar on the far right, or the Ctrl+Home keys. I recommend the latter, as it selects cell A1 immediately. Whoops, I forgot a couple of categories, so you will need to insert a couple of rows: 1. Insert a blank row between Mortgage (B9) and Electricity (B10)and type in Heating (row 10). 2. Between Insurance (B19) and Repairs and Maintenance (B20) there should be a row with the text Gasoline & oil (row 20). The months should be typed in the empty second row: 1. Type January in C2 and press Right arrow. 2. In D2, type Febr…hang on a moment! Press Esc to cancel your typing and read this: If you already think Excel is smart, then just see what the programmers at Microsoft have come up with here. Think how often you have to type every month of the year in a new spreadsheet. Fill (series) You have already tried copying a few times using the Fill handle at the bottom right of a cell. While you were dragging the handle, the status line cryptically informed you: 'Drag outside selection to extend series or fill, drag inside to clear'. Honestly, who understood that …! Once again, Microsoft has introduced another nerd term to the computer industry: 'Fill'. Even though the message above may appear confusing, it is actually telling you about a simply amazing function.. Try this example: 1. Select cell C2 and type January 2. Use the mouse to grab onto the Fill handle and drag it to the right. When you get about halfway through cell D2, a dotted frame appears. 3. While still pressing the mouse button, keep dragging to the right until you reach December (cell N2). 4. If you drag too far (when you hit the edge of the window the screen picture can roll very fast), then just drag back to N2. One of the basic principles of Excel is that all trivial and repetitious insertions should be performed by the program. And before you come to the conclusion that this is all the function can do, follow this example: 1. Click on the sheet tab for Sheet3. We can use this to play with. 2. Type Monday in any cell, press Enter and drag downwards with the Fill handle… 3. In another cell, type Jan, press Enter and drag the Fill handle horizontally or vertically (but not diagonally). Notice that the program continues to use capital letters. 4. Now try typing a list beginning with June and then drag the Fill handle. Excel does not pay any attention to the month with which you start. 5. Type 1st quarter in yet another cell and repeat the procedure. Try dragging further than 4th quarter (if you use the English version of Excel, it starts again at 1st quarter. If you use it in another language, type it as you usually do, for example '1. quarter'). So how does a function find out when it should copy and when it should make a series like the ones we have just seen? Let's try some numbers. Type 1999 in a cell and drag. What do you end up with? Now type Year 1999 in another cell and drag. The function differentiates between numbers and text. When you mix text and numbers in a cell, the whole entry is taken to be text and the function allows the number part to grow. On the other hand, a 'pure' number is simply copied, which is wise…in a moment we will type the mortgage payments into the budget. The number is the same every month, so in this case you need to copy. It would be a little embarrassing if the function made your mortgage increase by a dollar every month. Let us imagine that you want to type a series of numbers starting with 12 and growing by 6 every time (cell). It's done like this: 1. Type 12 in one cell and 18 in the cell under it. 2. Select both cells. Now the program knows that it should start the number series with 12 and increase it in steps of 6. 3. Drag the Fill handle as far as you want. Now try this with other number series, like percentages and dates (dates should be typed using hyphens or slashes, for example 10/08/97, and times should be typed with colons, for example 08:30:00). If you often need to insert date series, it will pay you to try the following. Type a date in a cell, and drag using the Fill handle and the right mouse button. When you release the mouse button you can use the object menu to choose how the series should be continued. If you choose Fill Weekdays, Excel leaves out the weekends (and it also recognises leap years…and has no problem with the year 2000). Someone has obviously used their grey matter at Microsoft. Creating your own lists Do you often need to type the same data, like the names of your co-workers, stock numbers, etc? Then you can create your own lists, which function in exactly the same way as Excel's own built in ones. 1. Type some names, or a sequence of some sort (I used signs of the zodiac). 2. Select all the names or text and choose Tools, Options and the Custom Lists tab. 3. Click on the Import button. 4. You can correct your own lists in the List entries field. Click to the right of a name and press Enter. As long as the cursor is in this field, you can use the Enter, Delete and Backspace keys to edit and enter new lines in the list. 5. Click on Jan, Feb… in the Custom lists field. 6. This time, the list elements are greyed out in the List elements field. Try clicking in the field. You cannot edit Excel's own lists. Whenever you want to use a user defined list, type one of the terms in a cell and drag the fill handle. The list begins with the term you typed and continues in the correct order. You do not need to start with the first name in the list. You can delete a list permenantly by choosing Tools, Options, marking the list you want to delete, and pressing the Delete button. You can use your new list in all files you create from now on. If you list consists of long names, be smart and set it up with a short name as number one. This will only be used to 'start' the list. When you want to use the list, all you need to do is type the 'short name' in a cell, drag using the fill handle, then delete the first cell containing the small name again. Try this example: Pres Franklin Delano Roosevelt Harry S. Truman Dwight David Eisenhower John Fitzgerald Kennedy Lyndon Baines Johnson Richard Milhouse Nixon …and so on Numbers and formulas in our budget Click back to Sheet1, where we will now type numbers and formulas. Type the numbers without thinking about formatting at the moment. tween rows four and five, and include them in the formulas. We will demonstrate that later. We will start with income: 1. The husband has a monthly net income of $958. Type this amount in cell C4. 2. His wife earns net $1025. Type this amount into C5. 3. Copy both incomes to the other months using Ctrl+C, selecting and Enter. The formula for Total income should be typed into C6 and copied. This formula could be given as =C4+C5 but this would not be particularly flexible. If you add further rows with other incomes at a later time, these will not appear in the summation. Instead, we will use the function =SUM(C4:C5), which will allow us to insert rows be- , You can use the Autosum button, but try using the following shortcut instead: 1. Select C6. 2. Press Alt+= and the formula is ready: 3. Press Enter and copy the formula to the other months. The mortgage for our fictional family's apartment is constant, but the heating and electricity costs are shared among all the different apartments, based on their relative sizes. The mortgage is $387.50. per month, which you should type in January and copy. The heating bill for the entire building last year was $1,125. per month, and the family's apartment has floor space corresponding to 0.12 of the total. So the formula for calculating the total is =11250.12. The final monthly payment for heating is actually not finalized yet, and our family would like to be able to see the effect of any changes. And the way the heating bill is divided could also be changed. If we choose to type 1125 and 0.12 in every formula, we would have to change every single one if either of the figures changes. At the risk of repetition, I will just repeat a point from earlier in the booklet: It is totally wrong to insert variables in a formula. They should be put in separate cells. All formulas that use this variable will get the value for this cell. If a variable is changed, just correct this one cell and the entire spreadsheet will be updated! With this in mind, we will create an area to use for variables: 1. Insert five rows above the spreadsheet so that we can easily see the variables while we work with the formulas. 2. Type Total apartment block: in A1. 3. Continue typing as follows: The formula for calculating the amount of heating used should appear as in the next illustration, but wait just a moment before typing it. First I want to show you two easier methods for entering formulas. One method uses the mouse and the other uses the keyboard. Selecting formulas The more complex formulas become, and the more of them you enter, the greater the chance becomes of making mistakes when you type them yourself. Use this method instead: 1. With C15 selected, type = to anchor the cursor to the cell. 2. Click C3. A dotted frame surrounds the cell. Notice the text 'Point' appears on the left side of the status line. If you click in the wrong cell, just keep clicking until you hit the correct one. 3. Press , and then you are ready to click on the next cell. 4. Click C2 and press Enter. You can also select the cells using the arrow keys, a method that is preferable when they are close together. When you have begun to type a formula, the arrow keys can only be used for pointing out cells. This is the reason that entering a formula must always be finished by pressing Enter! Saving the budget Before continuing, you should save your budget. In contrast to many other programs, Excel does not automatically save its spreadsheets at fixed intervals. (In fact this can be set, but to do it is so troublesome that it appears that the program's designers did not intend for this function to be used). Click on the Save button, or use the Ctrl+S keys. Type Household budget and press Enter (the file will be saved in our default folder). I would suggest that you press Ctrl+S regularly to save the data you enter. (In the industry it was once said that: 'Real men never backup their data' – then later it was said that 'Real men cry often'…I know exactly what they mean!). Absolute cell references The formula for calculating the monthly cost of heating is ready for copying…or is it? Try and copy the formula from C15 one cell to the right. There is something wrong here, the result in D15 is zero! Select D15 and see if you can work out yourself what is wrong with the formula before you go on. The formula you have copied was told to use the content of the cell positioned 12 rows above it in the same column, and multiply it with the cell 13 rows above it. When you copied the formula to column D, Excel remembered these relative references and moved them to column D. The program did not make a mistake, it did exactly what it was asked to. So we have to find a way to explain to the program that the references should be fixed, no matter where we copy the formula to. This fixing of a reference to a cell is called an absolute reference, and is defined using a $ (dollar) character in front of both the column and row reference, like this: =$C$3$C$2 Why a $ character? Well, I cannot really give you a good reason, but I would guess that it is because it was the Americans who invented the spreadsheet. No matter, it is standard in all spreadsheet programs. But this does not mean that you should type a $ character in yourself. Use the F4 key instead: 1. Select C15. 2. Press F2 to edit the cell, and use the Left arrow until the cursor is placed by the reference to C3 (it does not matter if the cursor is in front, in the middle or at the end of the reference). 3. Press F4. The reference is now locked to cell C3. Try pressing F4 again. Now only the row is locked, and pressing F4 yet again will lock the column only. 4. A last press will remove the lock from everything. Finally, press F4 to lock the column and row references. 5. Use the Right arrow to move the cursor to the other side of the multiplication sign. Press F4 again. Now C2 is lokked. Now press Enter (the result should be 135). 6. You can now copy the formula to the heating costs cell for all the other months (D15:N15). When you edit a formula using F2, you can use the arrow keys to move backwards and forwards on the formula line. Now try changing the result of the monthly heating bill by changing the overall use of the building in cell C3 to 1600. The moment you press Enter, you have the new figures for each month. Go back to the original figure by pressing undo (Ctrl+Z). Try using other figures for the apartment's share to see what happens to the total. The formula for Electricity should be typed in and made absolute. This time, we will do it all at one time: 1. Select C16, type = and click C4. 2. Press F4 and type . 3. Click C2 and press F4. 4. Press Enter – the result should be 144. We will now copy the formula using the keyboard: 1. Select C16 and press Ctrl+C. Notice the text in the status line. 2. Use Shift+Right arrow to select the cells D16:N16 and press Enter. Calculate the Total house expenses in C17 by using the sum formula. Remember the Alt+= keys. For January, the formula looks like this: =SUM(C14:C16) and the result should be: 666.50. Copy the formula to the other months using the keyboard. Annual total We still have to add all the monthly figures to get a total for the year. In O7, type the text Total:, and in O9 use the Alt+= keys to sum the formula. The result for the annual total house expenses should be 7,998. All the rows containing data should be summed. Of course you could just copy the sum formula all the way from O9 to O17, but that would also insert the formula in cells O12 and O13. Instead, use the keys for copying: 1. Select O9 and press Ctrl+C. 2. Select the area O10:O11 and press Ctrl+V. You should not press Enter, as that would finish the copying. When using Ctrl+V to paste, the copy function is still active. (check the status line). 3. Move the cursor to O14 and select the area O14:O17 by using Shift+Down arrow. Since we are not going to continue copying after this range, you can press Enter. (If you want to stop copying without inserting data, press Esc). Checking your formulas Type another apartment share in C2. Now all the formulas react to the changed number. Use undo (Ctrl+Z and Ctrl+Y) to swap between the two last entries while you check to see that all the formulas for heating, electricity and Total house expenses have changed. Continue typing the following data. When you copy the data, try using the keyboard; it will pay off in the long run. Insurance: Now you have a number of cells that contain data, and some that do not. There is no problem with that, but the empty cells make it difficult for Excel to work out which cells should be summed when you enter formulas for Total insurance, Total transport and a year total. Select C28, Total transport and press Alt+= or click on the AutoSum icon. Now the cells C25:C27 are selected – the empty cell C24 stopped the selection, so that Car loan and Parking were not included. Change the formula using this method: 1. You have to select the correct cells yourself. Select cells C23:C27 and press Enter (Remember that the Autosum only suggests cells. As long as they are highlighted in black you can change the selection). Copy the formula to the remaining months. 2. Type the formula for Total insurance (C21) and copy it to the remaining months. The formula for the calculation of the year's total in column O has the same problem – there are a number of empty cells each month. An empty cell splits up the spreadsheet, so cells that are part of an area should not be empty. Instead, they should contain a value of '0' (zero), as an accountant would expect them to. 1. Insert a '0' (zero) in every empty cell in the area C19:N20. 2. Insert a '0' (zero) in every empty cell in the area C24:N27. 3. Type a sum formula in O19 and copy it to O20:O21 and O23:O28. Remember to copy using Ctrl+C and Ctrl+V. Your spreadsheet should now look like the next illustration. To understand what I mean it is necessary to illustrate the entire spreadsheet – I hope you can read it! Navigation When you want to move around in a large spreadsheet (Microsoft calls it navigating), it is not so easy to use the mouse and the scroll bars. Think about it. You type data using the keyboard and have to break off, move your hand to the mouse, move the mouse pointer, click and then go back to the keyboard. It is much easier to keep your hands on the keyboard for the entire operation. If you use the mouse constantly, sooner or later it will result in problems with your wrist and shoulder, so stick with the keyboard. Try the following keys until you feel relaxed using them. Write them out on a piece of paper and put it next to your keyboard in the beginning. Home Selects the first cell in the row. Ctrl+Home Selects cell A1. Ctrl+End Selects the last cell on the spreadsheet that contains data or formatting. Ctrl+Arrow Selects the last cell containing data in the direction of the arrow. When the cells are empty, the cursor will move to the last row or column in the direction of the arrow. Try pressing Ctrl+Right arrow – the cursor is now in column IV. Press Ctrl+Down arrow – the cursor is now in the last cell in the spreadsheet (IV16384 = 4.194.304 cells !!!). F5 Opens a 'Go to' dialog box. Type the address of the cell you want to move to in the Reference field (for example CD1250) and press Enter. Press F5 again, type D48 and press Enter. Press F5 again. All the cells you have jumped to are displayed in the Go to area. Try to double click on one of them. These references disappear when you exit the workbook. When you keep pressing the F5 key, the program will keep suggesting that you jump back to where you have just jumped from. Smart detail! Formatting Now it is time to do something about the appearance of our spreadsheet. The heading in row 7 should be centered and formatted in bold type: 1. Click on the row number to select the entire row and choose bold by using Ctrl+B 2. With the row still selected, center all text by using the Center button (there is no key for centering data!). All numbers should be displayed with two decimal places. You can choose between several methods when you have to select a lot of data, as here. You can select entire rows, or entire columns, or even the entire spreadsheet (click on the small grey field at the intersection of the row numbers and column letters). There is just one problem with formatting the entire sheet. It can lead to printing problems, and will most definitely slow down the machine…just think how many cells have to be worked through for no reason at all. So we will format only the cells containing data using the following method: 1. Select the area C9:O28 (Shift+Arrow keys). 2. Click the Increase decimal button until all numbers display two decimals. This will help a little, but it would be even easier if the thousands were also selected by commas: 1,000.00 (Note: Many countries use a point for thousands, and a comma for decimals. The way your spreadsheet displays will depend on the Regional settings you've selected in the Windows control panel). 1. Now click on the Comma style (you really need to have tried this button to understand what it does.). Now, all numbers have thousand separators and are displayed to two decimal places. When you type in or format a number, Excel will automatically adjust the column width to suit it. But this only applies to cells containing numbers. If you alter a column width manually so that it is too narrow, then hatch (number) characters will be displayed (######) as soon as the cell cannot display the number in full. We have seen earlier that if there is not enough space in a cell to display all the text, it is simply cut short. Luckily, Microsoft has chosen a different procedure with numbers…if not, can you imagine the chaos: You type 17,000 – but there is not enough space in the cell, so Excel just removes the last three zeros! A double click adjusts every selected column to their individually required width. If you want all columns to have the same width, then drag the right border of one of the selected columns. When you release the mouse, all the other columns in the selection will be given the same width as the column you adjusted. Let us just test this out: 1. Select column C:O. If cells C9:O28 are still selected, then it is easiest to simply press Ctrl+Space. If not, then drag the mouse over the top of the columns. 2. Now drag in the column you want to use to define the width for the other columns. Release the mouse, and all column widths are the same. Notice the extra space to the right of the cell containing numbers. The Comma style format is a bit special. The appearance it gives depends on how you have Windows configured. Let us see how your machine is set up. 1. Select the cells C9:O28. 2. Click on the Currency style button. Now all you numbers have a '$' in front of them if you have a standard Windows98/95 US configuration. Remember that a cell has two layers. We have just formatted the foreground layer, while the background layer, the formula, remains unaffected. You can check this by changing a number in one of the formatted cells. Try typing 12000 in cell C9. As soon as you press Enter, the number will be displayed in the format you have chosen for the cell. Return to the original number by using Ctrl+Z. Notice that the zeroes in the 'empty' cells are shown as dashes. (This is applied by both currency style and comma style). Excel and Windows This booklet is not about Windows…but all programs using Windows are dependant on its configuration, as discussed above when formatting cells using the currency style. Without closing or minimising Excel, click the Start button and choose Settings, Control panel. Double-click the Regional Settings icon. I'm assuming that the value in the Regional Settings tab is English (US), but it could be any one of a number of languages. This sets a standard for numbers, currency symbols, time and date. The Number tab shows the decimal and thousands separator (English speaking countries standard: 1,250.00). If you work on a machine that shows the decimal as a comma, then it is probably set up to reflect continental European standards (French, German, etc. etc.). The Currency tab shows the currency symbol used by Excel (and other programs). If you are on the default English (US) setting, then the $ sign will be there. Maybe you are sitting in an American company in Japan, working with Japanese accounts, and have defined ¥ as your currency symbol. You can set all the individual values in Regional settings to suit your own needs. Check that the currency is what it should be, and at the same time specify that it should be placed in front of both negative and positive amounts: Click Apply and OK to close the Regional settings program and the Control panel window. Return to the household budget. All the cells formatted with currency style have been adjusted to your new settings. Your numbers might take up a little more space, so you might see some hatches (######) in some places. Adjust the column widths. You can also get around the problem by choosing another format, as here: Toggling formats Select the area C9:O28, as follows: 1. Select cell C9. 2. Hold Shift down while you press Ctrl+Down arrow. Excel selects to the next blank cell. Keep holding down Shift and continue to press the Down arrow until the selection has reached the last row of data.. 3. Continue holding Shift down and press Ctrl+Right arrow. Even though selecting using the keyboard demands quite a few strokes, it is by far the most precise method. Now shift between the Comma format and Currency format, which simultaneously adjusts the columns' width. Notice that the numbers do not actually change place. The only difference is the display of your currency unit. You remove a format by choosing another. You can choose to delete only some of a cell's many properties. Choose Clear on the Edit menu. If you choose to clear only the Formats, the data in the cell remains untouched. There are a multitude of formats to choose from. With the cells C9:O28 still selected, press Ctrl+1 or open the object menu (right mouse button) and choose Format Cells. Click the Number tab. (Ctrl+E is used in some language versions of the program). On the Number tab, try clicking the different options in the Category field and keep watching the Example field. Viewing the spreadsheet Our model has now become so large that it is difficult to keep track of the individual data. Using the arrow keys, move to O28 – Total transport (press F5, type O28 and press Enter). Depending on the size of your screen and its resolution, you probably cannot see any of the headings. It would be an advantage to keep the text in columns A and B and also the months in row 7 fixed on the screen as you scroll through the data. There are several different ways to do precisely that: Zoom We will start by testing the entire budget on your screen. 1. Press Ctrl+Home to select A1. 2. Click on the Zoom button on the toolbar. Try choosing 50%. Now you can probably see the entire spreadsheet, but can you read it? Now try 75%, I'm sure that is better. 3. Notice that you can click on the Zoom field, type a number (you do not need to type %) and press Enter. Try this with different values until all the data is visible on screen. Can you read it? Let's just try a smart detail: Select some cells, try with A6:E18. Now choose Selection on the Zoom drop down box. This lets you quickly zoom in and out on different areas of the spreadsheet. This does not, of course, ensure that some areas are always visible, which is the function we need to look at now. Return to 100% zoom before continuing. Freeze panes Freeze panes gives you the option to have certain columns and rows always appear on the screen. Select the first 'free' cell. When you choose to Freeze panes, all the columns to the left and rows above will be 'frozen'. We want to freeze row 7 and columns A and B. With this in mind, select C8 and choose Window\|Freeze panes. A vertical and horizontal line show where the freezing has taken effect. Try using the arrow keys to move around in the spreadsheet. Ctrl+Home usually selects A1, but now the cursor stops at the first 'free' cell. You can still move into the locked area using either the arrow keys or the mouse. Switch the function off again using Window\| Unfreeze panes. We do not need to see the total house expenses while we work with the budget, but we do want as much space as possible for displaying data. Follow the example here: 1. Without freezing the panes, scdropdown the spreadsheet until row 7 is the first visible row. 2. Select C8 and freeze the panes. Now only row 7 is visibly locked: The following data should be entered while the panes are frozen. The Last Formulas… for calculating total expenses and the monthly profit/loss should still be entered, as follows: 1. In A29, type Total expenses. For January, the formula in C29 should look like this: =C17+C21+C28. The result should be {INSERT RESULT!!} 2. Copy the contents of this cell into the cells for the other months and then press HOME and DOWN ARROW – this will select C30. 3. Here you should enter the formula for Income - Expenses; type in =C11C35 and copy it into the cells for the other months. In C30, the result should be {INSERT RESULT!} 4. Now you need to create the summation formula in cells O29:O30. The annual total should be {INSERT RESULT!}. As you can see, this isn't so bad after all…in any case you should add other normal household costs such as food, clothing, travel, etc. If you'd like, you can add these categories to your very own budget. Saving If you have not already done so, save all the changes you have made to our budget by clicking the Save button or pressing Ctrl+S. You'll see that only when you save the file for the first time are you asked to enter a filename. You'll only need to use the menu option FILE\|SAVE as if you want to save changes to the file under a new name. Summary You have now tried just about all the functions necessary for building up a large spreadsheet. Maybe it is a good idea to stop a moment and review some of the most important functions (and if you don't agree, then just go straight on to page 46. I want to focus on the principles of absolute references. Leave the household budget on the screen, and open DECORATING.XLS using Ctrl+O. On the Window menu, you can see that both files are open. Click on the file you want to work with, or use Ctrl+Tab, to avoid using the menu and mouse. The supplier we are buying from is a mail order company. Apparently they want to deliver the goods directly from their warehouse in Canada. What we thought were American Dollars have turned out to be Canadian Dollars, which are cheaper, as the Canadian Dollar is worth less than the American Dollar (at this time). First, calculate the net price of the ordered goods in American Dollars, then the sales tax and finally calculate the total price. We will be paying American sales tax, but it would be interesting to see what the result would be with another sales tax…after all, one never knows... The exchange rate for the Canadian Dollar and the American sales tax rate should be placed in their own cells so that they can be changed quickly if necessary. Try it now: 1. Insert a new row 2 (Ctrl+Plus and Down arrow to Entire Row). 2. Insert a new column C (Ctrl+Plus and Down arrow to Entire Column). 3. Change the text in B1 to Net price CAN$: and in C1 to Net price US$: 4. Adjust the column width. 5. Insert the exchange rate 0.66 in C2 and the sales tax rate to 15% in D2. 6. Format rows 1 and 2 with bold, and center C2 and D2. You are now ready to build a formula that will calculate the net price in American Dollars: The formula in C3 should multiply the Canadian net price in B3 by the exchange rate in C2. In C4, the net price in B4 should be multiplied by the exchange rate in C2, etc. The reference to C2 should be absolute. When the same cell is to be used in several formulas, the reference to it should be absolute. Have a go at inserting and copying the formula yourself first. Use the arrow keys to select the different cells and for copying. How did it go? This is how I would have done it: 1. Select C3 and type =. 2. Press Left arrow to select B3. 3. Type '' and press Up arrow to select C2. 4. Press F4 to lock the reference (make it absolute). The formula should now read =B3$C$2. 5. Press Enter and select down to C17 using Shift+Down arrow. 6. Press Ctrl+D to copy the formula. 7. Type a new exchange rate in C2 and check using Ctrl+Z, that all the net prices change. The formula for calculating the sales tax should not contain a value of 15%, but should get a value from cell D2. 1. Select D3, press F2 to edit the for- mula. Delete 15%. Try pressing the Up arrow – nothing happens, because you are in the process of editing. 2. Press F2 again. Now you can press Up arrow to select D2. Press F4 to lock (make absolute) the reference (the formula should read =C3$D$2) 3. Press Enter and select the area D3:D17, then press Ctrl+D to copy the formula. 4. Type a new sales tax rate and check that the dependant cells adjust correctly. 5. Copy the sum formula in B18 to C18. 6. Check the sum formula in E3. It is incorrect at the moment, as it adds together all three cells to the left of it. 7. Change this formula so that it only adds C3 and D3 together, and then copy it. With an exchange rate of 0.66 and sales tax at 15%, the total price (in cell E18) should be $220.36. The edit key has two functions: Press F2 once to edit the contents of a cell, and F2 again when you want to point to a cell reference. Save As Our new model should be saved, but we want to keep the original DECORATING as well. Using F12 or File\|Save As change the name to DECORATING – CANADIAN and close the workbook. Formatting the household budget Our household budget should be made more attractive and easier to read. The gridlines on the screen seldom look good on a printout. The effect is much stronger if you just have lines where you want them to be, to highlight or separate your data. get, C10 will do fine. Rather than defining all frames and colors manually, the program can do it all for you with a built in automatic function: AutoFormat One of the smartest things with Excel is that you do not have to select a consecutive area first. All you have to do is select one of the cells in the area. Try it on your own computer: 1. On the Household budget sheet, start by choosing the Window menu and the Unfreeze panes command. Press Ctrl+Home to see the entire spreadsheet. 2. Save the changes in the file (Ctrl+S or the Save button). You can always return to the original appearance. 3. Select any cell in the household bud- 4. Choose the Format menu and the AutoFormat command. Notice how all connected cells in the entire budget are automatically selected. If you had left an empty row or column somewhere, then Excel would have stopped selecting there. 5. The Down arrow key lets you move among the different options in the Table format field, and also displays an example of each of them in the center of the dialog box. 6. Choose a format and press Enter. 7. Look at the different areas of the spreadsheet and see how they are formatted. 8. Choose the Format menu and the AutoFormat command again, and choose another format for your spreadsheet. 9. Repeat step 8 above as often as you want. AutoFormat is a quick method to format your spreadsheet, even though you have only a limited influence over what the program actually does. I mainly use the function when I am busy and have to prepare some data for printing in a hurry. If you want to make your spreadsheet more personalized, then AutoFormat function is not the function to use. You can decide just how much the AutoFormat function will change the appearance of your data. Click on the Options button in the AutoFormat dialog box and remove the check marks in the fields you do not want changed by the function. Removing an AutoFormat An applied AutoFormat can be removed in the following way: 1. Choose Format\|AutoFormat and None in the Table format list (at the bottom). As you can see, all formatting except the number formats is removed. 2. Naturally you can also undo this. But we don't want to do that here – in the next exercise, we'll want to work more on our spreadsheet without AutoFormat. 3. Luckily we were sensible enough to save our spreadsheet before we played with the AutoFormat function. Close the file and click No when you are asked if you want to save changes, then open it again. Remember that you can always find the last four opened files at the bottom of the File menu. It is easy to open a file using the keyboard: 1. Press Alt+F (the Alt key activates the menu line, while F is the underlined letter in the menu name). 2. Press the number corresponding to the file you want to open (1 will always be the last saved file). Manual formatting I do not think that our budget looks particularly good – the figures are fine, it is just its appearance that I am unhappy with. I must admit that I was not very consistent in my formatting. I will do something about this now, using the data to help me find a suitable format for each part of the spreadsheet. The Total income heading in B11 should actually have been entered in A11, and it should have been in Bold instead of in italic: You have probably already guessed that data can be moved in many different ways. I will demonstrate the two most used methods. Moving data using the mouse If you work with the computer in the same way I do, you will already have discovered that the mouse is not the easiest tool to control. It is very sensitive and needs a good deal of precision to be used efficiently. It is very important to keep an eye on the mouse pointer's appearance as you move the mouse. The mouse pointer appears as one of three basic shapes. You have seen two of them earlier in this booklet: Select: Fill & Copy: Move: Point at the frame of the selected cell or area, and the mouse pointer changes into an arrow. 1. Select B11 and move it to A11 by dragging it with the mouse when the pointer is an arrow. 2. Format row 11 to be Bold and not Italic using Ctrl+I and Ctrl+B. Moving data using the keyboard It is not practical to have the Total apartment block expenses at the top of the spreadsheet. They should not appear in a place where they tend to dominate the entire budget. When data is to be moved outside the viewing area, the keyboard is better than the mouse. 1. Select cells A1:C4. 2. Cut the selection using Ctrl+X. Notice the text on the status line. 3. Use the Down arrow to select cell A34 and press Enter. 4. Press Ctrl+Home to select cell A1 5. Select rows 1:5, (which are now empty), and remove them using Ctrl+Minus. Now the heading 'Household budget 1999' should now be in A1, and the 'Total apartment block' costs are in the area A29:C32. Updating Formulas What has happened to our formulas for calculating heating and electricity? They originally took their information from cells C2, C3 and C4. Select C10, heating for January: Formulas "remember" which cells they refer to, and use them no matter where you move them, whether the references were absolute or relative: Borders You can divide your spreadsheet into appropriate areas by using borders (lines). Borders should only be used for cells containing data, not for whole rows or columns. Even though it is easier to select an entire row or column, it may cause problems when you print. The principle is as follows: First select the area you want a border around, then use the Borders button on the toolbar. If you just click on the button, the border style shown will be used. If this is not what you want, then you should click on the small arrow on the right part of the button. The following choices are then given: If you need to do a lot of work with borders, it is a good idea to drag this menu onto the display. Grab hold of the little grey bar at the top of the menu and drag it to where you want it. The window is closed as usual by clicking on the small cross at the right side of the title bar. The first choice removes all borders in the selected area, while the last three put a border around the entire selected area. Try playing around with this function, and remember that only the selected cells are given borders. Remove any borders you add before continuing. 1. Select cells A6:O6 2. Choose the pattern that puts a single line at the top and a double line at the bottom of the selected area (as in the example above). 3. To make further formatting with the same type of border easier, the button remembers the last border type you used. Select A24:O24 and click the Borders button. 4. Select B12:O12 and choose the pattern with a thin line above and below (second from right in the center row). 5. Continue adding borders to highlight the part(s) of the spreadsheet you want. That looks better; although the border options were a little limited. You cannot choose a color for the lines, and there are no thin dotted lines, nor extra thick lines … Use the toolbar as a shortcut to more subtle options. You have seen earlier how everything to do with formatting cells is contained in the Format Cells dialog box: 1. Select A1:O2. You will add a colored line under these cells. 2. Open the object menu using the right mouse button and choose Format Cells or press Ctrl+1. 3. Choose the Border tab.Your choice has to be made in two steps. First you choose the appearance of the line (Style), then which part of the cell should have a line around it like this: 4. Select a thick line in the Style field. 5. Choose a suitable color for the line. Note that all the lines in the Style field now have the chosen color. 6. You now have to tell Excel where the selected line style should be inserted. Click at the Bottom of the Border field, or on the small button marked with a line at the bottom. 7. Press Enter and press an arrow key to cancel the selection (format options are difficult to see when the cells are selected). Do you think this way of doing things is strange? I did at first, but now I have to admit that I do not think that there is a better way of doing it. While the dialog box is open, you can give lines an individual format. The example on the pic- ture is an attempt to demonstrate what is possible (though you cannot see the colors, which may be a good thing!). The Outline field places a border all the way around the selected area. Changing a border If you want to change a border, all you need to do is put the new style 'over' the old. Removing a border If you want to remove a border, click the None option on the Borders pop-up box. If you'd rather remove individual elements of a border, open the FORMAT\|CELLS dialog box, click on the Borders tab and remove the desired part of the frame with a click. Removing gridlines Our household budget has a lot of borders in it, but as long as the gridlines are visible it is hard to see if they are going to help produce a clear and understandable printout. We will remove the gridlines from the screen: 1. Choose Tools\|Options and remove the checkmark in the Gridlines checkbox on the View tab. 2. Choose OK to close the dialog box. Shading and color You can color and shade cells. Just as with borders, you can click on the Color button to use the color it displays or click on the arrow on the button to choose another color. We want to pep up some areas in our budget by making them another color. 1. Select the area A1:O2. 2. Click on the Color button (the standard color is grey). 3. Press an arrow key to cancel the selection. Let us try another color. Try using Undo to select the cell again (it actually removes the color formatting, but as the area was selected before we applied the color, it selects the area for us again). As you are going to choose another color, it is not important that Undo removes the grey background. 1. Press Ctrl+Z. 2. Click on the little arrow on the Color button. Choose a color. 3. Press an arrow key to cancel the selection. Continue doing this to test different colors. If you want to remove the color completely at some stage, then just choose the large field None. If you prefer a dark basic color, then it is sensible to choose white text: 1. With the area still selected, press the Font Color button. 2. Use the same method you used for the background color to change the font color. Invisible Buttons on the Toolbar …can be made visible by clicking on the little arrow underneath the double arrow next to the last visible button. Then, if you've clicked one of the invisible buttons, the program will group the butons on the toolbar so that the last one you used is visible. Not so stupid… You can combine a background color with a pattern to give exactly the effect you want. I will just introduce you to the principle, so you can play around with it as much as you want in your own time: 1. Select an area, choose Format Cells and the Pattern tab. 2. Click the Pattern button. Another color palette appears. This is starting to get confusing. The new color palette only applies to the pattern you can add over the background color (the cell color can have two 'layers'): That is to say, you can look through the coloured pattern and see the background colour. After you have experimented with this function a little, choose a light background color with a pattern of white dots over it for your cells. When a printout of a spreadsheet is to be copied, it is best to choose a dotted pattern as a background color. Copy machines do not copy solid colors well. Copying formats The format of cells B12:O12 should be copied to Total insurance, Total transport and Total household, etc. This is done as follows: 1. Select the format for copying, B12:O12. 2. Click the Format Painter button. The mouse pointer turns into a little brush. 3. Click on B16. Cells B16:O16 'inherit' the formatting (number format, lines and colors). There is no need to select all the cells. The copying stops automatically. When you want to copy to several areas, as in this example, then do the following: 1. Hold the area B16:O16 selected and double click on the Format Painter. 2. Click in B23. The function remains active. 3. Click in B29 and then copy the format of lines 24 and 25 (Total Expenditures and Income-Expenditures). If you'd like, choose your own format for line 25. If you want to copy a format repeatedly, double-click on the Format Painter button. Now this function will remain active until you click the ESC key or click the button again. Save the workbook (Ctrl+S) and continue to format the budget as you wish. You may want to change the text colors for income and expenses…it's up to you. Printing the budget The easiest way to print the budget is to press the Print button. However, the standard printout layout is not especially suited to our spreadsheet. I will now briefly show you how to adjust a printout. I recommend that you use the Print Preview button, as this function will show you exactly how your printer prints. You can see how many pages will be printed at the bottom of the screen. It would be best to print our budget in landscape format (horizontal layout). Click the Setup button and choose Landscape on the Page tab. You can use the Scaling area to fit your printout on a single page. This is an efficient function as the printout will be compressed to fit on one page, even if it otherwise would take many pages! Select Fit to 1 page wide by 1 page tall. Click on the Setup… button again and the Adjust to field will show you how much the spreadsheet has been compressed (between 10 and 400 percent). Press Esc to close the Setup… dialog box and click on Close to return to the working area. All you need to do now is press the Print button to see the budget as 'hardcopy'. Data layout Centering headings The heading 'Household budget 1999' can be centered across the entire spreadsheet: 1. Select the heading and the cells it should be centered across (A1:O1). Click on the Merge and Center button. Excel now treats the cells as one large cell. Vertical layout You can create more space in the spreadsheet by increasing the height of rows. This is done by dragging the bottom line of the row number: Drag down to increase the height. 1. Drag the height of row 1 to be approximately 30. 2. Select the row and choose Format Cells (Ctrl+1). 3. On the Alignment tab, choose Center in the Vertical field. Entire rows or columns can be selected when you want to format the text to bold, or center it. When you want to add a border to cells in a spreadsheet, you should only select cells containing data as previously described. Continue as follows: 1. Change the height of row 6 and row 24 to be approximately 20. The height of row 31 should be about 25. 2. Select rows 6, 24 and 25 and choose Vertical Centering. You can select several independent areas by holding down Ctrl while clicking on other rows or columns. It is difficult to really assess the layout properly before looking at a hard copy of the spreadsheet. I suggest that you print one page before deciding whether you are satisfied with the layout or not. This is what my 'Household budget' looks like now (you may need a magnifying glass to see the lines I have added): Naming cells The model on Sheet1 in the DECORATING – CANADIAN file is very small and easy to maintain. Formulas like the one depicted here are not particularly easy to understand. As your spreadsheet gets larger with time, it gets even more difficult to be able to see what each cell actually contains. You should get into the habit of building up spreadsheets so that the formulas are easy to understand. Remember that it might be several months before you work with it again, and by that time you may have forgotten what they refer to. For this purpose, the ability to name cells is indispensable. Quite simply, it allows you to give cells a more meaningful name than the ordinary cell references. In principle, all cells in a spreadsheet can be called something other than their cell references. The cell containing the exchange rate, C2, would be easier to refer to if it was named ExchangeRate like this: Two cells cannot have the same name, and names cannot contain spaces. If you want to name a cell, for example 'Sales Tax', it could be done without the space (SalesTax) or with an underscore instead of the space (Sales_Tax). 1. Select C2, and click on the cell reference in the name box over column A. The reference will be selected automatically. This means that you can overwrite the original reference with a new name. 2. Type ExchangeRate, followed by Enter. You can also continue to use C2 if you want. You can see this by selecting a cell containing a formula for calculating the net price in American Dollars, like C3. The formula is unchanged. Change all formulas in the model so that they refer to the cell name ExchangeRate instead of the original cell reference, as here: 1. Select C3 and press F2. 2. Delete the reference $C$2 and instead type ExchangeRate and press Enter. Excel will show that the reference is valid by showing 'ExchangeRate' with a capital 'E'. 3. Copy the formula down to cells C4:C17. 4. Select some cells in the area C4:C17 to see that the reference is correct. Type a new exchange rate in C2 and press Enter. Did you get new prices? If Excel displays a name that's written with lower-case letters in a formula (and not with upper-case letters), it's possible that the name was entered wrong. In other words, the program has a very useful error-checking function. Important: References to cells with names are automatically absolute. In other words, you do not have to press F4 when you use names. Other advantages of using names As well as making formulas easier to read, there are other clear advantages in naming cells. Entering formulas Move down the spreadsheet by pressing PageDown (PgDn) a couple of times. The cell containing the exchange rate is no longer visible. 1. In a cell selected at random, type =ExchangeRate and press Enter. Excel shows the value of C2 – you did not need to remember which cell contained the Exchange rate! 2. Press the Down arrow and type =250ExchangeRate. Press Enter. Easy and efficient. Jumping to named cells The exchange rate for CAN$ has changed to 0.72: 1. Click the small arrow in the right side of the name box: 2. All the names in this workbook are listed here. In this case, there is only ExchangeRate. Click on the name and the cell is selected. This is a fast and flexible 'go to' function. 3. Type the new rate in: 0.72 and press Enter. The entire spreadsheet is updated. It is not a good idea to give all cells in a spreadsheet names; but as you can see, all key cells should be named. The cell containing the sales tax rate should also be named. 1. Select D2 and click the name box. 2. Type SalesTax and press Enter. 3. Change the formula in D3 to =B3SalesTax and press Enter. 4. Copy the formula to cells D4:D17. Column and row headings you want to use throughout the spreadsheet can be defined as Labels. Once defined, they will be applied automatically as you type formulas referring to these cells. Label areas are defined in the Insert\|Name\|Labels command. Search for help on 'Labels and names in formulas' for more information. Names in the 'Household budget' In the household budget there are three cells that should be named. Open or move to the budget and select C36, Apartment share. 1. Type ApartmentShare in the name box and press Enter. 2. Select C37, type Heating in the name box and press Enter. 3. Select C38, type Electricity in the name box and press Enter. All cells referring to these three key figures should be changed so that they refer to names. Instead of changing each formula and then copying them, we will get the program to do the hard work for us: 1. You should select one cell; it does not matter which one. 2. We will now apply the names we have created. Choose Insert\|Name\|Apply. All the names in the workbook will be shown here. Make sure that all three names are selected (click on them). If you have selected more than one cell when you choose Insert\|Name\|Apply, the cell references will only be changed in the selected cells. But if you have only selected one cell, Excel will change the formulas in every cell in the spreadsheet. 1. Right-click the two checkboxes, Ignore Relative/Absolute and Use Row and Column Names to read what they mean. 2. Click on OK or press Enter to accept the settings. 3. Select some cells in rows 10 and 11 to check the formulas. C10, for example: 4. We have now heard that the actual heating consumption will be higher than expected. By using the name box, jump up to the heating cell and change the number to 1600. 5. Check that the formulas for calculating the monthly heating bill in row 10. Use Ctrl+Z to check the changes. 6. Save the folder using the same name (Ctrl+S). Printing Maybe you have already printed the Household budget a couple of times. There are, however, many ways to customize a printout when you need to print large spreadsheets. Margins 1. With any cell in our household budget selected, click on the Print Preview button. 2. When the changes were made in print setup last time (page 51), the spreadsheet was printed on one page in landscape format. 3. Click on the Margins button. All margins can be changed by dragging them. 4. Drag the left margin as far to the left as possible. The mouse pointer will stop automatically at the point where text falls out of the print area defined by your specific printer. 5. Drag the right margin as far to the right as possible. 6. Pull the spreadsheet's top margin a little closer to the header margin. 7. Try dragging some of the column borders (you cannot adjust the column widths automatically on the Print Preview screen). As we specified that the spreadsheet must be printed out on one page, Excel will adjust its size each time you drag a margin. Headers and footers Now we will adjust the text shown at the top and bottom, the header and footer: 1. Click the Setup… button, then the Header/Footer tab. 2. Click the little arrow to the right of the Footer: field. Excel is incredibly user friendly – with some exceptions, one of them being here. The options shown on this dropdown list are usually totally useless! Create your own footer instead: 1. Click the arrow again to close the drop-down list, and click on the Custom Footer… button instead. 2. The Footer dialog box is divided into three sections. You can insert text on either the left, middle or right third of the footer area. There are several codes you can choose from; the one shown here inserts the name of the spreadsheet from the name on the tab. All printer codes begin with an ampersand ('&'), and the action to be carried out is entered between square brackets. 3. If there are codes in all three fields, they can be deleted by dragging the mouse over them and pressing Delete. 4. Click the Right Section field and click the Date button. This code inserts the current date every time you print the spreadsheet. 5. Drag the mouse over the code &[Date] to select it and click on the Font button. 6. Choose a font size of 8 points and click OK or press Enter to close the Font dialog box. 7. Click OK or press Enter to accept the footer and return to the Page Setup dialog box. The date and page number are shown in the lower part of the dialog box: The little yellow help labels do not appear when you point to the buttons in the Page Setup dialog box. Instead, you can get help by clicking them with the right mouse button. The footer still needs some changes: 1. Click on the Custom Footer… button. We want to see the page number together with the total number of pages. 2. In the Center Section field, type Page and click the Page number button (second from the left, marked with one hatch character). This will insert the page number. (code: &[Page]). In this way you can combine text and codes (without having to surround text with quotation marks). 3. With the cursor placed after the code &[Page], click the Total pages button. The result looks very strange, because the codes are not seperated from each other. printout, the codes will show these numbers right next to each other, so the code looks like 14! So we need to enter some text and spaces between them: 1. Click between the two codes. Check that the cursor is between ']' and '&'. 2. Type a space, followed by of and another space: 3. Click in the Left section field, and type in your initials followed by a space. 4. Click the Time button. 5. Mark both text and code, and click the Font button. The font size should be 6 points. You cannot choose a size less than 8 points, but if you click in the Size field, you can type in 6. Press Enter to confirm, accept, and close the dialog box. 6. We want the file name in the Right section field. Click in the field and click the File name button. This code ensures that we can always see the name of the file. 7. The file name should be printed in a very small point size. Use the same method as in step 7 above. Look at the picture on the bottom of the page. 8. Click OK to close the Footer dialog box and OK again to close the Page Setup dialog box. You should now review the page layout on the Print Preview screen. You can insert other codes, for example the date, in the Custom Header… dialog box if you want. Scaling the printout It is not always possible to read the printout of a large spreadsheet when it has been compressed to fit on just one page. So let us return to normal size: 1. While you are in the Print Preview screen, click the Setup… button and the Page tab. 2. Specify that the printout should be adjusted to 100% in the Adjust to field (click on the Adjust to: field and type 100 and press Enter or use the small arrows). 3. Press Enter and look at the bottom of the screen to see how many pages the printout will be. Manual page breaks When a spreadsheet takes up more than one page, it is often necessary to decide where the pages should begin and end: 1. While you are in the Print Preview screen, press PageDown (PgDn) and PageUp (PgUp) to leaf through the different pages. You will see that the Total apartment block figures are printed out on their own page, while the spreadsheet is divided at September. Exactly where the sheet is divided depends on your particular computer/printer combination. 2. We want to start a new page after the first half year. Press Esc, or click the Close button to return to the working screen. Notice that this now contains both a vertical and horizontal dotted line. These show you where the new pages begin. 3. Click in the cell to the right of and below the position of the new page break (hmm…difficult to explain – but easier to see on the screen). We want the new page to begin between June and July. Select I33 and choose Insert\|Page break. Vertical and horizontal dotted lines indicate page breaks. The spreadsheet is now divided into four pages. Check that the page breaks work properly: 1. Choose Print preview and check the pages one by one, using PageDown and PageUp. Are the page breaks where they should be? 2. Click the Setup… button and the Sheet tab. In the Page order field at the bottom, you can choose which order the pages should be printed. 3. Press Esc twice to return to the working screen. You can insert as many page breaks as you want To insert a vertical page break, select a column and choose Insert\|Page break. For a horizontal page break, mark a row. Removing page breaks Manual page breaks can be removed by placing the cursor to the right of or directly under the page break that is to be removed. 1. Try removing one of the page breaks. Select any cell in column I, for example I35 (but not I33). The mouse pointer is now touching the vertical page break. 2. Choose the Insert menu. The command is now called Remove page break. Choose it. 3. The horizontal page break over row 33 is still there. Now select any cell in row 33 and choose Insert\|Remove page break. If you want to remove both page breaks at once, select the cell at the intersection of the horizontal and vertical page breaks (I33). There are still a couple of things to change before the printout is totally satisfactory. Repeating headings Earlier you tried to freeze panes so that you could always see the text in the first column and row while you moved through the spreadsheet. Be aware that the Freeze Pane function only works on the screen and not on printouts. The first two columns and rows should be repeated on every page of the printout. It's not a good idea to center a heading over several columns if it's supposed to appear on several different pages. This is how you do it: 1. Select A1, which will mark the entire area to be used for headers. 2. Press CTRL+1 and choose the Alignment tab. 3. Deactivate the Merge cells option by removing the checkmark in the appropriate box and press ENTER. Now you need to define the headings as follows: 1. Choose File\|Page Setup and click the Sheet tab. The dialog box is the same as that you saw in Print Preview, Setup… but now you should choose the fields in the Print titles area (these fields are greyed out in Print Preview). 2. The Rows to Repeat at Top field is not relevant here, as the printout is wide and not high. Click in the Columns to Repeat at Left field and select any two cells in columns A and B on your spreadsheet using the cursor (this is on the spreadsheet itself, not in the dialog box!). 3. The little button to the right hand side of the fields for Print area and Repeats will let you display more of your spreadsheet. Click it to reduce the size of this dialog box. When you have chosen your area, click it again. Now your dialog box looks like this: 4. Click the Print Preview button on the right side of the dialog box and look at the pages. The text next to every category will be included on pages one and three of the four page printout. If you've specified that the heading Household Budget 1999 should be printed in very big letters, it will probably be split up by the page break. Excel has done precisely what you asked it to do! You asked for columns A and B to be repeated on all pages of the printout, and as the heading is longer than two columns, the text has been cut. The easiest workaround is to reduce the font size until the entire heading can fit in column A. Unfortunately, the total apartment block charges have also been printed on page two, and the text on page four. This should be corrected. Print area You can limit the area to be printed. The idea with 'key' cells, like our total apartment block charges, is that it should be easy to change the spreadsheet by changing figures in a single cell, making it quick and easy to do 'what if' analyses. These 'key' cells do not necessarily have to be printed together with the spreadsheet. 1. Select the area A1:O25. 2. Press Ctrl+P or choose File\|Print. The Print dialog box appears. 3. Choose Selection from the Print what area: 4. Click the Print Preview button at the bottom of the dialog box – the printout is now only two pages. The choice is only valid as long as the area is selected. Next time you print a spreadsheet without selecting anything, the entire sheet will be printed. Fixed print area If you want to specify an area as a fixed print area, you do not have to select it and choose Selection every time. This can be done as follows: 1. Select the area A1:O25 and choose File\|Print area\|Set print area. Press an arrow key to cancel the selection and click on Print Preview. 2. Now all you have to do is click the Print button without worrying about selecting anything. 3. Press Esc to close Print Preview. When you want to print another area of the spreadsheet, you can do it quite simply, as follows: 1. Select a smaller area, like A2:E6, press Ctrl+P and choose Selection. Click the Print Preview button. The print area previously specified is now ignored. 2. Press Esc to close Print Preview and press any arrow key to cancel the selection. 3. Without selecting anything else, click the Print Preview button. The previously defined print area will now be active again. 4. Press Esc to close Print preview. Printing named areas When you define print titles and print areas, they are automatically named. Excel uses named areas to simplify the management of more advanced functions. If you learn to use names from the very start, many routines will be much easier to manage in the future. When you need to print different areas, it is obviously best to name each area. Select areas that you often print, click in the name box and type a suitable name (for example, area A1:E31 could be named First_Quarter – note the underscore as you cannot have spaces in a name). When you want to print this area, choosing its name in the name box will select it. Then press Ctrl+P and choose Selection. Or, even better, you can add a button to the toolbar to define a print area -- as we will see next. Toolbars Nearly all commands can be placed on a toolbar as a button. There are a number of predefined toolbars available. 1. Choose View\|Toolbars. The two toolbars that are always visible are called Standard and Formatting. 2. Choose the Drawing toolbar and click OK to return to the working screen. 3. The Drawing toolbar appears as a floating toolbar that can be dragged to wherever you want it (just drag the title bar). You can also place it at the bottom of the screen or together with the other toolbars. In these positions, their title bars are hidden. To drag them somewhere else on the screen, take hold of a toolbar in an area between two buttons and drag it: Another, faster, way to open a toolbar is to right click an empty space on any toolbar button on the screen. You can then select the toolbar you want on the object menu. The object menu also gives you the option of customizing the toolbars. Customizing toolbars To be really effective, the buttons on each toolbar should reflect your method of working. When you have worked a while with the program, you will notice that you have not used some of the buttons on the toolbars. When this is the case, replace them with more relevant buttons. Right now we need a button to help us define printout areas. This is how to do it: 1. Right-click anywhere on the toolbar, and choose Customize followed by the Customize tab. 2. The buttons in the dialog box are divided into categories corresponding to Excel's menus. Click on the Describe button to read a description of selected command: 3. Go back to the File category and find the button described as: 'Sets selected cells as area to print'. 4. We want to make space for this button on the Standard toolbar. This is done by dragging one or more unneeded buttons from it. You can always find a button again under the category it belongs to in the Customize dialog box. I suggest that you remove the Spelling button. Drag it anywhere off the toolbar and release the mouse. (Note that this can only be done with the Custom dialog box open!). 5. Grab the new button using the mouse and drag it to the position where you want it on the toolbar. This button will be used when printing, so why not position it between Print and Print Preview: The other buttons on the toolbar move and the program makes space for the new button when you release the mouse button. Change the individual positions of the buttons by dragging them around. 6. Click on Close, or press Enter to close the Custom dialog box. You should test out the new button: 1. Select an area, A1:E6, for instance, and click the new button, Set Print Area. Click on Print Preview – Voila…the area is ready for printing! 2. Repeat this with other areas and print out the different areas. Easy and elegant. Remember: Cells and areas that you use often should be given a name…this bears repeating with emphasis, because it is so important: Cells and areas that you use often should be given a name!! Charts 'A picture says more than a thousand words.' A wise and well known phrase, highly relevant when you've got numbers to display and analyze It is very difficult to understand things clearly from the spreadsheet data alone, especially in large models. The amount of data in our household budget is comparatively large, so before we use it, it would be a good idea to 'play' a little with charts for a smaller example. 1. Close Household Budget and choose Yes when asked if you want to save changes. 2. Type the following small model in a new, blank workbook. It shows a family's pension plan: It is important to decide what the chart should show before you create it because it is possible to distort reality when numbers are presented graphically. The family wants to see the relationship between the budgeted and actual amounts. The chart should be created to show, for example, the capital pension in two columns, side by side, making them easy to compare. At the same time, I will create the chart as a separate spreadsheet within the workbook. The Chart Wizard A chart on a new page First, you should select the data to be displayed. Do not include the Total (B6 and C6) cells, as these columns would be enormous. We want to see the details in the spreadsheet. 1. Select a cell at random within the area A1:C4 and press Ctrl+. The text is also to be included in the chart, and should therefore be included in the selection. Mark consecutive cells quickly using Ctrl+. This is yet one more reason that you should avoid having empty columns and rows on your spreadsheet. Use the asterisk on the numeric keyboard for selecting cells (to use the asterisk beside the Enter key, you must press the Shift key as well). The chart is built up as follows: 1. Choose Insert\|Chart\|As New Sheet, or click the Chart Wizard button. 2. Your 'personal guide' appears and asks you if you want help with this function. Choose 'No' and he politely dissapears. 3. The ChartWizard will now try and help you to make the right choices. The first stage of the guide takes you through the different types of charts. There are sub-types for every type shown, and the guide suggests the first, very simple, format. Choosing format number two shows the three pensions one above the other, showing how much is budgeted and how much is realized (you can see the total pension, and also how large a part each pension type is of the total). Format number three shows the same, but in percentages. 64 4. Notice the Press and hold to view example button, and do as it says to see different types and sub-types of chart. 5. Choose the first bar type and click the Next button to go to step two of the Wizard: To undo any step and return to the previous stage, click the Back button. If you press Enter by mistake instead of the Next button, the chart will be created. (Enter is the same as pressing Finish). If this happens, press Delete to delete the chart, and start from the beginning again using the Wizard. 6. The Wizard displays the selected area in the Range field. The Series in: radio buttons let you choose between columns and rows for your data series. Click on the rows button to see the difference. We want to compare the budgeted figures for a pension with the actual figures, so click on Columns before continuing. 7. Notice that step two of the Chart Wizard contains two tabs. Click on the Series tab. This lets you add or remove series, choose a different name for an existing series, or choose another area of your spreadsheet for labelling the axis. (This last is called 'Category (X) axis labels'). 8. Click on the Next button to go to step three of the Chart Wizard. Type 1999 in the Chart title field and wait a moment. This title is displayed on the little example chart. You can add axis headings in the same way. 9. Try clicking on each tab in step three. I would especially recommend that you try the Show data table field on the Data Table tab. 10. Click on the Next button to go to step four of the Chart Wizard. 11. This is where you can choose where the new chart should be in your workbook, whether it should be a new sheet or an object on an existing sheet. Choose As new sheet and label it as follows: 12. The chart is now finished, so choose Finish or press Enter. Excel displays the chart in its standard format. We will change the colors in a moment, but let us first see if there is a relationship between the data on Sheet1 and the columns on Chart1. Updating a chart The smallest column is Budgeted for the Capital pension where the scale on the Y-axis stops at $100,000. Let us change this number to see if the chart is automatically updated. 1. Click the Sheet1 tab. Change the value in B2 to $100,000. Click again on and see what has CHART1 happened to the height of the column. 1. The tallest column is the actual amount from the 401(k) plan. Change that from $168,000 to $268,000 Return to the chart and notice that the scale on the Y-axis now goes up to $300,000. 2. Return to Sheet1 and change the payment in B3 back to $168,000. (Ctrl+Z). Adjusting the format in a chart Every part of a chart can be changed. No matter where you click in the chart area, an element will be selected. Small black 'handles' show the selected area. When you position the mouse pointer on one of these, it changes to a double arrow that allows you to change the size of the object. To change a format, double click the object you want to change. 1. Double click on one of the blue columns (budgeted). 2. The Format data series dialog box opens. Choose another color in the Area field. You can also add a pattern to the column by clicking on the Fill Effects button. Take a look at the Texture tab in the Fill Effects dialog box; it contains many attractive textures, but be careful, it is easy to get carried away. 3. Choose OK (Enter) and format the other columns as you wish. If you double click too slowly on a column, the program thinks that you only want to select the one column. When you then choose a different color, only this column will change color – very confusing (undo it immediately). 1. The gray background, the Plot area, is not very attractive. Double-click it and choose a subdued color (maybe a pale yellow, or a texture in a pale color). 2. The legend on the right side of the chart area also needs changing. Double-click it and notice the little field Shadow in the Form Legend dialog box. Check the box and click OK. 3. Grab the legend with the mouse and drag it to a new position. 4. You can format and move the title field 1999 in the same way (try using an underlined text). Of course, you can also use the right mouse button on any element. 1. Right click the Plot area and choose Chart Options. Click on the Gridlines tab and click on the Minor Gridlines radio button for the Y-axis. Click OK – and now there are enough lines on our chart. 2. The background gridlines should not be so obvious. Right click on one of them and choose Format Gridlines on the object menu (or double-click one of the lines). 3. The Format gridlines dialog box lets you choose a dotted line and a paler color, like light grey. 4. Click OK – now it looks a little better. It is easy to read precise values from your chart. The axis cross at $0 and the size difference of each bar will be easier to see if they cross at a figure like $60,000. 1. Double-click on one of the figures on the Y-axis. In the Format axis choose the Scale tab. 2. Type 60000 in the Minimum field and press Enter. If you want to change the font of the axis labels, or tilt the text to 45°, then the principle is the same. Double-click the text you want to alter. The appropriate dialog box will always appear. Chart types Have you noticed the Chart toolbar? It appears automatically when you select a chart. 1. Click the Chart type button and choose the three dimensional column chart. All your formatting will be saved. 2. Try moving between the different types of charts. Our model is best suited to column, line and area charts. 3. Choose the three dimensional column chart before continuing. 3-D perspective The columns look like skyscrapers seen from a helicopter – or have I just seen too many American movies? Maybe we want to fly around the skyscrapers to see them from another angle: 1. Click on one of the vertical axes. There should be a small black square at the top and bottom of the axis. 2. Click on one of the black squares. Now there should be black squares at the top and bottom of every axis. 3. When the mouse is over any of the black squares, it will turn into a small, thin cross. Drag the cross. More than once all my attempts at formatting have ended in an illegible mess. Luckily, all formatting can be cancelled by right-clicking the chart, choosing Chart Type and clicking in the Default Formatting check box, followed by OK.. Save chart The chart is part of the workbook, and will be saved together with it. 1. Press Ctrl+S and save the workbook using the name PENSIONS.XLS. Let the file remain on the screen. We have now gone through the majority – and the most important – principles of formatting charts. In the following section, you will create a couple of other charts, but I won't detail each individual formatting step. A chart on this sheet A chart can be placed directly on the spreadsheet, which is very sensible when the spreadsheet takes up as little space as our pension model. 1. With the cursor in any cell in the area A1:C4, click the ChartWizard button. 2. Follow the guide step by step to set up a bar chart, but stop at step four. Notice that even though you did not mark the area A1:C4, the Wizard automatically expects you to use it for your chart. Most of Excel's functions work like this. (Ctrl+ is automatically used by these functions). In step four, choose: Notice that you can choose to place the chart on another spreadsheet within the workbook. 3. Click Finish to add the chart, in a frame, to the spreadsheet. 4. The frame is selected (small tags, called handles are placed around the edge of the frame). Drag one of the handles to change the chart's size, or on the Chart area to move it. 5. Double-click the chart's objects to alter their format (the font size needs to be changed). When you have made the changes you want, click any cell in your spreadsheet, which takes you back into it. In reality, the chart is in a frame, on top of the spreadsheet, and is taken to be an object - a picture. The arrow keys let you move the cursor under the chart's frame. This also means that you can place the chart over some of the spreadsheet's data. Selecting data You will now create a pie chart of the data in column C, but you'll want to use the text from column A. 1. Select cells A1:A4. 2. Hold the Ctrl key down while using the mouse to select cells C1:C4. It is very important that the area selected in column A is the same size as that selected in column C. In principle, you will not be using A1 for anything in the chart, but if you do not select this cell, the program will not understand how text and data belong together. Now we are ready to create the chart: 1. Click ChartWizard, choose Pie, and the sub-type Pie with a 3D visual effect. 2. Click Next until you are on step four. 3. Choose As object on sheet1 and click Finish. 4. Position the pie chart under the bar chart and alter the sizes so that they match each other. Click once on the pie chart - now all three layers are selected. Click again, on the smallest bit, and now only it is selected. Drag the piece away from the center of the circle (it is called 'exploding' the chart). Printing charts You cannot be sure that the two charts can be printed on the same page before Excel has created the printout: 1. Click any cell in the spreadsheet so that the chart is not selected. Click on the Print preview button. If the printout will fill more than one page, then return to your spreadsheet and make the charts smaller, or move them slightly. Notice the dotted page break on your spreadsheet, which makes it easy to see if everything will fit on one page. 2. The gridlines are useful on the working screen, but are distracting (to say the least) on a printout. Click the Setup… button and the Sheet tab and deselect printing gridlines. If you would like to print out just the pie chart, double-click it in the normal view and choose Print Preview. Excel automatically chooses the landscape format – not so dumb at all! Household Budget I would very much like to see both the husband's and wife's income shown graphically. Here's how: 1. Select the area A2:N5 and create a bar chart on a new sheet in your workbook. Excel has no difficulty in understanding that the first selected column and row should be used as text! Now create a chart that compares Total income and Total expenditure like this 1. Select A2:N2, hold Ctrl now and continue selecting A6:N6 and A24:N25. 2. Create a column chart and notice that again, Excel has correctly understood the appropriate area as text. Remember that each selection must contain the same number of cells…! Delete a chart on a speadsheet by selecting it and pressing Delete. Working with worksheet tabs Naming tabs We now have three sheets with different data. They should have more meaningful names: 1. Double click the tab called Sheet1. 2. The text Sheet1 is automatically selected. You can use up to 31 characters, including spaces. Type Household Budget 1999 and press Enter. 3. Double click Chart1 and type: Salary-column. Press Enter. 4. Double click Chart2 and type: Results-column. Press Enter. The order of the sheets should also be changed. You will want to work with the budget often, so that should be placed first. 1. Grab hold of the Household Budget 1999 tab and drag it to the left. A small picture of a page by the cursor shows you that you are holding a spreadsheet. A small triangle indicates where the sheet will be placed when you release the mouse. 2. Drag the sheet all the way to the left and release it. Deleting a sheet We have unnecessary sheets in the workbook. 1. Select the unused sheets as follows: Click on Sheet2 and hold Ctrl down while you continue clicking on Sheet3 and Sheet4 (if you have more empty sheets, select these in the same way). 2. Right-click one of the selected tabs to open the object menu. Choose Delete. 3. A dialog box warns you that the deletion will be permanent. Click on OK (Enter) to accept. Inserting a sheet As noted earlier, a workbook can contain up to 255 spreadsheets. 1. Right-click a tab and choose Insert on the object menu. The General tab in the Insert dialog box lets you choose between inserting a spreadsheet, a chart and other more advanced objects. The Spreadsheet solutions tab lets you create models based on built in templates. You can experiment with these later if you want to – personally I am not especially enthusiastic about them (I am a bit of an old fashioned type; I know how things that I have created myself work, or, to put it another way; if mistakes are going to be made, I am quite capable of making them myself…). 2. Choose Spreadsheet on the General tab and press Enter. The spreadsheet will be inserted to the left of the sheet you right clicked. 3. Drag the new sheet, Sheet 1, to the right until it is the last in the workbook. Copying sheets If you'd like to use a sheet should in another workbook, or if you need to create a nearly identical sheet in the same workbook, you can copy it to a new position. 1. Open the DECORATING - CANADIAN.XLS file. The spreadsheet is to be copied to HOUSEHOLD BUDGET. 2. Right-click the spreadsheet tab and choose Move or Copy… on the object menu. 3. Specify that the sheet should be copied to HOUSEHOLD BUDGET.XLS in the dialog box. 4. Check the Create a copy field (click on it). 5. Choose (move to end) in the Before sheet field. 6. Click OK, and the screen will shift to Household Budget. 7. The sheet will be called Sheet2(2) because there already is a Sheet2 in the workbook. Double-click the tab and edit the name to Decorating. 8. Go back to the DECORATING – CANADIAN.XLS by clicking on the Window menu, followed the file's name. . 9. Close DECORATING – CANADIAN.XLS Functions When Microsoft originally developed Excel, no one imagined that spreadsheets would be used for as many tasks as they are today. That Microsoft wants the program to be used in as many ways as possible is evident from the many functions it contains. A function is a built-in formula, built up in a very specific way: =Function name(arguments) You have already seen examples of a function, namely the function for adding cells together: =SUM(cells). All functions begin by giving the operation the program should carry out, while the cells that should be operated on are given in brackets (the arguments). These arguments can be an area, single cells or even another function. For example, the function =SUM(C3;D5;C8) adds the three given cells. A semicolon separates the arguments and is called a 'List separator' (this is defined in Windows Control Panel/Regional settings). Average The function =AVERAGE(B3;C48;SUM(F4:G12)) calculates the average of the numbers in B3, C48 and the sum of the area F4:G12. Pay special attention to how the included function SUM is 'complete' – it has its own arguments within brackets. A little exercise: We'd like to create a formula to calculate the average income and expenditures in our Household Budget. In P2 type the heading Average, and the formula in P4 (type it directly in the formula line): =AVERAGE(C4:N4) Copy the formula so that every item in the budget has an average calculated for it. Notice that this function is identical, except for its name, with the SUM formula in column O. Format the column like column O (this is best done by selecting O2:O31, clicking on the Format painter, and dragging over cells P2:P31). You may want to create a printer area covering just these cells (see page 60). Other functions As there is a big difference between the arguments that different functions need, Microsoft has chosen to build in a guide to help you create functions called the FunctionWizard. Calculating loan payments We are going to create a model to calculate the exact repayment on the bank loan in the Household Budget: 1. In HOUSEHOLD BUDGET.XLS, rename Sheet1 to Bank loan and press Enter. 2. Type the following model in the spreadsheet: 3. In B7, type in the formula for calculating the monthly payments. We do not know exactly which arguments the formula uses, so click the Function guide button (Shift+F3). 4. All functions are listed by category. The most used functions are in the Most recently used category. But let us see how many functions are actually available in total. Click the All category and scroll through the list in the Function names list. They are listed alphabetically. 5. Now click the Financial category and scdrop-down the list in the Function names field until you find the function PMT. Click on it: 6. For this function, the text in the grey area is helpful (unfortunately this not always the case!) The first payment is nearly all interest, and very little principal, and the last payment is nearly all principal and very little interest – but the total monthly payment is the same. 7. Click on the OK button. The dialog box disappears. The field on the left side of the formula line lets you choose other functions. 8. Now we are ready to type in the necessary data. Only the fields with bold type text need to be filled in. The Rate is the interest rate on the loan. nper is the total number of payments to make, while nv is the total amount you have borrowed: As shown in the picture, you should point to the cells containing the relevant information rather than typing the values in the fields. The dialog box may hide the cells containing data, but by grabbing the grey area, you can drag it to the bottom of your screen. 9. First click in the Interest field, so the cursor is blinking in it, then click on B4. 10. Now click on Nper and on B5. 11. Then click on Nv and on B3 12. But something is wrong! The gray area above the OK button shows the result of the calculation – it is far too big! The interest is annual. The payments are monthly. At the moment we have accepted that we will pay 8.5% interest per month for 48 months. This is an expensive loan!! 13. Change the Rate field to a monthly interest rate: B4/12 (click in the field after B4 and type /12). 14. The result in the Value field should now be minus 2,216.99. Press Finish (Enter). Note that the cells are formatted with the currency format automatically (it is a financial function we have used). If you use a function regularly, you will remember what arguments it uses. When this is the case, you can just type the formula directly in the formula line – the Wizard is only for when you need help in building the function. Why are the payments negative? Some people will say that it is always negative when you owe money; but that is not the reason. The function tells you that money is 'flowing away' from you – when the loan is positive, the payments will always be negative. But payments should be shown as positive numbers – we know that we have to pay. With B7 selected, click again on the FunctionWizard (Shift+F3). 1. Type a minus in front of the cell reference in nv and press Enter. 2. Type 9 as the interest rate in B4 (when the cell is formatted to a percentage it is enough just to type a number – the cell already includes the % sign). 3. Type a new loan amount and number of payments and check that the payment amount changes in every case. 4. Go back to the original amount again before proceeding. The other two fields in the Wizard, fv and type, are optional, so we can leave them blank. The option fv means 'future value'. When we leave this blank, it means that the loan is to be paid back in full in the number of payments we have specified. If you still owe $1,000 after you have made these payments, then enter 1,000 in the fv field. The option type decides when in the period the payment is due, and can contain either 0 or 1. When we leave it blank (0) it means that the payments are due at the end of the month (normal banking practice). If you insert a 1 they are due on the first of the month. Press the Help button in the FunctionWizard dialog box for further explanations. Here you should know that the function PMT isn't completely correct in the way it handles interest. Thus, the data you receive from your bank may be different than your own data. In addition you should be aware that many banks constantly add specific charges to your loan – fees for funds transfers and such. Naming cells in functions Our formula is not very easy to read. It would be easier if the cells we used had more descriptive names. The text in column A is good. We can try and use it to name the cells B3:B5: 1. Select both the text and the cells that should be named, A3:B5. 2. Choose the Insert\|Name\|Create command. the left column contains names and Notice that Excel has understood that that these should be used in the right Enter column. Press. 3. Select B3 and look at the name box. The cell is now called Total_loan. Check the names in B4 and B5 as well. 4. But the formula in B7 doesn't know yet that we have given the cells names. We will now use the names in the formula. Choose Insert\|Name\|Apply. The three relevant names are already selected, so just press OK (Enter) and check the formula in B7: This makes the formula much easier to understand. Save the workbook(Ctrl+S). Links One of the clever things with a spreadsheet is that you only need to store important numbers or formulas in one place. Other spreadsheets that need a number or formula can get it from there. If the Total apartment costs in Household Budget had been in another spreadsheet, we would have said that we had created a link to the cells. The principle is very simple. I suggest that we start by practicing in a new workbook. 1. Open a new blank workbook by clicking the New workbook button. 2. In A1, type Sales and in B1, 25000. 3. Click Sheet2. You can also press Ctrl+PageDown to move to the next sheet (Ctrl+PageUp moves to the previous sheet). In cell A1, type Sale from Sheet1: and adjust the width of column A. You are now ready to get the number from Sheet1. 1. The link is to be created in B1 on Sheet2. Start with the usual equals sign. The cursor is now anchored to the cell. 2. Click Sheet1 tab. The tabs and formula line show you what is happening: Both tabs are white, and the formula is referring to Sheet1. At the same time the status line shows that Excel is 'pointing'. 3. Click B1 and press Enter. Excel jumps back to Sheet2 The link is dynamic. That means that it does not only relate to the cell, but also to the name of the sheet. Let us check both: 1. Go to Sheet1 (Ctrl+PageUp), and change the number in B1 to 30000. 2. Go back to Sheet2 (Ctrl+PageDown) – the number in B1 is updated. The link works. 3. Double-click the tab for Sheet1. 4. Rename the sheet to Sale 1999 and press Enter. 5. Return to Sheet2 (Ctrl+PageDown), and look at the formula in B1: B1 on the Sale 1999 sheet is the 'source' of our result, but cell B1 on Sheet2 is the 'dependant' cell. That is the principle of a link. Information You can also create links between different workbooks, but this takes a bit of practice. You also need to be very disciplined about it (as with all computer-related things). If you have linked several workbooks together, it is very important that you do not change either their names or their location (any changes have to take place in Excel with all the files open). If you use Windows Explorer to move a source file, then any dependant workbooks will still be looking for the workbook's original name and position. The link will be broken, and Excel will ask you for the correct location. Close the workbook without saving it. Sorting & filtering data I have chosen sorting and filtering to be the last two subjects dealt with in this booklet. This is just a short introduction to both subjects. Filtering can be used for relatively advanced procedures, which are not covered here. Sorting Close Household Budget and open the file DECORATING – CANADIAN.XLS. You are going to sort the list to be in alphabetical order, but the way the spreadsheet is laid out at present will not allow this. The function expects there to be only one row of headings. First you will have to move the Exchange rate and Sales tax cells further down in the spreadsheet: 1. Type Exchange rate: in A21 and Sales tax: in A22. 2. Move C2 to B21 and D2 to B22. 3. Delete row 2 (which is now empty). 4. Row 17 is not to be sorted, so it should be on its own. Insert a new Row 17. The Total formulas should now be in Row 18. The spreadsheet is now ready for sorting. All data to be sorted is placed together without blank rows and columns. First, we will sort the materials alphabetically by name: 1. Select any material name in column A. 2. Click the Sort ascending button. The function leaves the first row alone – smart! 3. Now sort the materials in descending alphabetical order. 4. Select any price in column E and sort the data so that the most expensive things are at the top and the cheapest are at the bottom. All spreadsheets can be sorted in this way, no matter what data they contain. All you have to do is check that the cells are adjoining (next to each other). If you want to sort using several conditions, then use the Data\|Sort function. Filtering To search for a particular entry, you'll want to use a 'filter.' As in sorting, to use this function, the areas must be adjoining. Let's try this out using DECORATING – ANADIAN C. XLS: 1. Select any cell in the area A1:E16. 1. Choose Data\|Filter, AutoFilter. The cells in the first row are now given a dropdown list, from which you can choose the value you want. 2. Click the drop-down list attached to cell A1 and choose Filling knife. All the other rows are now hidden and only the row that fulfills your criterion is shown. Note that the row numbers are shown in blue, and the little arrow on the drop-down list in A1 is also blue. This shows that the list has been filtered, and in which column the criteria for the filtering have been defined. You are to find the three most expensive materials: 1. First, remove the filtering by choosing the drop-down list in row A1 followed by (All). 2. Click the drop-down list in B1 and choose (Top 10…). This lets you build your own 'top ten' list. 3. In the dialog box, display the Top 3 items and press Enter: The designation Top 10 isn't to be taken literally; you can specify how many items should be displayed. 4. Choose (All) on the drop-down list to make all entries visible. User defined filters You want to find all materials that cost more than 5 Dollars each. The problem is solved by creating a user defined filter: 1. Click the drop-down list in E1 and choose (Custom…). 2. Specify the filter criteria to be larger than (>) 5 and press Enter. Four entries match the criteria. 3. Change the criteria to be less than 5. Nine entries match the criteria. 4. Create the criteria to display only entries with a sales price of between 5 and 10 Dollars: 5. Remove the AutoFilter by selecting Data\|Filter, AutoFilter. All entries are displayed again. You can set criteria that filter entries after their names, or other text. For example, you can find all materials starting with 'P'. 1. Choose Data\|Filter, AutoFilter. 2. Click the drop-down list in A1 and select (Custom…). Specify that the criteria should be = P* where the asterisk specifies that any and all characters are allowed after the P: Until now you have only filtered using a single field (column). However now, you want to find the materials beginning with the letter P that also cost more than $5. This is done by filtering in both cells A1 and E1, as here: 1. Click the drop-down list in A1 and choose (Custom…). 2. Type the criteria Begins with in the left field, and P* in the right field and press Enter. 3. Click the drop-down list in E1 and choose (Custom…). 4. Type the criteria Greater than in the left field, and 5 in the right field and press Enter. Primer and Paint are the entries that fulfill the criteria. If the you want to find entries that either begin with P or cost more than $10, you cannot use AutoFilter. In this case you will have to use the Advanced filter. However, this function is not particularly user friendly. It is obvious that Microsoft thinks that advanced database tasks should be carried out in a database program like Access. Nevertheless, you can go a long way with AutoFilter -- providing that you are careful how you arrange your data. 'Where do you want to go tomorrow?' So now we have reached the end of this booklet…or have we!!! So where are we now, and how does Excel fit in with these developments? I hope you do not think so. If you are now inspired to investigate Excel further, to play with the program and let your imagination create new and exciting spreadsheet models, then I have achieved what I set out to do with this booklet. It must be obvious from my comments throughout the booklet that I am fascinated by Excel. But you have probably found out yourself that it could still be improved in many areas. And that is what computers are all about…! Programs can still only carry out the tasks that they have been programmed to do. We people make demands on the way a program works – and people make mistakes, which are then reflected in the program. The biggest danger with the fantastic development that is taking place in the computer industry now is that we users are becoming so fascinated with the technical side that we completely forget what we really need, we become 'hi-tech-freaks'. It is you, dear reader, who should decide what your programs should be used for and which way they should be developed. Originally, computers were difficult to master. Ordinary users had to learn a mass of codes and were forced to think like computers…(!) Then came the graphical user interface and the mouse. In one stroke, the computer was easier to use. The mouse was the new wonder tool, and we could all click and click without thinking about codes. But it was not long before the worm in the apple (pun intended) became visible, or rather, felt! The mouse showed that it could easily give us arm problems, in both the wrist and shoulder. I am happy to say that Excel has, for the most part, been designed with the user in mind. Windows98/95, Word, and Excel are excellent examples of how the user has been able to influence program development. If you think that I have focused (too) much on how the keyboard can be used – well, you are right. Over the last few years I have learnt how to work fast and effectively without a mouse at the end of my arm. Once you have digested this booklet, and maybe worked through it a couple of times, I am sure you will see what I mean. On the next pages you will find a glossary of the most used keyboard shortcuts. I suggest that you have the booklet open at these pages while you work further with this wonderful program. Have fun …and remember what a wise man once said: 'Whether you think you can, or whether you think you can't, you're probably right!!' Henry Ford The shortcuts might be a bit different on your machine depending on your keyboard and regional settings. There are far more shortcut keys than those that I have listed here. You can find them by searching for shortcut keys in Excel's help program. ``` Naming tabs, 69 Navigation, 37 New Workbook, 26 Operators, 9 Options, 24 Order of operations, 9 Page breaks, 58 Print Print Preview, 51 Print area, 59 Print Preview, 51 Printing, 56 Headers and footers, 56 Manual page breaks, 58 Margins, 56 Print area, 59 Repeating headings, 58 Scaling the printout, 58 Relative references, 18 Repeating headings, 58 Rows, definition, 7 Save a file Save, 21 Save as, 21 Saving a file, 21 Selecting, 16 Selecting formulas, 32 Shading and color, 49 Simple number formatting Decimals, 15 Sorting, 76 Spreadsheets - naming (tabs), 69 Summing data, 19 AutoSum, 20 Undo, 12 Updating formulas, 48 Viewing the spreadsheet, 42 Freeze panes, 42 Zoom, 42 Workbook, 7 ```	<urn:uuid:02c7d320-dba2-47c2-a3be-df22fd549545>	CC-MAIN-2017-22	http://ebitik.azerblog.com/anbar1/344.pdf	2017-05-29T22:46:19Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00436.warc.gz	123,153,628	34,397	eng_Latn	eng_Latn	0.989751	eng_Latn	0.99923	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 103, 756, 3708, 4416, 7301, 9372, 11943, 14513, 16896, 19601, 22182, 22988, 25313, 27563, 28008, 30213, 32424, 34806, 36246, 39312, 40168, 42988, 45098, 47411, 49792, 51851, 54768, 57238, 58351, 60589, 63412, 65947, 67519, 69213, 72235, 72986, ...	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The Ketogenic Diet A ketogenic diet involves eliminating foods high in carbohydrates (starchy fruits and vegetables, bread, pasta, grains and sugar) while increasing the consumption of foods high in fat (coconut oil, palm kernel oil, butter and cream) and moderating intake of protein. A ketogenic diet of roughly - 70% Fat - 20% Protein - 10% Carbohydrate will force the body to mimic starvation and burn fat, rather than following the normal metabolic pathway which converts carbohydrate and 50+% of natural protein sources into glucose. The metabolism of fat produces ketones in the liver; these pass into the brain and replace glucose as an energy source in a process called Nutritional Ketosis. Measure your ketones with a finger prick blood test meter. First thing in the morning will produce the best reading after fasting all night. You are in Nutritional Ketosis at 0.5 to 3.0 mmol/L. Aim for 1.5 and greater. Levels up to 6.0 can occur from starvation. Also measure your glucose levels. They should progressively decrease and remain stable to the lowest possible value and NOT increase after meals. Ketones Too Low? - Too much carbohydrate is the main reason people fail to achieve a good level of ketosis. You MUST measure your carbohydrate intake. - Emotional stress will raise your cortisol, which will increase glucose levels, which will lower your ketones. Practice gratitude and acceptance. - A sedentary lifestyle as opposed to exercise shortly after eating which helps to burn up the glucose and get you into ketosis. Go for a brisk walk. - No medium-chain triglycerides in the diet. You need these to produce ketones. Use plenty of coconut oil. - Eating too much protein (except MAP®) Limit your protein to 100g per day. Fat Sources Have at least 1 teaspoon of Coconut or Palm Oil with each meal. Have butter on your veggies. Ketones are produced from fats high in Medium-Chain Triglycerides. Protein Sources Aim for a protein load from eggs or meat of 100g per day. For the other two meals take 5 tablets of MAP® as a protein source. (Take 10 tablets of MAP® if weight loss or hunger is a problem) Best Protein Source [4]. Tissue Building Glucose MAP® 99% 1% Cheese High fat cheese may be eaten in moderation as the fat has little effect on blood glucose levels but the casein (80% of the protein) is mostly converted into glucose. Carbohydrate Sources Aim for a carbohydrate load of between 20 and 60g per day. The lower the better for ketosis levels. th 11 August 2015 Considerations Perseverance is required by people whilst the body adjusts to using Ketones more efficiently. In the meantime, symptoms of low blood sugar, like tiredness, may be inconvenient. High blood sugar levels suppress the immune system [2] and Cancer cells have over six times the number of insulin receptors that healthy cells do [3]. This means that cancer cells are feeding on glucose, and blood glucose reduction has shown to correlate with cancer remission or stability [5]. Sample Menu Breakfast 1 - 5 or 10 x tablets of MAP®. - 1 tsp Coconut Oil. - 100g Quark (1.9g carb). - 50g Blackberries (2.13g carb). - Coffee with 1 tbsp Cream (0.44g carb). - OR Tea with lemon. - 300mls water. OR Breakfast 2 - Bravo Super Shake Lunch - 5 or 10 x tablets of MAP® OR 100g of Protein (e.g. 2 x eggs). - 1 tsp Coconut Oil. - 300g of fresh salad (avg. 8g carb). - Dressing - Lemon/vinegar & Oil. - Coffee with 1 tbsp Cream (0.44g carb). - OR Tea with lemon. - 300mls water. Dinner - 5 or 10 x tablets of MAP®. - 1 tsp Coconut Oil. - 300g of hot fresh veggies with butter. - Grated cheese for flavour. - A handful of Macadamias. - 300mls water. Sample Keto Recipe Almond and Seed Bread Recipe - Ingredients - 6 Eggs (separated) - 250g Quark or 220g butter - 100g Ground Almonds - 40-60g Sesame seeds - 40-60g Coconut either shredded, desiccated or ground. - 15g Baking Powder - 2 teaspoons Coconut oil. - 5g Whole Linseeds (Flaxseeds). These are for sprinkling on top once mixture is in baking pan. Almonds, Sesame seeds and Coconut needs to add up to 200g so mix and match to get the flavour and texture you prefer. Method: 1. Separate eggs. 2. Beat/blend quark and egg yolks until smooth. 3. Add almond, sesame, coconut and baking powder then mix in with quark mixture. This will form a dough. Let entire mix stand for 10 minutes. 4. Beat eggs whites until stiff. Once quark mixture has finished 10 minute standing gently fold beaten egg white into mixture. 5. Transfer dough mixture to 24cm baking pan that has been lined with baking paper. Sprinkle top with linseeds. 6. Bake in preheated oven for 30 minutes at 170 degrees Celsius. Once cooked remove from oven, leave to stand in baking pan for 10 minutes before turning out onto cooling rack to completely cool. 7. Keep refrigerated. Bread can be sliced and frozen. You can make a double recipe and freeze. Weight Loss Problem Losing too much weight on a ketogenic diet can be addressed by increasing consumption of macadamias, avocados and MAP® tablets. Up to 50 MAP® tablets a day can be consumed with no more than 20 being consumed at any one time. If weight loss continues to be a problem then protein (fatty meat, fish, eggs) should be increased until the problem ceases. A Low Carbohydrate, High Protein Diet Slows Tumor Growth and Prevents Cancer Initiation [6]. References [1] Agricultural Research Service, United States Department of Agriculture. The USDA National Nutrient Database for Standard Reference Release 27. http://ndb.nal.usda.gov/ndb/search [2] Joshi MB, Lad A, Bharath Prasad AS, et al. High glucose modulates IL‐6 mediated immune homeostasis through impeding neutrophil extracellular trap formation. FEBS Lett. 2013 Jul 11;587(14):2241‐6. doi: 10.1016/j.febslet.2013.05.053. Epub 2013 Jun 2. http://www.ncbi.nlm.nih.gov/pubmed/23735697 [3] V Papa, V Pezzino, A Costantino, et al. Elevated insulin receptor content in human breast cancer. J Clin Invest. 1990 November; 86(5): 1503‐1510. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC296896/ [4] Lucà‐Moretti M. A Comparative, Double‐blind, Triple Crossover Net Nitrogen Utilization® Study Confirms the Discovery of the Master Amino Acid Pattern. An R Acad Nac Med (Madr). 1998;115(2):397‐416. http://www.ncbi.nlm.nih.gov/pubmed/9882831 [5] Fine EJ, Segal‐Isaacson CJ, Feinman RD, et al. Targeting insulin inhibition as a metabolic therapy in advanced cancer: a pilot safety and feasibility dietary trial in 10 patients. Nutrition. 2012 Oct;28(10):1028‐35. doi: 10.1016/j.nut.2012.05.001. Epub 2012 Jul 26. http://www.ncbi.nlm.nih.gov/pubmed/22840388 [6] Ho VW, Leung K, Hsu A, Luk B, Lai J, Shen S, et al. A Low Carbohydrate, High Protein Diet Slows Tumor Growth and Prevents Cancer Initiation. Cancer Res. 2011 Jul 1;71(13):4484‐93. doi: 10.1158/0008‐5472.CAN‐10‐3973.Epub 2011 Jun 14. http://www.ncbi.nlm.nih.gov/pubmed/21673053	<urn:uuid:ebf019ae-6b53-4076-bc7b-2b839fd32c60>	CC-MAIN-2017-22	http://immunobiotech.nz/handouts/The-Ketogenic-Diet.pdf	2017-05-29T22:44:47Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00434.warc.gz	209,596,939	1,951	eng_Latn	eng_Latn	0.976339	eng_Latn	0.98419	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2515, 6904 ]	[ 2.03125 ]	1	0
Four-Year Plan Freshman - Minimum Credit Requirement = 13 Typical Credits = 15 Sophomore - Minimum Credit Requirement = 12.5 Typical Credits = 14.5 Junior – Minimum Credit Requirement = 13 Typical Credits = 15 Senior – Minimum Credit Requirement = 12.5 Typical Credits = 14.5 Table of Contents Policies and Procedures BENILDE-ST. MARGARET'S SCHOOL GRADUATION REQUIREMENTS This Program of Studies has been designed to provide information for students and parents as they make informed decisions regarding course selection during their years at Benilde-St. Margaret's. Students are strongly encouraged to discuss their course selections with their counselors, teachers, and parents. The high school experience is intended to be a four-year process in which students complete an extensive curriculum in preparation for post-secondary studies. Benilde-St. Margaret's offers a variety of elective courses that enhance a college preparatory curriculum. With this philosophy in mind, we will not allow students to complete their studies after the first semester of senior year. The following is a summary of the courses that are required for graduation. One credit equals one semester of satisfactory completion of coursework, with the exception of Physical Education 9, Wellness 10, Wellness 11, Wellness 12 and Career College Planning. The courses listed in this Program of Studies will not necessarily be the same as the final courses offered during the school year. The number of students registered for a course, scheduling priorities and personnel will determine final course offerings. Counselors are available to students and parents throughout the course selection process. COLLEGE ADMISSION REQUIREMENTS Colleges have a wide range of admission requirements. For specific requirements, students should contact the admissions office at the colleges or universities they are interested in attending. Students planning to attend college should have the following courses: English 4 years Social Studies 3 years Math 3-4 years Science 3-4 years World Language 2-4 years The principle factors colleges consider in making admission decisions include the following: 1. Rigor of curriculum. 2. High school GPA (grade point average). 3. ACT and/or SAT test scores. Highly selective colleges are interested in the pattern of high school courses taken by their applicants. Students interested in these schools should take the most rigorous courses available and should take all the science, math, English, social studies, and world language available. Advanced Placement (AP) courses at BSM are first-year-college equivalent courses, approved by the College Board. They are designed to assist in preparation for the AP exams held annually in May. With enrollment in an AP course comes the expectation the student will take the exam in May. Students may earn college credit if their scores qualify. Policies and Procedures NCAA ELIGIBILITY REQUIREMENTS Students wishing to participate in inter-collegiate athletics on a Division I or Division II level must abide by NCAA guidelines. Students must register and be certified by the NCAA Eligibility Center. The NCAA selects courses from English, Math, Social Studies, Science and World Language to use in their core course guideline. Students should be aware some courses offered at Benilde-St. Margaret's School do not meet NCAA core course guidelines. Following is a list of courses offered at BSM that are not approved by the NCAA: Not Approved For additional information about DI or DII course, grade and test score requirements please go to the NCAA website: www.eligibiltycenter.org. Select: "enter here>"resources">"US Students">"Eligibility Quick Reference Sheet" AUDITING A CLASS Sometimes a student may need to take a course for review or to strengthen his/her skills in order to progress through the sequence in an academic area. This can be done through auditing a class. Although a student receives a grade that is reflected on his/her permanent record, he/she does not receive credit for the audited class. The grade is not computed into a student's cumulative grade point average. The student should make arrangements to audit a class by contacting his/her counselor. BSM HOUR Each student will be scheduled for a BSM (Body, Spirit, Mind) Hour during the regular school day for both semesters. During the BSM Hour all students will earn their Physical Education/Wellness credit. Physical Education meets two days per week for freshmen. For sophomores, juniors, and seniors, Wellness meets approximately one day a week. Students will also be required to attend sessions with their academic counselor during their BSM hour throughout the school year. In addition, students will have access to resource centers in various disciplines (Math and Writing) and have expanded opportunities for peer tutoring, music sectionals, college and career planning, fitness activities, technology assistance, meetings with counselors or the campus minister and time for individual and group work. The BSM Hour is an integral part of the academic mission of the school and is not optional. Policies and Procedures COURSE CHANGE POLICY Students register for courses in the spring of each year, and it is important for students to select courses carefully. The BSM Program of Studies contains a listing of all courses offered, and prerequisite information is noted if appropriate. Course requests are carefully reviewed by each academic department after semester two grades have been posted. Students who do not meet the necessary course prerequisite will be placed in the appropriate level or may be asked to make an alternate course choice. Administration will place a student in a course necessary to fulfill graduation requirements if an alternate selection is not chosen. The administration reserves the right to cancel any course with insufficient numbers or where changes in personnel are required. Changes prior to the start of school: In late summer students are required to attend one of the two Round-up days, during which they will review their preliminary schedule and may make adjustments during this period. All changes are subject to class space availability. After the start of school: Based on the recommendation of your guidance counselor and appropriate department chair, a course change may be approved after the start of the school year, taking into account the following guidelines: □ All changes must be made by the date set by administration, usually the end of the first week of school. □ A change request form must be completed. □ Teacher and hour preference are not considered valid reasons for a schedule change. □ All changes are subject to available class space. □ All change requests must be made with the assigned guidance counselor. Level Changes Students are placed in the course level most appropriate to their academic ability. Each department allows a four-week period at the beginning of first semester to confirm that a student is in the most appropriate course level. In some cases, a level change adjustment may become necessary to insure the best possible academic experience for a student. Level changes may be initiated by the student or teacher. Students are encouraged to speak with the instructor of the course if they feel they need a level change. The teacher will speak with the student's academic counselor, their department chair and a parent. If a change is warranted, the department chair will confirm the change with the academic counselor. Every effort is made not to disrupt the entire student schedule; however, it may be necessary to adjust one or more additional courses to accommodate a level change. HONORS COURSES Honors courses are designed to challenge our most capable and motivated students by providing them with clearly stated expectations that specify the rigorous nature of the curriculum. Expectations may include the following criteria: 1. Clearly defined, measurable prerequisites for placement in the honors level course. 2. Material that is covered more extensively or at an accelerated pace. 3. Course activities and assessments that require students to demonstrate advanced skills in critical thinking, analysis, interpretation, and synthesis. 4. Course requirements may include completion of a significant project, presentation, or research paper. Policies and Procedures POST-SECONDARY ENROLLMENT OPTIONS (PSEO) Students wishing to take college courses while in high school may want to consider PSEO. Juniors and seniors are allowed to apply for PSEO part time. Several guidelines and requirements have been set for BSM students to participate in this program. Detailed information regarding BSM's PSEO policy can be obtained from the student's guidance counselor. SHORTAGE OF CREDITS Students are required to be making satisfactory progress toward graduation in order to be allowed to continue enrollment at Benilde-St. Margaret's School. If a student fails a course and is subsequently short the required number of credits toward graduation, it is the responsibility of the student and his/her parents to make arrangements to make up the failed course and the loss of credit. Credit may be recovered by enrolling in an approved course offered at BSM, a local high school, community college summer or evening program, or an online course. The course must be approved by the appropriate BSM department head prior to enrollment. STUDY ABROAD PROGRAM Students choosing to spend one or more semesters studying abroad will need to see their counselor to discuss arrangements. Issues concerning transfer of grades, and credits earned through studying abroad will be discussed. Prior to leaving, the student must have written consent from the principal. Students should be aware Benilde-St. Margaret's School graduation requirements will not be waived and will need to be completed in order for the student to graduate. WITHDRAWALS FROM A COURSE Withdraw Procedure After approved schedule changes have been made, withdrawals from a course are strongly discouraged. A student may withdraw from a course during the first six weeks of the semester if consent is obtained from the student's parent/guardian, his/her counselor, and the teacher of the course. If a student withdraws from a course within the six-week period, a "W" is placed on the transcript. After the first six weeks of the semester, no withdrawals will be permitted except for serious and prolonged illness or other unavoidable emergencies. Students who withdraw from a class after the first six weeks of the semester will receive a "WF" on their permanent record. Withdrawal from a Yearlong Course When enrolling in a yearlong course, students should expect to remain in the course for both semesters. When applying to colleges, students are required to list their course of studies. A college will look for successful completion of a yearlong course. A grade issued for only one semester of a yearlong course may be a red flag to a college admissions office. Any student wishing to withdraw from a yearlong course must receive permission from the instructor of the course. Business Accounting (S2) One semester, one credit, open to sophomores, juniors, and seniors. This course will provide a realistic approach to learning integrated accounting principles and methods. Basic accounting procedures including business transactions, financial statements, accounting systems and procedures, and banking services will be covered. This course provides an understanding of principles, concepts, and procedures of accounting that every student should have for personal and business use. Business Management (S1) (S2) One semester, one credit, open to juniors, and seniors. Did you ever wonder what it takes to operate and manage your own business? Are you the next Bill Gates or Oprah Winfrey? This course gives students the knowledge to create a business while exploring various business concepts. The class includes units on entrepreneurship, product development, finance, marketing, ethics, and strategic and operations management. The course will culminate with students developing and presenting a business plan on a business concept of their choosing. Business and Personal Law (S1) One semester, one credit, open to freshmen, sophomores, juniors and seniors. Classes will be grouped by grade level. Are you curious about the law and how it affects you? This course will give students a solid foundation in business and personal law topics that affect them on a daily basis. In addition, the course will provide a thorough look at individual rights while studying critical areas of the Bill of Rights. Students will be challenged to think analytically as they study classic legal cases as well as recently decided cases. The course will include the following topics: sources and kinds of law, the court system, ethics, contracts, law of sales, consumer law, family law, and wills and trusts. Additional topics may be added as time permits. Personal Financial Management (S1) (S2) One semester, one credit, open to juniors and seniors. Do you plan to live on your own someday? Apply for a credit card or a car loan? Set up a savings and checking account? Financial literacy among teens has been recognized as a necessity to assure financial success. Personal Financial Management helps students become financially literate by gaining knowledge in the areas of banking services, using credit wisely, planning savings and investments, selecting appropriate insurance coverage, buying or leasing a first car, and developing techniques for personal money management. Principles of Investing (S1) (S2) One semester, one credit, open to seniors. This course will cover the basic principles of investing from the perspective of a professional portfolio manager. Course content includes valuation models, risk assessment, analysis of financial securities, portfolio theory and maintenance, and the time value of money. Students will have the opportunity to manage a live six-figure stock and bond portfolio that is part of the BSM endowment fund. Outside speakers and visits to local investment firms will contribute to the classroom learning experience. Sports and Entertainment Marketing (S1) (S2) One semester, one credit, open to juniors and seniors. MTV, the Minnesota Gophers, the Vikings, Disney World, movies, stadiums, salary caps, the Emmy's, NCAA, and endorsements. If these topics appeal to you, then you will like Sports and Entertainment Marketing. Sports and Entertainment Marketing will take students on a step-by-step journey through the world of marketing as it pertains to the sports and entertainment industry. Fans and companies spend billions of dollars each year on sports. The entertainment industry is one of the largest exports of the United States. Some of the areas of discussion will be marketing products and services through sports and entertainment, public relations, promotions, legal issues, and marketing plans. Students will produce an entertainment or sporting related project incorporating the knowledge and skills gained in the course. English Freshman Enrollment in a yearlong English course is required. Placement is based on test scores and teacher recommendation. Enrollment in English Composition is concurrent with English 9. English 9 (YR) Two semesters, two credits, required. The goals of English 9 are to help the student grow in appreciation of literature, develop critical thinking skills, express him/herself in an articulate manner both orally and in writing, and to effect a better command of the English language. Writing skills, with a review of the fundamentals of grammar, are stressed with emphasis on paragraph structure and the five-paragraph essay format. Short stories, plays, essays, and novels are read and studied. A vocabulary program is also part of the curriculum. Students should anticipate a required reading over the summer. English Composition (YR) Two semesters, two credits, open to freshmen. Enrollment is based on the Explore test results and/or teacher recommendation. Concurrent with English 9. This course seeks to improve reading and writing skills for students who have demonstrated difficulty in these areas. The aim of this class is to help those students with particular needs in language skills become more confident, so that they will be better equipped to deal with the demands of English 9 and beyond. The structure of this year long course, paired with English 9, promotes individualized instruction and deeper understanding in all areas of English Language Arts, particularly with writing and reading comprehension. This paired course will cover the reading and writing skills required in English 9, and will allow for deeper instruction in these skills. Text selection follows the core curriculum of English 9, and students have the opportunity to read the other texts during silent sustained reading, which occurs every day. This course does not meet the core course requirements of the NCAA. Honors English 9 (YR) Two semesters, two credits, open to freshmen. Prerequisite: Score in the 95 th percentile in the English and Reading sections of the EXPLORE test. This course is for students who possess superior language arts skills and have the desire to learn at an intense and accelerated pace. Students will examine the principal literary genres in a varied selection of approximately 15 texts, ranging from Greek drama to contemporary novels. The focus of the class will be critical analysis of the literature through discussion and writing. A vocabulary program is also included in the curriculum. Students should anticipate required reading over the summer. Sophomore. Enrollment in a yearlong English 10 course is required. In addition, these elective options (listed under "Senior") are available to sophomores: Creative Writing, Debate, Eco-Writing, Journalistic Writing, Mythology, Shakespeare, Twentieth Century Drama, and Video Journalism English 10 (YR) Two semesters, two credits, required. The English 10 reading program explores a variety of literary genres, the study of which will develop and advance those critical and interpretative reading skills introduced in English 9. The first semester focuses on literature covering six novels and/or plays. The composition portion of this course reviews paragraph development and multi-paragraph essays, including an emphasis on research skills. Included in the second semester are a research unit and a speech unit in which students will gain experience in organizing and delivering formal and informal oral presentations. A vocabulary program is also part of the curriculum. Students should anticipate a required reading over the summer. Honors English 10 (YR) Two semesters, two credits, open to sophomores. Prerequisite: Honors English 9 or English 9 with a grade of "B" or above in both semesters of Honors English 9 OR an "A" in both semesters of English 9 in addition to the English department placement test score. This course is intended for students who demonstrate superior language arts skills and have the desire to learn at an accelerated pace. Students read approximately 10 classic and contemporary novels and plays from Greek, European, and American literature and selected works of poetry. The intensive writing program includes multiparagraph essays of various forms. Also included in the course are a research project and a speech unit in which students gain experience in organizing and delivering formal and informal oral presentations. A vocabulary program is also part of the curriculum. Students should anticipate required reading over the summer. English Junior Juniors are required to take one of the following options: Option 1: American Literature and Advanced Composition-one each semester Option 2: Advanced Composition (S1) and American Studies (S2) Option 3: AP Language and Composition- for the full year In addition, with the two exceptions of AP English Literature and Composition, and Non-Fiction Writing, juniors may choose to enroll in any English electives listed under "Senior." Advanced Composition (S1) (S2) One semester, one credit open to juniors. This course prepares students for college writing assignments. With an emphasis on both structure and style, this course focuses on fundamental writing skills. Students will gain familiarity with and feel confident using different forms of writing, including argumentation, critical analysis, narration, description, and research writing. Students will master the basics of grammar, mechanics, and usage; in addition, they will develop their own voices as writers and learn how to make the structure and form of their writing match its content. Students enrolled in Advanced Composition first semester must complete the required summer American Literature reading assignment. American Literature (S1) (S2) One semester, one credit, open to juniors. The course focuses on developing a foundation in the American Literature canon while examining American culture as seen through novels, poetry, history, and art. Students should anticipate required reading over the summer. American Studies/English (S2) One semester, two credits, open to juniors. Prerequisite: In addition to a grade of "B" or higher in both sophomore and first quarter junior year English and Social Studies classes, students must enroll in first semester Advanced Composition. Semester two students must enroll in American Studies English and American Studies Social. This course fulfills the second semester American Literature English requirement. This course blends US historical events and themes in American literature to provide students with a comprehensive social, political, economic, and literary history. Five time periods each reflecting different epochs will be team taught: Great Depression, World War 2, Civil Rights, Cold War Conflict, and Challenges of Modern American Society. Having both literary and historical figures illuminating the human experience, American Studies fosters a deeper understanding of the principles, problems and issues basic to the establishment of our country. This understanding is essential for students to fully appreciate the complexities of history as it unfolds in modern times. Students enrolled in this course will meet two consecutive class periods. AP Language and Composition (YR) Two semesters, two credits, open to juniors. Prerequisite: English 10 with a grade of "A" in both semesters OR Honors English 10 with a grade of "B" or higher in both semesters. In addition, prospective students must take the department placement test to determine their readiness for this course. This accelerated writing course is taken in lieu of Advanced Composition and American Literature and is designed for those students who possess advanced writing skills. It is designed to further challenge those students as writers and to prepare them for more complex writing situations. Students will be required to complete a major writing project along with a variety of formal, informal, and in-class essays. In addition, students will be required to read several texts over the course of the year, focusing on American culture and rhetoric in fiction and nonfiction pieces. This is a reading- and writing- intensive course. NOTE: This course fulfills both the junior Advanced Composition and American Literature requirements. English Senior Enrollment in two English electives is required. One elective per semester. AP English Literature and Composition (YR) Prerequisite: A grade of "A" in both junior year English courses and/or "B" or higher in AP Language and Composition. Two semesters, two credits, open to seniors. This is an intense, college-level course in the reading and critical analysis of literature with a heavy emphasis on formal expository composition. A range of literature representative of different genres and historical periods will be read, including approximately 10 novels, a dozen short stories, four to five plays, and a wide selection of poetry. This yearlong course is a preparation for the AP Literature exam that is given in mid-May. Thus, it is expected that students taking this course will also take the AP Literature exam. Students should anticipate required reading over the summer. Advanced Film (S2) One semester, one credit, open to juniors and seniors. Prerequisite: Film Studies Advanced Film is for students who wish to continue their study of film beyond the Film Studies course. Students will analyze screenplays, write original screenplays, and study narrative structure in film. This course combines further analysis of film with more opportunities for digital filmmaking. Students will make a variety of short films (documentaries, narrative, and experimental). This course does not meet the core course requirements of the NCAA. Creative Writing (S1) (S2) One semester, one credit, open to sophomores, juniors, and seniors. This course is for those students who love to write and who want to develop their craft. The class will expose students to a variety of forms of the written word in order to cultivate creativity and enhance students' forms of expression. Stories, plays, scripts, and poetry will be used as both examples and tools in this class, which offers students the opportunity to broaden their creative horizons, develop their own voices, refine their individual techniques, and share their writing in the classroom and beyond. Debate (S1) (S2) One semester, one credit, open to sophomores, juniors, and seniors. Students in this course will learn effective argumentation and the principles of debate. They will study valid persuasion techniques as a defense against irrational argument and use these techniques to influence others. Students will be involved in researching topics, learning debate techniques and terms, and improving speaking skills. Many types of debate will be covered in the class. No previous experience in debate is necessary, and students may enroll in the course without being on the school's debate team. Students who have experience in at least one season on a debate team may not enroll in the Debate course. Film Studies (S1) (S2) One semester, one credit, open to juniors and seniors. This course is for students who are genuinely interested in film as a contemporary means of communication and art. The course will cover a history of film along with various genres from classic to contemporary. Students will be expected to write often, putting into practice critical thinking skills as they respond to various films. Students will also have the opportunity to make their own digital short films. Because of the high level of writing and discussing, the course will be much more than just watching movies. This course does not meet the core course requirements of the NCAA. Great American Novels (S2) One semester, one credit, open to juniors and seniors. This discussion-based course is for students who want to have a grasp of American classics as they prepare for college. It picks up where American Literature leaves off, focusing on great novels from the Twentieth Century. Students will explore how American novels reflect the diversity of the American experience. English Immigrant Literature-Stories and Voices from Minnesota and Around the World (S2) One semester, one credit, open to juniors and seniors. This literature-based course is for students who enjoy a book-club style seminar and an opportunity to discuss how story and memory intersect among immigrants living in the United States. Students will read a variety of stories from immigrants both in Minnesota and around the world. Mythology (S2) One semester, one credit, open to sophomores, juniors, and seniors. This course covers a wide range of myths from various countries and time periods. From these, students will examine the universal archetypes underlying many of the world's cultures and, as a result, will seek to broaden their understanding of their own culture. The primary texts will be Edith Hamilton's Mythology and Joseph Campbell's The Power of Myth, but the course will also pursue many other avenues for studying myth in the modern world. Non-Fiction Writing (S1) One semester, one credit course, open to seniors. This course focuses on non-fiction essay writing and is geared toward students who have completed either Advanced Composition or AP Language and Composition. With an emphasis on the writing process, this class is taught as a writing workshop with students actively working in small and large groups on their essays. Non-Fiction Writing Blended Online (S1) One semester, one credit course, open to seniors. This course follows the same curriculum as Nonfiction Writing. Students will attend class two to three days a week for direct instruction, writing group activities, and full class discussion. The remaining days will be dedicated to student writing and writing group activities outside the classroom. Further, the instructor will offer office hours during this time to enable individual instruction. Science Fiction Literature (S1) One semester, one credit, open to juniors and seniors. This course is for students who want to examine the genre of science fiction as important and deserving of intelligent consideration and commentary. Using short stories, this course examines the development of science fiction over time. Novels will be read in order to examine what this genre – which is filled with what seem to be non-realities and impossibilities – has to offer to our present day world and issues. Shakespeare (S2) One semester, one credit, open to sophomores, juniors, and seniors. Several of the major plays of Shakespeare will be read and discussed in this course, with special emphasis on Shakespeare's understanding of human nature as shown by his character portrayals. Shakespeare will be considered from the point of view of his timelessness, his showmanship, and his relevance for modern teenagers. This course is intended for the student seriously interested in interpreting, analyzing, and enjoying Shakespeare's philosophy of life. Sports Writing (S1) (S2) One semester, one credit, open to seniors. With the goal of developing each student's voice as a sports writer, this course focuses on teaching students the art of writing within the world of sports. Through composing game recaps, player profiles, sports narratives, sports commentaries, completing a semester-long sports-based research writing project, and becoming editors of each other's essays, students will develop their writing skills and refine their writing style. This course does not meet the core course requirements of the NCAA. Twentieth Century Drama (S1) One semester, one credit, open to sophomores, juniors and seniors. This course introduces students to some of the most noted playwrights and the major dramatic movements of the twentieth century. We will look at a variety of plays as reflections of and reactions to their social and historical context and try to understand what they tell us about our world and ourselves. This course does not meet the core course requirements of the NCAA. English Summer Option with additional fee: Eco-Writing (S1) One credit course, offered as summer option, open to sophomores, juniors and seniors. Eco-Writing is for students who love the outdoors and want to write about it! This will be a blended online summer course with classes meeting June 19, 21 and 23, culminating with a week-long canoe trip at Lake Trails Base Camp in Oak Island, MN, from July 7 – 15, 2017. The class will expose students to legendary nature writers such as John Muir, Aldo Leopold, Sigurd Olson and Mary Oliver. Students will develop their own "listening point" and create their own field journals; they will also learn to write reflectively and persuasively about the world around them. A final project will be due the week following our return. NOTE: Sophomores and juniors enrolling in this course must enroll in the required English options available for that grade level. Seniors may use this elective as one of their two required English electives during their senior year. The overall minimum of 12.5 credits per semester is still required. Journalism Editorial Leadership: Knight Errant (YR) Two semesters, two credits, open to juniors and seniors. Prerequisite: two semesters of Journalism classes, application, and teacher approval. Seniors enrolled in Editorial Leadership must enroll in one additional English course each semester. Juniors enrolled in Editorial Leadership must enroll in required English courses. Students who take this hands-on course will oversee production of the print and online editions of the Knight Errant. They will be responsible for all aspects of the publication. As the editorial board of the Knight Errant, students in this class will coordinate the work of the students in the Journalistic Writing, Video Journalism, Photojournalism, and Graphic Design classes, in addition to creating their own content for publication. Each student in the class will be assigned a specific leadership role. This course does not meet the core course requirements of the NCAA. Journalistic Writing (S1) (S2) One semesters, one credit, open to sophomores, juniors and seniors. Sophomores and Juniors enrolled in Journalistic Writing must enroll in required English courses. Students who take this hand-on course will produce the written content for the print and online editions of the Knight Errant. They will work in conjunction with students in the Editorial Leadership class who will guide them through the writing process, from the conception of ideas to the final published product. Students in this class will explore the different styles of writing encompassed in the Knight Errant, including interview-based stories for the news, sports, and feature sections as well as opinion and review writing. With an emphasis on writing clear, concise, and engaging prose, this class will help students develop and hone their writing skills and provide them with an authentic audience for their writing. This course may be repeated. Video Journalism (S1) (S2) One semester, one credit, open to sophomores, juniors and seniors. Seniors enrolled in Video Journalism must enroll in one additional English course each semester. Sophomores and Juniors enrolled in Video Journalism must enroll in required English courses. This course is designed to give students the ability to communicate in the video age-whether for the Knight Errant online, public relations, nonprofits, or social networking. Students will learn digital storytelling to communicate their ideas, rather than simply the technical knowledge of shooting and editing video. This course is all about creativity and hands-on learning. At the end, students should be comfortable in the video storytelling processfrom the flash of an idea to the finished product on the screen, in the field, and in the studio classroom. This course may be repeated. This course does not meet the core course requirements of the NCAA. Fine Art All students are required to complete two semesters of a fine arts course, either art or music before graduation. Art The art program at BSM provides students with the opportunity for developing creativity, imagination and effective visual expression, with a link to cultural history. Art & Design is a foundation course that fulfills one of two fine arts credits required for graduation. Following this prerequisite class, a student may enroll in classes involving more specific media and techniques. Art & Design (S1) (S2) One semester, one credit. Art & Design is the foundational art course at BSM; students must successfully complete Art & Design before taking other art electives. The course is designed to introduce students to a variety of material, both 2dimensional and 3-dimensional. The course focuses on developing students' understanding of the artistic process, which includes: - Developing Craft - Engaging and Persisting - Envisioning and Observing - Reflecting and Evaluating - Stretching and Exploring - Understanding the Art World - Collaboration and Community Engagement 3D Make it: Design and Build (S1) (S2) One semester, one credit. Prerequisite: Art & Design. Makers are creative, resourceful and curious people. This course will encourage students to develop projects that demonstrate how they can interact with the world around them. Students will apply the powers of imagination, curiosity, problem solving and risk taking to create art, engineering and technology projects. Projects may include architecture, digital drafting, design and building 3D sculptures, models and intended installation pieces. Clay I (S1) (S2) One semester, one credit. Prerequisite: Art & Design. In this course students will be introduced to both hand building and wheel throwing. Students will learn to design and build forms using various methods and learn to throw useful objects using the potter's wheel. Students learn to work with the properties of clay and glaze through progressively more challenging projects. A majority of the class time will be spent working on projects. All materials, tools, and equipment will be provided. Clay II (S1) (S2) One semester, one credit. Prerequisite: Clay I. This course is for students who wish to further explore three-dimensional design and content. Students will develop problem solving skills, persistence, and creativity, along with skills in wheel throwing, surface decoration and sculpture. Drawing & Painting I (S1) (S2) One semester, one credit. Prerequisite: Art & Design. This course is designed for students who like to draw and paint. Students will learn skills and techniques in a variety of drawing and painting materials including charcoal, chalk pastel, watercolor pencil, oil pastel, watercolor paint, acrylic paint, and oil paint. Class work focuses on developing skills and developing student voice. Fine Art Drawing & Painting II (S1) (S2) One semester, one credit. Prerequisite: Drawing I, Painting I or Drawing and Painting I This course further explores a variety of drawing and painting media. Students will focus on developing skills and exploring both realistic and abstract subject matter. Students are often given free choice in use of materials and self-expression. Graphic Design (S1) (S2) One semester, one credit. Prerequisite: Art & Design and teacher approval. Imagine a Starbucks cup, a Nike shoe, or the iPhone. How many brands or companies could you name just by looking at their logo? Graphic designers are the creative minds that help make the visual connection between successful logos and the brands they represent. Advertising, clothing, magazines, print product and web design all use graphic design skills. We live in a highly visual world and graphic design makes visual communication more exciting. In this class students will learn to use Adobe Photoshop, Illustrator and InDesign, as well as learn fundamental principles of design and typography. One semester, one credit, open to sophomores, juniors and seniors. Photography I (S1) (S2) Prerequisite: Art & Design. In Photography I, students will learn to use manual settings on a 35mm camera, compose strong photographs, develop film, print negatives, and be introduced to some basic digital skills, Photoshop Lightroom, and Photoshop programs. Assignments will include composition techniques, portraits, landscapes and environment. Experimental darkroom techniques will be explored to enhance images. All students are expected to provide their own 35mm film camera (automatic cameras are acceptable) and have access to a digital camera as well. One semester, one credit, open to sophomores, juniors, and seniors. Photography II (S1) (S2) Prerequisite: Photography I. This course continues the exploration and perfection of photographic techniques and camera controls in both film and digital photography. Photoshop and Photoshop Lightroom skill sets will be expanded as well as additional darkroom skills building on the Photography 1 experience. The focus of the course is on developing a personal photographic style while building a digital skill set. All students enrolled in this class must have access to their own film and digital cameras. Photojournalism (S1) (S2) One semester, one credit. Prerequisite: Art and Design, Photography I and teacher approval. This course is designed to teach students the fundamentals and technical skills of photojournalism. Students will become a "reporter with a camera," and work closely with the Knight Errant in addition to other skill building exercises. The class will cover a variety of photojournalistic subjects; general news, sports, features, speakers, environmental portraits, editorial illustrations, caption writing and photo essays. Students will learn to produce high-quality photographs that attract attention to a news story, and develop a photojournalist eye. In Photojournalism students will utilize and build upon basic photography skills: composition, lighting, camera technique, color correction, etc., so pictures communicate meaning to people who were not there to witness the event. This course may be repeated. Fine Art Studio Art Studio level courses may be repeated. Students must have successfully completed the first two levels of one medium to be eligible for enrollment. One semester, one credit. Ceramic Arts Studio (S1) (S2) Prerequisites: Clay I and Clay II. This course is for students who have a desire to further investigate sculptural and wheel thrown forms. Students will work with the teacher in determining projects and their objectives. The focus will be on improving skills students have begun to develop and on exploring the relationship between form, surface design, and original content. Drawing & Painting Studio (S1) (S2) One semester, one credit. Prerequisites: Drawing II, Painting II or Drawing & Painting II This course is designed for students who have a desire to further develop technique and expression in drawing and painting. It is recommended to take this course before AP Studio Art. Students will develop series of artworks throughout the semester based on designated themes but emphasizing student choice. Graphic Design Studio (S1) (S2) One semester, one credit. Prerequisites: Graphic Design. The focus will be on improving and expanding design skills students have already begun to develop. Students will have the opportunity to explore projects that fit personal interests while also highlighting their strengths and challenging their ability to communicate design effectively. Students will work closely with the Knight Errant staff to enhance the visual components of publications. Photography Studio (S1) (S2) One semester, one credit. Prerequisites: Photography I, Photography II. This course is for students who have a desire to further investigate photography. Students and teacher will collaborate on the designing of projects that will improve photographic skills and aid in the creation of a student portfolio. Fine Art Advanced Placement Studio Art The AP Studio Art course allows students the opportunity to earn college credit. In place of a traditional written exam, students submit a portfolio of their work for review. The portfolio includes both a breadth section, showcasing range and abilities, and a concentration section, a long term investigation of the students own developing. The number of pieces and requirements vary between portfolios. The instructor will introduce the requirements of the College Board and assist students. The AP Studio Art courses are largely student-directed and self-motivation is necessary for success. AP Studio Art is an equal access course, however, the art department highly encourages students to complete all levels, including Studio, leading up to the AP course in their given medium to benefit from a strong base of quality work to consider and build upon. AP Studio Art: Photography (S1) (S2) One semester, one credit, open to juniors and seniors. Prerequisites: Photography I and II. The work included in the portfolio may come from any semester of painting, drawing, silkscreen or photography; however, the emphasis must be on photography. A base of 15-20 quality artworks is recommended before registering for this course. AP Studio Art: Drawing & Painting (S1) (S2) One semester, one credit, open to juniors and seniors. Prerequisites: Studio Painting, Studio Drawing or Drawing & Painting Studio AP Studio art is a portfolio-based course. It is highly recommended that students who intend to submit an AP portfolio enroll in two semesters of the course. On average, students enrolled in both semesters will complete 15 artworks. The AP portfolio requires 24 artworks; students may use artworks created outside of class to reach the required number of artworks. AP Studio Art encourages students to explore their own interests in art. AP Studio Art: 3-D Design (S1) (S2) One semester, one credit, open to juniors and seniors. Prerequisites: Clay I and Clay II. The work included in this portfolio will come from several semesters of clay. A base of 15 quality artworks is recommended before registering for this course. A minimum of five semesters of clay, including 2-3 semesters of AP, is necessary to experience the content and produce the number and types of work required by the College Board. Students serious about submitting an AP Studio Art: 3-D Design portfolio need to sign up for TWO semesters of AP their senior year. Fine Art Music The music department recognizes the importance of music in developing a student's self-esteem and the value of nurturing an appreciation for music. Outside of the formal course offerings, students may take part in the following extracurricular groups: Pop Choir, Brass Quartet, Madrigal Group, Jazz Band. These groups generally meet before or after school and do not satisfy a Fine Art requirement. The students also have the opportunity to be involved in the Metro West Conference Choir and Band Festivals, Honor Band and Honor Choir, Small Group Contest, and spring tour. Choir (S1) (S2) One semester, one credit, open to freshmen, sophomores, juniors and seniors. This course is designed for students who like to sing. A wide selection of music is rehearsed and performed throughout the school year. Music includes sacred, classical, and contemporary tunes. Students will have an opportunity to work on solos and ensembles for a contest/festival. Attendance is required at all performances, including school liturgies, concerts and other performances scheduled by the director. It is recommended, but not necessary, to enroll in both semesters of choir. Based on enrollment and at the discretion of the instructors, students may be placed in one of the following choirs: Concert Choir – open to freshmen, sophomores, juniors, and seniors. Chamber Choir – open to sophomores, juniors and seniors. Music Theory (S1) (S2) One semester, one credit, open to freshmen, sophomores, juniors, and seniors. Prerequisite: Must be able to read music. This course will include a basic understanding of the fundamentals of music. Focusing on key signatures, scales, modes, and chord progressions, the student will learn to develop his/her own music with an understanding of creative composition using Finale music notation software. Concert Band (S1) (S2) One semester, one credit, open to freshmen, sophomores, juniors, and seniors. Prerequisite: A minimum of two years of band experience. Students will perform a wide variety of music: overtures, marches, lighter classics, and pop tunes. Students will work on improving their rhythm, technique, and style. Public performances will include concerts, athletic events, and a contest/festival with an opportunity for solo and ensemble playing. Attendance is required at major performances, athletic events and other events scheduled by the director. It is recommended, but not necessary, to enroll in both semesters of this course. String Orchestra (S1) (S2) One semester, .5 credit open to freshmen, sophomores, juniors and seniors. This class will meet before school twice a week with regular once a week small group lesson during BSM hour. Weekly private lessons outside of school are strongly encouraged. String Orchestra participates in school liturgies. This course builds upon the skills developed in junior high, continuing to increase musical awareness, refinement of technique, and performance skills, including various styles and periods of music. The repertoire studied covers a large spectrum from classics to pop to contemporary and liturgical music. Performances in a variety of venues including school mass, community and school events, and seasonal concerts with band and choir will require some after-school and before-school participation. Practice retreats are scheduled in the fall and spring. Extended weekend tours out of state are planned every other year. General Electives Acting (S1) One semester, one credit, open to all grade levels. This course is designed to explore all aspects of dramatic performance. Students will study a variety of monologues, scenes, and short plays while working on skills of movement, breathing, articulation, and interpretation. Students who enroll in this class should primarily be interested in performing; all levels of interest and ability in the acting process will be encouraged and developed. One semester, one credit, open to all grade levels. Coding and Agile Development (S1) (S2) Preference given to freshmen. In this class, students are introduced to AGILE project development, while using various coding languages. Students will use a set of principles for software development in which requirements and solutions evolve through collaboration between self-organizing, cross-functional teams. Students will work together to build software and hardware to interact with, and impact, the world around them. Teacher Assistant (S1) (S2) One semester, open to sophomores, juniors, and seniors. .5 credit: 1-4 days/week plus 7 graded courses OR1 credit: 5 days/week plus 7graded courses Students have the opportunity to use their expertise in a subject area by serving as an assistant to a teacher. Students should contact the instructor they are interested in assisting. Students are placed in TA positions two weeks after the start of the semester. Students will receive a P (pass) /NP (no pass) notation on their Technology Integration Assistant (S1) (S2) .5 credit: 1-4 days/week plus 7 graded courses, open to all grade levels Students must submit an application form. Admission based on the application and availability of staff position. Develop your technology skills working in the BSM technology helpdesk and assisting students and teachers with software and hardware needs. The knowledge and skills gained through this class include being able to troubleshoot issues with Mac/iOS operating systems, projectors, interactive displays, wireless networks, printing, scanning. Students will also become more proficient with multiple software platforms including Office, Google apps, iOS & Adobe Creative Suite. Students will work with teachers and students on projects that support teaching and learning at BSM. Students may opt to pursue CompTIA A+ certification (testing fee of approximately $195). Students will receive a P (pass) /NP (no pass) notation on their academic transcript. Yearbook I - Sangraal (YR) Two semesters, two credits, open to sophomores, juniors and seniors. Prerequisite: Students must submit an application form. Admission will be based on the application, and availability of staff positions. This course will allow students to learn about journalism, photography, principles of design, the use of Adobe InDesign, YearTech and Adobe Photoshop through a hands-on manner while producing the senior high yearbook. Staff members will be actively engaged in the production process throughout the school year. Staff responsibilities will range from conducting interviews, taking photographs, writing copy and designing page layouts. Yearbook II - Sangraal (YR) Two semesters, two credits, open to juniors and seniors. Prerequisite: Yearbook I and instructor approval. Yearbook II is open to students who have been assigned editorial positions on the upcoming Sangraal staff. The production process will be further explored through performing editorial duties, such as supervising staff members, editing proofs, and communicating with the production plant. Yearbook III - Sangraal (YR) Two semesters, two credits, open to seniors. Prerequisite: Yearbook II and instructor approval. Guidance The Benilde-St. Margaret's guidance department provides many services to students and parents. For more detailed information regarding all services provided, students and parents are encouraged to visit the BSM website (www.BSMschool.org) click on "Academics" then, from the left menu, select "Guidance/College and Career." Academic Support (S1) (S2) Open to sophomores, juniors, and seniors. One or two semesters, no credit. This course provides students the opportunity to receive academic and organizational support in a supervised study hall format. This class supports students with a documented diagnosis that affects their ability to perform in a school setting. Career/College Planning (S2) One semester course, .5 credits, required of all juniors. This workshop provides students the opportunity to make well-informed decisions regarding their future education and career. Components of the workshop include an all-day event on college and career planning, completion of a portfolio of work, and attendance at the BSM College Fair. During the all-day event students will attend sessions on a variety of helpful topics to aid them in the college planning and application process. Each student is required to complete a portfolio of work building on the information they receive at the event. Students will be required to use online resources to complete their portfolio. Students are required and parents are encouraged to attend an individual meeting with their guidance and college counselor. This meeting will be scheduled by the guidance office during the spring of junior year. Students will receive a P (pass) /NP (no pass) notation on their academic transcript. Learning Lab (S1) (S2) One or two semesters, .5 credits per semester, open to freshmen. Students have the opportunity to receive academic and organizational support in this study hall supervised by the learning specialist. Students will receive a P (pass) /NP (no pass) notation on their academic transcript. This class supports students with a documented diagnosis that affects their ability to perform in a school setting. Think, Learn, Communicate (TLC) (S1) (S2) One semester course, one credit, open to freshmen. Do you want to learn more about yourself and relate to others in a more effective way? Would you like to improve your self-confidence? Would you like to meet and get to know other students? Well, this may be the course for you! This course focuses on personal development and is designed to empower the student to reach their full potential in high school and beyond by teaching students how to improve self-confidence, relationships with family and friends, and academics. Specifically, the course includes three essential strategies for selfdiscovery: Thinking-taking healthy risks, monitoring moods, attitudes and emotional IQ; Learning-improve organization, goal setting, decision making, eliminating distractions and develop study skills; Communication-improving listening assertiveness and conflict resolution skills. This is a great course for students to meet other students as there is a great deal of self-reflection and class discussion. Health, Wellness and PhyEd One semester, one credit, required of all freshmen. Health (S1) (S2) The health curriculum is designed to assist the students in making healthy choices. Topics of study include personal health, nutrition, mental health, substance abuse, stress management, physical fitness, body systems, marriage and family planning, as well as CPR. Two semesters, .5-credits per semester, required of all freshmen. Physical Education 9 (YR) This is an activity-based course that involves instruction and participation in individual as well as team sports. The different team sports include but are not limited to speedball, flag football, volleyball, cricket, and floor hockey. In addition, individual activities include weight training and conditioning, physical fitness testing, orienteering, heart rate monitor training, and archery. Wellness 10 (YR) Two semesters, .5 credits per year, required of all sophomores. Sophomores participate in a wellness activity elective one day per week. Options include a variety of fitness programs, recreational games, outdoor activities, cooking and sports nutrition, relaxation and stress reduction, dance, woodworking, and fiber arts. Wellness activities are also available to students on a drop-in basis during their BSM hour. Wellness 11 (YR) Two semesters, .5 credits per year, required of all juniors. Juniors take a curriculum-based wellness class one day per week for one quarter and participate in a wellness activity elective one day per week the other quarters. Activity options include a variety of fitness programs, recreational games, outdoor activities, cooking and sports nutrition, relaxation and stress reduction, dance, woodworking, and fiber arts. Wellness activities are also available to students on a drop-in basis during their BSM hour. Wellness 12 (YR) Two semesters, .5 credits per year, required of all seniors. Seniors participate in a wellness activity elective one day per week. Options include a variety of fitness programs, recreational games, outdoor activities, cooking and sports nutrition, relaxation and stress reduction, dance, woodworking, and fiber arts. Wellness activities are also available to students on a drop-in basis during their BSM hour. Mathematics In grades 9-12, each student is required to complete three years of mathematics courses. The beginning course is determined by placement test scores, teacher recommendation, and previous courses completed. Placement may be reevaluated based on academic progress. Students are encouraged to take four years of mathematics courses during grades 9-12. Algebra Concepts Geometry Concepts Intermediate Algebra Quadratic Algebra Formal Geometry Functions and Trigonometry S1 Statistics S2 AP Calculus AB AP Calculus BC Honors Geometry Honors Advanced Algebra AP Statistics Honors Precalculus Precalculus (or blended) Advanced Algebra (or blended) Calculus Algebra Concepts (YR) Two semesters, two credits. Prerequisite: Middle school teacher recommendation, student's EXPLORE test score. This course is designed to give students the opportunity to take more time with algebraic concepts that may be difficult and to give students more individualized attention. A scientific calculator is required, TI-30 recommended. This course does not meet the core course requirements of the NCAA. Geometry Concepts (YR) Two semesters, two credits. Prerequisite: Algebra Concepts. This course is designed to provide students more time with difficult geometric concepts and to give students more individualized attention. While the deductive character of Geometry is preserved, emphasis is shifted from formal proofs to practical application and strengthening algebraic skills. A scientific calculator are required, TI-30 recommended. This course does not meet the core course requirements of the NCAA. Intermediate Algebra (YR) Two semesters, two credits. Prerequisite: Geometry Concepts or Formal Geometry. This course offers an in-depth review of algebra with an introduction to many Advanced Algebra topics. Advanced topics include matrices, polynomials, logarithms, and exponential functions. The course is designed primarily to meet the needs of those students who need to strengthen their algebra skills before taking the Advanced Algebra course. A TI-Nspire graphing calculator is required. This course does not meet the core course requirements of the NCAA. Mathematics Quadratic Algebra (YR) Two semesters, two credits. This course is designed for those students who completed an Algebra I course including linear and exponential functions. This course will complete the Algebra I curriculum by covering quadratic, polynomial, rational, and radical functions. Additional topics may include probability, piecewise linear functions, absolute value functions, transformations of all functions and basic trigonometry. A scientific calculator is required, TI-30 recommended. Formal Geometry (YR) Two semesters, two credits. Prerequisite: Quadratic Algebra or 8 th grade algebra that covers quadratics, polynomials, and rational functions. This course is designed to develop logic and reasoning skills as the student studies topics such as congruence and similarity, properties of 2 and 3 dimensional figures, perimeter, area, and volume. Concentrated work with proofwriting follows a carefully sequenced development of the logic of geometry. A scientific calculator is required, TI-30 recommended. Advanced Algebra (YR) Two semesters, two credits. Prerequisite: Formal Geometry OR Intermediate Algebra with a grade of "B" or higher in both semesters of Intermediate Algebra. This course is designed to continue to strengthen algebra skills while introducing more advanced topics. This course emphasizes facility with algebraic expressions and forms, especially linear and quadratic forms, powers and roots, and functions based on these concepts. Students study absolute value, rational, logarithmic, trigonometric, polynomial, and other special functions both for their abstract properties and as tools for modeling real-world situations. A TI-Nspire graphing calculator is required. Advanced Algebra Blended Online (YR) Two semesters, two credits. Prerequisite: Formal Geometry with a grade of "B" or higher in both semesters. This course follows the same curriculum as Advanced Algebra class but allows the student the opportunity to learn in a blended instructional experience. The class combines online resources with a classroom supported environment using a flexible assessment schedule. A TI-Nspire graphing calculator is required. Functions & Trigonometry (S1) One semester, one credit. Prerequisite: Advanced Algebra. This one-semester course offers a less rigorous alternative to precalculus and integrates graphic and algebraic concepts to study functions and transformations of functions. The course previews precalculus work in functions, logarithms, and trigonometry. A TI-Nspire graphing calculator is required. Statistics (S2) One semester, one credit. Prerequisite: Advanced Algebra. This one-semester course offers an in-depth introduction to the field of statistics. Students will learn how to organize, interpret, and display numerical data. Data will be analyzed using statistical tools such as the normal distribution, the binomial distribution, and measures of center and spread. Students will also be introduced to probability theory as it relates to statistics. A TI-Nspire graphing calculator is required. Mathematics Precalculus (YR) Two semesters, two credits. Prerequisite: Advanced Algebra or both Functions and Trigonometry and Statistics (FST) with a grade of "B" or higher in Advanced Algebra or FST. This course is intended for students with a strong background in advanced algebra, trigonometry, and geometry. Attention is focused on expanding the depth and breadth of concepts, both old and new, as well as on the refinement of manipulative skills. The course provides work in varied mathematical areas such as functions, logarithms, trigonometry, sequences, combinations, probability and conics. An emphasis is placed on integration and application of concepts. A TI-Nspire graphing calculator is required. Precalculus Blended Online (YR) Two semesters, two credits. Prerequisite: Advanced Algebra with a grade of "B" or higher in Advanced Algebra. This course follows the same curriculum as Precalculus but allows the student the opportunity to learn in a blended instructional experience. This class combines online resources with a classroom supported environment using a flexible assessment schedule. A TI-Nspire graphing calculator is required. Calculus (YR) Two semesters, two credits. Prerequisite: Precalculus with a grade of "C" or higher in both semesters OR Honors Precalculus with a grade of "C+" or higher in both semesters. This course is intended to give students a thorough study of differentiation and integration among other topics covered in a first semester college calculus course. The course is designed to allow more time to explore difficult concepts and to give students, who will need to the take calculus in college, a head start. It is not intended to prepare students for the AP Calculus test nor are students expected to take the AP Calculus test. A TI-Nspire graphing calculator is required. Mathematics Honors Honors Geometry (YR) Two semesters, two credits. Prerequisite: Quadratic Algebra or 8 th grade algebra covering quadratics, polynomials, and rational functions with a grade of "A" in both semesters of Algebra. Honors Geometry provides an in-depth and very challenging study of geometry at an accelerated pace including rigorous proof and logic-based problems. Strong algebra skills are essential. This course is designed to develop logic and reasoning skills as the student studies topics such as congruence and similarity, properties of 2 and 3 dimensional figures, perimeter, area, and volume. Concentrated work with proof-writing follows a carefully sequenced development of the logic of geometry. A scientific calculator is required, TI-30 recommended. Honors Advanced Algebra (YR) Two semesters, two credits. Prerequisite: Formal Geometry with a grade of "A" in both semesters OR Honors Geometry with a grade of "C+" or higher in both semesters. This course provides an in-depth and very challenging study of advanced algebra at an accelerated pace. Strong algebra skills are essential. This course is designed to continue to strengthen algebra skills while introducing more advanced topics. This course emphasizes facility with algebraic expressions and forms, especially linear and quadratic forms, powers and roots, and functions based on these concepts. Students study absolute value, rational, logarithmic, trigonometric, polynomial, and other special functions both for their abstract properties and as tools for modeling real-world situations. A TI-Nspire graphing calculator is required. Honors Precalculus (YR) Two semesters, two credits. Prerequisite: Advanced Algebra with a grade of "A" in both semesters OR Honors Advanced Algebra with a grade of "C+" or higher in both semesters. This course provides an in-depth and very challenging study of Precalculus at an accelerated pace. Strong algebra skills are essential. This course is intended for students with a strong background in advanced algebra, trigonometry, and geometry. Attention is focused on expanding the depth and breadth of concepts, both old and new, as well as on the refinement of manipulative skills. The course provides work in varied mathematical areas such as functions, logarithms, trigonometry, sequences, combinations, probability, and conics. An emphasis is placed on integration and application of concepts. A TI-Nspire graphing calculator is required. Mathematics Advanced Placement AP Calculus AB (YR) Two semesters, two credits. Prerequisite: Precalculus with a grade of "B" or higher in both semesters OR Honors Precalculus with a grade of "B – "or higher in both semesters. This is a rigorous course designed to reinforce and utilize the content of previous courses while acquiring the skills of differentiation and integration and an in-depth application of these concepts. This is material that would be included in a first semester calculus sequence at the college level. The course includes, but is not limited to, all topics in the current Advanced Placement Calculus AB curriculum. A TI-Nspire graphing calculator is required. AP Calculus BC (YR) Two semesters, two credits. Prerequisite: AP Calculus AB with a grade of "B" for the year in AP Calculus AB. This rigorous course covers the same differential and integral calculus topics that are included in the AP Calculus AB curriculum, plus many additional topics including polynomial approximations and series. This is material that would be included in a second semester calculus sequence at the college level. The course includes, but is not limited to, all topics in the current AP Calculus BC curriculum. A TI-Nspire graphing calculator is required. AP Statistics (YR) Two semesters, two credits. Prerequisite: Advanced Algebra or FST with a grade of "B" or higher OR Precalculus with a "C+ or higher. This is a rigorous course designed to teach students how to organize, display, and interpret data. An emphasis will be placed on the four major themes of the AP Statistics curriculum: exploring data, sampling and experimental design, anticipating patterns with probability and simulation, and statistical inference. A TI-Nspire graphing calculator is required. Science All students are required to complete six semesters of science. ACS Engineering and Biomedical courses are science electives that do not fulfill the BSM science graduation requirement. Freshman A yearlong Physical Science course is required of freshmen. Placement is based on test scores and teacher recommendation. Physical Science Concepts (YR) Two semesters, two credits, open to freshmen. This is a project based course covering physics and chemistry topics, with a focus on developing skills for scientific investigation. Students will practice useful laboratory skills, where teamwork and cooperative learning will be utilized. An understanding of scientific knowledge will be increased while critical-thinking and algebra skills are employed. First semester topics include general science skills, motion and forces, Newton's laws, mechanical energy, and simple machines. Second semester topics include the properties of matter, the separation and identification of matter, the periodic table, and energy. Activities will include semester-ending projects, laboratory work, online simulations, formal lab write-ups, written assignments, lectures, and demonstrations. This course does not meet the core course requirements of the NCAA. Physical Science (YR) Two semesters, two credits, required of freshmen. The purpose of this course is to give students an introduction to basic physics and chemistry. This is a projectbased course with emphasis on developing problem-solving skills necessary for scientific investigations. The students will learn fundamental laboratory skills through which teamwork and cooperative learning will be emphasized. First semester topics include the metric system, motion, forces, energy, and machines. Topics covered in the second semester will consist of physical and chemical properties, using properties to classify matter, the periodic table, chemical formulas, and nomenclature. Activities will include projects, laboratory work, formal assignments, inquiry-based activities, lectures, and demonstrations. Sophomore A yearlong Biology course is required of sophomores. Additionally, sophomores who qualify may enroll in Biomedical Science I as an elective. Biology Concepts (YR) Two semesters, two credits, open to sophomores. Prerequisite: Physical Science or Physical Science Concepts. This course will examine the broad concepts of biology with emphasis on the environment and the effect people have on the world. The interactions of people, science, and nature will be studied. Lab work will include introductory microscopy, the care and maintenance of organisms, and dissection. Classroom activities will include lecture, lab work, and discussion. This course does not meet the core course requirements of the NCAA. Biology (YR) Two semesters, two credits, required of sophomores. Prerequisite: Physical Science or Physical Science Concepts. This course examines the biological world with an emphasis on real-world applications. Topics covered will include cell biology, molecular basis of inheritance, and interdependence of organisms, living systems, and the behavior of organisms. Students will use technology in the classroom and be involved in many laboratory activities such as DNA gel electrophoresis, and fetal pig dissection. Honors Biology (YR) Two semesters, two credits, open to sophomores. Prerequisites: Physical Science with a minimum grade of "A –"in each semester and satisfactory completion of a summer assignment. Honors Biology is a rigorous course designed to challenge students who have a great curiosity and ability in science. The faster pace of this course covers the same material as the regular Biology course while allowing additional topics related to medicine and anatomy to be covered. Because of the faster pace, students will be expected to be hard workers, motivated learners, and able to grasp scientific concepts quickly. Science Junior A yearlong Chemistry science course is required during junior year. Placement is based on test scores and teacher recommendation. Juniors may also choose to take Ecology. Biomedical Science I or Biomedical Science II. Applied Chemistry (YR) Two semesters, two credits, open to juniors and seniors. This project-based course focuses on the real-world applications of chemistry concepts. Thematic units lay the groundwork for topics such as solubility, the periodic table, chemical reactions, moles, gas laws, and calorimetry. Activities include unit-ending projects, class discussion, student presentations, and laboratory work. This course does not meet the core course requirements of the NCAA. Chemistry (YR) Two semesters, two credits, open to juniors and seniors. Prerequisite: Physical Science with a minimum grade of "C+" in each semester of Quadratic Algebra OR Advanced Algebra with a "C" in each semester. This course is intended for those students who seek a solid chemistry background in preparation for college or desire a complete understanding of chemical principles. Students will study the structure, properties, and changes in matter as well as the laws, principles and theories describing matter. Classroom activities will include lectures, demonstrations, problem solving, and experiments. Honors Chemistry (YR) Two semesters, two credits, open to juniors and seniors. Prerequisite: Honors Advanced Algebra with a minimum grade of "A-" or better in each semester. Honors Chemistry is a rigorous course designed to challenge students who have a great curiosity and ability in science. The faster pace of this course covers the same material as the regular Chemistry course while allowing additional topics to be covered. Because of the faster pace, students will be expected to be independent problem solvers, motivated learners, and able to grasp scientific concepts quickly. Students will also be expected to handle mathematical manipulations easily. NOTE: Effective in the 2018-2019 school year, AP Chemistry will replace Honors Chemistry. Senior Ecology (YR) Two semesters, two credits, open to juniors and seniors. Ecology will provide hands-on, often outdoor, learning experiences through project-based problem solving activities. Students will learn about the interrelationships of living things and their physical environments. Students will engage in the study of environmental topics affecting the world in which they live. Forensic Science (YR) Two semesters, two credits, open to seniors. Prerequisite: A minimum grade of "B" in each semester of Physical Science, Biology and Chemistry. Are you intrigued by CSI? Does a statement like, "We're not quite sure of the C.O.D but there is some GSR on our vic," resonate with you? If so, this class might be for you! Forensic science is a challenging investigative course that applies scientific principles and technological practices from biology, chemistry, and physics for the purpose of justice. Some major themes of study will include: collecting physical evidence, glass and soil, fingerprints, hair and fiber, DNA typing, chemical analysis, sound waves, blood splatter analysis, entomology, casts, impressions, and tool marks. This is a year-long course that will require critical thinking, problem solving and an investigative and curious mind as we build upon these themes at an advanced level. Science Senior Physics (YR) Two semesters, two credits, open to seniors. Prerequisite: Successful completion of three years of mathematics through Advanced Algebra with a grade of "C+" or higher in Advanced Algebra OR Honors Advanced Algebra with a "C" or higher. . This course is designed for students who have a natural curiosity about how the world works. Have you ever wondered why you get pushed to the outside of a car when going around a curve? Why do spaceships "slingshot" themselves past other planets? Why does your hair get more "static-y" during the winter? We'll focus on topics like kinematics and motion, forces, energy, momentum, electricity, magnetism, waves, light, and sound. Through labs and engineering challenges, students will gain a better understanding of how the rules of nature can explain our everyday experiences. Students will complete lab assignments and 1-2 major projects. This course is designed for anyone who has an interest in science. Honors Physics (YR) Two semesters, two credits, open to seniors. Prerequisite: Honors Precalculus with a minimum grade of an "A-" in each semester OR successful completion of AP Calculus AB. This advanced, college preparatory course is designed for students who have a strong mathematical background and an interest in problem solving and abstract reasoning. We will study how matter and energy interact, and will be focusing on quantitative reasoning. The primary focus of this course will be on the laws of conservation of matter, energy, momentum, and electrical charge. Topics include the mechanics of solids and liquids, wave phenomena, electricity, the dual nature of light, and atomic structure. Students will be required to complete lab assignments and one major project. This course is designed for students who are interested in pursuing a career in a STEM related field. NOTE: Effective in the 2018-2019 school year, AP Physics will replace Honors Physics. Science Electives Sophomore, Junior and Senior The Biomedical courses allow students to investigate the connections between biology, medicine, and technology. These rigorous electives give students the chance to pursue their interest in medicine and medical technologies by engaging in hands-on laboratory experiences while acting as biomedical professionals. Biomedical Science I: Investigations (YR) Two semesters, two credits. Preference will be given to sophomores, juniors, then seniors. Prerequisites: Biology with a minimum grade of "B" in each semester OR concurrent enrollment in Honors Biology. This course is a hands-on, lab-oriented class designed for those students interested in medicine and medical technologies. Students will learn how the systems of the body work together to maintain health. Coursework will include dissections, case studies, simulations, guest speakers, and laboratory use of medical equipment. Students will be investigating real world medical cases and act as biomedical professionals. Biomedical Science II: Technologies and Interventions (YR) Two semesters, two credits, open to juniors and seniors. Prerequisites: Successful completion of Biomedical Science I and teacher recommendation. Students will be required to read and analyze a medically themed book during the summer. This course builds on Biomedical Science I exploring medical interventions used to maintain health. These may include pharmacology, biomedical engineering, disease prevention (epidemiology), radiology, academic research, and others. Bioethics will be a theme throughout the year. Students will work with research-grade instruments to complete research and conduct simulations. Biomedical Science III: Collaborative Research (YR) - Two semesters, two credits. Prerequisites: Successful completion of Biomedical Science II and teacher recommendation. Students will collaborate with other students, teachers, and/or professionals in their field of study to design and implement a research project or product. Students will focus on an area of personal interest in the Biomedical field and study it in depth. Outcomes from the course may include publishing research findings, a professional poster symposium, participating in national research-related competitions, and/or an internship in the field. Science Electives Sophomore, Junior and Senior Advanced Competitive Science (Engineering) Advanced Competitive Science (ACS) is a conceptual engineering program in which students explore mechanical and electrical systems through fabrication and assemblies, design processes utilizing 3D modeling tools and control systems incorporating sensor interfacing, data collection, motion control and embedded logic programming. Rather than a traditional information-push class dynamic, ACS provides a learning environment whereby students pull learning elements from various resources and thereby develop advanced problem-solving skills and sub-levels of mastery in formal teachings of science and mathematics. By engaging students in the iterative process of problem formulation, abstraction, analysis, design, prototyping, testing and evaluating, ACS expands student development beyond information concentricity and toward innovation and entrepreneurialism. Engineering I (YR) Two semesters, two credits, open to sophomores, juniors, and seniors. Engineering 1 is the introductory course in the BSM Engineering Program. In this first-year course students develop an engineer's perspective of effective problem solving and engineering design while exploring fundamental mechanical engineering concepts. Through iterative processes, students learn about experimentation, optimization and performance. Engineering II (YR) Two semesters, two credits, open to juniors and seniors with instructor approval. Engineering 2 is the second year course in the BSM Engineering Program. In Engineering 2 students continue to expand their engineer's perspective of effective problem solving and engineering design while gaining new skills with the introduction of 3D CAD software, fabrication with rapid prototyping, and preliminary development of an advanced project that will carry over to Engineering III. Our current focus is design and development of search and rescue robots. Robots provide a good tool for learning about systems and how to think in terms of systems integration. During this year, students are introduced to computer programming. Engineering III (YR) Two semesters, two credits, open to seniors with instructor approval. Engineering 3 is the third and final year of the BSM Engineering Program. In Engineering 3 students will formalize their engineering habits of mind and engineer's perspective of effective problem solving and engineering design, hone their CAD skills and improve parts design and fabrication processes, finalize mechanical performance of their small form factor machine, and experience an in-depth immersion into the world of data acquisition and processing related to robot control, both human operated and embedded. In the second semester, students take over the agile project management of our ACS advanced research project and competition travel team, leading organization and communication for a cohesive end-design. Social Studies Freshman While there is no social studies requirement during freshman year, freshmen who are highly motivated, have an excellent work ethic, and the ability to think, read, and write critically may enroll in World History-Foundations, semester two. Sophomore World History-Foundations is the prerequisite to World History-Thematic. Concurrent enrollment in both courses is not allowed. World History-Foundations (S1) (S2) One Semester, one credit. First semester is required of all sophomores who did not enroll as a freshman Second semester is open only to freshmen meeting the enrollment requirements. World History is a year-long required survey course that explores key events and global historical developments since 1450 AD that have shaped the world we live in today. The first semester of World History places a special emphasis on the development of Modern Europe. Our study begins during the Renaissance and Reformation and ends with Nationalism and the Age of Imperialism. Students will uncover patterns of behavior, identify historical trends and themes, and explore historical movements and concepts. Students will conduct critical analysis, build and refine their ability to read for comprehension, compare, categorize, summarize, and evaluate information. The curriculum and study skills lay the foundation for the continued exploration of various themes in world history. World History-Thematic (S1) (S2) One Semester, one credit. This course is required of all sophomores. Sophomores who completed World History-Foundations as a freshman must enroll in S1 of this course. Prerequisite: World History-Foundations. The second semester is a thematic study of world history. Areas of study include Global War, International Communism, Independence and Nationalism in the Developing World, Global Terrorism and, the United Nations. Each student will apply the research, writing, and critical thinking skills developed during the first semester in his or her continued study and as they conduct a case study exploring a contemporary global issue or topic. Social Studies Junior American Studies/Social Studies (S2) One semester, two credits, open to juniors. Prerequisite: English and Social Studies with a grade of "B" or higher in both sophomore courses and first quarter junior year English and Social Studies classes. Students must enroll in first semester United States History. Semester two students must enroll in American Studies English and American Studies Social. This course fulfills the second semester United States History Social Studies requirement. This course blends US historical events and themes in American literature to provide students with a comprehensive social, political, economic, and literary history. Five time periods each reflecting different epochs will be team taught: Great Depression, World War 2, Civil Rights, Cold War Conflict, and Challenges of Modern American Society. Having both literary and historical figures illuminating the human experience, American Studies fosters a deeper understanding of the principles, problems and issues basic to the establishment of our country. This understanding is essential for students to fully appreciate the complexities of history as it unfolds in modern times. Students enrolled in this course will meet two consecutive class periods. United States History (YR) Two semesters, two credits, required of all juniors. This course is designed to give students an understanding of the problems of our evolving democracy and a realistic knowledge of our past through basic themes in United States history: states' rights and nationalism, expansion and economic growth, Civil War, industrialization and trade, domestic issues and wars. Within these themes, selected topics are dealt with: political parties, slavery, immigration, reform, the Depression, the New Deal, imperialism, alliances, the Cold War, Vietnam, Civil Rights, conservatism, and constitutional crisis. The content is presented in chronological order from the pre-Civil War era to the present. Ongoing skill development in reading comprehension, critical thinking, critical research, historic writing and integrative technology compliment the content of this course. Advanced Placement Junior Advanced Placement United States History (YR) Two semesters, two credits, open to juniors. Prerequisite: Recent sophomore social studies course with a grade of "B" or higher. A summer assignment may be required. This college-level course is designed for juniors who have strong academic abilities, time management and study skills, along with a keen interest in United States History. The course is presented in chronological order from the Colonial Period to the Present. Various topics and events will be examined with an emphasis being placed on in-depth analysis of cause and effect relationships. Students are expected to actively participate in debates, simulations, speeches, presentations and other classroom activities. The course will also focus on the "Course Themes" and "Historical Thinking Skills" required by the College Board for the APUSH class. Special emphasis is placed on learning the writing skills needed for the different types of essays required for the AP exam. Social Studies Senior United States Government and Politics (S1) One semester, one credit, required of all seniors. This course consists of a survey of political thought and experience in the United States. American government at local, state, and federal levels will be studied, with an emphasis placed upon the institutions of the federal government. Course topics include the Declaration of Independence, the Constitution of the United States of America, political process, political philosophy, civil rights, the role of government, current events, and the duties of a United States citizen. Economics (S2) One semester, one credit, open to seniors. This survey course covers macro- and microeconomic theory, and it is designed to prepare students for an introlevel college economics course. Students will study the fundamental concepts of economics and the national economy and their links to the changing global economy. Course work will include the study of "consumerism," decision-making, various product markets, economic models and, the student's role in the factors of production and consumption. An ongoing analysis and discussion of current economic policies and trends is also a significant aspect of this course. Psychology (S2) One semester, one credit, open to seniors. This course is a survey of the science of human behavior. Topics include psychology as a science, the psychology of learning, and biological influence on behavior, personality development, and abnormal psychology. Students will discover the many applications that psychology has on his or her life. Social Studies Advanced Placement Senior Advanced Placement European History (YR) Two semesters, two credits, open to seniors. Prerequisite: United States History with a grade of "B+" or higher in both semesters OR AP United States History with a grade of "B-"or higher in both semesters. Approval from the teacher of most recent social studies course recommended. . This is a course about the formation and development of Europe from the Renaissance to the modern day. Topics will be studied in a chronological thematic order. The course introduces students to a variety of political and economic systems, ideologies and theories as well as explores social and religious issues that interacted with these ideas and systems. The course also examines the impact of historical development on culture including art, music and literature. In addition to discussion of content, emphasis is placed on expressing historical thinking through writing thematic essays as well as in-depth analysis of trends and cause-and-effect relationships. Advanced Placement Microeconomics (S2) Two semesters, two credits, open to seniors. Prerequisite: United States History with a grade of "B+" or higher in both semesters OR AP United States History with a grade of "B-"or higher in both semesters along with approval of teacher of most recent social studies course. Advanced Placement Microeconomics is a course designed to provide students with a thorough understanding of the principles of economics as they apply to individual decision-making units, including individual households and firms. Students taking the course will spend time examining the theory of consumer behavior, the theory of the firm, and the behavior of profit-maximizing firms under various market structures. They will evaluate the efficiency of the outcomes with respect to price, output, consumer surplus, and producer surplus. Students will have an opportunity to examine the behaviors of households and businesses in factor markets, and learn how the determination of factor prices, wages, interest, and rent influence the distribution of income in a market economy. Students will also consider instances in which private markets may fail to allocate resources efficiently and examine various public policy alternatives aimed at improving the efficiency of private markets. Advanced Placement United States-Government and Politics (S1) One semester, one credit, open to seniors. Prerequisite: United States History with a grade of "B+" or higher in both semesters OR AP United States History with a grade of "B-"or higher in both semesters along with approval of teacher of most recent social studies course. The United States government is a complex organization of structure and theory. This course combines both general concepts and specific institutions to develop an understanding of the government and political environment of the United States and why it functions as it does. Six areas of emphasis are covered in the course: constitutional underpinnings; political beliefs and behaviors; political parties, special interest groups, and mass media: governmental institutions (including the three branches); public policy; and civil rights and civil liberties. This course will analyze both the theoretical and practical components of our political system and government structure through discussion, analysis, and fluency. Analysis of current news, reports, blogs, and debates will guide discussion of theory and practice. Social Studies Advanced Placement Senior Advanced Placement Comparative Government and Politics (S2) One semester, one credit, open to seniors. Prerequisite: United States History with a grade of "B+" or higher in both semesters OR AP United States History with a grade of "B-"or higher in both semesters along with approval of teacher of most recent social studies course. Comparative politics is the study of other countries' political and economic systems and why they function as they do. Since this course examines the current systems of various countries, a strong emphasis is placed on current events in the course. The study of comparative government enables students to have a deeper understanding of global politics and U.S. foreign policy. Students will explore the impact of democratization, globalization and marketization on the development of government and politics. Six core countries are studied, as well as general concepts, such as political culture and political socialization, democracy, communism and postcommunism, the political economy and supranational organizations such as the EU, UN, IMF and World Bank. Countries studied include: Great Britain, Russia, China, Mexico, Nigeria and Iran. Theology Supported by academic rigor and spiritual experiences, our theology curriculum encourages students to learn the Gospel message and strengthen their personal and communal faith lives. We are committed to teaching and celebrating the Catholic faith while simultaneously appreciating differing faith perspectives. As a national service learning leader school we have embedded service learning into our curriculum. We challenge students to become agents of positive social change in alignment with Catholic social teaching. Upon graduation, all students will have a four-year electronic portfolio of their service and justice work. Students are required to enroll in one theology course each semester. Freshman Freshmen will be exposed to a broad experience of service through the curriculum. Theology 9: Introduction to Scripture (S1) One semester, one credit, required. This course gives students a general knowledge and appreciation of the Sacred Scriptures. Through their study of the Bible, students will come to encounter the Living Word of God, Jesus Christ. In the course, students will learn about the Bible, authored by God through inspiration, and its value to people throughout the world. Students will learn how to read the Bible and become familiar with the major sections of the Bible and the books included in each section. Throughout the course students will be introduced to a broad range of service experiences as they relate to loving God and others. Students will participate in one school sponsored service project and one individual project. There are no specific hour requirements for this course. Theology 9: Christology: The Person of Jesus (S2) One semester, one credit, required. This course introduces students to the mystery of Jesus Christ, the Living Word of God, and the second Person of the Blessed Trinity. In this course, students will understand Jesus Christ is the ultimate revelation of God. Students will participate in several service projects where they will experience a broad range of needs in our community. Through this service, students will both learn who Jesus is, come to know Him on a personal level, and experience Christ in others as they follow in His footsteps to serve one another. Students will participate in one school sponsored service project and one individual project. There are no specific hour requirements for this course. Theology Sophomore Sophomores will incorporate servant leadership into their lives through the curriculum. Theology 10: Jesus Christ's Mission in the Church (S1) One semester, one credit, required. This course introduces students to the sacred nature of the Church. The course will focus on the models of church and on the foundation of the church by Christ through the Apostles. Students will begin to understand that through the Church they can encounter the living Jesus. Each student will practice servant leadership as a way of modeling what Jesus taught. Students will participate in two individual service projects. (There are no specific hour requirements for this course.) One semester, one credit, required. Theology 10: The Paschal Mystery (S2) The word "paschal" comes from a Hebrew word meaning "the passing over" and refers to the suffering, death and resurrection of Jesus. It is a fundamental core belief of Christian churches. This course will focus on how we as believers share in the promise of the resurrection. Students will explore elements of the Paschal Mystery in their daily lives and will also be introduced to what it means to be a disciple of Jesus. Servant leadership is the primary way students will practice their discipleship. Students will participate in one individual service project. (There are no specific hour requirements for this course.) Junior Juniors will engage in a service practicum through the required curriculum. It is essential juniors take great consideration as to which semester they are enrolling in the Discipleship in Society class. This class requires 35 hours of service outside of class time. Be sure to consider all extra-curricular commitments when selecting the semester of this class. Every effort will be made to accommodate your request, but it is not guaranteed. Theology 11: Discipleship in Society (S1) (S2) One semester, one credit, required. Through this course the students will deepen and broaden their understanding of the Gospel message and the church's social teaching. Students will learn how Christ's concern for others, especially the poor and vulnerable, is present today in the church's social teaching and mission. Learning about the cycles of poverty and injustice that keep people oppressed, students will discern their role in service to others. Each student will participate in a service practicum completing 35 hours with one agency during the semester. Theology 11: Individual Discipleship/Morality (S1) (S2) One semester, one credit, required. Through this course the students will discern how they can fully live out God's plan for their lives. Students will learn moral concepts and precepts that guide the development of conscience and a life of Christianity. The class will include a study of moral principles based on scripture and church documents. Students will develop moral decision making skills and apply those skills to complex issues of today. Theology Senior Seniors are required to enroll in one Theology course each semester and may choose from the electives listed below. Courses may not be repeated. Christian Prayer and Spirituality(S1) (S2) One semester, one credit, open to seniors. This course is designed for students who have a more developed interest in theology and spirituality. This class will address the origins and sources of prayer in the Bible and in the life of Jesus, and how those sources have been interpreted through contemporary spiritual literature. This examination of Christian Spirituality will include familiarization with the theology and methodology in the studied traditions. Students will learn, take part in, and develop skills in composing prayer services and retreats. Christian Vocations (S1) (S2) One semester, one credit, open to seniors. This course is a study of adult Christian life and the process of discerning a vocation in it. Students will learn how all vocations are similar and how they differ. The course will be structured around married life, single life, priestly life and consecrated life. Students will study the uniqueness of marriage, the changing roles of men and women, communication and conflict resolution, family planning and sexuality. Students will learn what it means to live life for the benefit of others and the value in considering a vocation in service to the community. Faith in Action (S1) (S2) One semester, one credit, open to seniors. This course builds from the previous three years of service and social justice learning by encouraging students to be a sign of God's love through advocacy. Using Catholic sacramental theology, students reflect on and advocate for social justice issues. Students will understand that participating in the Sacraments can help them engage in God's love. Students will learn about the power of human potential to bring positive change in the world. Focus will be placed upon steps of effective advocating, conditions that continue global poverty and rights of women. Each student will participate in an advocacy project, completing 15 hours with one agency during the semester. World Religions (S1) (S2) One semester, one credit, open to seniors. This course studies the major non-Christian religions of the world: Islam, Primal Religious Traditions, Hinduism, Buddhism, and Judaism. Students will explore seven primary dimensions for each religion: mythical, material, doctrinal, experiential, ethical, ritual, and social. Students will be expected to participate in class discussion and activities, and attend a non-Christian worship service. This theology course is APPROVED by the NCAA. World Language Each student is required to take two years of a world language. Although students may begin a first or second world language at any point in their high school career, it is recommended that students begin as freshmen in order to take advantage of the full four-year curriculum. Many public and private universities require a minimum of two years of high school language study for admission. Studying a language for three or four years may exempt students from university exit requirements. Each university is different, so direct specific questions to the guidance department. Chinese I (YR) Two semesters, two credits, open to freshmen and sophomores, and juniors. This first year Chinese fundamental course offers students a solid foundation in listening, speaking, reading and writing. Students will engage in simple Chinese conversations such as greeting, giving basic personal information, naming basic objects, showing preferences and immediate needs. Students will recognize over 120 Chinese characters related to greetings, calendars, family members, animals, time, sports and other daily activities and write about 120 characters in Pinyin and 50 Chinese characters related to daily activities. As students comprehend simple passages related to learned topics, they will develop critical thinking skills in Chinese. Teaching strategies will associate with technologies in various topics. Likewise, students will type in Chinese, use online tools, make movies, and use graphics to design alongside each topic. Students will expand knowledge and understanding of China's cultures and history as they compare Chinese culture with that of their own culture. Two semesters, two credits, open to freshmen and sophomores, and juniors. Chinese II (YR) Prerequisite: Chinese I. This course is a continuation course designed for students who already have the basics of Chinese fundamental level one, or through some other relevant experience. The emphasis of this course is on listening, speaking and reading Chinese, plus some exercises with writing skills. Students will develop their vocabulary capacity through reading and improve daily oral skills in Chinese. Communicating in Chinese II will enable students to use Chinese comfortably, appropriately in making travel arrangements and in daily conversations: visiting friends making appointments, shopping, transportation, and discussing school life or weather. Additionally, the course will integrate the Chinese culture into the language learning and enhance the practices of Chinese language. This course will integrate technology in the learning of the Chinese language and follow National Standards for Foreign Language Education. Chinese III (YR) Two semesters, two credits, open to sophomores, juniors and seniors. Prerequisite: Chinese II. This level three course emphasizes the proficiency of standard Chinese pronunciation and intermediate vocabulary. Standard Chinese (Mandarin) will also be taught through reading and writing. Simplified Chinese characters will be used and practiced throughout the course. Students will learn modern Mandarin Chinese through vigorous interactive practice and small group activities. The class is supported by using online tools to accelerate learning. Chinese history and culture will be interwoven in the language lessons. Chinese IV (YR) Two semesters, two credits, open to sophomores, juniors and seniors. Prerequisite: Chinese III. This course is designed to build upon fundamentals to help students achieve greater fluency in oral expression and to emphasize the reading of Chinese character texts. Grammar will be taught through the use of sentence patterns and character writing will be practiced. Traditional and contemporary aspects of Chinese cultures will be taught. In this course, students will expand listening, speaking, reading and writing skills in standard Mandarin Chinese, attaining approximately the intermediate-low level on the ACTFL proficiency scale by the end of the school year. Students will be able to carry out a simple face-to-face conversation in various cultural contexts within the target culture. Students will learn and use more basic sentence patterns and be able to read simple stories about daily life. Students will narrate a simple story or describe an event of familiarity. World Language French I (YR) Two semesters, two credits, open to all grade levels. This first-level French course offers students a balanced approach to language learning, giving careful attention to the basic skills of listening, speaking, reading, and writing. Students will gain cross-cultural awareness as they compare and contrast the cultures of French-speaking countries and their contributions to the global society. Students learn to talk about themselves, their families and interests as well as explore units on schools, cuisine and shopping. Teaching and learning methods actively engage students in a variety of activities, which incorporate authentic materials, interactive technology, music, and films. French II (YR) Two semesters, two credits, open to all grade levels. Prerequisite: French I. This second-level course is designed to develop and expand students' communication skills. The study of Francophone countries broadens to include Quebec and Senegal. Students read about and learn to discuss issues such as health and wellness, festivals and film. Teaching and learning methods actively engage students in a variety of activities, which incorporate authentic materials, interactive technology, music and films. French III (YR) Two semesters, two credits, open to sophomores, juniors, and seniors. Prerequisite: French II. This course is designed to improve the basic skills of listening comprehension, oral expression, reading and writing through conversations, discussions, readings and practical writing activities. This course will refine and introduce new structures in grammar and vocabulary. The study of Francophone customs and cultures includes an overview of French history, art, fairy tales and legends. Students discuss topics such as love and friendships, the environment, media and society. Teaching and learning methods actively engage students in a variety of activities, which incorporate authentic materials, interactive technology, music, and films. French IV (YR) Two semesters, two credits, open to juniors and seniors. Prerequisite: French III. The goals of French IV are to improve student's ability to communicate in French, develop a deeper understanding of Francophone customs and culture and gain an appreciation of their roles in the world. Based on student's interests we co-create the curriculum selecting material from areas of language study, fine arts, literature, cultural topics and current events. Popular literary choices are Le Petit Prince, Carmen, and Le Comte de Monte Cristo. Students also have opportunities to discuss issues that are important to them, such as how to select the right college, racism, or teen peer pressure in French conversation circles. French V (YR) Two semesters, two credits, open to juniors and seniors. Prerequisite: French IV. This advanced level course provides an option for students who have completed French IV and want an alternative to AP French. Students will continue to develop their language proficiency as they develop a more sophisticated vocabulary and grammar base. Students' interests drive the selection of material in this co-created curriculum. Some options are French provincial cooking, poetry, Candide, En Attendant Godot, immigration and discrimination in France, the United States, and film. Students have opportunities to discuss issues that are important to them in French conversation circles. They also have options to research an area of interest and present their findings to classmates. World Language Latin I (YR) Two semesters, two credits, open to all grade levels. This first-year course is designed for students with no prior Latin study. Students study the Latin language, Roman history and culture, and the connections between Latin and English, with a focus on grammar and vocabulary building. Through increasingly complex Latin readings, student move chronologically through the classical period, from early Roman literature to the writers of the early Roman Empire. Cultural and historical perspectives are broadened through supplemental materials and class discussions and projects. Latin II (YR) Two semesters, two credits, open to all grade levels. Prerequisite: Latin I or two years junior high Latin. This second-year course, designed for students who wish to continue their study of Latin, focuses on more complex Latin grammar, vocabulary expansion, and the culture and history of the classical world. Supplemental materials and class projects enhance understanding of the ancient Roman world Latin III (YR) Two semesters, two credits, open to sophomores, juniors, and seniors. Prerequisite: Latin II. Latin III continues to expand students' command of Latin grammar and vocabulary, to gain sufficient proficiency to begin reading ancient Roman authors in the original language. Through the school year, Latin language units alternate with in-depth units on Roman history, from prehistoric Italy to Rome's domination of the Mediterranean world. Latin IV (YR) Two semesters, two credits, open to juniors and seniors. Prerequisite: Latin III. The Latin sequence continues in a course covering a variety of genres and authors, ranging from Pliny's letters to Cicero's speeches to the poems of Martial and Vergil. Supplemental materials and class projects enhance understanding of the works being studied and the milieu in which they arose. Latin V (YR) Two semesters, two credits, open to seniors. Prerequisite: Latin IV. Latin V continues to broaden and deepen students' understanding of the Latin language, Roman history and culture, and their impact on the modern world. A variety of ancient Roman and midevil Latin writers will be read and discussed, sampling an assortment of genres and eras. Poetry and prose, history, philosophy, and drama will be introduced, with authors and works varying at the instructor's discretion. World Language Español Para Hispanohablantes I (YR) Two semesters, two credits open to freshmen and sophomores. Prerequisite: Native speakers with a good understanding of grammar or students who were enrolled in a Spanish immersion school for a minimum of five years. This course is designed for students with near native spoken fluency in Spanish. The course will be conducted entirely in Spanish and will include the study of literature and cultures of Spanish-speaking countries. The content will focus on grammar instruction to build writing skills and students' understanding of structure and syntax, including spelling and accentuation. Methods will include discussions, student presentations, compositions, and projects. Español Para Hispanohablantes II (YR) Two semesters, two credits open to freshmen, sophomores, and juniors. Prerequisite: Español para Hispanohablantes I. This course is designed for students who have completed Español para Hispanohablantes I. The course will be conducted entirely in Spanish and will include the study of literature and cultures of Spanish-speaking countries. Students will continue to refine their writing skills and understanding of grammar structures and syntax. Methods will include discussions, student presentations, compositions and projects. Español Para Hispanohablantes III (YR) Two semesters, two credits open to freshmen, sophomores, and juniors. Prerequisite: Español para Hispanohablantes II. This course is designed for students who have completed Español para Hispanohablantes II. The course will be conducted entirely in Spanish and will include the student of literature and cultures of Spanish-speaking countries. Students will continue to refine their writing and reading comprehension skills. Students will also continue to expand their vocabulary, as well as their understanding of grammar structures and syntax, including spelling and accentuation. Methods will include discussions, debates, student presentations, music, movies, compositions and projects. Spanish I (YR) Two semesters, two credits, open to all grade levels. This first-level Spanish course offers students a balanced approach to language-learning, giving careful attention to the basic skills of listening, speaking, reading, and writing. Students will engage in conversations, express feeling, and exchange opinions on topics such as likes/dislikes, personality, school life, foods, hobbies, community, sports, family, and clothing. Within these topics, students will build an awareness of culture, including attitudes and lifestyles in Spanish-speaking countries. Teaching and learning methods actively engage students in a variety of activities, which incorporate technology, music, and videos. Spanish II (YR) Two semesters, two credits, open to all grade levels. Prerequisite: Spanish I or equivalent. This course builds on the fundamentals and skills presented in Spanish I. Students will engage in conversations, develop listening skills, and write in the Spanish language. Thematic units presented include the classroom, daily routines, downtown activities, children and play, emergencies, television programs, and cooking. Within these units, students will build an awareness of culture, including attitudes and lifestyles in Spanish-speaking countries. Teaching and learning methods actively engage students in a variety of activities, which incorporate authentic materials, interactive technology, music, and films. World Language Spanish III (YR) Two semesters, two credits, open to all grade levels. Prerequisite: Spanish II with an average grade of "C" or higher OR Honors Spanish II with an average grade of a "C-". This third-year Spanish course is designed to continue developing the basic skills of listening, speaking, reading, and writing through conversations, discussions, readings and practical writing activities. This course will refine and introduce new structures in grammar as well as vocabulary. The study of Spanish-speaking people, their customs and cultures includes units on art, health and fitness, and communities and volunteerism. Participation and conversation are integral parts of this course. Teaching and learning methods actively engage students in a variety of activities, which incorporate authentic materials, interactive technology, music, and films. Spanish IV (YR) Two semesters, two credits, open to all grade levels. Prerequisite: Spanish III with an average grade of "C" or higher. This fourth-year Spanish course is designed to start developing intermediate skills of listening, reading, speaking, and writing through conversations, discussions, authentic readings, and composition writing. The study of Spanish-speakers and their culture will include units on fashion and the 20 th century, technology, the environment, human rights, personalities and personality styles, individual and personal relationships, as well as entertainment. Participation and conversation are key components of this course and one main focus will be speaking in Spanish. Students will be engaged in a variety of activities by means of authentic materials, interactive technology, music and movies. Spanish V (YR) Two semesters, two credits, open to all grade levels. Prerequisite: Spanish IV with an average grade of "B-" or higher. This fifth-year Spanish course is designed to continue developing intermediate skills of listening, reading, speaking, and writing through conversations, discussions, authentic readings, and composition writing. The study of Spanish-speakers and their culture will include units on diversity, the culinary arts, our societal issues, the economy, our free time, and 21 st century challenges and advancements. Participation and conversation are key components of this course and two main focuses will be speaking and writing in Spanish. Students will be engaged in a variety of activities by means of authentic materials, interactive technology, music, and movies. Honors Honors Spanish II (YR) Two semesters, two credits, open to all grade levels. Prerequisite: Spanish I with an average grade of "A-"or higher OR Advanced Spanish 1 with teacher recommendation. This second-level Spanish course is fast faced and rigorously builds upon the fundamentals taught in Spanish 1. Students will engage in conversations, develop listening skills, and read and write in the Spanish language. Thematic units presented include the classroom, daily routines, downtown activities, children and play, emergencies, television programs, cooking outdoors, making travel plans, tourist activities and behaviors, future plans and professions, environment and green efforts. Students will build an awareness of culture, including attitudes and lifestyles in Spanish-speaking countries within these units. Teaching and learning methods actively engage students in a variety of activities, which incorporate authentic materials, interactive technology, music and films. Honors Spanish III (YR) Two semesters, two credits, open to all grade levels. Prerequisite: Spanish II with an average grade of "A-" or Honors Spanish II with a "B-"or higher. This third-year Spanish course is fast-paced and rigorously builds upon the knowledge and abilities students gained in Spanish II. Students will engage in conversations, develop listening skills, and read and write in the Spanish language. This course will refine and introduce new vocabulary and grammar structures. The study of Spanish-speaking people, their customs and cultures includes units on art, health and fitness, communities and volunteerism, pre-Colombian civilizations, Spanish civilization and colonization, and the environment and conversation. Participation and conversation are integral parts of this course. Teaching and learning methods actively engage students in a variety of activities, which incorporate authentic materials, interactive technology, music and films. World Language Advanced Placement AP French (YR) Two semesters, two credits, open to seniors. Prerequisite: French IV or V with an average grade of "B+" or higher. This intense college-level course is designed to prepare the student for the Advanced Placement Language Examination. Based on students' interests we co-create the curriculum studying topics on Francophone history and culture through literature and film. For example, students explore the impact of French colonialism on Algeria by reading L'Hôte by Camus and seeing Pontecorvo's classic film, La Battaille d'Algers. Students also study and discuss contemporary culture and issues and research areas of interest. Students review grammar to build their proficiency in the areas of speaking, listening, writing, reading and vocabulary recall. AP Spanish Language and Culture (YR) Two semesters, two credits, open to sophomores, juniors and seniors. Prerequisite: Spanish IV or V with an average grade of "B+" or higher. This intense college-level course is designed to prepare students for the Advanced Placement Spanish Language Examination. The study of Spanish-speakers and their culture will include the AP College Board units on families and communities, science and technology, beauty and aesthetics, contemporary life, global challenges, and personal and public identities. Students will demonstrate an understanding of the culture(s), incorporate interdisciplinary topics, make comparisons between the native language and target language and between cultures, and use the target language in real-life settings. Students will develop tools of communication for reading and listening to authentic sources in order to promote a deeper understanding of the Spanish language and its many cultures. AP Spanish Literature and Culture (YR) Two semesters, two credits, open to juniors and seniors. Prerequisite: Spanish IV, V or AP Spanish Language with an average grade of "B+" or higher. This intense college-level course is designed to prepare students for the Advanced Placement Spanish Literature Examination. The study of Spanish-speakers and their culture will include the AP College Board units on societies in contact, gender, time and space, interpersonal and social relationships, duality of being and the enigma of existence, and imagination and literary creation. Students will develop further tools for communication for reading and listening to authentic sources in order to promote a deeper understanding of the Spanish language and its many cultures. This class will explore history, culture, art, and literature through Latin American and Spanish authors, poets, and essayists. Literature in this class covers the Medieval & Golden Age, as well as the 18 th – 21 st centuries. Internship Spanish Language Internship Program-SLIP (S1) (S2) One or both semesters, one credit per semester open to juniors and seniors. Prerequisite: Spanish IV or above, near native Spanish speaking skills, an application, and teacher recommendation. Admissions based on availability of approved positions. Earn valuable experience that could lead to your future college/career choice or get a head start on your college and career planning by participating in an intern experience. Students will travel to a local primary immersion school twice a week. Through direct contact in the classroom, students will expand their cultural understanding of Latinos and serve as pronunciation models for K-6 students guiding them in classroom activities. Students must be at least 16 years of age and be able to provide their own transportation to and from the work site. The internship will take place during the school day. Students will check in twice a week with the teacher to discuss progress and complete online requirements. Students will complete quarterly papers as well as a semester service-learning project. 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A Placement Problem (no, we will not be using test scores) Four towns are building a park together. * Town A is 3 miles North and 1.5 miles West of town D. * Town B is 4 miles North and 2 miles East of town D. * Town C is 2.5 miles North and 1.5 miles East of town D. Where should they build the park? What else would you like to know in order to make a better decision? Notes General arc of the session Discussion of the teaser problem will be used as a launching pad for modeling: we are starting with an easy problem that introduces both the mathematical ideas we will use (distance, weighted average, proportional relationships) and the bigger context of a realworld situation. First, we will discuss the teaser problem from the ﬂyer to introduce the concept of "center of mass" or "average of the coordinates" or "average distance", etc. Then, I will ask what other information participants would want to take into account if this was a real-life situation. Depending on what participants come up with, this might lead us into generalizing the center of mass idea to a weighted average. We can also (or instead) introduce the concept of a "happiness function", or how to put together various interests to get comparable numbers on which park might be better. By doing this, I will "model" what we do in mathematical modeling: we make assumptions as to what matters, we use math to quantify how and how much this matters, and we increase the complexity of the model if we decide to take into account additional, relevant information. But I won't tell them that until the end. We will then be ready to work on the real-world example! Towards the end, I will keep some time to formalize the steps of modeling, and make an explicit link to the practice standard of modeling in the Common Core standards. I will also give resources, and tell participants about high school modeling contests! The moral of the story: modeling a real world situation is possible, and not so daunting if we can do this step by step, abstracting away some information and choosing to focus on other, manageable aspects. The more mathematical tools we can use, the more complex, precise and useful our model might be. Materials to bring: * Computer, adapter, charger, pdf of slides. * Printed notes. * Map of cities with selected parks marked (a few copies). * Report on selected parks (a few copies). * Protractor, compass (see notes below). Notes post-session: * The teaser problem itself could have taken the whole session! Participants were quite interested: – One team looked at a one-dimensional version with one person at location 0, 2 people at location 1, and the park at location x (0 ≤ x ≤ 1). Later on, instead of working on the real-world problem, they stuck to this one-dimensional example, and used Geogebra to explore the minimum for x in [0, 1] of functions \|x\| α + 2\|1 − x\| α , for various α's. – Quite a few participants thought of angle or median bisectors (as one often does for triangles), but for the quadrilateral of the cities. For those participants, having compasses and protractors would have been helpful (they were only given rulers and quad paper). They even thought of approximating the quadrilateral by a triangle because of its special shape. – Some participants even explored taking the four possible subsets of 3 towns out of the 4. For each such subset of 3 towns, they drew a triangle, and found the centroid of that triangle. The four centroids then make another quadrilateral, smaller than the ﬁrst. As you keep going, you might converge to a single point, and this is where they wanted to put the park (they didn't actually go through with this, but found a website with an animation of what they wanted to do). * Participants had no trouble at all coming up with other information they would need to take into account. * I didn't talk about weighted averages using population as in the notes on next page, but went straight to the real problem. (We had already spent more than a half hour on the teaser.) This seems to have left some participants feeling overwhelmed with the task, and it was very hard for me after that to encourage them to just pick one thing they thought would be relevant and only take that into account. Maybe a diﬀerent setup ("choose a single relevant thing other than location and make a decision on where to put the park") would have been more beneﬁcial to some participants. Another way to do this could be to ask them to take a minute and think individually of the most important thing they would like to take into account. Then participants could make teams with others who had a similar priority. * Most participants were reluctant to actually come up with a "happiness function" or "points" to give diﬀerent locations, and only used words to justify their decision, even when prodded. Again, working ﬁrst on the weighted averages with population might have helped. * Some resistance also came from participants who said that, knowing the political context of these towns, there is no way they would get together to fund a park. There also seemed to be quite a bit of park space already, and the new proposed parks were quite small. Some said they were so small they would not attract people from very far, so again, there was no point for the towns to all pay for this. They then thought of building say a skating rink or something more special (a new high school, a youth or community center), that might actually draw people from all four towns. * I didn't go over the modeling framework (slide 9), partly from lack of time and partly because I felt that at least the participants who hadn't done much modeling today might not be interested. But maybe they would have beneﬁted from it? More detailed plan * Teaser problem: – Ask what they came up with, how they found their solution, etc. – We might have to break it down a little and talk about only two towns at ﬁrst, where you could put the park in that case. This might lead more naturally to the concept of an average, for each coordinate (x and y). (I could bring a large piece of cardboard where I have drawn a dot for each city, ﬁx equal weights on the cardboard for each city, and ﬁnd the center of mass with my ﬁnger.) – If we take town D as the origin, there might be confusion as to dividing by 3 or 4 for the average (town D is at a distance of 0). Go back to the two-city problem if needed. – Alternately: average of towns A and C, then B and D. Then average those two averages! – Now, discuss population. Should it change the answer? If so, how? Hopefully this will lead to the concept of a weighted average. (Back to the large piece of cardboard: now change the weights, and ﬁnd the center of mass again. Or, imagine each person in town A is a distance a away from town D, so there are 20,000 people who are at a distance of a, 45,000 at a distance b, etc...) – If it comes up, discuss whether absolute vs relative weights matter. This might come up later with the real-world problem. – We have added more information to the problem, more complexity. In real life, things are even more complex! What else would you need to know? * Discussion on "more information": – Depending on how participation goes (hard to think of things? not sure whether something might be important or not?), I might ask them to do this in "ThinkPair-Share" so they can share with neighbor before sharing with the group. Can also phrase this as: what else could be relevant? What else should we take into account? – Possible answers: roads (speed of travel, red lights, shortest path using an online map program like Google Maps); the park cannot realistically be put anywhere (location might change size and amenities of park depending on budget); accessible by public transportation, number of parking spots if any; nice location (by a river, by an industrial park), population density (not everyone lives exactly in the center of town); others? * Real-world problem: – Introduce the real-world problem: the cities of Waltham, Belmont, Watertown and Newton have decided to build a park together. They have found only three locations (see last page, which might be used to communicate that info to participants) as viable choices for where to put the park. They will be meeting later on this afternoon to make they ﬁnal choice. Can you help them decide on which place would make their constituents the happiest? – Print a map for them with town and park locations, and a scale. – Focus changes from a weighted average for the location to a weighted average for the happiness of people. Do we want total happiness higher, or similar happiness for each town? Can let participants come up with these questions, or tackle whichever they prefer. Or help them think about it as I go around tables. – Have participants think about comparing their weighted averages to another team's, and how weights that total 1 (or 100...) allows easier (more fair) comparison. – If needed, encourage participants to add layers of complexity one at a time (like we did in the teaser). Start with the simplest, and gradually build it up. Useful especially if participants are daunted by the task and do not know where to start. Ask them "What is the one thing you think matters the most for happiness?", and have them start with that. – Back-up problems, simpler problems, more advanced problems, side explorations: ∗ Belmont and Newton are outliers, so Watertown and Waltham decide to build their own park without the two other towns. Where should they put it? ∗ How do programs like Google Maps or a GPS manage to ﬁnd the path with shortest travel time? What information do they need to calculate such things? Can you come up with a possible model for ﬁnding travel times? ∗ If you were allowed to build the park anywhere, where would you put it (so back to teaser problem, but need to take roads into account). ∗ Think of non-linear happiness functions (happiness grows with the square of surface area, or is inversely proportional to the distance from the park, etc). ∗ Not everyone lives in the center of each town. ∗ Are parks for children? Does that change our population assumption? * What is modeling? How do we model a situation? – Towards the end, we can be explicit about what we did today: ∗ Make assumptions and approximations. ∗ Identify important quantities and their relationships. ∗ Apply the math we know to analyse those relationships. ∗ Interpret the mathematical results, reﬂect on whether they make sense. ∗ Improve the model by adjusting it or increasing its complexity. – Bring it back to the modeling practice standard of the Common Core, check oﬀ everything from the standard we actually did today! Report on park locations — total budget of $1.5 million All costs are approximate. 1. MBTA lot in front of 50 Water street, Watertown. * Surface area: 2800 m 2 . * Cost of buying land: $300,000 (half of amount needed for MBTA to modernize another lot nearby and put their buses there instead). * Cost of landscaping: $500,000. * Cost of cleaning: $500,000. * Left over for infrastructure: $200,000. 2. 427 River street, Waltham (old Destefano Bakery & Deli and adjacent vacant lot). * Surface area: 2400 m 2 . * Cost of buying land: $250,000 (legal fees for applying eminent domain law). * Cost of landscaping: $250,000. * Cost of cleaning: unknown. * Left over for infrastructure: $1,000,000? 3. Starting at 150 Woodland street in Belmont, North-East side of street up until train tracks. Possibility of adding the lot between the tracks and the street connecting Woodland to Prince street. * Surface area: 4000 m 2 (plus extra 2000 m 2 possible). * Cost of buying land: $500,000 (plus $250,000 possible). * Cost of landscaping: $300,000 (plus $150,000 possible). * Cost of cleaning: $100,000 to 200,000 (plus $50,000 to $100,000 possible). * Left over for infrastructure: $500,000 to 600,000 (or $0 to $150,000 left).	<urn:uuid:e7cd8bec-06be-4dc3-bd67-ffe7330be677>	CC-MAIN-2024-33	https://my.theopenscholar.com/files/rbr/files/bmtc-5-30.pdf	2024-08-04T17:02:47+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00160.warc.gz	324,640,421	2,672	eng_Latn	eng_Latn	0.996598	eng_Latn	0.998948	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 375, 5755, 7964, 10722, 11945 ]	[ 4.03125 ]	1	1
Kulmagambetova Svetlana Sanzhanovna, candidate of pedagogic sciences, associate professor, Makhambet Utemisov West Kazakhstan University, Uralsk, Kazakhstan Ablaikyzy Avgustina, 2 nd year master's degree student, Makhambet Utemisov West Kazakhstan University, Uralsk, Kazakhstan DEVELOPMENT OF CRITICAL THINKING AS A METHOD TO IMPROVE THE LEVEL OF STUDENTS' LEARNING IN ENGLISH LESSONS Abstract: The article is timed to the formation of the initial abilities of critical thinking of adolescents with the help of the development of reading skills in the lessons of the English language, taking into account the mental, psychological and age-related individualities of the formation of critical thinking. For example, requests for reading in a foreign language and the main ways of using critical thinking technology in the English language lessons are considered. Keywords: critical thinking, modern approaches, efficiency of information perception, free thinking. In modern pedagogy, reading is considered as one of the types of speech activity. According to A.N. Leontiev's reading gives a picture of speech work, which is part of the communicative and social work of people, implemented through verbal mediated communication. In other texts, reading is a communicative work, the purpose of which is to obtain the information contained in the text. [1;p.575] Zimnyaya I.A. considers that the process of reading is actually formed by 2 mechanisms: the device for perception and the device for processing the printed word. These 2 elements of the mechanism are kept intact near the actions and operations that the reader performs. [2;p.382] J. A. Braus and D. Wood define it as meaningful reflective thinking, focused on the conclusion of such, in fact, what to believe in and actually what to create. Critical thinking, in their view, is intelligence of common sense and the ability to renounce personal prejudices. Danger thinkers are ready to put forward fresh ideas and see fresh abilities, which is actually very important when concluding fresh problems. [3] D. Halpern invites a proper definition of critical thinking: "The use of these cognitive abilities and strategies that increase the possibility of obtaining the desired outcome. It is distinguished by balance, logic and purposefulness. Another definition is purposeful thinking." [4;p.289] Critical thinking does not mean negativity or criticism, this opinion means a meaningful discussion of the contrast of layouts in order to endure the main judgments and conclusions. Orientation towards critical thinking implies that nothing is taken for granted, and any student, despite authority, makes his/her opinion in the context of the curriculum. This is open thinking that does not accept dogmas, developing by applying fresh information to everyday habits. This is where it differs from ordinary thinking. Critical thinking is the starting point for the formation of creative thinking, they develop in synthesis, interdependently. The development of critical thinking highlights the learner: - Ability to work collaboratively with others - Ability to be sensitive to personal education - Increasing the performance of information perception - Increasing attention, both to the material being studied, for example, and to the learning process itself - Lust and the ability to freeze a person who learns throughout his life. Developing critical thinking makes the teacher more likely to: - Create an atmosphere of openness and seriousness in the classroom cooperation - Apply a system of effective ways that promote the development of selfreliance - Encourage students to freeze at the same time by practitioners and specialists who at the same time can competently analyze their own work - Freeze as a source of valuable information for colleagues. Developing of critical thinking through reading and writing gives special attention to foreign language lessons. Just this development directs care to the word. Its soil is considered to be the communicative-activity principle of study, which provides for a dialogue, interactive mode of classes, cooperative exploration of the conclusion of tasks, and also "partnership" affairs between the teacher and students. Various techniques of technology develop the ability to understand information, predict, work with a word, ask questions and interpret information creatively. The set of main abilities important for critical thinking includes observation, capacity for interpretation, analysis, derivation of decisions, capacity to give assessments. Critical thinking uses logic, but also relies on meta-knowledge and broad aspects of intelligence such as clarity, plausibility, accuracy, significance, depth, scope, and fidelity. Sensuality, creative imagination, value attitudes are still considered to be components of critical thinking. Most often, critical thinking is understood as the process of evaluating the reliability, accuracy, or value of something, the ability of evaluation to find and search for premises and other points of view, to understand history as a whole, and to change one's own deal based on precedents and arguments. It is also called regular or analytical thinking. Mostly, the kids we have trained want unambiguity in definitions, classifications and views on one and the same problem, and how important it is for them to learn to perceive that, in fact, the inaccessibility of unambiguity is often not considered a defect or a task, but rather a good chance to get deeper into the essence of things , more recognize. D. Kluster warns against the encroachment of some teachers to identify critical thinking with these thought processes, as memorization, awareness and creative, intuitive thinking. For all the significance of the formation of memory, memorization is not thinking. The formation of the mind is largely associated not with the exploitation of memory, but with the development of autonomous thinking. According to the creator, awareness is not considered thinking, it is only one of the preparatory criteria for critical thinking.[5;p.5-13] D. Kluster identifies 5 qualities that distinguish critical thinking from its other types. 1. Critical thinking is independent thinking. 2. Information is considered the starting point, not the end point of critical thinking. Knowledge creates motivation, without which a person is not able to think critically. 3. Critical thinking comes from asking questions and clarifying the tasks that need to be solved. Critical thinking craves persuasive reasoning. 4. Critical thinking is social thinking. For this, in order for the student to have the opportunity to use his own critical thinking, it is important for him to cultivate a number of properties for himself, among which D. Halpern singles out: - Willingness to plan. Thoughts often appear randomly. Organize them in principle, arrange the order of presentation. Orderliness of thought is a symptom of conviction. - Elasticity. If the student is not ready to understand the ideas of others, he can never freeze with a generator of personal thoughts and thoughts. Elasticity allows you to wait with making a judgment, while the adept does not have different information. - Assertiveness. Often, faced with a difficult task, we cancel its conclusion for later. By developing assertiveness in the tension of the mind, the adept without fail will achieve significantly better results in learning. - Willingness to correct own mistakes. A critical thinker will not justify his own incorrect conclusions, but will draw conclusions, use the error to continue studying. - Understanding. This is a rather significant quality, which implies the ability to monitor oneself in the process of mental work, to track down the course of thoughts. - Exploration of compromise conclusions. It is important that the accepted conclusions be evaluated by other people, otherwise, for example, they will remain at the level of expressions. D. Halpern, thinking about the mental skills of critical thinking, takes care of the proper ones: - test / conclusions; - promotion, formulation, development of hypotheses; - establishment and creation, exploration of analogies, metaphors; - activation of previously acquired knowledge; - activation of causal relationships; - significance test; - comparison - comparison - opposition; - use in these conditions; - counterargument; - assessment and its reliability/validity; - generalization of ideas; - exploration of other points of view. Progressive school education comes to a fresh, more elevated degree of claims to mastering different types of competencies, between which the areas of responsibility associated with mastering fresh technologies and the ability to continuously learn, which means to constantly acquire fresh knowledge, skills and abilities every day. The educational process is modernized every day due to the introduction of fresh ways and technologies of learning. The development of the formation of critical thinking in real time is actively used in school education. Disciplines based on this technology have become basic in many foreign and Russian educational institutions. The development of critical thinking abilities through the study of reading and writing "is a set of methods and strategies with the support of which the teacher is able to build an educational process in which independent, responsible work of students will be ensured along the way to achieving their own learning goals". This technology requires a special approach to teaching a foreign language. The teacher must have a complete understanding of such a concept as thinking and its types. A.V. Brushlinsky and O.K. Tikhomirov say, in fact, that "thinking can be qualified as a socially conditioned, inextricably linked with speech psychological process of autonomous search and discovery by a person of something significantly fresh, formed on the basis of practical work from sensory knowledge and far beyond it". [6;p.10-16] In his own work "What is critical thinking?" D. Kluster describes in detail critical thinking and argues that just this picture of thinking cannot be called memorization, awareness, or logic. It is not considered creative or intuitive. Critical thinking is always independent. For this, in order to think critically, one must possess a large store of knowledge, possess the desire to settle difficulties and answer questions. A critically thinking person every time brings arguments and reasons, exposing himself and motivating his own point of view, and shares it with society. As a result, critical thinking is social thinking. It is precisely these inherent features in aggregate that distinguishes critical thinking from its other forms. According to the Critical Thinking technology, a modular task is used, consisting of 3 milestones: Any phase contains its own goals and objectives, as well as a set of methods aimed at the beginning of activating research, creative work, and then at comprehending and generalizing the acquired knowledge. The 1 st stage is the "challenge", during which students activate their previous knowledge, attention to the topic wakes up, and the goals of the study of the future educational material are oriented. The 2 nd stage - "comprehension" - is meaningful, during which the student's concrete work with the word happens, while the work is focused, conscious. The process of reading is always associated with the actions of the student (marking, forming tables, keeping a diary), which make it possible to track down personal awareness. At the same time, the concept of "text" is interpreted very broadly: it is the written word, the speech of the teacher, and video material. 3 rd stage - "reflection" - reasoning. At this point, the adept creates a personal attitude to the word and strengthens it either with the support of a personal word or one's own position in the discussion of the issue. It is here that an intense rethinking of personal ideas takes place, taking into account the renewed acquired knowledge. "Think logically!", "Think about it!", "We need more bottomless analysis!" these are the commands that students hear almost every day and which are precisely associated with the development of critical thinking. However, the problem is whether the students actually know what is required of them. In most cases, the answer is no. The task of a competent teacher is to help students, to ascribe to them what the aristocracy means to think critically as: to qualify and express their own point of view; plan the presentation of your own thoughts so that they become understandable to everyone; learn to see if all the main factors of the chosen topic are covered; logically correctly build the structure of the presentation of the leading data; coherently present one's own ideas in order to assure readers of the point of view presented and the conclusions acquired. In conclusion, I would like to indicate that, in fact, foreign language lessons contribute to the development of critical thinking thanks to various material and interactive layouts. A foreign language in the given case is considered as a goal, for example, and a means of learning. When performing any Assignments, students are required to understand the key idea, recreate the logic of presentation, note the problem, compare with what is actually already understood in this area, and qualify what additional information is important for us in order to arrange a conclusion and construct our own point of view on a specific issue or the task. As you can see, this urgently asks for the formation of specific mental skills. Students must be able to study the collected data, evaluate their significance, select the important, structure information, and then synthesize it in order to apply difficulties in the conclusion, to prove their own point of view. These are all critical thinking skills. For successful work on the technology of developing critical thinking in the initial classes, it is necessary to perceive that the key feature of the provided technology is the construction of personal knowledge within the framework of the search activity. The formation of critical thinking abilities in the initial classes will allow not only to form students with socially important, moral and value motives of behavior, but also to increase the degree of socialization, to nurture creativity and reflection, to cultivate enterprise, communication skills. References: 1. Problems of the development of the psyche: monograph / A.N. Leontiev. – 3rd edition. - Moscow: Moscow University Publishing House, 1972. 2. Linguopsychology of speech activity / I.A. Winter. - Moscow: MPSI; Voronezh: NPO 'MODEK', 2001. 3. Braus Judy A., Wood Davis (1994). Environmental education in schools: a guide: how to develop an effective program / transl. from English. St. Petersburg: NAAEE. 4. Halpern D. Psychology of critical thinking. - St. Petersburg: Peter, 2006. 5. Bozhovich, E. D. On the definition of the concept of "position subject of learning. From the origins to the present - 130 years of the organization of the psychological society at Moscow University: Collection of materials of the anniversary conference in 5 volumes / E. D. Bozhovich - 2015. P. 23-25. ISSN 23094265. 6. Azovkina, A. N. Development of interest in reading foreign language at the initial stage of education / A.N.Azovkina // Development of interest in reading in a foreign language at the initial stage of education: IYaSh. - 2003. - Issue 2. 7. Borisova, N.V. Health Education Program / N.V.Borisova - Moscow, 2016. 8. Birenbaum, M. Ya. Features of using the technology "Development of critical thinking through reading and writing in teaching foreign languages. Improving the teaching of foreign languages at school and university - a collection of scientific and methodological works. / M. Ya. Birenbaum, M. Ya. Muromtseva Kirov: Publishing house of VSPU, 2010. - Issue. #5 9. Kluster D. What is critical thinking? // Critical thinking and new types of literacy. - M.: New Education, 2008. 10. Brushlinsky A.V., Tikhomirov O.K. On trends in the development of modern psychology of thinking // National Psychological Journal - 2013. - No. 2 (10)	<urn:uuid:185e838b-a840-4201-a0bb-c2a7ff9e11ae>	CC-MAIN-2024-33	https://flagmannauki.ru/files/Kulmagambetova_S.S._Ablaikyzy_A.pdf	2024-08-04T18:52:09+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00158.warc.gz	216,089,036	3,231	eng_Latn	eng_Latn	0.984406	eng_Latn	0.996906	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1652, 3547, 5580, 7468, 9149, 11284, 13682, 15580, 16286 ]	[ 3.28125 ]	1	0
Looking ahead to January we are looking forward to more science exploration and individual woodworking projects in the Blue Dolphin Class…. This month we will continue our Spanish Lessons in the Purple Shark room as well as Friday afternoons with all the children!! The Learningden Preschool The Learningden Preschool January Newsletter Blue Dolphins Happy New Year! The Blue Dolphins had such a fun and busy December with all the holiday celebrations and some welcome time away from school spent with family. As we move in to January we will return to a more scheduled format with an increased focus on academics and kindergarten readiness. This month we will be scheduling conferences for the families of children entering kindergarten this Fall. These conferences include a written statement of your child's abilities, interests, strengths, and goal areas. We meet one on one to come up with an individualized plan for Purple Sharks I hope everyone had a wonderful holiday season. The children really enjoyed making their holiday projects. In continuation with the unit on Spanish we will be learning more colors and body parts. During group time we will take turns and practice listening to others. Not only listening but being able to respond accordingly. This month we will slowly be learning songs in Spanish. The children really enjoy singing and it has been a great learning technique with the next few months ensuring the greatest success for your child. This month we will continue our science explorations and work on having weekly science experiments based on the children's interests. Math and science concepts will be explored through group time discussions, games, group activities, and individual stations. We will also begin work on another long term collaborative art project; the medium will be decided by the children as a collective. This month we are also re-opening the woodworking area and starting some great individual woodworking projects. them. Another part of group time that the children have been responding to is math through counting, adding and subtracting blocks. Our first since experiment was on sinking or floating. The children loved walking around the classroom and searching for objects to find out if they would sink or float. This month we will be doing more science experiments in the classroom. The board outside our class will have documentation on Ms. Jessica & Ms. Michelle our experiments. We hope everyone has a great new year and we are excited for this year to come. I know I haven't been able to talk to each parent but feel free to contact me about any questions. Ms. Jeanette and Ms. Stephanie firstname.lastname@example.org (805) 636-3510 Welcome all new Rainbow Fish!!! We are looking forward to focusing on community and Family in the Green Turtle class this month. Rainbow Fish Happy New Year Rainbow fish families!! Now that we have all recovered from family time and holiday cheers it is time to get in gear for 2012 and focus on making transitions fun and exciting . We can all play a role in the success of the children's school experience. Helping our children make choices before getting to school is great for them. For example, set out two outfit choices to wear to school, let your child help prepare their lunch, and books rather then toys are good Green Turtles We hope everyone had a wonderful time during the holiday season and enjoyed all of the special things that the green turtles worked on last month. We had so much fun decorating our tree and making lots of special memories. This month we look forward to continuing projects about snow and setting up different stations throughout the classroom. We also look forward to working on some collaborative projects to bring us together as a community and a family. We look forward to having some new friends join the green turtle class in the next couple months and will be working on welcoming our new friends and letting them know how happy we are to have them join our group. This new year we look forward to fun, happiness and a lasting love for learning. Happy new year! Ms. Jennifer & Ms. Brandi What is Growing in our Outdoor Classroom?? In December the children enjoyed learning about the water cycle and creating winter environments in their artwork. the end of the month we'll visit the monarch preserve and see hundreds of beautiful monarch butterflies in Goleta!! In January we'll be exploring the theme of forest and arctic animals in the winter. They'll learn about hibernation and butterfly metamorphosis. At I enjoy working with your children so much and they are so special and inquisitive . If you can help drive or come on the field trip please let me or your child's teacher know!! Thank you, Happy New Year ! Ms. Illdi choices to bring to school. We understand that comfort items are important and we encourage them . If your child wants to bring additional items, books can really add to the community of children sharing and learning in the classroom. Because your child is 2 it is hard for them to share toys that are personal from home. Gearing up for easy transitions in 2012 we will begin to introduce our new students moving up from the green turtles. Children moving into this class- room will begin learning more independence skills. I welcome any feedback that you might have and really look forward to speaking with all of you on a daily basis about your child. I am enjoying all the growth and progress the children are making and looking forward to a new year of getting to know each child and their families more and more,!! 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Portrait Drawing Round Robin A Workshop Lesson Plan created by Peter Walsh What's a "Portrait Drawing Round Robin" and how does it work? Participants get together for a few hours to create portrait drawings of each other and construct a wall sized portrait "matrix" of the completed drawings: portraits of the participants shown horizontally, portraits by them vertically. Lots of things go on in this process and the completed grids are truly mesmerizing. The Round Robins create a unique kind of group portraiture that turns the traditional power relationships of portraiture on their head. How do I organize a "Portrait Drawing Round Robin"? A Portrait Drawing Round Robin is easy to organize, but it takes some planning. Here are some notes to use as a guide. You'll need: * a room, such as a classroom or gallery space * a group of five to twenty interested people * two to three hours * some inexpensive drawing paper * several tables (four to six foot long) * some drawing supplies like pencils, charcoal and erasers * several mirrors on easels, one mirror per table (for self-portraits!) * a timer with an alarm. How long a Round Robin lasts depends on the number of participants making each grid and the length of time set aside for each drawing. For example, a table of five persons making 10-minute drawings will take 100 minutes to create a grid of 25 portraits. Add a few short breaks and you have a two-hour workshop. Make sure to include time in your workshop for looking at the completed drawings. I've used 11 x 14 inch Strathmore 300 Series drawing paper in the past, but any paper you like will work well. How much paper you need depends on how many people are involved. For a table of five persons, you need twenty-five sheets, plus some extra just in case. Setting the Round Robin in Motion. 1) Form groups of five people to create grids of twenty-five drawings. If you have more than five participants, form several groups. I find that this is the best basic configuration. The math behind this is simple, but specific. More people in each group increases the number of drawings exponentially. Stick with an odd number for each group so that the movement around the tables is clear. 2) Assuming five people per team, sit four persons at each table, two across from two. The fifth person will start with a self-portrait while seated at a mirror mounted on an easel. 3) Begin w one perso time is no one chair partner. T portrait m with particip on draws, w ot recomme r over, mov The fifth pa mirror. pants introd while the o ended. Whe ving in a c articipant jo ducing them other sits, th en that first clockwise d oins the ta mselves to t hen the oth t exchange direction, an able while o the person her way aro e is complet nd introduc one of the seated opp ound. Draw ted every o ce themselv others mo posite them wing at the one should ves to thei oves to the m. First same move r next e self- 4) You sh as much Round Ro people, yo possible. out more need at le hould use a time as yo obin to finis ou may hav If you want time for the east nine ho a timer for u can. Ten sh in a coup ve to go as t to give the e Round R ours to com each draw n minutes is ple of hours low as sev e drawers m obin. A gro mplete their ing. In gen s good for s. If you wa ven minutes more time f oup of five p grid! eral, you w a group of nt a large g s per drawi or each dra people doin want to give five people grid, for exa ng, which is awing you w ng half hour e the partic e if you wa ample with s challengin will need to r drawings cipants ant the seven ng but o block would Making the Grid. 5) When e works bes columns. lower righ everyone h st to have p If you can, ht. has drawn e portraits of have the s everyone, in someone in self-portraits ncluding the n horizonta s come dow emselves, l al rows and wn diagona lay out the portraits by ally from the portrait grid y them in v e upper left d. It vertical to the Looking at the Port trait Matrix x. Take som someone Sometime people sp the whole me time to l else is se es I've fou peechless a e. ook at the eeing you. nd that the as they try finished dra Listen to e group po to do the awings and their surpr ortrait crea visual work d talk about rised react ted in thes k necessar t them. Loo ion to how se matrices ry to interpr ok closely a w you see s tends to ret the part at how them. leave ts and Tips for t the Round Robin. 1) Each s focus on. portrait. T drawing b sitter shoul That spot They can fa begins, they ld be comf will help th ace the dra y should sta fortably sea hem to kee awer "head ay in that po ated and s ep their hea on" or turn osition. hould find ad in about n their head a spot acr the same d to one si ross the ro place durin de, but onc oom to ng the ce the 2) Use st shapes an trong overh nd lines of head lights, a person's which can face. n provide shadows tha at are usef ful for seein ng the 3) There windows brains a personific is no right o onto the p nd bodies cations of o or wrong po processes s and tra ther beings ortrait. Even of seeing nsforming s – the draw n "bad" draw another pe those su wings. wings or "in erson, pass bjective e ncorrect" lik sing that s experiences kenesses p ight throug s into obj rovide gh our jective About this Lesson Plan. This Port Walsh in trait Drawin 2011 to des ng Round scribe work Robin wor kshops that rkshop less t began in 2 son plan w 2009. was created d by artist Peter Peter Wa 415 Beve Brooklyn, alsh erley Road, NY 11211 #1C walshpete http://www email@example.com w.peterwals om shprojects.u us About the Creative Commons s License. Attrib bution-Shar reAlike, CC C BY-SA This licen purposes terms. Th All new w also allow nse lets you , as long as his license is works based w commerci u remix, twe s you credit s often com d on this les ial use. eak, and bu t me and lic mpared to "c sson plan w uild upon th cense your copyleft" fre will carry the is lesson pl new creatio ee and ope e same lice lan, even fo ons under t n source so ense, so any or commerc the identica oftware lice y derivative cial al enses. es will View Lice ense Deed: View Legal Code: ht ttp://creative ecommons.org/license es/by-sa/3.0 0/legalcode e http://creat tivecommons.org/licen nses/by-sa/ /3.0/	<urn:uuid:24a81265-a6f8-4e43-8fee-709269b8039f>	CC-MAIN-2017-22	http://www.peterwalshprojects.us/pdfs/Portrait%20Exchange%20Round%20Robin%20Lesson%20Plan.pdf	2017-05-29T22:34:17Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00436.warc.gz	725,381,624	1,563	eng_Latn	eng_Latn	0.975577	eng_Latn	0.990016	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 898, 2399, 3944, 6257 ]	[ 2.28125 ]	3	0
WHEELING TO SCHOOL Sept 2011June 2012 Assessing Barriers to Cycling to School in Ontario A collaboration between Green Communities Canada and Share the Road Cycling Coalition. This intensive four school pilot project assessed barriers to cycling for elementary school children and for schools that wish to promote cycling as an active travel option in Ontario. Wheeling to School ASSESSING BARRIERS TO CYCLING TO SCHOOL IN ONTARIO PROJECT DESCRIPTION Like other active forms of travel cycling can improve children's health through increased daily physical activity, mitigate congestion and associated air pollution around the school, and teach children important safety skills. Results from School Travel Planning initiatives across the country noted some significant increases in walking to school, from 6% to as high as 20; however, rates of families choosing cycling to school remains at a persistent 1% average. Increasing cycling to school requires assessing unique barriers that differ from walking and providing educational opportunities that create behaviour change and create a culture of enthusiastic riders. The Wheeling to School pilot was a collaboration between Green Communities Canada and Share the Road Cycling Coalition. The intensive four school pilot project assessed barriers to cycling for elementary school children and for schools that wish to promote cycling as an active travel option in Ontario. Figure 1 maps the four schools in south-western Ontario. FIGURE 1: LOCATION OF PILOT SCHOOLS School Profile SHEP PA R D P S , K I T C H E N E R : 320 students, K-6, mature suburban mixed-use neighbourhood, Grade 5 Cycling Program EAST DA L E P S , W O O D S T O C K : 285 students, K-8, mature suburban land use adjacent the school MITCHELL HEPBURN P. S , S T. T H O M A S : 500 students, K-8, mainly new development residential land use S T. L A W R E N C E C A T H O L I C S C H O O L , H A M I L T O N : 407 students, K-8, urban neighbourhood, numerous one-way streets PROCESS Between 2005 and 2012 Green Communities Canada created, tested and disseminated the School Travel Planning (STP) model framework and toolkit which enables communities to customize and deliver active and safe routes to school programming. The Wheeling to School pilot customized some of the STP tools for the cycling focus of the project. Figure 2 shows key stages in the pilot with suggested timelines. Survey Results Survey results at each school provided an understanding of existing barriers existed to cycling and what interventions would be most effective in eliciting behaviour change. The results reflected each community's current level of cycling-friendliness and existing supports. For example, in Woodstock where bike racks were old and hidden in the back of the school yard, parents felt that the greatest need was for a safe area where students could lock their bikes. In Hamilton, where the school had installed new racks a year earlier, responses were more varied. Route Maps Recommended routes-to-school were created in phases and in consultation with the community committee, parents and students. The survey data provided the locations of families who were interested in cycling to school and helped to create the best routes to accommodate these families. An assessment of these routes was discussed with each school's municipal staff prior to the cycleabout. The cycle-about invited students, teachers, school administrators, parents, public health nurses, school board dignitaries, city councillors, police and municipal planning staff to assess routes around the school on their bikes. Participants examined the on and off-road environment around the school for its potential to encourage cycling and noted possible changes that municipal staff should consider for future road/trail enhancements. Participants had opportunities to discuss their findings during the cycle-about and make note of them on a worksheet afterwards. FIGURE 4- CYCLE ABOUT IN WOODSTOCK, ST. THOMAS AND HAMILTON At the school site itself the cycle-about addressed accessibility to bike racks as well as any potential dangers in the school's drop-off zones. Recommended bicycle routes were then mapped onto a postcard that was provided for students to take home. Through project follow-up surveys all stakeholders responded positively to the cycle-about, stating that it was a valuable experience and the best way to understand the ride to school first hand. "IT WAS FANTASTIC HOW THE STUDENTS WERE INVOLVED IN THE PLANNING OF THE PROMOTION OF CYCLING TO SCHOOL, THEY HAVE GREAT IDEAS AND WITH SUPPORT CAN BE THE AGENTS FOR CHANGE." OUTCOMES Recommended Routes to School Each pilot school identified three to four suggested 'best' routes to school by bicycle. Creating these routes was a collaborative effort between the Wheeling to School Committee and municipal/regional staff. Students participated in the cycleabouts and provided feedback on the usability of each route. Two schools have opted to send postcard maps home with all new students as part of their welcome packages to the school. On and Off Road Bike Routes to School Schools in Woodstock, St. Thomas and Hamilton were able to utilize off-road trail connections for sections of their bike routes. Off-road trail connections are a great choice for routes to school and new trails should be encouraged. Trails are youth and childfriendly and a good environment for families to increase their comfort cycling together. Cycling Education Cycling education was provided at all four schools and included an on-bike component. We utilized existing community programs and resources for cycling education delivery and/or bike maintenance and included bike rodeos, workshops and in-class sessions. In the Spring, three of the four schools we were able to offer a bike-tune up for students and family members that may ride together. These tune-ups were provided by local bike-cooperatives. "OVERALL THIS WAS A GREAT PROJECT THAT GAVE STUDENTS THE INCENTIVE TO RIDE THEIR BIKES TO SCHOOL. THIS GAVE US THE OPPORTUNITY TO GIVE CLASSROOM INSTRUCTION ON SAFER BIKE RIDING." Local Partnerships Harness Success St. Lawrence Catholic School in Hamilton brought together community partners from public health, traffic operations, city council, and police for route planning. A local cycling non-profit provided bike tune-ups and cycling education while a young couple came in to do BMX tricks on the bike festival day. The school community and specifically the students were integral in the process as they were the key decision makers on the project committee. FIGURE 8- NEW HOPE BIKES PROVIDES BIKE TRAINING AND BMX BIKER SHOWS STUDENTS SOME TRICKS IN HAMILTON Bike Trains Tested We were successful in launching a pilot 'bicycle train' day in three of the four communities. The bicycle trains had representation from students, parents, teachers, public health nurses, police and the project facilitator. The bicycle train followed the designated routes described above and picked or dropped off students. Students were provided bike education opportunities prior to the bicycle train day. FIGURE 9- PARENT LED BIKE TRAINS IN KITCHENER Bike Train: A group of adults and students riding along a designated route to or from school. Students can meet at a selected location or be picked up along the way. Adults can be parent volunteers, teachers, police and public health nurses. Increases in Cycling to School The pilot saw increases in students cycling at all four schools. Students were provided incentives such as bells, helmets, locks and lights, and prizes for participating in cycling education and frequent cycler programs. The most notable increases occurred in Hamilton and Kitchener. St. Lawrence Catholic School in Hamilton was able to see increases in walking and cycling over a two year period due to previous data collection. Cycling increased 9% from 1% in May 2010 to 10% in June 2012. At Sheppard Public School in Kitchener cycling increased from 4.3% in classroom surveys collected in March 2012 to 12.4% in June 2012. St. Thomas saw drastic increases on their Wheeling Wednesdays with bike racks filling to the brim and between 30 and 50 riders a week. "OUR SCHOOL WENT FROM 3 OR 4 RIDERS ON AVERAGE PER DAY TO BETWEEN 30 AND 50 RIDERS PER DAY. STUDENTS IN GRADES 3-6 GOT THE MOST OUT OF THE PROGRAM." A Community Bike Festival Sheppard P.S. in Kitchener had grade 5 students organize and run (with the help of parents) a community bike festival. Members of the community and school were invited to participate in bike skills games, free tune-ups, bike testing and a BBQ. Over100 people come to the event on a Saturday in April! The early spring fun event left the school time to build momentum into June. Donated Bicycle Racks Eastdale P.S in Woodstock approached a local bike rack manufacturer, Maglin Site Furniture, who generously donated two bicycle racks for the project. These racks were an upgrade from the unused older racks. The location of the racks was moved to a newly paved visible location at the front of the school. CHALLENGES AND BARRIERS Inequality of Cycling Education in Communities- Across the four pilot schools accessibility to cycling instructors was varied creating inconsistent degrees of education provision. We used a combination of independent and municipal CAN Bike Instructors to provide on-bike training for students. In Woodstock instructors were provided in partnership with the municipality. At the other pilot schools instructors were either exceeded our budget or were not locally available. These barriers make it difficult for schools to consider continuing to provide on-bike education past the pilot program and certainly don't encourage other schools to consider the promotion of cycle to school programming. Students were also provided a one-time education FIGURE 12- CANBIKE INSTRUCTOR FROM SARNIA PROVIDES STUDENTS ONBIKE TRAINING IN ST.THOMAS opportunity but as with other skills like swimming, repeated practice makes perfect. Recommendation: There is a strong case to be made for a universal, accessible and affordable cycling education program, available through school curriculum for Grades 5 through 7, and delivered across the province to provide students with much-needed cycling skills while creating potential new cyclists for the future. Better Route Planning around Schools- A significant barrier at two schools was the lack of cycling-friendly infrastructure along roadways to enable biking to school. In Kitchener, the crossing of a major arterial road created a challenge while in Hamilton one of the approaches was along a busy one-way street. Recommendation: Beyond this pilot project, municipal or regional staff should be encouraged to work with schools to promote cycling by not only recommending best cycle routes but also to provide solutions to enhancing those routes through dedicated bike lanes, sharrows, signage etc. Municipalities should designate schools as priority areas for active transportation infrastructure upgrades to promote cycling and walking to school. School Selection for Cycling Projects- Creating a culture of cycling takes time in any community and especially at an elementary school. Schools should be considered that have a burgeoning cycling interest or a proven record of parental involvement in school programs. All schools received benefits and saw successes with the Wheeling project to some extent, however, it was a challenge at some schools to attract long-term parental commitment for the bicycle train component of the project. Recommendation: A next valuable step would be to create tools or programs that shift parental perceptions around the travel time and provide opportunities for behaviour change. RESOURCES CREATED Stakeholder Mapping This document suggests possible stakeholders your school should contact to form a Wheeling to School Committee. It is adapted from the School Travel Planning Toolkit and blends the School and Municipal Committee to suit a smaller scale project. If your community has an existing Active & Safe Routes to School (ASRTS) Committee invite members to key meetings and events, and report back your work to the committee. From our pilot we found that a committed pool of parents at each school helps the project immensely during the events and bicycle train implementation. Wheeling to School Committee Members.pdf Eastdale Wheeling to School Intro.pdf Media Release A sample media release along with a photo of the article in the local paper that release garnered. Media Release and Media for Wheeling to School.pdf Wheeling to School Survey This survey helps your school identify specific challenges and barriers to cycling to school for parents and students. The survey also helps you gage which initiatives students are interested in and what the areas of concern are around the school. Students also map where they live which allows you to consider these households as potential early adaptors when route planning. Wheeling to School Barrier Assessment Survey.pdf Hands Up Survey Wheeling to School.pdf Wheeling to School Survey Data Entry.xls Cycle-about Handout This worksheet is given to each participant to complete during the assessment of potential best routes. Cycle About Handout Sample.docx Mitchell Hepburn Cycleabout Sample.pdf Sample Best Routes to School Postcard Postcards are a convenient size to encourage students to post at home. Some pilot schools opted to include a meeting time for their bicycle train or a suggested time of departure. Sample postcards, shown on page 3, can be altered to have a simpler design or include student art. Postcard Eastdale.pdf SPECIAL THANKS FOR YOUR PROJECT CONTRIBUTIONS To all participating schools, school committees and supporting community partners for their dedicated efforts in the project Jacky Kennedy, Canada Walks Eleanor McMahon, Share the Road Cycling Sandra Jones, HASTE BC Dave Nighbor, Route Postcard Designer Wallace Beaton, Green Communities Canada Maglin Site Furniture Dick Felton, Can-Bike Instructor from Sarnia	<urn:uuid:9815e553-6685-4dcd-85a7-2f2412556fb2>	CC-MAIN-2017-22	http://saferoutestoschool.ca/sites/default/files/Wheeling%20to%20School-Case%20Study_0.pdf	2017-05-29T22:38:22Z	crawl-data/CC-MAIN-2017-22/segments/1495463613135.2/warc/CC-MAIN-20170529223110-20170530003110-00437.warc.gz	383,657,590	2,864	eng_Latn	eng_Latn	0.993882	eng_Latn	0.998457	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 363, 2021, 3014, 4669, 6656, 8426, 9161, 11849, 13443, 13785, 14210 ]	[ 2.890625 ]	3	1
AGENDA 2030 DEBATE CYCLE PEACE, JUSTICE, SOLID INSTITUTIONS, AND PARTNERSHIPS FOR THE GOALS. (Goals 16 and 17) The proposal is intended for students in the 4th year of compulsory secondary education, baccalaureate secondary education, vocational education, and university studies. Classroom work proposals 1. Introduction UManresa-FUB has designed a proposal for classroom work based on the roundtable discussion concerning Goals 16 and 17 of the Sustainable Development Goals (SDGs). As the Cosmògraf programme cycle states, "it is essential for societies to be peaceful, just, and inclusive. This must ensure safety and non-violence for all people, and this is only possible through effective public institutions that can provide good healthcare, quality education, fair and transparent economic policies, and inclusive protection of the environment." This work proposal The roundtable event featured a discussion between Oriol Junqueras (historian and politician) and Manuel Cruz (philosopher and politician), and was moderated by Xavier Valls, professor of philosophy and leader of the Central Catalonia Philosophy Professors of Philosophy Group. On Thursday, 16 November, attendees were able to enjoy the engaging discussion between Manuel Cruz and Oriol Junqueras in Manresa. Based on Xavier Valls's questions, they both reflected on how global problems such as climate change far exceed the capacities of institutions, leading humanity to a certain disenchantment, frustration, anger, or fear. The most recent consequences of these emotions have led many countries towards populism or another form of reaction such as traditionalism, as Junqueras noted. Cruz reiterated this by stating that, at present, humanity knows a lot, but does not quite understand what is happening to us. Answers had been sought in science and they have not always been correct, as evidenced during by the pandemic. At that time, what seemed crucial was the ability to manage uncertainty. At the moderator's urging, the discussion continued with a reflection on what solid institutions entail, the crisis that seems to characterize democracy, as well as the type of leadership that is needed. At a time ⟶ 1 2 Partnerships - Sustainable Development (un.org) Peace and Justice - Sustainable Development (un.org) Page 1 / 5 Oriol Junqueras Manuel Cruz when lawfare seems to be marking the course of political events in countries such as Peru or Colombia, society must seek new leadership in order to avoid discontent with democracy, as Cruz argued, since it seems that politics has become a spectacle and real power is found elsewhere. During the round for questions, the speakers confirmed that social networks can be a powerful space where people seek to confirm their own opinions. With this in mind, these reflections led the two speakers to a conclusion: the only truly universal area is education. Junqueras quoted Socrates, stating "there is only one good, knowledge, and one evil, ignorance." 2. Objectives and activities Metes: 1. Raise public awareness about Agenda 2030 3. Value the strength of institutions 2. Encourage critical thinking among citizens 4. Value non-violence as a tool for social construction Objectius i activitats: 1. 1. Identify proposals for Goals 16 and 17 of the SDGs. a. Seek out these objectives (Peace and justice – Sustainable Development (un.org)) and identify the goals that are proposed. c. Read this story and comment on it, valuing the importance of individual contributions to global issues: b. Based on the goals reviewed, identify which ones are within reach to each of us. «An elderly man was walking on a beach in Mexico following an atypical spring storm. The beach was full of floundering fish dumped ashore by the waves, and the man was returning them one by one. A tourist saw him and approached him, asking, 'what are you doing?' 'I'm trying to help these fish,' the elderly man said. 'But there are thousands on these beaches, returning a few of them is useless,' the tourist protested. 'It helps this one,' replied the elderly man as he returned another fish to the sea.» 3 3 the Parliament of Catalonia to Òscar Camps, 2019. Medal of Honor of the Parliament of Josep Guardiola at the awarding of the Medal of Honor of Parliament, in the gold category, to Carola Rackete and Òscar Camps Page 2 /5 ⟶ 2. Establish a debate between two groups based on one of the statements from the roundtable: a. "Autocracy is an alternative to democracy because political parties don't do their job." Rules of the debate: In each debate, two teams will face one another and defend opposing positions (affirmative/negative, decided by drawing lots in each tournament). The affirmative team will always start and finish. In total, there will be four speaking sessions for each team: initial presentation, rebuttal, counter-rebuttal, and conclusion. Each team will decide how their speakers will interact in each discussion. At least THREE different team members must speak (there can also be document assistants to support the team). Speaking turns will have time limits and must maintain the following scheme (with the corresponding time): 2. Introduction (Negative Team): 5 minutes. 1. Introduction (Affirmative Team): 5 minutes. 3. Rebuttal (Affirmative Team): 4 minutes. 5. Counter-rebuttal (Affirmative Team): 4 minutes. 4. Rebuttal (Negative Team): 4 minutes. 6. Counter-rebuttal (Negative Team): 4 minutes. 8. Conclusion (Affirmative Team): 3 minutes. 7. Conclusion (Negative Team): 3 minutes. The AFFIRMATIVE team begins and ends the debate. During rebuttal turns, team members who do not have the turn to speak may raise their hands to ask the speaker a question. The questions must actually be questions, in other words, digressions or reflections that do not seek a direct answer will not be allowed. * A question may not last for more than fifteen seconds. Speakers are free to accept a question, which will count as part of the speaker's time along with the answer (that is, the stopwatch will not be stopped). Font 1 * Challenges can only be made during the rebuttal rounds, and they will only be allowed when 30 seconds remain until the end of the rebuttal time. Therefore, the last half minute is reserved for the speaker. That is, the speaker cannot be interrupted by the other team during these final 30 seconds. 3. Read the following text excerpt: Engulfed by the whirlwind unleashed by the Internet, instant international communications, mobile phones, and social networks, the ⟶ 4 Font 1 Image Freepik Lliga de Debat de Secundària i Batxillerat - Xarxa Vives d'Universitats Es pot agafar com a model la Lliga de debat de la Xarxa Vives: Page 3 / 5 world is undergoing an almost unprecedented historical transformation. The clearest parallel is the invention of the printing press in the mid-15th century. The weight of such a disruptive innovation can cause political parties to become unbalanced. The very nature of power is changing, making it less centralized and more diffuse. Traditional democratic institutions were created for a different era and a slower pace of transformation. Technology is advancing rapidly, while democratic construction is slow. The economic, social, and environmental problems we face today are global, while our most effective political structures are at best national in scope. It would be strange for our democratic structures to not be strained in circumstances like these. Jonathan Sacks, Morality. 5 Chapter 8, Democracy at Risk. a) Explain the main ideas of the text and how they seem related. c) Another part 6 of the same work by Sacks asks the following question: "Can we recover the trust and civility of public life and private relationships, or are the only institutions that matter the market and the state, the incessant search for wealth and power? Can we change?" Do you think that in today's world the market and the state are in fact the only institutions that matter? Justify your response. b) Do you agree with the author's main thesis? 4. Watch the film Selma (2014), by Ava DuVernay. After watching this film, assess the power of non-violence when institutions do not respond to citizens' demands to live with at least a minimum of freedom and social justice. This film tells us about the peaceful march made by Martin Luther King Jr and his followers, who peacefully walked from the city of Selma to Montgomery in 1965 in order to demand civil rights. This eventually led to the passing of the Voting Rights Act to prohibit racial discrimination in voting. This can be written out as a short essay. These questions can serve as a guideline: * How did non-violence take on established power and corrupt, racist institutions? Is non-violence effective in the end? * What injustices did King denounce? * Read or watch King's famous I Have a Dream speech in 1963 at the Lincoln Memorial. 7 Once finished, explain which ideas are still relevant in the social reality we live in today. In the introduction to his book on Gandhi 8 , Thomas Merton states the following: "Non-violence was part of the very nature of political life, and a society whose policies are normally violent, inarticulate, and unreasonable is an infra-political and, therefore, infra-human society." Gandhi himself said: "Humanity can only get rid of violence with nonviolence. Hatred can only be overcome with love. Returning hatred with hatred only increases the surface and depth of what is hated." 7 8 Thomas Merton, Page 4 / 5 ⟶ ⟶ * Identify which policies or institutions are violent in the societies where you live. * After reflecting on this topic, find out which associations, entities, and NGOs are trying to resolve injustices in your surroundings. Once you become familiar with them, consider collaborating with them and contributing to these social improvements. * Make proposals for changes regarding the problems you have identified in the previous question. Use your reflection to demonstrate how a violent response does not solve anything. 9 Op. cit., p. 72. Page 5 / 5	<urn:uuid:cc97cf09-f194-456d-98df-77d25c112678>	CC-MAIN-2024-33	https://web.manresa.cat/media/docs/ciutat_agora/documents/proposta_de_treball_pau_justicia_i_alianca_pels_objectius_angles.pdf	2024-08-04T17:51:49+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00158.warc.gz	508,880,475	2,188	eng_Latn	eng_Latn	0.997129	eng_Latn	0.997946	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2348, 4364, 6734, 9555, 10113 ]	[ 3.234375 ]	1	0
Good Nutrition Makes Healthy Teeth! Although we can't control the exact type of oral flora (type of bacteria) in our mouths, we can certainly keep the numbers of bacteria down with excellent oral hygiene, good diet choices and eating habits. Healthy Food Choices The bacteria in the mouth will use sugars from foods to repopulate and cause tooth destruction, if they are allowed to increase in numbers. The oral bacteria love sugar! In addition, the bacteria produce acid and destroy enamel and dentin. Minerals in saliva help to harden (remineralize) the teeth and resist decay, so it is important that teeth have a break from food throughout the day. Ideally, allow two hours between meals and snacks to give the saliva a chance to buffer the acids and remineralize the teeth. When you are deciding on healthy food choices, the basic rules of thumb are the following: 1. Try to choose foods in their natural form. The less processed, the better. For example, whole fruits are better than juices. 2. Check the ingredients – if sugar is the first or second ingredient on the list, you are best to not choose this as a diet option. 3. Completely avoid sticky and sweet foods (fruit leathers or bars, packaged cookies and other sweet snacks). A fruit should always be the first option for a sweet snack. 4. Remove all sweetened drinks from the diet. Introduce water. Remember that even milk has a very high sugar content, and so should be left for breakfast only. Fruit juices are very high in sugar, and don't have the fibre that whole fruits can offer. 5. Avoid shopping for foods in the middle aisles of the grocery store. Stick to the outside aisle of the store. This is where one will find the healthy, unprocessed foods. 6. Remove all carbonated drinks from the diet. Carbonated drinks are generally high in sugar, and without any nutritional value. The carbonation in these drinks creates a high acid environment – something that the bacteria love! In addition, sweet liquids easily get in between the teeth and can cause decay in those sites. 7. Drink coffees and teas without milk and sugar. Even if you just learn to drink without sugar, you will make a big difference to the bacteria counts in your mouth. 8. Incorporate lots of vegetables in every meal. 9. School lunches should have carrot sticks, celery sticks or any other hard vegetable (these hard crunchy vegetables also help to cleanse the teeth). Teach children to consider these the 'mouth cleaning' or 'dessert' foods. 10. Candy should be only eaten on a very infrequent basis (less than once per week). The sugar content is very high, and it provides no nutritional value. It is best to avoid hard or chewy candy as much as possible because of the length of time it is in contact with the teeth. Choose chocolate or a cookie, over jujube, lollipops or gummi bears. 11. Good eating habits can only be created by example. Do not assume what will or will not be eaten by your family. Make healthy well-balanced meals with lots of variety, and persevere in continuing to offer these good eating choices. At the very least, the young members of your family will grow up knowing how to make a healthy meal. Remember that picky eaters eventually grow up, and stop being so choosy. Endeavour to give them the knowledge to make healthy well-balanced meals. Healthy Diet Habits 1. Eat only at designated meal times. Do not snack constantly through the day, as this is a great way to constantly feed the bacteria in the mouth. Keep in mind that there is no need for constant snacking once a child is no longer a toddler. 2. Try to limit your eating to three substantial meals per day. Eat enough healthy calories at these designated meal-times so that you are not having to snack constantly between meals. 3. If snacking does occur, make sure that it is always accompanied by a full brushing and flossing of the teeth immediately afterwards. If snacks are offered, the foods should consist of proteins and produce. Examples of these are the following: a. Apple slices and almond butter b. Plain yogurt and applesauce c. Plain yogurt with berries and sunflower seeds d. Cheese or cottage cheese with apple slices e. Peanut butter on celery sticks f. Hummus, tzadziki, or guacamole on any vegetable g. Sliced chicken breast and berries h. Tofu chunks and edanamme i. 'popsicles' made with frozen plain yogurt and fruit puree j. Any fresh fruits or vegetables k. Roasted seaweed or roasted chick peas l. Trail mix with nuts, seeds and dark chocolate chips (no dried fruit) m. Hard boiled egg, cheese cubes and cherry tomatoes n. Pickles and olives with feta cheese 4. Avoid using sports drinks at all costs! These electrolyte drinks are full of sugar. If you are a high-level athlete and feel that you need extra electrolytes, try to find drinks that do not have sugar in them. 5. Water should be the drink of choice at meals, and in between. If you choose to offer juice, it should be limited to ½ cup per day (undiluted), and offered with a meal. 6. Brush the teeth AFTER breakfast (not before), so that the teeth can have a few hours without any food or bacteria present. 7. If possible, brush the teeth after all meals, including lunchtime. 8. Brush the teeth immediately AFTER dinner and do not snack before bedtime. This allows the teeth to be free of bacteria and food for the entire night. 9. If a treat (dessert, sugary item) is to be incorporated into the week, pick a designated time and be sure to thoroughly clean the teeth afterwards. A good idea might be to pick one dinner or lunch per week to allow for a treat (as long as good oral hygiene follows). 10. Remove desserts and treats from the diet, except on special or infrequent occasions. 11. For young children, be sure to discuss healthy food options with them on a regular basis. For example, explain why whole fruits are better than juices, and why vegetables should be a part of every meal (nutritional value, fibre content, and cleansing action). Good Oral Hygiene 1. Be sure to keep regular dental appointments and to have dental x-rays taken on a regular basis. 2. Ask your dentist/hygienist to give you help with oral hygiene techniques, and to help reinforce habits that are difficult to maintain with children. 3. Be sure to brush with a fluoridated toothpaste and floss daily. 4. Ask your dentist/hygienist about using high fluoride mouth rinses. 5. Remember that children under the age of 10 years old do not have the dexterity to provide their own oral hygiene. Allow them to brush by themselves, and then brush their teeth (while having them lying flat on the floor or bed, in order to provide you with the best and safest access). If you are following all the above recommendations and are still frustrated by the amount of dental decay you continually have with your teeth, you may want to consider DNA testing, with OraVital. By identifying the type of micro-organisms in your mouth, we can target these bugs through the use of specific antibiotic rinses. Any of our dental team members would be happy to answer your questions about oral DNA testing.	<urn:uuid:f155fcaf-911d-4362-b5bb-116ede4dd30b>	CC-MAIN-2024-33	https://victoriafamilydentistry.com/sites/default/files/good_nutrition_makes_healthy__teeth_2021.pdf	2024-08-04T17:36:55+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00164.warc.gz	478,211,770	1,547	eng_Latn	eng_Latn	0.999083	eng_Latn	0.999273	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2711, 5635, 7109 ]	[ 3.984375 ]	1	0
Banana Island School Music Literacy This term we will be reading two exciting books – 'The Jungle Book' by Ruyard Kipling and 'The Great Kapok Tree' by Lynne Cherry. Both books will take us through the exciting world of the rainforests. Reading: The children will focus on reading for retrieval, making inferences from text, predicting what could happen next and sequencing events in a story. They will also listen to, discuss and express their opinion on a wide range of books. Writing: Children will continue to learn to plan, draft, evaluate, write and edit newspaper reports, persuasive letters and balanced arguments. Religious Education In R.E, the children will learn about what it means to be baptised in Christianity. They will learn about Jesus Christ and his teachings, the story and meaning of Easter. They will also learn about the symbols and celebrations in Hinduism. Science The children will learn about the uses of everyday materials. They will then go on to compare the suitability of different everyday materials for different purposes. They will explore how objects made of some everyday materials can change shape and how the recycling process is able to reuse some everyday materials numerous times. Children will learn about new discoveries, which have been made over time with a specific focus on John McAdam. Year 2/3 Curriculum Newsletter Happy New Year and welcome to a wonderful term of fun and learning! History We will be looking at the history of the tribes of the Amazon Rain forest and how their local environment and lifestyle have been significantly altered by events that have take place since the 15 th century. Maths In maths, the children will begin to count from 0 in multiples of 2, 4, 5, 10, 50 and 100. Mental calculations in a variety of contexts, including money, measures and statistics They will measure, compare, add and subtract: lengths and heights. They will measure the perimeter of 2D shapes and Interpret and present data using bar charts, pictograms and tables. Computing Pupils will select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. PSHE In PSHE, the children will learn about the destruction of the rainforest and the effect on the indigenous tribes of the rain forest, plants and the world. They will also learn about what we can do to help save our world. Geography We will delve into the exciting world of the tropical rainforest. The children will learn to locate the equator, the tropics of cancer and Capricorn and the rainforests on the world map. They will learn to find out where the rainforest is located, what the climate is like, the different layers of the rainforest, the lives of the indigenous tribes of the Amazon and the effects deforestation has on our world today. Art The children will create a large class collage of the layers of the rainforest. They will also learn about Henri Rousseau's rainforest paintings and make an art piece inspired by him. Music Pupils will be taught to listen with concentration and understanding to a range of high-quality live and recorded music, experiment with, create, select and combine sounds using the interrelated dimensions of music, and improvise and compose music for a range of purposes using the interrelated dimensions of music Physical Education Athletics Pupils will develop and accurately replicate the skills for modified versions of running for time, jumping and throwing for distance. To recognise that different types of activities require different type of fitness and recognise the effects of activity on the body.	<urn:uuid:f022aa0a-6064-4a14-8ea9-4bf4038ec841>	CC-MAIN-2024-33	https://www.bananaislandschool.com/_files/ugd/cab27f_758b6efc84644e03924bb71ad9f6a220.pdf	2024-08-04T17:51:55+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00163.warc.gz	538,627,166	767	eng_Latn	eng_Latn	0.997939	eng_Latn	0.997939	[ "eng_Latn" ]	false	docling	[ 3802 ]	[ 4 ]	1	4
Wimbledon College Curriculum Intent Our curriculum, rooted in our vision statement and the key principles of Jesuit education, provides aspirational pathways for all pupils to enable them to strive for excellence in all that they do so that they can achieve their potential and progress on their career pathway. All pupils engage with a broad, balanced and sequenced curriculum and are supported to develop their knowledge and understanding of concepts, skills and talents. They also have access to an extensive range of extra-curricular activities which provides both a balance to their academic studies and enriching cultural capital opportunities. We are committed to care for the individual pupil and their development as a whole person and help them to grow the personal characteristics and virtues within the Jesuit Pupil Profile. Being 'men and women for others' means that each pupil has the desire and capacity to make a positive difference in the lives of those they meet now as pupils and in their future lives. Intent The curriculum in Design and Technology has been designed expecting that pupils have had little to no formal DT education before. It aims to provide pupils with the chance to combine practical and technological skills with creative thinking to learn to design and innovate and make products that meet human needs. They learn to use current technologies, consider the impact of future technological developments and learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team. They combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past design and technology, and its uses and effects. All projects are built into a learning journey. This ensures that the National Curriculum is covered as much as possible and allows the department to see a bigger picture to ensure pupils are offered every opportunity to develop as thinkers, planners, inventors and communicators – all essential to our future. Our curriculum draws on knowledge and understanding from across the curriculum, including maths, science and ICT, and requires pupils to apply this in practical ways. At the beginning of KS3, pupils are introduced to the basics of drawing and graphic design as well as beginning to explore how to develop a response in answer to a brief. In this first year, emphasis is given to developing pupils' hand/eye co-ordination, learning basic skills with tools and equipment and establishing how to work in a workshop environment safely and productively. Pupils learn how to evaluate their own work and the work of others to better understand how to develop and improve their work. As they progress through KS3, the pupils undertake a programme of study which endeavours to develop a broad skills base within the workshop environment. This is achieved through formal classroom teaching, delivering theoretical content but also through practical workshop activities where the students have the opportunity to apply theoretical knowledge to practical project work. By the end of KS3, the aim is that pupils will have skills and knowledge that have either prepared them for further study of DT in KS4 or given them skills they can apply across the curriculum at GCSE level. The curriculum in KS4 DT has been designed to ensure pupils are fully supported in the step up to GCSE level study. The projects are devised to revise and develop practical and design skills from KS3 whilst gradually preparing pupils for the non-examined assessment at the end of Year 10. As the course progresses, pupils are encouraged to design with their own creativity and build increasing levels of independence concerning their work and how it develops. We actively encourage pupils to develop their work towards individual outcomes using a skillset that they realise and develop over the course of the GCSE. By the end of KS4, the aim is to have provided pupils with a body of transferable knowledge and skills that have prepared them for further study of DT in further education or as they begin their career. Implementation To implement the intents, DT offers a similar experience across the department to ensure the pupils have the required knowledge and skills by the end of KS3 and KS4 to be able to progress to the next stage of their educational career. As such, all projects are supported by a project booklet with each activity outlined with exemplar materials, support and guidance. Lessons share a common format with starter, Q&A and/or teacher demonstration ahead of pupil activity. GCSE and A-Level classes also have access to an online bank of resources that includes guidance, support and links to online resources. The programme of study has been planned to ensure the pupils' learning journey revises and develops skills as they go. In order to assist with this, each project contains visual and verbal reminders and call-backs to previous work to support pupils' understanding that skills can be transferred and reused for different purposes. The department follows SoWs that we have created and developed over a number of years. This is to ensure we capitalize on the staffs' skill set as well as be able to tailor the learning to our pupils' needs. The SoWs are 'living' documents that are revised and adapted to meet learners' needs and flex to unanticipated situations. This constant revision keeps learning fresh and allows teachers to continue to be creative and stay enthusiastic about what is being taught. The curriculum is devised to provide a Design Technology Curriculum Statement level of challenge to all pupils, with extension tasks built in to ensure more-able pupils are challenged further. A rotation system is in place, allowing projects to flow and assisting pupils with knowledge retention. The National Curriculum has been referred to, ensuring we are covering all necessary aims and objectives and GCSE projects have been created to ensure the exam board assessment objectives are being met whilst the pupils learn. The department works closely together to ensure teaching is standardised and knowledge is shared and moderation is done to ensure consistency of assessment and approach. To ensure teaching is of a high standard and excellence, training and exam board standardisation is regularly attended to ensure assessment and internal moderation is in line with the national standard and the HoD is part of working groups and forums on social media/internet where sharing of teaching and learning resources supports the curriculum. Staff in the department are also encouraged to find opportunities to develop their practical knowledge as part of their continuing professional development. To support a broad curriculum with extra -curricular, pupils have the opportunity to join the KS3 DT Clubs which offer them the chance to have experiences that they would not have within lesson time. Supporting and linking to other areas of the broader College curriculum is implemented by adding to pupils' cultural capital through a GCSE DT trip to the Design Museum to gain inspiration for their projects. GCSE pupils are also made aware of any outside opportunities that we receive invitations to. To ensure all pupils are given the maximum opportunity to succeed, the department facilities include fully equipped workshops with all the hand tools and machines required to deliver the curriculum, access to a separate cutting room and the use of a specialist technician, use of Chromebooks, 3D printers, a laser cutter, a vinyl cutter and an LRC with a suite of computers containing design software and a library of Design books and publications. GCSE pupils have weekly support sessions and interventions provide support to pupils struggling to engage or needing more teacher support. To help develop pupils as whole people, pupils are regularly encouraged to express themselves within their design work and to use this platform as a way to communicate their emotions and feelings. This links to topics that are addressed within their PSHE lessons. Some pupils come with the belief that they are not good at art and can't do it but the department helps them believe they are all designers and encourages a growth mind set. Pupils come with varying life experiences and skills and we build on the skill sets all pupils arrive with. Impact In order to ascertain the impact of the DT curriculum, assessment in each project includes a formative and summative assessment as well as an independent learning assessment. Pupils are regularly encouraged to peer-assess and self-assess their work to support their progression and understanding. Pupils also complete an end of project evaluation that provides pupils the opportunity to consider what they have learnt and asks them to consider how they could improve. This evaluation also provides teachers with the opportunity to analyse where pupils may not feel confident in their learning in order to plan to revise that learning again in the next project. To further ascertain positive impact of the DT curriculum, the department also uses pupil numbers studying DT at GCSE in addition to students pursuing Arts-related career paths and involvement and engagement in both extra-curricular opportunities and challenges. If expected impact isn't being achieved for pupils, a range of intervention strategies are used to support pupils including weekly support sessions and interventions to support GCSE and A-Level pupils struggling to engage or needing more teacher support. Please see latest exam report for results analysis.	<urn:uuid:4068e0e0-0d74-402a-b0ea-57efffe119de>	CC-MAIN-2024-33	https://www.wimbledoncollege.org.uk/attachments/download.asp?file=1199&type=pdf	2024-08-04T18:20:22+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00164.warc.gz	829,322,732	1,766	eng_Latn	eng_Latn	0.998921	eng_Latn	0.998922	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5708, 9754 ]	[ 2.6875 ]	2	0
Catholic Education Office PO Box 4544 Christchurch 8140 New Zealand RE Digital Resources Development - Research/Professional Learning Project … Article 1 Learner-centred approaches to technology-enabled learning can empower learners and leverage good learning experiences that would not otherwise have been possible. Technology also often offers valuable tools for other building blocks in effective learning environments, including personalisation, co-operative learning, managing formative assessment, and many inquiry-based methods. 1 You can say today we are not living an era of change but a change of era … [t]his, our time, requires living problems as challenges and not obstacles: the Lord is active in the work of the world … [w]herever you are, never build walls or borders, but meeting squares and field hospitals. 2 (1) The genesis of our research/learning project As part of our ongoing commitment to ensuring that Religious Education (RE) is delivered in the same robust manner as all curricula areas we sought to begin a process whereby we create interactive online resources to support the Years 7 to 9 RE Curriculum. Our aim is to assist the teaching/learning process by providing busy classroom RE teachers with resources that engage the learner. By providing theologically and educationally sound digital RE resources for the classroom we hope to increase the time teachers have to focus on the learning of their students. In this way we seek to augment the existing RE programme, available to teachers on Faith Alive, and make the learning process relevant and engaging for the 21 st century classroom. Please be assured that whilst digital pedagogy and resource provision is the major focus of this research/professional learning project, we are acutely aware that the identity of a classroom hinges on the relationship between student and teacher; in other words, the human person is at the centre of our classrooms. Our desire is to support, in and through our RE classrooms, the wonderful words and approach outlined by Pope Francis in his 2015 World Communications Day message: "By growing daily in our awareness of the vital importance of encountering others … we will employ technology wisely, rather than letting ourselves be dominated by it … [t]he great challenge facing us today is to learn once again how to talk to one another, not simply how to generate and consume information." 3 1 The Nature of Learning: Using Research to Inspire Practice, Innovative Learning Environments Project, OECD Publications, 2010 https://www.oecd.org/edu/ceri/50300814.pdf 3 https://w2.vatican.va/content/francesco/en/messages/communications/documents/papa- francesco_20150123_messaggio-comunicazioni-sociali.html 2 Pope Francis (November 2015) http://ncronline.org/news/vatican/catholicism-can-and-must-change-francis-forcefullytells-italian-church-gathering In attempting to achieve these aims we are committed to working with classroom RE teachers and Catholic school leaders to enhance daily RE teaching practice and daily RE student experience throughout the Diocese (and ultimately beyond the Diocese of Christchurch). We see no reason why we, collectively, cannot be national leaders in this important process. Achieving the best possible academic standards is a goal for all Catholic schools. […] Parents should not have to choose between the best academic standards and a Catholic education; the Catholic school should employ them both. Expecting and facilitating the achievement of the best possible academic standards for all children, whatever their ability, is part of enabling each student to use his or her God-given talents in promoting the good of society and to spread the Kingdom of God. 4 (2) First tentative steps in exploring the concept We advertised and called for principals to nominate a suitable classroom teacher from their school to come into the Catholic Education Office, to work for two weeks with Cushla O'Connor (Primary RE Adviser) and Jeremy Cumming (Secondary RE Adviser) as we begin, with very wobbly initial baby steps, our (long) journey towards developing a bank of online classroom RE resources to support the mandated Years 1 to 13 RE Curriculum. Rory Paterson (B Theol) was duly seconded for two weeks. Rory is the Deputy Principal at St Patrick's School, Greymouth. A delightful surprise of the initial advertising process and dialogue was the willingness of Lorraine Frances-Rees (MRE) to work (at distance) with the team as our professional mentor and critical friend as we work up our first set of digital resources for classroom use and, in the next wee while, receive professional feedback and feedforward from students and teachers who trial our first set of resources in their RE classrooms. Lorraine is the Principal at St Joseph's School, Pleasant Point. The team's brief was to take our first tentative step towards interactive online classroom resources to enhance the teaching and learning of RE in classrooms, alongside other good strategies teachers employ in their classrooms – we say 'first tentative step' as we took just one strand, the Church strand, at one level, Years 7 & 8, as our initial area of focus for online RE resource development. In taking our first steps we seek to engage the learner at the same time as developing their Catholic knowledge and understanding. We believe our research/professional learning project is very much in support of that which the Congregation for Catholic Education notes, in its 2014 Instrumentum Laboris, "Educating Today and Tomorrow: A Renewing Passion", as a vital component in teaching as an instrument for education: Nowadays, the "way" in which students learn seems to be more important than "what" they learn, just like the way of teaching seems to be more important than its contents. Teaching that only promotes repetitive learning, without favouring students' active participation or sparking their curiosity, is not sufficiently challenging to elicit motivation. Learning through research and problem-solving develops different and more significant cognitive and mental abilities, whereby students do more than just receiving information, while also stimulating 4 New Zealand Catholic Bishops Conference (2014) The Catholic Education of School-Age Children teamwork. However, the value of learning contents must not be underestimated. If the way students learn is relevant, the same applies to what they learn: teachers must know how to select the essential elements of cultural heritage that has accumulated over time and how to present them to students. This approach also applies to the study of the major questions mankind is facing and has faced in the past. Otherwise, the risk could be to provide a kind of teaching that is only focused on what seems to be useful now, because it is being required by contingent economic or social demands, forgetting what is indispensable for the human person. 5 Further on in "Educating Today and Tomorrow: A Renewing Passion", the Congregation for Catholic Education writers note the complexity of the teaching/learning process in this 21 st century and great time demands upon teachers: Professional competence is the necessary condition for openness to unleash its educational potential. A lot is being required of teachers and managers: they should have the ability to create, invent and manage learning environments that provide plentiful opportunities; they should be able to respect students' different intelligences and guide them towards significant and profound learning; they should be able to accompany their students towards lofty and challenging goals, cherish high expectations for them, involve and connect students to each other and the world. Teachers must be able to pursue different goals simultaneously and face problem situations that require a high level of professionalism and preparation. 6 Our research/professional learning project aims to work with teachers and assist teachers in the creation of rich RE classroom learning environments. (3) Parameters of the project The parameters, in this initial exploratory phase of our research/professional learning project are as follows: - we will attempt that which is achievable within the resources available; - we will take 'baby' steps before we attempt to walk confidently; - we will work with real teachers in real classrooms with real students; - if this first phase points to the fact that we are at least on the right path then subsequent work must be sustainable; - our resources will be provided with the aim of ensuring consistency in the delivery of the NZ Catholic Bishops' (NZCBC) mandated RE curriculum throughout all schools in the Diocese, whilst also providing space for individual school and student personalisation; - our resources seek to support teachers and schools in their desire to develop the knowledge, understanding and application of faith for young people; - our resources will seek to provide authentic learning/faith experiences for students in our Catholic schools. 5 http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_20140407_educare- oggi-e-domani_en.html 6 (4) Outline Plan for the Project The outline plan for the team's work, in this initial exploratory phase of our research/professional learning project, is as follows: - provide online resources for the Church strand at Years 7 & 8; - request, initially, a small selection of teachers to trial these resources in their classrooms and provide initial feedback and feedforward; - use the flipped learning model to initiate and supplement teaching and content delivery; - use the flipped learning model to demonstrate to students that questioning is a highly valued skill for the 21 st century and that digging deeper, through questioning and challenging assumptions, is an important element of the RE classroom; - incorporate SOLO Taxonomy (Structure of Observed Learning Outcomes) - provide opportunities for teachers to create project and inquiry based learning opportunities whist ensuring appropriate achievement objectives and learning outcomes of the mandated RE curriculum are covered; - seek to ensure that RE is the source that other curriculum areas spring from; - provide, in the longer term, clarity on the relationship between RE and the wider concept of Catholic Special Character within a school. (5) What have we created so far? - in two short weeks! In the last two weeks of Term 1, 2016 we have developed, using Google, a draft RE resource site (populated with resources for the Church strand only at this first step of our journey) with the following structure: - a teacher page; - a Year 7 student page; - a Year 8 student page. Each of the student pages has: - 6 – 7 key ideas; - 1 video plus learning tasks per key idea; - 1 learning task per learning objective (from the NZCBC's mandated RE curriculum); - Quizzes/quizlets; - Rubrics. Here is summary of the structure of the Google site we have created: (6) Problems, problems, problems! If you've read this far you might be thinking of all the problems that might arise and lots of reasons why this approach to the RE teaching/learning process is not a good idea! As we roll out our research/professional learning project, and we will do so by way of a face-to-face launch with teachers, we will have the opportunity to talk through potential problems/roadblocks such as these, and many more we are sure: (7) Where are we going from here? Before we roll out the initial trial and ask all Year 7 & 8 teachers and students throughout the Diocese to use the resources and provide us with feedback and feedforward on the concept, five schools have accepted our invitation to undertake an "initial" initial trial in their Year 7 & Year 8 classrooms. The five schools are: - St Mary's school (Hokitika) - Our Lady Star of the Sea School (Sumner) - Our Lady of the Assumption School (Hoon Hay) - Catholic Cathedral College - St Joseph's School (Timaru) You might well ask why we are having an "initial" initial trial? The answer is simple; we don't want to inflict any major initial problems that we might find upon the entire Diocese! In addition, we will work through the "initial" initial feedback and feedforward we receive to improve upon a first shot and then seek feedback and feedforward from all schools throughout the Diocese as they (hopefully) engage with the process and the resources we have produced for the students in Years 7 & 8 studying the Church strand. (8) My school is not in the "initial" initial trial, however … Can I get a feel for the online process and the online resources? Sure thing check this out 7 , it's Key Idea 6: The Church - Catholic and Apostolic from the Year 8 Church Strand. (9) Where to from here? Once we have received the feedback and feedforward from the teachers and students in our 5 "initial" initial trial schools we will invite Years 7 & 8 teachers to gather together (in regions) to launch our research/learning project and its conceptual underpinning. We are working with Anaru White (CORE Education) as our technical expert and as we open one door we see another in the distance that needs to be opened! One such "door" is the need to use a learning management system, we are thinking Moodle at this point, on which to host such resources. This would provide a professional and tidy platform for hosting resources that schools would be able to download and push out to students in whichever way and whichever IT platform they use in the school and classroom. This element of our research/learning project is a piece of work that is about to commence and it will not be available to the "initial" initial trial schools! Following the "initial" initial trial, all schools, teachers and students in Years 7 & 8 will be invited to trial our draft resources for the Church strand and provide us with feedback and feedforward to help strengthen and add to the most promising new directions our research project might uncover. If there is enthusiasm to continue and there is evidence that this process and these types of online resources provide an option that assists student learning and we are at least heading in the right direction, albeit that we need to continually learn from the classroom feedback and refine and add to the bank of digital resources and online approaches, we would continue with our research/professional learning project. 7 https://docs.google.com/presentation/d/1WQFc0gUou8qCJ8VrWUJWHSdcPAn3EKpGCrFEPrtSfA/edit?ts=57156ab0#slide=id.p If we do continue we would look to crowd source other voices and faces from teachers and students (and priests) throughout the Diocese to be the voices and faces of our knowledge/content input videos. If we do continue we would definitely be sharing our learning and this process with the National Centre for Religious Studies (NCRS), and The Catholic Institute (TCI), and the NZCBC. In this way, if our process proves to have validity and "legs" we could crowd source from throughout New Zealand and thus relatively quickly provide such online resources to augment the teaching of our NZCBC mandated RE curriculum. At least that's our big dream and vision … reality might suggest otherwise! Nevertheless, nothing great was ever produced by dreaming small; albeit that small steps are required to achieve big dreams! Conclusion Our research/professional learning project is being undertaken in a time of great change. Such times are never easy times and seldom are they comfortable times. In "Educating Today and Tomorrow: A Renewing Passion" (2014), the Congregation for Catholic Education puts it this way : Nowadays education is going through rapid changes. The generation to which it is addressed is changing quickly as well, therefore each educator must constantly face a situation which, as Pope Francis put it, "provides us with new challenges which sometimes are difficult for us to understand." 8 This time of great change is, however, the only time we have to live in. Be it viewed as an exciting time or a daunting time, we are called to rise to the challenges of this time and to present our RE programme in a manner that speaks to the world our students inhabit. The internet offers immense possibilities for encounter and solidarity. This is something truly good, a gift from God. 9 Our research/professional learning project is an attempt to rise to this challenge in the prime curriculum area of our Catholic schools, Religious Education. At all times the person of Jesus Christ and the human person lie at the heart of endeavours: The digital world can be an environment rich in humanity. A network not of wires but of people. 10 8 https://w2.vatican.va/content/francesco/en/messages/communications/documents/papa- francesco_20150123_messaggio-comunicazioni-sociali.html 9 https://www.weforum.org/agenda/2015/09/19-memorable-quotes-from-pope-francis/ 10 Ibid We look forward to our journey; a journey that Dr Seuss probably best describes: "You'll get mixed up, of course, as you already know. You'll get mixed up with many strange birds as you go. So be sure when you step. Step with care and great tact and remember that life's a great balancing act. Just never forget to be dexterous and deft. And never mix your right foot with your left". Nevertheless we hope we are off to great places. We will let you know the places we end up as we continue our adventure. Mike Nolan Cushla O'Connor Manager Catholic Education Office Primary RE Adviser Catholic Education Office Christchurch Christchurch Jeremy Cumming Rory Paterson Secondary RE Adviser Deputy Principal Catholic Education Office St Patrick's School Christchurch Greymouth Lorraine Frances-Rees Principal St Joseph's School Pleasant Point (28 April 2016)	<urn:uuid:102264ff-1057-4597-8b86-799439fa7afc>	CC-MAIN-2024-33	https://chchceo.org.nz/dox/RE%20Digital%20Resources%20Development%20Research%20Professional%20Learning%20Project%20Article%201%20280416(1).pdf	2024-08-04T17:43:44+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00164.warc.gz	137,191,125	3,663	eng_Latn	eng_Latn	0.995821	eng_Latn	0.997141	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2886, 6314, 9212, 10975, 11842, 14616, 17009, 17890 ]	[ 2.0625 ]	2	0
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Active Science Skills And Experiments Complete Solutions And Answers For General Chemistry The Handy Science Answer Book Ks3 Science Workbook Answers Level 3 7 NCERT Solutions Science For Class X Solutions And Tests For Exploring Creation With General Science The Origins Science Textbook Teachers Manual Social Studies And Science Grade 4 Answer Key Holt Science And Technology Interactive Textbook Answer Key Science Year 4 Answers Biology General Science Workbook The Handy Science Answer Book Science Year 3 Answers Groundwater Science Biophysics Problems Spectrum Science Grade 6 Science Year 6 Answers Physical Science Answer Key Glencoe Physical Science Questions And Answers About Science Physical Science Workbook Answer Key Social Studies And Science Grade 6 Answer Key Science Year 5 Answers Lower Secondary Science Topical Tests Book B Complete Solutions And Answers For Introductory Physics The Handy Science Answer Book Scientists From A To Z Physics With Answers Spectrum Science Grade 8 Social Studies And Science Grade 5 Answer Key Grade 5 Science Activity Manual Answer Key Physical Science With Earth Science Science Of Percussion Instruments The New York Times Book Of Science Questions Answers Nelson Science Perspectives 10 Pop Science The Amazing Book Of Science Questions And Answers Science Grade 6 Spectrum Science Grade 4	<urn:uuid:6df9cc76-0642-43da-9aa1-4db93969fef0>	CC-MAIN-2024-33	https://offsite.creighton.edu/~S5Y9N2/galaxy?download&FileName=Mcgrawhill+6th+Grade+Science+Textbook+Answers&e=X5O4H7	2024-08-04T17:14:44+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00164.warc.gz	343,569,100	4,409	eng_Latn	eng_Latn	0.990658	eng_Latn	0.99317	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 8701, 18199, 22812 ]	[ 2.5625, 2.546875 ]	1	0
Introduction to Teamwork By the end of this lesson, you will be able to: describe the distinction between group and teamwork, discuss why we work in teams, discuss why early experiences with teamwork in the classroom are important, name some of the key skills associated with teamwork, discuss key characteristics of high-performing teams. In its simplest form, we can think of what is often interchangeably referred to as group or team work as two or more people working together to achieve a common goal. But there's an important distinction between the two. A team is a special type of group where members need to work interdependently and coordinate their efforts when completing tasks in order to achieve the desired outcome. Let's take a hockey team as an example, players depend on one another and to win the game they need to coordinate and collaborate to score points and keep the puck out of their own net. This means that at the end all team members are mutually accountable for the outcome and so they share responsibility for their team's success. In a group, however, members come together to achieve a common purpose or goal, and while they can mutually influence one another and have a relationship, they can also carry out tasks while working independently of each other. For this reason, a group can range in size from two members to thousands of people, but teams are formed of smaller numbers of members, for example it may be a team of four or a team of twenty individuals. Another distinction between a group and a team is that different members of a group may not always share the same level of consensus about goals as do members of a team. In a university setting, you will find yourself assigned to different types of group work. This can include group projects or completing certain activities as a group in class. Group work really just refers to the structure of the type of work you're completing, but the collaborative process you go through and the key to success, is teamwork. Working successfully in teams requires organization and planning, setting expectations and determining roles, and effective communication. It's not just about dividing and conquering, and then bringing things all together as the deadline approaches. Instructors often require group projects and assignments because teamwork is a valuable skill for students to develop. The early experiences you have with teamwork in an academic setting become important building blocks for more complex tasks and situations, like being part of a research team or designing and testing a prototype. These scenarios will require effective communication, active listening, decision making, leadership, self-awareness, and conflict resolution. Skills and areas that even the most seasoned leaders and teams continue to nurture. As you enter the later stages of your university degree, work and student placements may come your way, which will require you to navigate working in teams and groups in new settings, outside of the classroom. So, the experiences you gain and the foundational skills you develop by working in teams as a student provide you with valuable insights and tools to draw on as you enter your professional career too. We work as teams because this allows us to collaborate in various ways, share responsibility, and spread workload. More importantly, when we work together, we can tackle complex tasks, find and solve problems quicker, create new solutions and innovate, and gain awareness of diverse perspectives. Of course, working in groups can also be challenging and problems can arise, like communication and workload issues, and difficult team dynamics. Getting along with your team is important but learning to work effectively together can make a better project when each team member contributes their strengths and voice to the project. So, what do high performing teams look like? There are five key characteristics that we know successful teams have, whether you're a student working on a group project or find yourself working on an interdisciplinary work team one day, here's what we know great teams do and have in common: 1. Communicate effectively and meaningfully: this not only includes clear, proactive and respectful communication, but also active listening and an effort to ensure each team member has a chance to speak as much as the other. Great ideas and innovative solutions can often be thwarted when conversations are dominated by one or two people. 2. Set clearly defined, balanced roles and expectations: this means that each team member understands their role and tasks, shares responsibility, and is accountable. The tasks or objectives are understood and accepted by everyone. 3. Practice emotional intelligence: this includes being aware of our own emotions and others, empathy, as well as recognizing each team member's diversity in skills, experiences, and needs so you can develop strong working relationships and a great working environment. 4. Care about the process: effective teams understand the importance of process and operating procedures, or, how they will work together. This includes frequently evaluating team performance to resolve potential conflict. 5. Share a common sense of purpose: team members are ultimately guided by the same goal, and that each member is willing to work toward achieving this goal. When mistakes happen or problems arise, they are seen as opportunities to learn, course correct, and find solutions. The team is committed to problem solving whatever may come up, to achieve their bigger goal. In conclusion, teamwork can often evoke different feelings and thoughts, and perhaps not always the best ones. But one of the most important things to remember is that each experience with teamwork is a unique opportunity for new insights and growth, which will be helpful to you as you tackle your next group assignment or join a new work team.	<urn:uuid:4896320c-51ae-4db0-a601-3f9e3c8de1db>	CC-MAIN-2024-33	https://ecampusontario.pressbooks.pub/app/uploads/sites/2971/2023/04/Introduction-to-Teamwork-Transcript.pdf	2024-08-04T17:57:32+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00170.warc.gz	183,043,840	1,165	eng_Latn	eng_Latn	0.998345	eng_Latn	0.998764	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2599, 5389, 5942 ]	[ 3.796875 ]	1	0
Community First: RCPs in Service of Community Health, Economic, and Educational Needs Session 3E – Trafalgar 2017 RCP Network Gathering Speakers: Stephen Blackmer, Lee Dassler, JT Horn Moderator: Mike Wilson Mike Wilson – Maine West RCP, Northern Forest Center The Northern Forest Center radically changed landowner perceptions of conservation workers by changing the way they approached landowners: * After: "Supporting communities through conservation" * Before: "Seeking community support for conservation" * By designating high-potential "Rural Destination Areas", the RCP aims to show people that this protected land benefits their living experience, economic livelihoods, and wellbeing. o Message = showing people that getting outdoors benefits their health. * Data shows high obesity and low education levels in communities within the RCP area. o The RCP puts on hiking challenges, "tourist" type programs for local residents Challenges addressed: * Partnering with environmental education programs integrated into the local public education system. * Healthy activity * Educational attainment and aspirations * Internet/broadband access and improvement Lee Dassler – Western Foothills Land Trust Conserved land: 700 acres across 10 towns Mentioned pressure from Gov. LePage * Addition of public sculpture displays and new recreational trails on an easement A few key properties have made a significant impact on the local community in Norway, ME: * Nordic skiing / biathlon trails with free equipment rental at Roberts Farm Preserve * New shops and social/sport groups have sprung up as a result * Hosting of triathlons, skiing, and biking events has boosted the local economy * Public health is improved WFLT asked a local healthcare center what they could do to encourage healthy lifestyles, as the area was formerly one of the least healthy areas in the state. This spawned all kinds of snowshoe, hiking, and skiing events hosted/attended by the LT members. Functions of the Barn / Community Center at Roberts Farm Preserve: * Summer school education tied with local school district * Community gardens * Planned office space and more community/education space (telescope donation) Take away message: Meet the needs of the community first, and tie the conservation agenda into that. JT Horn – Trust for Public Land Usually, conversation starts by saying "Community, this is what we want to conserve, what say you?" Now, instead, TPL starts with "What are your community needs, special places, economic outlook, and how can we help you meet your goals?" Opportunistic vs Strategic Conservation: All types of people can usually agree on the idea that a particular parcel is important. The points of argument are usually taxes and the question of usage. Communities will rally around parcels that are under threat of development / splitting / selling etc. To be successful, you must create social capital. * Ski areas Examples: * Large, connected trails * (do an economic study) * Revenue from forest products Community Forest Program * Owned by the Land Trust Community forests: * Operated by a local committee / governing body * The land is permanently protected. * The benefits/production of the land flow back to the community * Projects always match the community values and inherent value of the land Stephen Blackmer – Kairos Earth, Church of the Woods Kairos Earth church holds all its gatherings outside in the forest on a conserved piece of land in Canterbury NH. The idea of sacred landscapes can be a vehicle for conservation. The designation of sacred landscapes is mostly absent in our culture, but many people still cherish their favorite natural places and may feel a spiritual connection to them. The landscape of Standing Rock, ND plays an important role in the identity of the Standing Rock Sioux community. Most Native American communities have languages and traditions involving sacred places, and much of modern society does not have the language for "sacred places" anymore. Conservation is a way of doing this: connecting us to that which matters most. The land ethic shifts the role of the human from conqueror of nature to a part of nature. By integrating the land ethic into religious practices, Kairos Earth helps people see why conservation is so important and energizes those working to protect the land. Kairos Earth is forming something called the Common Ground Network with other churches, which aims to explore the role of nature in religion and spirituality. Take away message: We can and should take the motivations and emotions involved in conservation deeper, and speak more to the true base-level reasons why people love the land.	<urn:uuid:3ece085f-d60c-4567-a805-18b157cf7c1b>	CC-MAIN-2024-33	https://www.wildlandsandwoodlands.org/sites/default/files/Session%203E%20-%20Community%20Needs.pdf	2024-08-04T18:51:09+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00168.warc.gz	854,468,296	946	eng_Latn	eng_Latn	0.996342	eng_Latn	0.996875	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2111, 4127, 4724 ]	[ 2.078125 ]	2	1
196 Spreadsheet In 1979, Dan Bricklin and Bob Frankston wrote VisiCalc, the first spreadsheet application. It became a huge success and, at that time, was the killer application for the Apple II computers. Today, spreadsheets are found on most desktop computers. The idea behind spreadsheets is very simple, though powerful. A spreadsheet consists of a table where each cell contains either a number or a formula. A formula can compute an expression that depends on the values of other cells. Text and graphics can be added for presentation purposes. You are to write a very simple spreadsheet application. Your program should accept several spreadsheets. Each cell of the spreadsheet contains either a numeric value (integers only) or a formula, which only support sums. After having computed the values of all formulas, your program should output the resulting spreadsheet where all formulas have been replaced by their value. Input The first line of the input file contains the number of spreadsheets to follow. A spreadsheet starts with a line consisting of two integer numbers, separated by a space, giving the number of columns and rows. The following lines of the spreadsheet each contain a row. A row consists of the cells of that row, separated by a single space. A cell consists either of a numeric integer value or of a formula. A formula starts with an equal sign (=). After that, one or more cell names follow, separated by plus signs (+). The value of such a formula is the sum of all values found in the referenced cells. These cells may again contain a formula. There are no spaces within a formula. You may safely assume that there are no cyclic dependencies between cells. So each spreadsheet can be fully computed. The name of a cell consists of one to three letters for the column followed by a number between 1 and 999 (including) for the row. The letters for the column form the following series: A, B, C, ..., Z, AA, AB, AC, ..., AZ, BA, ..., BZ, CA, ..., ZZ, AAA, AAB, ..., AAZ, ABA, ..., ABZ, ACA, ..., ZZZ. These letters correspond to the number from 1 to 18278. The top left cell has the name 'A1'. See Figure 1. Figure 1: Naming of the top left cells Output The output of your program should have the same format as the input, except that the number of spreadsheets and the number of columns and rows are not repeated. Furthermore, all formulas should be replaced by their value. Sample Input ``` 1 4 3 10 34 37 =A1+B1+C1 40 17 34 =A2+B2+C2 =A1+A2 =B1+B2 =C1+C2 =D1+D2 ``` Sample Output 10 34 37 81 40 17 34 91 50 51 71 172	<urn:uuid:8b825c68-73a9-4363-a498-b4ff10f91380>	CC-MAIN-2024-33	http://isaac.lsu.edu/uva/1/196.pdf	2024-08-04T18:44:06+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00170.warc.gz	14,896,391	607	eng_Latn	eng_Latn	0.998528	eng_Latn	0.997247	[ "eng_Latn", "unknown" ]	false	docling	[ 2418, 2568 ]	[ 2.828125 ]	3	0
Crate Training Your Dog Crate training is a very useful tool for a variety of situations. If you have a new dog or puppy, you can use the crate to limit their access to the house until they learn what they can and can't chew on and where to appropriately eliminate. It will also prevent your dog from engaging in unwanted behaviors. A crate is a safe way of transporting your dog in the car and gives you the ability to take places where they can't run freely. If you properly train your dog to use a crate, it will become a safe place where they will be happy to spend time. Choosing a Crate Crates may be made of plastic or metal and come in a variety different sizes and styles. They can be purchased through most pet supply stores and online through retailers like Chewy and Amazon. Your dog crate should be large enough so that your dog can stand up, turn around and lie down comfortably, but not much bigger. Although it's tempting to purchase an oversized crate to give your pup more room, doing so can derail the potty-training process by giving your pup the space to go to the bathroom at one end while staying dry in the other. How to Crate Train: Step by Step It's important to keep two things in mind while crate training. The crate should always be associated with something pleasant and training should take place in a series of small steps – don't go too fast! 1. Introduce the Crate - Start off the crate training process by keeping the crate door open and letting your pup explore it at their own pace. Toss a treat inside and praise when they go in to eat it, then give another while in the crate. At this stage, keep the door open. Practice this step as many times as necessary for your dog to get comfortable in the crate. The choice to go into the crate is up to your pup, don't force them if they seem reluctant. 2. Practice Closing the Door - Once your pup has made a positive association to going into the crate, they'll be ready for slightly longer sessions inside. First, have a play session with your dog and take them outside for a potty break as it will help them settle down when it's crate time. Then, provide a lightly stuffed busy toy for them to enjoy inside the crate. Stay nearby as they enjoy the goodies and experiment with closing the door while your pup is enjoying the toys and treats inside. Let your dog out right after they finish the treats. Again, keep at this step until your dog seems relaxed and shows no signs of stress inside the crate. 3. Step Away Briefly - In subsequent closed-door sessions, try leaving the room once your dog is focused on the toy. Listen at the door for whines or barks that tell you your pup is ready to come out. But at this stage, your dog may surprise you by settling into the crate easily. If you time your play session, potty break and crate time properly, you might just return to discover a napping pup in the crate! 4. Work Up to Longer Stays - If your dog is ok with you stepping away briefly, try leaving for increasing amounts of time: one minute, then five minutes, then 10. If your pup remains content inside, try leaving the house for a short period of time. Tips and Tricks * Always give your dog a potty break before putting them in the crate as well as immediately after letting them out of the crate. * Don't crate your dog for too long. Doing so might force them to soil inside. * Feeding your dog's meals in their crate with the door open can help to make it a positive spot. If they're reluctant to eat inside, place the bowls next to the crate for a few meals, then just inside of it, then finally, at the back of the crate. * Remember that there's a difference between "frustration" noises and "I gotta go" noises. If you've just returned from a potty trip, a dog whining in the crate for the first few minutes is likely just settling in. * The crate should never be used for punishment. Remember, the most important aspect of crate training is ensuring that your pup thinks it's a fantastic place to hang out!	<urn:uuid:90e47ee1-62a6-4479-b5bb-564613263260>	CC-MAIN-2024-33	https://cuyahogacms.blob.core.windows.net/prod-dogs/docs/default-source/adoption-resources/cratetraining015752e6-16ae-4574-9f9c-405cc1e31f41.pdf?sfvrsn=1d341d9_1	2024-08-04T17:24:26+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00170.warc.gz	154,955,244	869	eng_Latn	eng_Latn	0.998584	eng_Latn	0.998584	[ "eng_Latn" ]	false	docling	[ 4016 ]	[ 2.875 ]	1	0
Welcome to Year 3! Within our Curriculum newsletter you will be able to find everything that we are going to be learning about this term, including what will be needed in terms of PE days and kit. We hope you find this information useful and if you have any further questions, please do not hesitate to ask! Mrs Crompton , Mrs Young and Mr Jones. English In Spring 1, We will be looking at 'The Sheep-pig' by Dick King Smith. We will be writing a letter of persuasion. We will use a range of conjunctions and adjectives. At the end of Spring 1, we will be writing a letter to Mrs Woods to persuade to keep OPAL play. In Spring 2, we will be looking at 'The Stone Age Boy' by Satoshi Kitamura. We will be creating a character description and a diary entry using expanded noun phrases, present perfect tense and pronouns. By the end of Spring 2, we will write a diary entry using all the features we have learnt. Maths In Maths this term, we will be learning about: * Multiplication and division * Measurement: Money * Statistics * Measurement: Length and perimeter * Fractions In addition to these units of learning, we will also be revisiting previously taught knowledge through our mixed-topic starter of the day. Reading / Phonics In phonics this term we will be continuing to learn how to spell polysyllabic words. We will also be revisiting sounds we have already learnt when they link with our spellings. In reading this term, we will be using our Reading Explorers scheme to help us to develop: * Literal retrieval skills * Word knowledge and authorial word choice * Deductive and inferential skills In addition to this, we will have a daily 30-minute accelerated reading session to practice our independent reading skills and we will also have a D.E.A.R (drop everything and read) session where we listen to the teacher read a story that we have chosen together. This is our favourite part of the day! Science History Art In science this term, we will be learning about: rocks and soils, and the fossils that can be found buried deep in the ground. As part of our learning, we will find out about different kinds of rocks and what they can be used for, explore a variety of soils and find out how they are formed, discover the fascinating world of fossils, as well as undertaking a variety of experiments to get our Science skills rock solid! In Art this term, we will be learning about: Who William Morris was, explore the Arts and Crafts Movement through practical activities, complete some still-life sketches of the objects that provided the inspiration for Morris's designs, ex- plore printing presses, and much more! Art In Art this term, we will be learning: what Post-Impressionism is and what techniques Vincent van Gogh used in his paintings. We will then explore his works in more detail and have a go at creating some art of our own! In History this term, we will be learning about: how the lives of people living in Britain changed thanks to the developments of steam engines and the growth of the railway network across the country. We will Find out how steam engines work, the great breakthroughs made by industrialists and how the first underground railway was constructed. Geography In Geography this term, we will be learning about: the continent of Europe! Not only will we discover some fascinating facts about Europe, but they will also find out the names, locations and features of European countries and capitals. Design and technology In D&T this term, we will be learning about: the purpose of a greenhouse and how it works, before moving on to exploring how structures like these can be made stable, and what materials would be the most appropriate to use. We then apply this knowledge and understanding when designing, making and evaluating their very own mini greenhouse! Welcome to Year 3! Within our Curriculum newsletter you will be able to find everything that we are going to be learning about this term, including what will be needed in terms of PE days and kit. We hope you find this information useful and if you have any further questions, please do not hesitate to ask! Mrs Crompton, Mrs Young and Mr Jones. Music In Music this term, we will be learning to continue to develop our fluency in playing the ukele. We will do this with singing, playing and understanding different musical vocabulary. RE In RE this term, we will be learning about: * What Christians remember on Palm Sunday. French In French this term, we will be developing our vocabulary and skills in: * Speaking and listening * Reading * Writing Through the context of 'celebrations'. After half term we will develop the same skills within the context of ' portraits'. Computing In Computing this term, we will be learning about: the terms 'text' and 'images' and understand that we can be used to communicate messages. We will use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. We will be introduced to the terms 'templates', 'orientation', and 'placeholders' and begin to understand how these can support them in making our own template for a magazine front cover. We will start to add text and images to create our own pieces of work using desktop publishing software. We will look at a range of page layouts thinking carefully about the purpose of these and evaluate how and why desktop publishing is used in the real world. We will also develop our understanding of what a branching database is and how to create one. We will gain an understanding of what attributes are and how to use them to sort groups of objects by using yes/no questions. We will create physical and on-screen branching databases. Finally, we will evaluate the effectiveness of branching databases and will decide what types of data should be presented as a branching database. PSHE In PSHE this term, we will befollowing our JIGSAW scheme to learn about: * Dreams and goals * Celebrating differences. PE This term, our PE day will be a Wednesday. Children will need to come with appropriate clothing, including: a white tshirt or polo shirt, navy blue shorts and black plimsoles or trainers. Willow class will be going swimming in Spring 1 and Poplar class will be going swimming in Spring 2. This term, our PE focus will be: * Dance * Invasion games (basketball) * Swimming Through these units we home to develop gross motor skills and tactical understanding.	<urn:uuid:1c17bc83-3489-4c69-8855-bf668fba9a65>	CC-MAIN-2024-33	https://delveslaneprimary.durham.sch.uk/wp-content/uploads/2022/01/Year-3-Spring-newsletter.pdf	2024-08-04T17:01:03+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00166.warc.gz	163,186,374	1,358	eng_Latn	eng_Latn	0.998591	eng_Latn	0.998645	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3840, 6488 ]	[ 3.640625 ]	1	1
Dinganthus sheds new light on evolution of flowers September 14 2020, by Li Yuan 1/4 Three-dimensional reconstruction of Dinganthus. Credit: NIGPAS The evolution of flowers is among the foremost topics in evolutionary science. There is a long-held hypothesis in botany that a flower is a telescoped shoot. It has been cherished by many botanists and supported by various studies of living flowers, but there is no related fossil evidence proving or rejecting this hypothesis. Dr. Wang Xin from the Nanjing Institute of Geology and Paleontology of the Chinese Academy of Sciences (NIGPAS) and collaborators from Fujian Agriculture and Forestry University, University of Vigo, and Fushun Amber Institute have reported that a flower Dinganthus pentamera embedded in a 15- to 20-million-year-old Dominican amber sheds new light on the evolution of flowers. The study was published in Palaeoentomology. The flower, Dinganthus, was dedicated to the former president of Peking University and leading mathematician, Dr. Ding Shisun (1927-2019). The specimen is deposited in the Fushun Amber Institute. Dinganthus is small, only 3-4 millimeters in dimensions. It is three dimensionally preserved in a piece of amber uncovered from the Miocene stratum. The good preservation and modern observation technology (Micro-CT) allow the key features of the flower to be clearly demonstrated. The flower includes bracts, tepals, stamens, and gynoecium. And this flower has five petals with recurved fringes and 10 curving stamens surrounding a gynoecium with a curved style in the center. Each stamen is filamentous, with a tetrasporangiate anther on the top. This flower belongs to the largest group in angiosperms, the Eudicots. 2/4 Although the history of Eudicots has been pushed back to the midCretaceous (about 100 million years ago) by another flower in amber Lijinganthus, there is no meaningful fossil evidence suggesting how the flowers evolved. Different from the typical eudicot flowers, which usually have their calyx, corolla, stamens and gynoecium crowded onto the same point of flower axis (receptacle), Dinganthus have these organs spatially distanced along the flower axis, as if these parts were arranged along an axis. Despite its young age, the unique morphology of Dinganthus, using fossil evidence for the first time, tells botanists: a flower could be a condensed shoot, a long-held idea in the past centuries. This new evidence will help botanists to decipher the essence of flowers, and help palaeobotanists to understand bizarre-appearing flowers such as Archaefructus and Yuhania. More information: Xue-Die Liu et al. A unique flower in Miocene amber sheds new light on the evolution of flowers , Palaeoentomology (2020). DOI: 10.11646/palaeoentomology.3.4.15 Provided by Chinese Academy of Sciences Citation: Dinganthus sheds new light on evolution of flowers (2020, September 14) retrieved 4 August 2024 from https://phys.org/news/2020-09-dinganthus-evolution.html 3/4 Powered by TCPDF (www.tcpdf.org) This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 4/4	<urn:uuid:8951369c-dc0d-4257-8eb0-ae5a78f7aa9d>	CC-MAIN-2024-33	https://phys.org/news/2020-09-dinganthus-evolution.pdf	2024-08-04T17:57:13+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00167.warc.gz	373,618,029	765	eng_Latn	eng_Latn	0.98682	eng_Latn	0.992782	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 86, 1725, 3000, 3266 ]	[ 2.265625 ]	1	0
YOUR CHILD'S RESPONSES TO STRESS: PARENT FORM (SON) A. All kids get headaches, but some kids get them more often than others. So that we can find out more about your son's headaches and how stressful they were for him, please answer the next two questions thinking about the last 6 months. (1) Circle the letter that shows how often your son usually has headaches: a. once every few months d. several times a week b. once a month e. once a day or more c. once a week (2) Circle the number that shows how stressful, or how much of a hassle your son's headaches are for him. 1 2 3 A little Somewhat 4 Very Not at all (3) Circle the number that shows how much control your son thinks he has over his headaches. 1 2 3 A little Some 4 None A lot B. This is a list of things that kids sometimes do, think, or feel when they are trying to deal with headaches. Everybody deals with headaches in their own way - some children or teens do a lot of the things on this list or have many feelings, other people just do or think a few things. Think of when your son has a headache. For each item on the list below, circle one number from 1 (not at all) to 4 (a lot) that shows, to the best of your knowledge, how much he does or feels these things when he has a headache. Please let us know about everything your son does, thinks, and feels, even if you don't think it helps make things better. How much does your son do this? Not at all A little Some Alot 1. My son tries not to have any emotions. 1 2 3 4 2. When my son just thinks about headaches, it can make his stomach feel funny and give him a headache. 1 2 3 4 3. My son tries to think of different ways to make his headache feel better or go away. 1 2 3 4 Write one plan your son thought of:___________________________________ ___________________________________________________________________ 4. When my son gets a headache, he doesn't feel any emotions at all, it's like he has no feelings 1 2 3 4 5. My son wishes that he were stronger and less sensitive so things would be different. 1 2 3 4 6. My son keeps remembering what it feels like to have a headache or can't stop thinking about when he might have one again. 1 2 3 4 7. My son lets someone or something know about his emotions or feelings. (Remember to circle a number.) --------------------------1 2 3 4 Check all he talked to: Parent Friend Brother/Sister Pet Doctor/Nurse Teacher God Stuffed Animal None of these 8. My son decides he is okay the way he is, even though he gets headaches a lot. 1 2 3 4 9. When my son is around other people, he acts like he feels fine. 1 2 3 4 10. My son just has to get away from everyone when he has headaches; he can't stop himself. 1 2 3 4 11. My son deals with his headaches by wishing they would just go away, that everything would work itself out. 1 2 3 4 12. My son gets really jumpy when he has a headache. 1 2 3 4 13. My son realizes that he just has to live with things the way they are. 1 2 3 4 1 How much does your son do this? Not at all A little Some A lot 14. When my son gets headaches, he just can't be near anything that reminds him of feeling sick. 1 2 3 4 15. My son tries not to think about his headache, to forget all about it. 1 2 3 4 16. When my son gets headaches, he really doesn't know what his emotions are. 1 2 3 4 17. My son asks other people for help or for ideas about how to make himself feel better. (Remember to circle a number.) -------------------------1 2 3 4 Check all he talked to: Parent Friend Brother/sister Doctor/Nurse Teacher God None of these 18. When my son has a headache, hecan't stopthinking about it 1 2 3 4 when he tries to sleep, or he has bad dreams about it. 19. My son tells himself that he can get through this, or that he'll do better next time. 1 2 3 4 20. My son lets his emotions out. (Remember to circle a number.) ---- -----------------------------------------1 2 3 4 He does this by: (Check all that he did.) Writing in a journal/diary Drawing/painting Complaining to let off steam Being sarcastic/making fun Listening to music Punching a pillow Exercising Yelling Crying None of these 21. My son gets help from other people when trying to figure out how to deal with his emotions. -----1 Check all that he went to: 2 3 4 Parent Friend Brother/sister Pet Teacher God Stuffed animal None of these Doctor/Nurse 22. My son just can't get himself to face the fact that he has a headache. 1 2 3 4 23. My son wishes that someone would just come and make his head feel better. 1 2 3 4 24. My son does something to try to fix his headache or take action to change things. 1 2 3 4 Write one thing he did:_______________________________________________ ____________________________________________________________________ 25. Thoughts about getting headaches just pop into his head. 1 2 3 4 26. When my son has headaches, he feels it in other places in his body. (Remember to circle a number.) -----------------------------------1 2 3 4 Check all that happen: His heart races His breathing speeds up He feels hot or sweaty His muscles get tight None of these *Remember to answer these questions thinking about how your son feels when he has a headache.* 1 2 3 4 27. My son tries to stay away from people and things that make him feel upset or remind him of headaches. How much does your son do this? Not at all A little Some A lot 28. My son does not feel like himself when he has headaches, it's like he is far away from 1 2 3 4 everything. 29. My son just takes things as they are, he goes with the flow. 1 2 3 4 30. My son thinks about happy things to take his mind off his headache or his emotions. 1 2 3 4 31. When my son gets headaches, hecan't stopthinking about how he isfeeling. 1 2 3 4 32. My son gets sympathy, understanding, or support from someone. (Remember to circle a number.) ---- 1 2 3 4 Check all he went to: Parent Friend Brother/sister Teacher Doctor/Nurse None of these 33. When my son gets headaches, hecan'talways control what he does. ------------------------ 1 2 3 4 Check all that happen: (Remember to circle a number.) He can't stop eating He can't stop talking He does dangerous things He has to keep fixing/checking things None of these 34. My son tells himself that things could be worse. 1 2 3 4 35. My son's mind just goes blank when he has a headache, he can't think at all. 1 2 3 4 36. My son tells himself that it doesn't matter, that it isn't a big deal. 1 2 3 4 37. When my son has a headache, right away he feels really: (Check all you feel.) Angry Sad Scared Worried/anxious --------------------------- 1 2 3 4 None of these (Remember to circle a number.) 38. It's really hard for my son to concentrate or pay attention when he has a headache. 1 2 3 4 39. When my son has a headache, he thinks about the things he is learning from the situation, 1 2 3 4 or something good that will come from it. 40. After my son has a headache, hecan't stopthinking about how he felt. 1 2 3 4 41. When my son gets a headache, he says to himself, "This isn't real." 1 2 3 4 42. When my son has a headache, he ends up just lying around or sleeping a lot. 1 2 3 4 43. My son keeps his mind off his headache by: (Remember to circle a number.) --------------- 1 2 3 4 Check all that he does: Exercising Seeing friends Watching TV Playing video games Doing a hobby None of these 44. When my son has a headache, he gets upset by things that don't usually bother him. 1 2 3 4 45. My son does something to calm himself down when he has a headache. ----------------- 1 2 3 4 Check all that he does: (Remember to circle a number.) 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ID: ______________ Date: _____________ PARENT REPORT ON DAUGHTER'S RESPONSES TO STRESS – [PARC] This is a list of things about having a parent sick with cancer that children and teenagers sometimes find stressful or a problem to deal with. Please circle the number indicating how stressful the following things have been for your daughter in the past 6 months. Circle the number that shows how much control she generally thinks she has over these problems. 1 2 3 4 None A little Some A lot Below is a list of things that children and teenagers sometimes do, think, or feel dealing with having a parent who is sick with cancer. Everyone deals with problems in their own way – some people do a lot of the things on this list or have a bunch of feelings, other people just do or think a few of these things. Think of all the stressful parts of having a parent who is sick with cancer that have been stressful for your daughter lately that you checked off above. For each item below, circle one number from 1 (not at all) to 4 (a lot) that shows how much she does or feels these things when she is trying to deal with the stressful parts of having a parent with cancer like the ones you indicated above. Please let us know about everything she does, thinks, and feels, even if you don't think it helps make things better. WHEN DEALING WITH HAVING A PARENT SICK WITH CANCER: Not at all A little Some A lot 4. When faced with having a parent with cancer, she doesn't feel anything at all, it's like she has no feelings. 1 2 3 4 5. She wishes that she were stronger and less sensitive so that things would be different. 1 2 3 4 6. She keeps remembering what happened has happened since her parent got cancer or can't stop thinking about what might happen. 1 2 3 4 7. She lets someone or something know how she feels. (remember to circle a number.) 1 2 3 4 Check all she talked to: Parent Friend Brother/Sister Pet Clergy Member Teacher God Stuffed Animal Other Family Member None of these 8. She decided she is okay the way she is, even though she's not perfect. 1 2 3 4 9. When she is around other people she acts like her parent never got cancer. 1 2 3 4 10. She justhasto get away from everything when she is dealing with the stress of 1 2 3 4 having a parent with cancer. 11. She deals with having a parent with cancer by wishing it would just go 1 2 3 4 away, that everything would work itself out. 12. She gets really jumpy when she is dealing with having a parent with cancer. 1 2 3 4 13. She realizes that she just has to live with things the way they are. 1 2 3 4 14. When she is dealing with the stress of having a parent with cancer, she just can't be near anything that reminds her of what is happening. 1 2 3 4 15. Shetriesnot to think about it, to forget all about it. 1 2 3 4 16. When she is dealing with having a parent with cancer, she really doesn't know 1 2 3 4 what she feels. 17. She asks other people or things for help or for ideas about how to make things better. (remember to circle a number.) 1 2 3 4 Check all she talked to: Parent Friend Brother/Sister Pet Clergy Member Teacher God Stuffed Animal Other Family Member None of these 18. When she is trying to sleep, she can't stop thinking about the stressful aspects of having a parent with cancer or she has bad dreams about it. 1 2 3 4 19. She tells herself that she can get through this, or that she will be okay. 1 2 3 4 20. She lets her feelings out. (remember to circle a number.) 1 2 3 4 She does this by: (Check all that she did.) Writing in her journal/diary Drawing/painting Complaining to let off steam Being sarcastic/making fun Listening to music Punching a pillow Exercising Yelling Crying None of these 21. She gets help from other people or things when she is trying to figure out how to deal with her feelings. (remember to circle a number.) 1 2 3 4 Check all that she went to: Parent Friend Brother/Sister Pet Clergy Member Teacher God Stuffed Animal Other Family Member None of these You're half done. Before you keep working, look back at the first page so you remember the aspects of having a parent with cancer that have been stressful for your daughter lately. Remember to answer the questions below thinking about these things. How much does she do this? WHEN DEALING WITH HAVING A PARENT SICK WITH CANCER: Not at all A little Some A lot 22. She just can't get herself to face having a parent with cancer. 1 2 3 4 23. She wishes that someone would just come and take away the stressful parts of 1 2 3 4 having a parent with cancer. 24. She does something to try to fix the stressful parts of having a parent with cancer. 1 2 3 4 Write one thing she did:_______________________________________________ ____________________________________________________________________ 25. Thoughts about having a parent with cancer just pop into her head. 1 2 3 4 26. When she is dealing with having a parent with cancer, she feels it in her body. (remember to circle a number.) 1 2 3 4 Check all that happen: Her heart races Her breathing speeds up None of these She feels hot or sweaty Her muscles get tight 27. Shetriesto stay away from people and things that make her feel upset or remind her of 1 2 3 4 having a parent with cancer. 28. She doesn't feel like herself when she is dealing with the stress of having a parent with cancer, it's like she is far away from everything. 1 2 3 4 29. She just takes things as they are; She goes with the flow. 1 2 3 4 30. She thinks about happy things to take her mind off the stressful parts of having a parent with cancer or how she is feeling. 1 2 3 4 31. When something stressful happens related to having a parent with cancer, shecan't 1 2 3 4 stopthinking about how she is feeling. 32. She gets sympathy, understanding, or support from someone. (remember to circle a number.) 1 2 3 4 Check all she went to: Parent Friend Brother/Sister Pet Clergy Member Teacher God Stuffed Animal Other Family Member None of these 33. When something stressful happens related to having a parent with cancer, she can't always control what she does. (remember to circle a number.) 1 2 3 4 Check all that happen: She can't stop eating She can't stop talking She does dangerous things She has to keep fixing/checking things None of these 34. I tell myself that things could be worse. 1 2 3 4 35. Her mind just goes blank when something stressful happens related to 1 2 3 4 having a parent with cancer, she can't think at all. 36. She tells herself that it doesn't matter, that it isn't a big deal. 1 2 3 4 37. When she is faced with the stressful parts of having a parent with cancer, right away she feels really: (remember to circle a number.) 1 2 3 4 Check all that she feels: Angry Sad None of these Worried/anxious Scared	<urn:uuid:19b73144-a862-46da-9153-e2ca23c36006>	CC-MAIN-2024-33	https://cdn.vanderbilt.edu/vu-my/wp-content/uploads/sites/2804/2019/04/14195657/Parental-Cancer-RSQ-Parent-_Daughter_-Report.pdf	2024-08-04T17:14:59+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00174.warc.gz	123,176,159	1,986	eng_Latn	eng_Latn	0.996778	eng_Latn	0.998162	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1334, 4351, 7400 ]	[ 2.140625 ]	1	0
Sovereignty, self-determination, and resistance: Analysing Indigenous issues through film * A teaching unit on global Indigenous issues By Noah Romero Year Y11–Y13 Level Level 5 and above Duration 4 weeks Learning areas Social Sciences, English, Media Studies, Visual Arts Inquiry focus Indigenous studies, human rights Description This teaching unit develops an international understanding of Indigenous issues through film. By watching, analysing and reflecting upon three films, Babkiueria, The Mystery of Now and Tame Iti – The Price of Peace, students will gain a deep appreciation for the historical contexts and lived experiences of Indigenous peoples. Students will also develop a critical and historically situated understanding of Indigenous issues, both at home and abroad. Teachers will use community responsive and arts-based pedagogies in order to guide students through their processing of the themes of the films. Each film will be presented using the following process: film screening, film analysis, and discussion sessions. Key understandings, knowledge & actions * Identify issues related to Indigenous communities in Australia, the United States and Aotearoa New Zealand * Explore how film can help us understand historical events and the ways these events influence contemporary issues * Apply new knowledge in order to conceptualise initiatives in the pursuit of social justice * The author would like to sincerely thank Dr Maria Perreau and Dr Marta Estellés for their valuable feedback on this teaching unit. Glossary of terms * Indigenous people: The original inhabitants of a territory or nation. Indigenous people are often differentiated from settlers, or people who arrived later and claimed ownership over Indigenous lands. * colonialism: The practice of an external power (such as a nation, state or empire) asserting control over an area inhabited by others. * race: A system of categorisation in which groups of people with similar physical traits (such as skin colour, hair texture and eyelid shape) are grouped together. In colonial societies, social hierarchies and access to resources are often determined by race. * self-determination: The ability or power to make decisions for yourself, especially the power of a nation to decide how it will be governed. In the context of this lesson, students consider the degree to which Indigenous people are free to make decisions in the interests of their communities. * social justice: To the idea that all human beings deserve fair and equal treatment. * UNDRIP is the United Nations Declaration on the Rights of Indigenous Peoples. UNDRIP guarantees Indigenous people the right to selfdetermination, education, representation and freedom from discrimination. Teacher process * film screening: Present the films without comment, apart from a brief discussion of the vocabulary words and definitions associated with each learning experience. The purpose of this approach is to let the films, and their subjects, speak for themselves. * film analysis: Using Worksheet 1, systematically analyse each film according to the prompts, which cover aesthetic and thematic considerations. This will foster the ability of the students to interpret films and their messages. * discussion sessions: Unpack each film and activity in open discussion. Encourage respectful conversations that focus on engaging with the themes of the films rather than on evaluating student comprehension. Learning experiences 1. Babakiueria This learning experience encompasses three class sessions devoted to watching, reflecting on and critically analysing key themes and events in Babakiueria. 2. The Mystery of Now This learning experience encompasses three class sessions devoted to watching, reflecting on and critically analysing key themes and events in The Mystery of Now. 3. Tame-Iti – The Price of Peace This learning experience encompasses three class sessions devoted to watching, reflecting on and critically analysing key themes and events in Tame Iti – The Price of Peace. 4. Social action for Indigenous rights This learning experience encourages students to investigate global and local initiatives working towards Indigenous rights and to design a three-minute movie to support one such initiative. Babakiueria Description This learning experience encompasses three class sessions devoted to watching, reflecting on and critically analysing key themes and events in Babakiueria, a fictional film shot in documentary style. Babakiueria imagines a scenario in which Aboriginal Australians "discover" an Australia that is already inhabited by White people. It is a simple yet provocative story that questions our investment in racial categories by examining the issues Indigenous communities currently face – such as unemployment, poverty, discrimination and racism – and daring the audience to imagine how they would react if non-Indigenous people experienced the same things. Key concepts * Sovereignty * Self-determination * Colonialism * Social justice/injustice Learning outcomes * Understand how to critically analyse film * Develop skills in applying the themes encountered in films to analyses of wider issues * Understand the issues facing Indigenous and Aboriginal communities, along with the historical events that created those issues * Envision different ways of navigating difference and diversity while thinking of strategies to ensure the rights of Indigenous peoples Materials * Copies of Worksheet 1 (one per student) * Word processing software * Television or projector * Internet browser for film screening Resources * Link to the Film * Explanatory sheet 1 (for teachers) * UN General Assembly, United Nations Declaration on the Rights of Indigenous Peoples: resolution / adopted by the General Assembly, 2 October 2007, A/RES/61/295. https://www.refworld.org/docid/471355a82.html Learning sequence Activity 1. Film screening The first activity in this learning experience is the watching of the film itself. Babakiueria has a runtime of 30 minutes. For an immersive and potentially more enjoyable experience, try making the screening feel like a real-life movie-going experience. This might involve: * Arranging chairs in theater-style rows instead of having students watch from their desks. * Providing snacks and drinks where possible, or allowing students to eat their own. * If time permits, preparing a pre-show program of short, related film clips, similar in format to the trailers that play before a movie. The teacher can strategically select clips to pique student interest. * Optional clips: 6 o Aboriginal People Respond To "Australia Day" o The Stolen Generations Activity 2. Film analysis Activity 2 will introduce students to the systematic analysis of film, which will allow students to take a structured approach to understanding the wider social and historical themes of Babakiueria. This activity involves students watching the film again, but this time playing the role of analysts, instead of audience members, by engaging with the tasks in Worksheet 1. Introduce the film analysis framework included in Explanatory sheet 1. As a group, discuss the different parts of the framework before holding the second screening of the film. * The environment for this second screening might be different from what was set up for Activity 1, and can take place with students seated at their desks with Worksheet 1 in front of them. Alternatively, students could watch the film on a mobile device and with headphones. The device could be their own or one provided by the school. Watching this way will allow students to pause and rewind the film as needed, thereby enabling them to make their own connections and develop unique interpretations. * Ask students to pay attention to how the White family reacts to various things that happen to them (e.g., being forced to relocate, having their family separated, their treatment by the police). How do the different family members process these events? * After they have watched the film the second time, students are encouraged to complete their worksheets in pairs or small groups. Activity 3. Discussion Using the second activity included in Worksheet 1, students are asked to describe their responses to the film and consider the intentions of the filmmaker. Once completed, this worksheet will represent a complete encapsulation of how the students reacted to, experienced and understood the film. * After the students have completed Worksheet 1, reconvene in a large group. Ask students to share their reactions to the film. Some questions to consider are: o What are the issues related to race and racism in Australia? o Do you think much has changed in Australia/for Aboriginal peoples since Babakiueria was released in 1986? To delimit the discussion, you can use updated information from Amnesty International about Indigenous justice in Australia: https://www.amnesty.org.au/campaigns/indigenous-justice/ o How would this film look if it was made today? * Prioritise creating a respectful and engaged discussion that explores the themes of the film over assessing whether or not students completed their worksheets. Activity 4. Praxis: Taking action based on critical reflection This activity will ask students to compose a short piece of analytical writing relating their analysis of the film to UNDRIP. The purpose of this is to encourage students to think critically about the broader significance of their reactions to and interpretation of the film. By linking their response to international human rights law, students deepen their ability to support their positions with facts and evidence. In small groups, discuss the content of the Article 4 of UNDRIP: Indigenous peoples, in exercising their right to self-determination, have the right to autonomy or self-government in matters relating to their internal and local affairs, as well as ways and means for financing their autonomous functions. After discussing Article 4, students compose a short (approx. 500 word) response to the following question: * According to your analysis of Babakiueria, what barriers are in place that keep Indigenous people from exercising their right to self-determination? What can be done to remove these barriers? Beyond the learning Further resources * Link: Indigenous Australians: Aboriginal and Torres Strait Islander people. https://aiatsis.gov.au/explore/indigenous-australians-aboriginal-andtorres-strait-islander-people * Link: NatGeo Kids: Facts About Indigenous Aboriginal Art and Culture! https://www.natgeokids.com/nz/discover/history/generalhistory/aboriginal-arts-and-culture/ → Return to Learning experiences Learning experience 2 The Mystery of Now Description This learning experience encompasses three class sessions devoted to watching, reflecting on and critically analysing key themes and events in The Mystery of Now, a short film that profiles Apache Skateboards, a company founded by Apache artist Douglas Miles Jr. The film features young Indigenous skateboarders who discuss the circumstances that brought them to skateboarding, their goals for the future and the ways skateboarding complements their Indigenous identity. Prior to the discussion session, students will create their own skateboard designs based on their reaction to the film. This teaching unit will encourage students to engage with Indigenous issues more broadly while thinking critically about the similarities and differences between Indigenous experiences in Australia, the US and Aotearoa New Zealand. Key concepts * Sovereignty * Self-determination * Colonialism * Social justice/injustice Learning outcomes * Understand how to critically analyse film * Develop skills in applying the themes encountered in films to analyses of wider issues * Understand the issues facing Indigenous communities in the US, along with the historical events that created those issues. * Gain an appreciation for the different ways Indigenous people continue to survive and resist 10 * Envision different ways of navigating difference and diversity while thinking of strategies to ensure the rights of Indigenous peoples. Materials * Copies of Worksheet 1 (one per student) * Copies of Worksheet 2 (one per student) * Word processing software * Television or projector * Internet browser for film screening Resources * Explanatory sheet 1 (for teachers, if needed for reference) * UN General Assembly, United Nations Declaration on the Rights of Indigenous Peoples : resolution / adopted by the General Assembly, 2 October 2007, A/RES/61/295. https://www.refworld.org/docid/471355a82.html * Link to the film: https://www.youtube.com/watch?v=lw7XhAFwxqc Learning sequence Activity 1. Film screening The first activity in this learning experience is the watching of the film itself. The Mystery of Now has a runtime of 17 minutes. For an immersive and potentially more enjoyable experience, try making the screening feel like a real-life moviegoing experience. This might involve: * Arranging chairs in theater-style rows instead of having students watch from their desks. * Providing snacks and drinks where possible, or allowing students to eat their own. 11 * If time permits, preparing a pre-show program of short, related film clips, similar in format to the trailers that play before a movie, but the teacher can strategically select clips to pique student interest. * Optional clips: o The Apache Artist Bringing Skate Culture To Indigenous Tribes o Apache Youth Reclaim their Story through Skateboarding While watching, ask students to consider the following questions: o Why is self-determination important to Indigenous peoples? Why might it be important to me? o In what ways do Apache exercise self-determination? o What issues keep the Apache nation from exercising their selfdetermination? Activity 2. Film analysis Revisit the film analysis framework included in Explanatory sheet 1 and discuss as needed. Activity 2 will reinforce the ability of students to take a structured approach to understanding the wider social and historical themes of The Mystery of Now. This activity involves students watching the film again, but this time playing the role of analysts, instead of audience members, by engaging with the tasks in Worksheet 1. Depending on the preferences of the class and the teacher, this activity can occur in tandem with the initial film screening, as the class will already have an understanding of the difference between viewing a film as audience members and viewing as analysts. * If this is done as a second screening, the environment might be different from what was set up for Activity 1, and can take place with students seated at their desks with Worksheet 1 in front of them. Alternatively, students could watch the film on a mobile device and with headphones. The device could be their own or one provided by the school. This will also allow students to pause and rewind the film as needed, thereby enabling them to make their own connections and develop unique interpretations. * In addition to filling out Worksheet 1, students can be asked to consider what they think of the following quote from Douglas Miles, Jr.: Don't feel bad. You lost an election, it's true. But wait until you lose the whole country. Would you be able to vote again? You should be mobilizing for that. But Native Americans, we can't do that. We can't vote to get our country back. Because they just took it. What does Miles mean by this quote and how does the documentary help you understand his meaning? * After they have watched the film a second time (or conducted this analysis as part of their first viewing), students are encouraged to complete this activity in pairs or small groups. Activity 3. Design a skateboard / Discussion If necessary, revisit the definition of self-determination (see Glossary and refer back to UNDRIP Article 4) as a class. Using Worksheet 2, students design their own skateboard decks. Once completed, conduct a talking circle in which each student shares their design. * Students design their own skateboard decks using Worksheet 2. Boards should be designed in response to the following prompt: What does selfdetermination mean to you? * Once every student has completed their design, reconvene in a large group. Invite each student to share their design while again considering the following elements: o Why is self-determination important to me? o What issues keep the Apache nation from exercising their selfdetermination? o How does my design reflect this understanding? Beyond the learning Further resources * Link: Apache Skateboards Website. https://apacheskateboards.com * Link: VICE Feature on Apache Skateboards. https://id.vice.com/en_uk/article/m7eej8/native-skating-community-whiteriverapache-reservation-arizona * Link: Apache History. https://www.britannica.com/topic/Apache-people → Return to Learning experiences Tame Iti – The Price of Peace Description This learning experience encompasses two or three class sessions devoted to watching, reflecting on and critically analysing key themes and events in Tame Iti – The Price of Peace. This documentary tells the story of Tame Iti, a Ngai Tūhoe activist who, in 2012, was charged with terrorist activities under contentious circumstances. This final film in the teaching unit will encourage students to deepen their understanding of Aotearoa New Zealand history and society by thinking critically about the similarities and differences between Indigenous experiences in Australia, the US and Aotearoa New Zealand. Key concepts * Sovereignty * Self-determination * Colonialism * Social justice/injustice Learning outcomes * Understand how to critically analyse film * Develop skills in apply the themes encountered in films to analyses of wider issues * Gain a critical understanding of Māori-Crown relations Materials * Copies of Worksheet 1 (one per student) * Copies of Worksheet 3 (one per student) * Word processing software 15 * Television or projector * Internet browser for film screening * Pens or coloured pencils for writing messages of resistance Resources * Explanatory sheet 1 (for teachers, if needed for reference) * Link: UN General Assembly, United Nations Declaration on the Rights of Indigenous Peoples: resolution / adopted by the General Assembly, 2 October 2007, A/RES/61/295. https://www.refworld.org/docid/471355a82.html * Film: The Price of Peace, by Webby (2015). https://www.flicks.co.nz/movie/the-price-of-peace/ Learning sequence Activity 1. Film screening The first activity in this learning experience is the watching of the film itself. Tame Iti – The Price of Peace has a runtime of 87 minutes. If the film is too long, consider watching the first 15 minutes and the last 15 minutes only, for a total runtime of 30 minutes. This will introduce students to Tame Iti's case as well as demonstrate how the police and Iti's whānau attempted to address the situation through restorative justice and face-to-face engagement. For an immersive and potentially more enjoyable experience, try making the screening feel like a reallife movie-going experience. This might involve: * Arranging chairs in theater-style rows instead of having students watch from their desks. * Providing snacks and drinks where possible, or allowing students to eat their own. * If time permits, preparing a pre-show program of short, related film clips, similar in format to the trailers that play before a movie, but the teacher can strategically select clips to pique student interest. * Optional clips: o Mana: The power in knowing who you are Activity 2. Film analysis Revisit the film analysis framework included in Explanatory sheet 1. Discuss the different parts of the framework as a group. Activity 2 will further reinforce the ability of students to take a structured approach to understanding the wider social and historical themes of Tame Iti – The Price of Peace. This activity involves students watching the film again, but this time playing the role of analysts, instead of audience members, by engaging with the tasks in Worksheet 1. Depending on the preferences of the class and the teacher, this activity can occur in tandem with the film screening, as the class will already have an understanding of the difference between viewing a film as audience members and viewing as analysts. * If this is done as a second screening, the environment of this screening might be different from what was set up for Activity 1, and can take place with students seated at their desks with Worksheet 1 in front of them. Alternatively, students could watch the film on a mobile device and with headphones. The device could be their own or one provided by the school. This will also allow students to pause and rewind the film as needed, thereby enabling them to make their own connections and develop unique interpretations. * In addition to filling out Worksheet 1, students can be asked to think about the labels 'terrorist' and 'terrorist training camp.' What led the Crown to label Tame Iti, his home, and his family using these terms? Were these charges justified? Why or why not? * After they have watched the film a second time (or conducted this analysis as part of their first viewing), students will complete the next activity and are encouraged to work in pairs or small groups. Activity 3. Chalk art / Discussion * Tame Iti is a renowned visual artist. Using Worksheet 3, reflect on Tame Iti's piece Ruatoki District High School #6, which shows a chalkboard completely filled with a repeated handwritten sentence: 'I will not speak Māori.' In each line, the 'not' is crossed out with red ink. After giving students time to reflect on the film and the artwork, invite them to create their own message of resistance on their own blank chalkboard using pens, pencils, or markers. * Similar to the previous activity, consider the following prompts in crafting their messages: o What does Tame Iti's story reveal about how Māori define selfdetermination? o What did the film say about how Māori are treated by police and the court system? o What does it mean for Māori to succeed as Māori? What issues impede this? o What role can pākeha and tauiwi play in fostering tino rangatiratanga, or self-determination? * After students have completed the activity, reconvene in a large group to share thoughts on the film, Tame Iti's artwork and the students' artwork. Beyond the learning Further resources * Link: Story of Ngāi Tūhoe. https://teara.govt.nz/en/ngai-tuhoe * Video: Tame Iti's TED Talk. https://tedxauckland.com/people/tame-iti/ → Return to Learning experiences Social action for Indigenous rights Description This learning experience encourages students to investigate global and local initiatives working towards Indigenous rights and to design a three-minute movie that supports the initiative that they find most relevant. Key concepts * Social action Learning outcomes * Become familiar with global and local initiatives working towards Indigenous rights * Use filming as a way to support initiatives working towards Indigenous rights * Encourage social action to support Indigenous rights Materials * Devices for filming a short video (phones or iPads) * Video editing software Resources * Video: Ask Us Anything: Aboriginal and Torres Strait Islander People https://www.youtube.com/watch?v=SHVbVBLlhCM * Video: The Survivors of Canada's Residential Schools. https://www.youtube.com/watch?v=KOkcqFQNGrs * Video: Why It's Time to Give Native Americans Their Land Back. . https://www.youtube.com/watch?v=8fX3jh8tRxA * Video: How the US Stole Thousands of Native American Children https://www.youtube.com/watch?v=UGqWRyBCHhw * Video: Māori Women Rule \| Kaupapa on the Couch https://www.youtube.com/watch?v=pbCqPll-DRg. Learning sequence Activity 1. Initiatives promoting/upholding Indigenous rights * In pairs, ask students to research different global and/or local initiatives, groups, campaigns or movements that are currently working towards the promotion and upholding of Indigenous rights. You can narrow the search using the list provided in the resource section, but allow students to add any other initiative that they know * Ask students to select one initiative that they find inspiring and/or relevant and ask them to document the answers to the following questions about that initiative: * What are the goals of this initiative, group, campaign or movement? * When was it initiated? * What actions are their members/supporters taking to achieve their goals? * What have they achieved so far? Activity 2. Social action through film The following link contains useful advice for making films as a class: https://www.media-education-portal.com/year-7-8-topic-2-filmmaking.html * Ask students to use their knowledge of film analysis developed in the unit to design, in small groups, a three-minute movie that supports the initiative that they find most relevant. * To assess students' productions, consider criteria such as the following: originality of the action, viability of the proposal, understanding of the the social issue and the social movement, contribution of the idea to achieve 20. the movement's goals, ability to share their ideas using film language features, etc. → Return to Learning experiences * Film analysis framework 1. What can you see in this film? To analyse the movies included in this unit, students must become familiar with key features of film language. When students are familiar with these, they will have a method of approaching any film to decode its meaning. The features focused on here are: narrative, characters, settings, themes, camera angles and shots, camera movements, lighting and sound. By developing the practice of examining each of these features, students will come away with a deeper understanding of any film they watch and be able to present a detailed analysis of it. Before students go through Worksheet 1 in response to the first film, Babakiueria, talk them through these features, using movies they know to provide examples. 1. Narrative: What happens in this movie? What is the story the movie tells? 2. Characters: Which characters appear in this movie? Who is/are the main character(s)? Who are secondary? What role do they play in developing the narrative of the film? How do they contribute to our understanding of the movie? If you are teaching at higher levels, you can also ask the students to look at the characterisation of the characters, which refers to the way the characters appear in the film/can be described (through their physical appearance, the way they speak, etc.). 3. Settings: When and where does the story take place? 4. Themes: What is this movie about? What is the main topic of the movie? What other ideas come through in this movie? 5. Camera angles and shots: Throughout the film, or in particular scenes or when presenting a given character, what camera angles and shots are used? Does the camera look from above, straight-on or below? Are the shots close-ups, neutral or long shots? How does the position of the camera affect what we see in the movie and how we feel about what we see? For example, 'low angles' make the subject look more powerful while the reverse is true when a 'high angle' is used. A high angle makes the viewer feel a sense of power and a lower angle makes the viewer feel powerless. A 'straight- 22 on' eye level view creates no power difference. Film directors use 'shots' for different purposes. For example, they use close-ups to create a stronger connection between the character and the audience. Long shots are used to show the characters in their surrounding environment. 6. Camera movements: How is the camera moving? How does the movement of the camera affect what we see? Camera movements can be used to establish a perspective and generate certain emotions. The most basic movements are panning, tilting and zooming (in and out). A fast zoom, for example, adds a lot of energy to the scene and quickly captures the audience's attention and focuses it on an object/character. In contrast, panning (a fixed horizontal move of the camera) effectively establishes a sense of location. 7. Lighting: Can you describe the lighting used? How does the movie use lighting to highlight particular characters/objects? How does the choice of lighting affect the 'mood'? For this last question, consider, for example, the dark and creepy lighting in a horror movie compared to the bright lighting of a romantic comedy. 8. Sound: What sounds or music does the film use? What do these sounds make you think about or feel? Does the music suit the theme of the film? 2. How does the film (or a specific scene in the film) make you feel? This section of the handout is to be done after the students have had time to note what they can see in the movie through their examination of each film language feature. The questions in this section ask them to consider their emotional response(s) to what they have viewed. With close reference to the film language features they have previously identified, students express how the film (or a specific scene in the film) makes them feel, and how it has influenced them to feel this way. They may feel anger, anguish, excitement, happiness, etc. There is no limit to the emotions they may refer to, provided they can point to evidence from the film (or specific scene) that provoked such feeling(s). 3. What is the film trying to tell us? This third question asks students to go beyond the surface to get to the overall message underlying the film. The students are asked to delve into the intentions of the director. The genre of the movie will be of significance here too, as the student considers the nature of the movie as entertainment, documentary or a fusion of multiple genres. 4. Who is the intended audience for this film? What makes you think that? These questions refer to who the filmmakers expect to receive the text (the audience), and what the filmmakers would like the audience to make of it. 5. Is this film meant to represent reality? What influences your answer? This question refers to how "true" a text is and how we know. We sometimes refer to this aspect as 'representation'. * Sections, statements and questions from this framework have been drawn from a combination of the following websites: * Link: How to analyse film. https://courses.lumenlearning.com/introliterature/chapter/how-toanalyze-a-film/ * Link: Teaching visual texts in the classroom. https://literacyideas.com/teaching-visual-texts-in-the-classroom/ * Link: Visual techniques. https://visual-literacy-skills.weebly.com/visualtechniques.html Worksheet 1 Film analysis Name: Film: 1. What can you see? Narrative Characters Settings Themes Camera angles Camera movements Lighting Sound 2. How does the film (or a specific scene in the film) make you feel? Make sure to reference the film language features, above, in your answer. 3. What is the film trying to tell us? 4. Who is the intended audience for this film? What makes you think that? 5. Is this film meant to represent reality? What influences your answer? The Mystery of Now: Design a skateboard Create a skateboard design in response to the following prompt: What does self-determination mean to you? Tame Iti - The Price of Peace: Chalkboard art In pairs, reflect upon the artwork below. 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www.covid-information.org Coronavirus SARS-CoV-2 Information and practical advice English/Englisch Version for Germany The Health Project With Migrants for Migrants Alliance Covid Act safely and respectfully! ❚ We must show discipline and act in solidarity. This will help protect your health and slow down the spread of the virus. ❚ Only trust information sources that are accurate and reliable. ❚ Also refer to the latest information from the World Health Organization (WHO). The WHO offers current and reliable information, some of it also available in a range of languages. ❚ In Germany, you can obtain current and reliable information from the Robert Koch-Institute (RKI), the Federal Center for Health Education (Bundeszentrale für gesundheitliche Aufklärung, BZgA) or the Ministry of Health (Bundesministerium für Gesundheit, BMG). ❚ Please also consider your actions in order to protect the health of the medical and care personnel. They are the heroines and heroes who are risking their own health to protect us from the infection and to provide our medical care. ❚ We kindly ask those affected or already ill with COVID-19 to follow the instructions of medical and care personnel. ❚ Please make sure you comply with all the latest instructions and notices issued by the respective national and local authorities. Stay healthy! How can I best protect myself? Social distancing + hygiene + face covering: The following main protective measures are simple and very effective! Protective hygiene rules when coughing or sneezing, hand washing and keeping a distance should become habitual. Also educate your family, friends and acquaintances about these protection measures. Protective hygiene rules when coughing or sneezing ❚ When coughing or sneezing, keep a distance of at least 1.5 meters from other people and turn away from them. ❚ Cough or sneeze into a facial tissue. Use the tissue only once. Dispose of tissues in a rubbish bin with a lid. ❚ If there are no tissues available, hold the crook of your arm (not your hand!) in front of your mouth and nose when coughing or sneezing. ❚ If you have had visitors, open the windows wide and air the room for 5 minutes. Hand washing ❚ Wash your hands often and thoroughly with soap, including the spaces between your fingers and the fingertips. Ideally for half a minute. Use liquid soap if available. Rinse your hands under running water. ❚ Dry your hands carefully, including between your fingers. At home, everyone should use their own towel. In public toilets, it is best to use disposable towels. If unavailable, it is recommended to carry your own handkerchief for this purpose. In public toilets, close the tap with a disposable towel or your handkerchief, or use your elbow. Social distancing and face coverings ❚ Avoid close contact such as shaking hands, kissing and hugging. You are not being rude; you are merely protecting yourself and others. ❚ If you are sick, stay at home to recover and to prevent spreading the pathogens. ❚ Even people who are infected but do not show any symptoms of the disease can infect others. Keep a distance of at least 1.5 meters to avoid the direct transmission of pathogens. ❚ Those who are sick should stay away from particularly vulnerable individuals, such as older people and those with pre-existing health conditions. ❚ Please stay informed about current restrictions in your state (federal states/Bundesländer) regarding contact between people. ❚ It is strongly recommended to wear a face covering (e.g. a fabric face mask) in places where it may become difficult to maintain social distancing at all times. Federal states have issued regulations regarding the wearing of face coverings while shopping and on public transport. Adjustments may be made to the regulations on a regional basis. Please check the rules that are currently in force where you are. ❚ Face coverings should ideally be laundered at 95 °C, but at least at 60 °C after each single use, and then dried completely. Boiling in water for 10 minutes is an alternative option. Important facts about the novel coronavirus Its official name is 'SARS-CoV-2'. The respiratory disease that it causes is called 'COVID-19'. The virus can be transmitted by droplets, but also through aerosols. Aerosols are tiny respiratory particles that are released especially by talking loudly or singing. They can remain suspended in the air over a longer period and transmit the virus. Rooms that are used by several people should therefore be aired regularly. Smear infections also play a role. The virus can be transferred indirectly via the hands, from contaminated surfaces to the mucous membranes of the mouth, the nose or the eyes. The virus causes a respiratory infection. Apart from cases of asymptomatic or mild illness, symptoms that may occur include fever, cough, breathing difficulties or shortness of breath, as well as headache and muscle soreness. In severe cases, pneumonia may develop. Older people and those with a chronic illness are especially at risk. In most cases, symptoms are markedly milder among children. At this time, it is assumed that up to 14 days may pass between infection and the onset of symptoms. Only a laboratory test can confirm whether a person has been infected with the novel coronavirus. Are there any risks of transmission to the baby during pregnancy? Transmission to the baby during pregnancy and childbirth is extremely rare. Nevertheless, if the mother is infected, the virus can be transmitted to the newborn. There is no evidence that a mother's coronavirus infection or COVID-19 illness damages the unborn child or leads to miscarriages. Is there a vaccine? There is not yet a vaccine against the novel coronavirus. Every effort is being made to make a vaccine available. Do other vaccinations help? Vaccinations against other respiratory diseases do not protect against the novel coronavirus. However, they can prevent other respiratory infections. These include influenza and pneumococcal pneumonia. Other vaccinations can therefore help avoid double infections. Are imported goods contagious? There is no known risk from goods, mail items or luggage. Objects in the immediate vicinity of sick people must be kept clean. Have I got the coronavirus? If you notice you are having symptoms, or if you had contact with a person who has been confirmed to have the novel coronavirus: ❚ If you have symptoms, please call your doctor. If she/he is unavailable, please contact the on-call medical service by dialling 116 117. In an emergency, please call 112. ❚ If you had contact with an infected person, but don't have symptoms yourself, please inform your local public health authority (Gesundheitsamt). ❚ Tell the doctor if you have, for example, existing conditions such as high blood pressure, diabetes, cardiovascular disease, chronic respiratory illness, or if you have a disease or are taking a treatment that lowers the immune system. ❚ Find out who to contact and what precautions you have to take so that you don't infect others. ❚ Please do not go to your doctor's practice without making an appointment. This way you are protecting yourself and others! ❚ Avoid unnecessary contact with other people and stay at home as much as possible. You can find your local public health authority at www.rki.de/mein-gesundheitsamt If you have symptoms, contact your doctor. If unavailable, contact the on-call medical service. It is available throughout Germany by dialling 116 117, including at night, at weekends and on public holidays. Is wearing a face covering necessary? There are situations where the recommended 1.5 meters of social distancing cannot be maintained. In these cases, wearing a non-medical mouth and nose covering, also called face covering or everyday face mask, may help to contain the spread of SARS-CoV-2. Federal states have issued regulations regarding the wearing of face coverings while shopping and on public transport. Regulations may differ and adjustments may be made on a regional basis. Please check the rules that are currently in force where you are. Important: face coverings must fit well and must be changed when they have become damp. Damp coverings do not provide a barrier to viruses. Face coverings should ideally be laundered at 95 °C, but at least at 60 °C after each single use, and then dried completely. Boiling in water for 10 minutes is an alternative option. Social distancing always applies, whether you are wearing a face covering or not: keep at least 1.5 meters apart from others, practice good hand hygiene and observe cough and sneeze etiquette. Is it necessary to use disinfectants? Regular and thorough hand washing is usually sufficient. If hand washing is not possible, hand disinfection may be sensible. What should I watch out for in a shared accommodation facility? Have you arrived from a risk area, are you noticing that you are having symptoms, or have you had contact with a per son who has been confirmed to have coronavirus? If you live in a shared accommodation facility, let management or social services know. Also inform your school, language school, the place where you are being trained or work etc. When are quarantine measures necessary? If you have been confirmed to have coronavirus infection. If you had close contact with someone who is infected. If the responsible public authority orders you to be quarantined. You can find information about what you have to do when entering Germany at www.bundesgesundheitsministerium.de/ coronavirus-info-sheet How long does quarantine last? The duration of quarantine will be determined by the public health authority. If the illness is mild, quarantine currently lasts for two weeks in most cases. You must stay at home during this time. This also applies to individuals who were in close contact with the person who is ill. Two weeks also corresponds to the time from possible infection with the novel coronavirus SARS-CoV-2 until the onset of symptoms or confirmation of the virus in a throat swab. If quarantine is imposed, you will be informed by the responsible health authority about what to do if, for example, symptoms appear. Such as whether you need to check your body temperature, or when quarantine will be lifted. What should I keep in mind when quarantined at home? ❚ Avoid close contact with others in your household. ❚ Ask family members, acquaintances or friends for help with shopping, which should then be left outside your door. ❚ Make sure to air your apartment or house regularly. ❚ Cutlery, crockery and personal hygiene items should not be shared with other family members or people living in the household. Utensils and dishes must be washed regularly and thoroughly. This also applies to clothing. ❚ Contact your general practitioner or specialist if you urgently need medication or medical treatment. ❚ Inform your doctor if you have a cough, runny nose, shortness of breath or fever. ❚ Contact local support services if you need help looking after your children. An exceptional situation for the whole family For many people, crisis situations such as the current coronavirus pandemic trigger existential fears about health, the family, and job security. Family conflicts and arguments between parents and children, but also between partners may become more frequent or more intense. Here is what you can do about it: ❚ Address problems early and look for solutions together. ❚ Talk with another person on the phone about how you are doing. ❚ Go out to get some fresh air by yourself, e.g. take a walk or a bike ride. ❚ Discuss each person's wishes and needs regularly as a family. Make sure you also take your children seriously in these discussions. ❚ The best way to get through this time is for all of us to be patient with ourselves and with others, and to realise that everyone is finding this state of emergency difficult to handle. At the same time, it is important not to lose sight of the positives, and to make good use of the increased amount of time you are now spending with your children. You can support your children: ❚ By setting up a daily schedule, with fixed times for learning, playing, eating and sleeping. It can help to write down a plan for the whole week and put it up for everyone to see. ❚ By talking to your children about their fears and feelings. Listen patiently, even if your children repeat themselves. ❚ By explaining the ban on social contact in age-appropri ate language, e.g. why they can't visit their grandparents or friends. ❚ By making sure that you limit the amount of media reporting that your children are exposed to, or by using age-appropriate information sources. ❚ By ensuring that your children can let off steam outside in the fresh air. ❚ Try to consciously notice what your children are doing well, and praise them for it. With the corona alert app (Corona- Warn-App), you can be informed anonymously and quickly if you have been in the vicinity of an infected person. The app is available for download free of charge from the app store or from Google Play. Where can I find further information? Your local public health authority offers information and assistance. You can find the telephone number of your local public health authority at: www.rki.de/mein-gesundheitsamt The Federal Ministry of Health (BMG) offers centrally collated information about the novel coronavirus at: www.zusammengegencorona.de Citizen's Services Line: 030 346 465 100 Advice for people with hearing loss: Fax: 030 340 60 66-07 firstname.lastname@example.org email@example.com Sign language video telephone: www.gebaerdentelefon.de/bmg The Robert Koch-Institute (RKI) provides information about the novel coronavirus on its website: www.rki.de/DE/Home/homepage_node.html The Federal Center for Health Education (BZgA) has compiled answers to frequently asked questions about the novel coronavirus at: www.infektionsschutz.de The State Minister and Federal Commissioner for Migration, Refugees and Integration provides information in up to 22 languages: www.integrationsbeauftragte.de/corona-virus The Office of Foreign Affairs provides safety information for travellers to affected regions: www.auswaertiges-amt.de/de/ReiseUndSicherheit The Federal Association of Statutory Health Insurance Physicians (KBV) offers comprehensive services for patients: www.116117.de/de/coronavirus.php The World Health Organization (WHO) provides information on the global situation: www.who.int We are grateful for the cooperation with the Global Shapers Community Munich Impressum (Legal notice) Herausgeber (Published by) Ethno-Medizinisches Zentrum Deutschland (EMZ e.V.) Ethno-Medical Center Germany Inc. (EMZ e.V.) 30175 Hannover, Germany E-Mail: firstname.lastname@example.org email@example.com firstname.lastname@example.org www.covid-information.org corona-ethnomed.sprachwahl.info-data.info www.mimi-gegen-gewalt.de www.globalshapersmunich.org www.mimi.bayern Die COVID Alliance International wurde durch das Ethno-Medizinische Zentrum Deutschland (EMZ e.V.) gegründet. Wir bieten aktuelle, zuverlässige und genaue Informationen über Gesundheit, Hygiene, Sicherheit und Aufklärung zur Coronavirus Pandemie an. Unser Ziel ist es, Einheimische, Reisende, Migranten, Flüchtlinge und Personen ohne Papiere mit Informationen in mehr als 40 Sprachen zu unterstützen. Alle Informationen werden von Expert*innen aus Universitäten, Gesundheitsämtern und staatlichen Behörden geprüft. The COVID Alliance International was founded by the Ethno-Medical Center Germany (EMZ e.V.). We pro vide current, reliable and accurate information about health, hygiene, safety and education about the coronavirus pandemic. Our goal is to support locals, travelers, migrants, refugees and undocumented people with information in more than 40 languages. All information is checked by experts from universities, health authorities and state authorities. Stand (Current at): 1.10.2020 Design: eindruck.net Bild (Photo): istock/AltoClassic Quellen (Sources): BMG, RKI, BZgA, WHO, ECDC URL-Verweise: Für Inhalte externer Seiten, auf die hier verwiesen wird, ist der jeweilige Anbieter verantwortlich. URL: The content of any external pages for which links are provided here is the responsibility of the respective provider. © Copyright Ethno-Medical Center Germany Inc. All rights reserved.	<urn:uuid:696ceee6-689e-4014-9398-7b98c52538ca>	CC-MAIN-2024-33	https://www.mimi-bestellportal.de/download/317/corona-information/25435/corona-information-din-a4-6-seiten-englisch.pdf	2024-08-04T16:51:24+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640408316.13/warc/CC-MAIN-20240804164455-20240804194455-00171.warc.gz	682,726,625	3,608	eng_Latn	eng_Latn	0.918254	eng_Latn	0.997284	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 184, 1352, 4084, 7600, 11104, 13175, 16475 ]	[ 2.4375 ]	1	1
Maus Lesson Plan Grade Level: 9 – 12 Subject: Social Studies Objective: In this lesson, students read and study Art Spiegelman's Maus, the first "comic" book to win the Pulitzer Prize. Through the story itself, they will learn about World War II and the Holocaust. Getting Started: * Before reading Maus, discuss with your students what they know about the Holocaust: Explore what books they have they read on the subject and what films or television programs have they seen. Find out what they know about World War II generally. * Discuss also the comic book form: What kinds of stories can you tell with a comic book? If you decided to tell a story about the Holocaust, what medium would you choose, and why? What would be the advantage of that medium? Topics for Discussion: Describe the faces in Maus. Are they iconic (could be anyone) or particular (could only be Vladek)? Why do you think Spiegelman drew the characters this way? Hitler reduced Jews to vermin. Is Spiegelman doing the same thing? Why? What adjectives would you choose to describe Spiegelman's artwork? Generally, comics artists draw their works twice the size of the eventual published product. When the artwork is reduced by half, the resulting image is crisp and detailed. Spiegelman drew Maus at its actual size. Why do you think he did? Look carefully at the frames (the lines around the panels) and the gutters (the space between the frames). Gaps in the borders, and lines intruding into the gutters are considered "unprofessional." Why do you think Spiegelman drew Maus this way? Where do you think the artwork is most detailed? Where is it roughest? Is there something about those moments in the story that calls for a particular way of drawing? Look at page 159, book one. Analyze the page, panel by panel. Predict what will happen next. (What does the jagged speech balloon mean? Why do you think that? What is the meaning of the black squiggle over Art's head? Why is there no frame? What details do you notice about that panel? Artie's back is turned, he's carrying a satchel, and he seems to be smoking. What feelings does this frame express?) In book two there are actual photos. How are these images different from the drawings? How do you feel when you see photographs of Richieu and Vladek? What are stereotypes? Are they harmful, and if so, how? What are some current examples of stereotypes? How does Spiegelman use stereotypes in Maus? Seek and select specific examples. Summarize his techniques, and analyze why he uses them. Infer the artist's attitudes, and the reasons for his choices. On page 43, book two, Spiegelman writes that Pavel's "place is overrun with stray dogs and cats" and wonders, "Can I mention this, or does it completely screw up my metaphor?" What is the metaphor? Does it screw up his metaphor? Conversely, does it make a particular point? Words & Pictures: The comics combine words and pictures. We know how to read words, but how do we "read" pictures? Look for general and specific examples of images as "text" in Maus. How do Spiegelman's images supplant or circumvent words? What is a symbol? What symbols are on page 33, book one? What associations do these symbols have? What is the effect of the swastika in the panels on page 33? Is it the same in every panel? We see Art carrying a satchel at various points (for instance, on pages 43, 69, and 159 of book one). What does this image suggest? What does it mean to be carrying around baggage? Is the story about carrying around baggage? Explain. Look at page 64, book one. Why does Vladek wear a mask? Look at Spiegelman's self-portrait inside the back cover. Why is he wearing a mouse mask? Hypothesize what that means? Look at page 136, book one. Try to ignore the words and just look at the pictures. Can you understand the story? Can you imagine the text? What visual clues does Spiegelman create for us? What do the words tell us on page 41, book two? What do the pictures tell us? How many different things are the pictures trying to tell? In book one, Spiegelman draws masks to show Jews posing as Poles. What do the masks on page 42, book two indicate? Compare and explain? Look at the panel at the bottom of page 79, book two. Explain the power of the panel. Try to assess the relative importance of the words and the pictures. After the Holocaust: * How is the Holocaust a part of life after the Holocaust? * Look at page 12, book one. What does the number signify? Describe its placement. * On page 159, book one, Art calls Vladek a murderer. Why would Artie call his father, a Holocaust survivor, a murderer? * In what ways does Artie's life echo his father's experience in the Holocaust? (More specifically: Look on page 74, book two. Art sprays the bugs with insecticide. What does that remind you of? What is Spiegelman's metaphor? Why does Artie smoke all the time? Look at Art Spiegelman's self portrait inside the back cover, and look carefully at the pack of cigarettes: the brand is "Cremo Lights." Infer: What do you think that means? What is Spiegelman referring to?) http://www.chfestival.org/resources/content/ComicBookLessonPlan.pdf	<urn:uuid:f6217c91-7459-4994-8c62-3fe601ee371d>	CC-MAIN-2017-30	http://getgraphic.org/GG_Kits/Maus/Maus%20Lesson%20Plan.pdf	2017-07-22T14:34:26Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00507.warc.gz	131,822,027	1,193	eng_Latn	eng_Latn	0.998966	eng_Latn	0.998966	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2596, 5160 ]	[ 4.71875 ]	1	5
The Hub Dental Practice Love Your Smile 775 Witan Gate, Central Milton Keynes MK9 2FW Love Your Smile 01908 690326 email@example.com www.TheHubDentalPractice.com Dr David Gilmartin, Dr Aaron Lopez, Specialist Periodontist Dr Alvaro De Castro Torres, SI Dental Implants & RCT Dr Monica Cueva Moya, SI Periodontics Dr Konstantinos Tzamalas, Specialist Orthodontist Dr Gulelala Azhar, SI Restorative, Dr Iyad Abou-Rabii, PLT Dental Implants & Oral Surgery Dr Ivo Zdravkov, Dr Giovanni Marras, PLT Periodontics Dr Ezgi Cilingir, PLT Dental Implants & Periodontics Dr Allen Betsis, Miss Sam Singleton, Practice Manager Dr Jonathan Harper, PLT Endodontics Dr Etienne Deysel, Sedationist Mrs. Nur Gilmartin, Dental Hygienist Dr Jaime De Castro Torres, SI Dental Implants Dr Kamilah Makda Dr Chivani Tailor, Dental Erosion and "Wearing Away Teeth" Introduction Although the cause may vary, the result is the same: loss of enamel and dentine and the serious risk of exposed nerve and subsequent need for Root Canal Treatment. We find that they often o hand in hand with the erosion weakening the teeth and the teeth then wearing down, exposing the dentine. Dental erosion is the loss of enamel and dentine from the tooth as a result of direct acid attack. It can be caused by excessive exposure to acid substances such as fruit juices and fizzy drinks. It is an irreversible condition. Tooth erosion differs from tooth decay. Tooth decay is the progressive loss of tooth enamel by plaque acid attack. Bacteria in the mouth break down sugars into acids which then attack the teeth. The most common teeth affected by dental erosion are the upper front teeth, although all teeth can be affected. Teeth that have been eroded look glassy, can appear short, and have uneven tips that are easily chipped away. Teeth that have been eroded may become sensitive. Research has shown that erosion is very common (50% of 4-18-year-olds have some tooth erosion). The source of acid that causes the erosion is either from an intrinsic source from within the body (e.g. Acid from the stomach) or from an extrinsic source from outside the body (e.g. acidic foods, drinks or medicines). Intrinsic causes are vomiting and acid reflux (where acid from the stomach escapes up into the mouth) which can be caused by a hiatus hernia, obesity or certain drugs. Fruit juices and soft drinks, together with foods such as rhubarb and citrus fruits, are examples of extrinsic sources of acid. Regular checkups at the dentist mean erosion can be detected early. It also means that it can be treated more easily Dental Erosion affects people of all ages. We are seeing an increasing number of teenagers and young adults with major erosion and thinning of their front teeth caused by diet drinks. It is not just the sugar in drinks that causes problems; the acidity is also very important too. We are seeing an increasing number of patients of retired patients who have erosion related to their longevity and the fact that as we get older our saliva changes and is less able to protect the enamel. For those affected by erosion it is important to: 1. Limit acidic foods and drinks to meal times. 2. Reduce the number of times during the day that acidic foods and drinks are consumed. 3. Choose soft drinks which have no added sugar and have been shown to pose a negligible risk of tooth erosion. Diet (Sugar-Free) drinks can cause erosion and make existing erosion worse. 4. Finish meals with a small piece of cheese or a drink of milk. 5. Delay brushing teeth immediately after having acidic foods or drinks. 6. Ideally drink only milk, or water between meals - use a straw for all other drinks to help direct the drink right into the mouth and away from the teeth. 7. Take drinks over a short time, rather than constantly sipping at them over a long time, as this reduces the time that the drink is in contact with the teeth. 8. Cheese is very rich in calcium salts and is a - tooth friendly - food that helps to protect the tooth surfaces. 9. Always try and get sugar free liquid medicine formulas from the pharmacist. 10. To use the correct toothpaste, tooth brush and follow the correct Oral Hygiene regime 11. Have regular Dental Examinations!!!! It may be possible to improve the appearance of teeth that have been eroded with the use of adhesive filling materials, veneers or crowns. However, it is important that the cause of tooth erosion is identified first before this kind of dental treatment is undertaken. Children's Drinks The best drinks for children's teeth are water or milk. Many people believe that natural fruit juices or squashes are the safest alternatives to water or milk. However, most contain fruit acids (often quite a lot). Even drinks marked - no added sugar - still contain acids that can cause tooth erosion. Fizzy drinks (whether diet or regular), fruit squashes, cocoa and milk shakes may all cause harm to teeth. The sugar in them can cause tooth decay whilst the acid in both normal and diet drinks dissolves the enamel on the teeth leading to erosion. Always dilute squashes correctly - follow the manufacturer's directions for use. Natural fruit juices should be diluted with water to reduce the risk of tooth damage, although even when very diluted, the acids are still there and can do harm to the teeth. Remember that if a child is genuinely thirsty they will always drink water! If children require an alternative drink to milk or water look for a - no added sugar - squash that has been specially designed to pose a negligible risk of tooth erosion. Sugary, acidic drinks, fruit juices, squashes and fizzy drinks should only be taken at meal times. If comfort feeders and bottles containing sugary drinks are given to young children they can cause severe dental problems. Milk or water is the only drink that should be given in a baby's bottle. When using feeding bottles hold the baby until the feed is finished. Never leave a baby propped up with a bottle; they might choke and it's bad for their teeth. After brushing teeth at bedtime, allow a child to drink only water afterwards. Never leave a bottle or feeder cup with a sweetened drink by a child's bed overnight. What can the dentist do? Show you the correct way to clean your teeth, especial he vulnerable ones. Prescribe a specially formulated Toothpaste and/or mouthwashes to stop the problem getting worse Rebuilt the damage tooth structure. Cover the week areas with protective coating (normally bonded materials that do not require drilling or needles!!) Worn Out Teeth Do I need treatment? At the very least you need to realise the problem and take preventative measures to stop it getting worse. Although in most cases it is essential to place a protective cover when the tooth has been damaged. Why do I need treatment? Enamel protects the dentist which then protects the nerve. Once the nerve is damaged and requires Root Canal Treatment then the Life Expectancy of the tooth is dramatically reduced What happens if I leave it? The enamel is very hard and resists wear. Once the enamel is lost, the exposed dentist will usually wear away very quickly. In addition the dentine is much less resistant to decay, so even in a mouth with good plaque and sugar control; decay can be rapid and very destructive. This is especially true as patient age as the quality of their saliva changes. Options for Treatment The most important things are good oral hygiene and sugar control. When the damage is severe then the tooth with need active treatment and this may involve a simple adhesive sealant or at the other extreme extraction. Bonded adhesive Restorations This is where we place a bonded filling over the exposed area and because this is harder than dentist it will resists the wearing. These type of restorations are normally only used in areas that are not on the biting surface, such as the neck or facing of the tooth. The treatment usually does not involve an injection and is completely pain free. But they will need maintenance and replacement eventually. Night Guards In cases where there is a grinding action or related jaw pain we advise a night guard. We have a separate leaflet about night guards. Please ask for one if you want more information Night Guards are an easy way of preventing/stopping the pain associated with teeth wearing away. Root Canal treatment In some cases this may be required in order to keep the tooth. This is why it is so essential to stop the problem getting to this stage. Crown Build Ups This is the last resort, but in many cases it is the essential option where the tooth destruction is so severe that the tooth may be lost When tooth wear is also associated with grinding then it may be very difficult to get a long term result even with crowns. This is why it is so important to prevent the problem escalating in the first place. Last but not least Good Oral Hygiene and sugar control is essential in all cases for long term maintenance	<urn:uuid:896bed8a-b8e2-4e05-88df-ef71d49e4d26>	CC-MAIN-2017-30	http://www.thehubdentalpractice.com/PDFFiles/TootherosionLeaflet.pdf	2017-07-22T14:44:13Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00507.warc.gz	554,023,975	1,919	eng_Latn	eng_Latn	0.998188	eng_Latn	0.998642	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3256, 6738, 8265, 9197 ]	[ 2.859375 ]	6	0
Afriphonics is a step-by-step systematic approach to reading and writing that has been structured into 5 progressive levels. Level 1: Phonic Foundation Stage Level 2: Phonic Reinforcement Stage Level 3: Early Phonetic Word-building and Reading Level 4: Intermediate Phonetic Word-building and Reading Level 5: Advanced Non-Phonetic Reading Extension Materials www.afriphonics.co.za Find us on Facebook. Level 1 – Phonic Foundation Stage The focus at this level is to give the child the understanding of sounds and how these sounds are represented by letters. 'I Spy' Game 104 object cards that introduce the child to the beginning sounds of words. A5 Teaching Cards, Signal Charts and Sensory Letters A systematic, multi-sensory approach to learning the letters of the alphabet. Classroom Posters A1 lower- and upper-case posters for classroom display. Wall Display Cards 4 x A6 wall display cards per letter focusing on the beginning sound of the word. Tracing Cards 26 x A5 A-Z tracing cards. A detailed teacher's manual contains instructions for the programme and full lesson plans for each letter. A disk of blackline masters for letter writing practice, 'colour, cut and paste', tracing, and other craft activities is also included. Level 2 – Phonic Reinforcement Stage This level allows the child to assimilate what has been learned in Level 1. Afriphonics Board Game 1 8 single-sided picture boards and 104 letter cards. Afriphonics Board Game 2 8 single-sided letter boards and 104 picture cards. A detailed instruction booklet and word lists are included. At this stage of the programme, the child is well aware of sounds and can recognise the letters by their phonetic sounds. The next step in the programme is to make the child aware of the association between sounds and words. In this stage, the focus is on 3-letter monosyllabic phonetic words (ConsonantVowel-Consonant). The Early Wordbuilding Set 60 picture cards for the purposes of building (decoding) 3-letter phonetic words. A set of Small Sensory Letters, which includes three of every consonant and five of every vowel, is also available for the purposes of physically building and writing the words. The Early Reading Card Set 10 picture boards, each with 6 pictures, and matching word cards. This is the child's introduction to encoding the individual sounds to start reading 3letter phonetic words with a picture guide. The Early Reading Lists 24 word list cards. This allows the child to practice reading 3-letter phonetic words without a picture guide. The Early Sentence Cards 12 sentence cards with a picture guide. This allows the child to practice reading a small number of words together. It is also the child's first introduction to sentence structure and punctuation, and includes a couple of common sight words. Level 4 – Intermediate Wordbuilding and Reading Stage The focus is on longer multi-syllabic yet still phonetic words. This stage includes the introduction of initial and final consonant blends, double consonants and the 'schwa' vowel. The consonant digraphs of 'ng' and 'nk' are also introduced. The Intermediate Wordbuilding Set 55 picture cards for the purposes of building (decoding) multi-syllabic phonetic words. No sensory letters are included with this set. The Intermediate Reading Card Set 18 picture boards, each with 6 pictures, and matching word cards. This is the child's introduction to initial and final consonant blends, double consonants, and the 'schwa' vowel. The Intermediate Reading List 32 word list cards. This is also the introduction to the consonant digraphs of 'ng' and 'nk'. The Intermediate Sentence Cards 15 sentence cards with a picture guide that allow the child to practice reading sentences with longer multi-syllabic words. Level 5 – Advanced Reading Stage The focus at this level is the introduction of non-phonetic consonant and vowel blends and digraphs. Advanced Reading Card Set Picture boards, each with 6 pictures and matching word cards. All 6 words belong to the same 'sound family'. Advanced Reading Lists Word lists each containing a picture guide for the first word, and 6 words from the same 'sound family'. Advanced Reading Sentence Cards Consist of sentence cards with a picture guide that allow the child to practice reading longer sentences containing nonphonetic words related to specific 'sound families'. EXTENSION MATERIALS Keyboard Card A decoding card set up in 'qwerty' layout, each 'key' bearing the Afriphonics lowercase animal/letter character and the corresponding uppercase letter for younger learners who are being introduced to an uppercase computer keyboard for the first time. Individual Posters A double-sided A5 alphabet card for individual learner use and letter formation practice. Terminology Cards Each set of Terminology Cards has a title card and a definition card which the teacher can read to the children and which introduces many points for discussion and elaboration. For information and to ORDER, please contact...	<urn:uuid:4c8e2704-db68-4031-b28f-2b192aa3d5fb>	CC-MAIN-2017-30	http://afriphonics.com/Afriphonics_product_catalogue.pdf	2017-07-22T14:32:00Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00509.warc.gz	10,235,167	1,060	eng_Latn	eng_Latn	0.991826	eng_Latn	0.998244	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 409, 1257, 1914, 2835, 3803, 4412, 5008, 5057 ]	[ 4.1875 ]	1	0
World Food Programme Climate Change: A humanitarian challenge for the 21st century The global climate is changing. Humanitarian organisations must now meet new and increasing challenges to continue their life-saving work. The number of climate-related natural disasters has doubled over the last ten years—and scientists predict in the coming decades that there will be more frequent and more severe disasters due to changes in world weather patterns. Climate change also threatens to significantly increase hunger and malnutrition worldwide. Many of the communities that will bear the most serious consequences are already vulnerable and suffering from hunger, undernutrition and food insecurity. The scientific community reports that many effects of climate change are irreversible, but there are many actions that can be taken now to help affected communities adapt to increased flooding, frequent droughts, intense tropical storms and desertification. WFP has a track record and established pool of knowledge from which to draw For more than 40 years, WFP has been addressing weather-related hunger by helping communities prepare for and recover from major weather-related disasters. Decades of experience implementing successful food for work projects can provide governments and organisations with a pool of information from which to draw. This wealth of programming and operational experience allows WFP to make a unique contribution as governments and communities plan for future weatherrelated challenges. Fighting weather-related hunger * Unmatched deep field presence WFP already operates in many of the areas where vulnerability to climate risks and natural disasters are most severe. WFP has 76 country offices, 270 sub-offices and more than 10,000 staff in the field – many of them in countries that will be hardest hit by climate change. * This gives WFP and its partners an advantage in addressing a range of climate-related food and nutrition issues. * WFP's enhanced capacity WFP was chosen to lead the global UN response to natural disasters, part of which is managing five UN global Humanitarian Response Depots which serve 31 humanitarian organisations and allow relief supplies to be shipped within the critical first 24 to 48 hours after a disaster. Ethiopia WFP's MERET* project in Ethiopia demonstrates how conservation and better land management practices can promote more sustainable livelihoods among the rural poor, while helping to protect them from extreme weather events. Supported jointly by WFP and the Ethiopian government, MERET operates in over 600 communities and has benefited more than one million people. It has contributed to the rehabilitation of over 300,000 hectares of degraded land since its launch in 2000. Managing Environmental Resources to Enable Transitions to More Sustainable Livelihoods El Salvador Promoted by WFP in collaboration with national, regional and international partners, SATCA's aim is to strengthen early warning capacities and systems across disaster-prone areas of Central America to enhance local and regional disaster preparedness and risk reduction. SATCA improves the ability of WFP and its partners to anticipate and minimize the impact of natural hazards across Central America. Sistema de Alerta Temprana para Centroamérica Bangladesh WFP has a leading role in strengthening the National Early Warning Systems, enhancing disaster preparedness and response capacities. Since 2000, disaster risk reduction and climate change adaptation strategies and activities have resulted in 30,000 homesteads being raised above flood levels, and 1.6 million women trained in effective disaster preparedness and adaptation. World Food Programme Climate Change: A humanitarian challenge for the 21st century WFP has sophisticated tools and services WFP uses satellite imagery, geographic information systems, mapping of the vulnerability of specific populations, early warning and emergency preparedness to help governments and partners anticipate and prepare for the onset of natural hazards. WFP has helped local communities, governments and the international community get ahead of the hunger curve by supporting preparedness and disaster risk reduction and adaptation efforts. * Expanding the sharing of these WFP capabilities while upgrading them with climate-related information, will help governments and humanitarian organisations find and take the most appropriate measures to not only to predict when and where disasters will hit, but also to allow for evacuations and other measures to be put in place to cushion the impact. WFP and Its Partners * Working with governments WFP implements many resiliencebuilding, climate-related activities in partnership with host governments – both at the local and national level. National Adaptation Programmes of Action – part of the Kyoto agreement – as well as other national and regional planning frameworks, offer several opportunities for WFP to support national adaptation, food security, livelihood protection and disaster risk reduction plans and programmes. * Working with communities WFP activities have been built around the needs of the local community to increase their resilience to weather-related crises and disasters and the longer term impacts of climate change. * Working with agencies and organisations A core strength of WFP is its unique network of non-governmental and intergovernmental partners with whom it works to address challenges too large for any one organisation to tackle alone. WFP will further expand its collaboration with partner institutions in order to enhance its collective ability to combat the effects of climate change on hunger and undernutrition.	<urn:uuid:b12772ea-ffe7-4007-85e7-03de2979219c>	CC-MAIN-2017-30	http://documents.wfp.org/stellent/groups/public/documents/communications/wfp212397.pdf	2017-07-22T14:34:01Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00508.warc.gz	89,965,679	1,028	eng_Latn	eng_Latn	0.997306	eng_Latn	0.997382	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2279, 5729 ]	[ 2.234375 ]	1	2
Language & Culture ...continued Some examples of common Bemba words and phrases are: How are you? Mwashibukeni? I am fine. Eyamukwayi. Yes. Eya ye. No. Awe. Thank you. Twa to te la. Stop! Iminina! Let's go! Natuleya! the market ekobashita fyakulya How much? Shinga? It is too much! Fingi! drinking water amenshi ayakuwa some food ichakulya Some of the historical and linguistic information usedin this text is from the research of Professors A.R.M. Kasonde, M.E. Kashoki, and Debra Spitulnik and was taken from the website of the Department of Anthropology of Emory University. It can be accessed at: http://www.anthropology.emory.edu/FACULTY/ ANTDS/Bemba/profile.html http://www.medguide.org.zm/translation/ vocabtbl.htm Studying bemba in the U.S. Below is a partial list of some of the universities in the United States that currently offer Bemba. For more information, please contact the National African Language Resource Center or visit the NALRC website at: http:// www.nalrc.indiana.edu. Cameron University, Emory University Michigan State University, Tennessee Foreign Language Institute National African Language Resource Center (NALRC) 701 Eigenmann Hall, 1900 East 10th Street Bloomington, IN 47406 USA Telephone: (812) 856-4199, Fax: 8128564189 Email: email@example.com Website: http://www.nalrc.indiana.edu bemba National African Language Resource Center (NALRC) Why Study bemba? Bemba, also known as iciBemba, ciBemba, chiBemba, and ichiBemba, is spoken primarily in the Northern, Copperbelt, and Luapula provinces of Zambia, as well as in the southern parts of both the Democratic Republic of Congo (DRC) and Tanzania. Since the Bembas are the dominant ethnic group in Zambia, Bemba is the most common indigenous language used in the country. Almost four million people speak it as a first language, and another two million use it as a second language. Newspapers and magazines are published in Bemba and there are also radio broadcasts and a few television programs in the language. A knowledge of Bemba is essential to anyone in linguistics, anthropology, history, and folklore who wants to study in the countries where Bemba is spoken. Individuals working for international organizations will also find that they can accomplish their day-to-day tasks more easily if they can speak Bemba. Tourists, too, will soon discover that a knowledge of Bemba will allow them to enjoy their holidays more if they can communicate with the Bemba-speaking people of the DRC, Tanzania, and Zambia. Who Speaks bemba? People and History The Bemba-speaking people in Zambia originated from the Kola region of what is now the Democratic Republic of Congo. They are a branch of the ancient Luba Empire and settled in the high plateau area of northeastern Zambia, from Lake Bangweulu to the Malawi border, sometime during the middle of the 17th century. By the end of the 18th century, the Bembas had established a powerful kingdom under the central authority of Chitimukulu, the paramount chief. Bemba rule continued to expand widely throughout northeastern Zambia until the end of the 19th century, when the first European missionaries and fortune-seekers began to vie for power in the area. By 1890, Cecil Rhodes' British South African Company had taken control of all of the Bemba territory, and in 1924, the British colony of Northern Rhodesia was established across the entire region of what is present-day Zambia. Zambia gained its independence from Great Britain in 1964. Language & Culture Bemba is classified as a Central Bantu language. The Bantu language is the member of the Benue-Congo family, a branch of the Niger-Congo family, which is a branch of the Niger-Kordofanian family. The most closely related languages to Bemba are Kaonde (Zambia and the DRC), Luba (DRC), Nsenga (Zambia), Tonga (Zambia), and Nyanja/Chewa (Zambia and Malawi). In the early 1800s, Portuguese and Arab traders were quite active in the Bemba-speaking regions and as a result, Bemba has a number of loan words from both Portuguese and Arabic. Many Swahili words have also entered Bemba through direct contact with the Swahili-speaking people of the region. When English-speaking missionaries arrived in the late 1880s, words from their language also entered the Bemba vocabulary. In recent years, Bemba has incorporated numerous loan words from Afrikaans and Zulu, via mine workers' pidgins, such as Fanagala, Kabanga, and Fanakalo. Today, Bemba has a number of dialects which are distinguished by their association with distinct ethnic groups and cultures. Each dialect exhibits minor differences in pronunciation, phonology, morphology, and vocabulary. Because Bemba is a widely used lingua franca, especially in urban areas of Zambia, the city dialects have an unusually large number of lexical borrowings from English, the national language. Among the Bemba orthographic rules now officially approved by the government are: a)the use of Roman letters, b)the symbolization of long vowels with doubled vowel grapheme's, c)the orthographic standardization of certain affricates, fricatives, and nasals, d)the non-symbolization of tone, despite its semantic functions, and e)the adoption of a conjunctive mode of spelling nouns, verbs, adjectives and other grammatical forms which represents them with their bound affixes. Bemba lady preparing food Bemba traditional dancers	<urn:uuid:bf856f7f-c85d-4e64-a14e-84366b8e6d35>	CC-MAIN-2017-30	http://nalrc.indiana.edu/brochures/bemba.pdf	2017-07-22T14:41:25Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00507.warc.gz	220,937,636	1,284	eng_Latn	eng_Latn	0.926418	eng_Latn	0.985496	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1412, 5408 ]	[ 2.375 ]	3	1
Depression What You Need To Know Permafold ® Topics 1. What Is Depression? 2. Types & Symptoms 3. Causes 4. Treatment 5. Self-Care 6. Reasons to Call Doctor or Health Care Provider 7. Reasons to Get Immediate Care Reviewed and Approved by the Senior Medical Advisory Board This Permafold ® is not meant to take the place of expert medical care or treatment. Follow your doctor's or health care provider's advice. 1. What Is Depression? Depression is a medical illness. It is just as much an illness as are diabetes and heart disease. Depression is not a sign of being weak. It is not the person's "fault." A person who is depressed: I Feels sad. I Feels hopeless. I Feels helpless. I Sleeps or eats too little or too much. I Thinks negative thoughts. I Has lost interest in life. Depression makes a person less able to manage his or her life. It affects everything from mood to behavior. Persons of all ages, races, and ethnic backgrounds get depression. In the U.S., it will affect 10 to 25 percent of women and 5 to 12 percent of men during their lifetimes. 2. Types & Symptoms There are 3 common types. Symptoms can range from mild to severe and can last a short time or a long time. Major Depression This is also called clinical depression. You may have this type if, for 2 or more weeks, you have 5 or more of the symptoms listed below and on the next panel or you have 1 or 2 of the symptoms in bold type. 1. Loss of interest in things you used to enjoy. This includes sex. 2. Feeling sad, blue, or down in the dumps. 3. Feeling slowed down or restless. 4. Feeling worthless or guilty. 5. Changes in appetite. You lose or gain weight. 6. Loss of energy or feeling tired all of the time. 7. Problems concentrating or thinking. It is hard for you to remember things or make decisions. 8. Trouble sleeping or sleeping too much. 9. Thoughts of death or suicide. You attempt suicide. You Could Also Have One or More of These Symptoms I Anger. I Headaches or other aches and pains. I Stomach and/or bowel problems. I Sexual problems. I Feeling negative, hopeless, anxious or worried. Note: Postpartum depression is a form of major depression that occurs in the mother after giving birth. Depression symptoms last more than 2 weeks after the baby is born. Dysthymia This is a mild but long lasting type of depression. An adult is thought to have this type when he or she has a depressed mood for most of the day, more days than not, for at least 2 years. For children, the same is true, but the symptoms are present for at least 1 year. Besides being sad, children with dysthymia may often: I Be irritable, cranky, or act difficult. I Have low self-esteem. With dysthymia, symptoms drain the person's energy and keep him or her from feeling good. Sometimes people with dysthymia have bouts of major depression. Bipolar Disorder This used to be called manicdepression. With bipolar disorder, there are feelings of terrible "lows" and feelings of extreme "highs." With these "highs," a person feels happy, giddy, elated, or euphoric (manic). These cycles of "highs" and "lows" can last from days to months. In between these cycles, persons with bipolar disorder can feel normal. You may have this type of depression if you have had 4 of the symptoms below at one time for at least 1 week or you have had the symptom in bold type. 1. You feel unusually "high," euphoric, or irritable. 2. You need less sleep. 3. You talk a lot or feel that you can't stop talking. 4. You are easily distracted. 5. You get lots of ideas at one time. 6. You do things that feel good, but that have bad effects (e.g., foolish business ventures or uncontrolled spending habits). 7. You have feelings of greatness. 8. You make lots of plans for activities (at work, school, or socially) or feel that you have to keep moving. 3. Causes I Some types of depression run in families. I Brain chemical imbalances. I Life changes, such as the birth of a baby, divorce, retirement, job loss, and the death of a loved one. I Hormonal and other changes, such as after having a baby (postpartum depression) or with menopause. I Medical illnesses. I Problems with others. I Worries about money. I Abuse of drugs or alcohol. I Seasonal Affective Disorder (SAD). This is due to a lack of natural sunlight in the fall and winter. I Low self-esteem. Negative attitudes about the world and self. Low tolerance for stress. I Holiday "blues." I A side effect of medicines, such as some for high blood pressure. Some antidepressant medicines may increase suicidal thoughts and attempts, especially in children and teens. This is more likely to occur early in treatment or when changing a dose. Most Likely, Major Depression is Caused by a Mix of These Things: I Family history of depression. I Brain chemical imbalances. I Emotional issues. I Other factors, such as certain medical problems. In some persons, life events, such as extreme stress and grief, may bring on depression. In others, depression occurs when life is going well. 4. Treatment Too Often, People Don't Get Help for Depression. They Don't Get Help for Many Reasons: I They don't know they are depressed. I They blame themselves for how they feel. I They have a hard time asking for help. I They don't know what to do or where to go for help. Why Get Help? Over 80% of people with depression can be treated with success, usually in a short time. Here are good reasons to seek help: I Depression is the most common cause of suicide. I Elderly depressed people have higher rates of chronic medical problems, such as heart disease. I According to one study, severely depressed people are as disabled as those disabled with a chronic physical illness. I Studies show a link between depression and a greater chance of getting ill in people of all ages. I Social and family life suffer. Depressed people withdraw from others. Parents who are depressed have trouble tending to their children. I The annual cost for treatment and lost wages due to depression is estimated at $43 to $53 billion a year. Places to Get Help I Your doctor or health care provider. I Your Employee Assistance Program (EAP) at work. I A mental health clinic or local health department. I Hospitals in your area. I National Health Groups. These give information about depression. They can also give phone numbers for treatment places in your area. * Depression and Bipolar Support Alliance 800.826.3632 or www.dbsalliance.org. * International Foundation for Research and Education on Depression (iFred) www.ifred.org. * National Institute of Mental Health 866.615.6464 or www.nimh.nih.gov. * Mental Health America! (MHA) 800.969.6642 or www.mentalhealthamerica.net. For a depression screening test, access: www.depressionscreening.org. Types of Treatment Treatment depends on a proper diagnosis. This should start with a complete physical exam by your doctor or health care provider to rule out illnesses and medicine side effects that have the same symptoms as depression. If depression is diagnosed, your doctor or mental health care provider will prescribe one or more treatments for your needs. (See A through F on this and the next 3 panels.) A. Medicine(s). Antidepressant medicines work to alter brain chemicals. Doing this evens out mood. Over half of the people who take these medicines recover from depression in about 3 to 6 weeks. Types of Medicines for Depression These are in groups based on their chemical makeup or how they affect brain chemistry. I SSRIs. These medicines alter serotonin, a chemical in the brain that affects mood, sleep, appetite, etc. There are many brand name and generic forms. I SNRIs. These medicines alter serotonin and another brain chemical called norepinephrine. I NDRIs. These medicines alter norephinphrine and another brain chemical called dopamine. I Tricyclic antidepressants (TCAs). These medicines alter serotonin and another brain chemical. I MAOIs. Persons who take MAOIs must follow a special diet. This is needed because some foods, if taken with MAOIs, can cause a high blood pressure crisis. Examples are aged cheeses and red wine. Because of this and other reasons, MAOIs are not used often. I Lithium. This is used to treat bipolar disorder. Lithium reduces both manic and depressive episodes. When episodes occur, they are less severe in most persons who take lithium. I Medicine used to treat acute mania in bipolar disorder. I Over-the-counter herbal remedies, such as SAMe and St. John's Wort for mild to moderate depression. Consult your doctor before taking these. It may take some time to find the medicine that works best with the least side effects. Prescribed antidepressant medicines are not habit forming. B. Psychotherapy. A therapist listens, talks, and helps you deal with your problems. This treatment is usually brief. Ten to 20 visits is common. This type of therapy can be done with: * Just you and the therapist. This is oneon-one therapy. * You, the therapist, and other people with similar problems. This is group therapy. * You, the therapist, and family members, loved ones, or a partner. This is family or marriage therapy. Types of Psychotherapy Used for Depression I Cognitive therapy. This focuses on thoughts and beliefs. I Behavior therapy. This focuses on current behaviors. I Interpersonal therapy. This focuses on current relationships. Psychotherapy may begin to help right away. For some people, it may take 8 to 10 weeks to show a full effect. More than half of the people with mild to moderate forms of depression do well in therapy. C. Medicine and Psychotherapy. The medicine treats the symptoms of depression. Psychotherapy helps people handle the ways depression can cause problems in their lives. D. Electro-Convulsive Therapy (ECT). Most depressions can be treated with medicine, psychotherapy, or both. ECT is mostly used for severe depression that is not helped with medicines. It can also be used for persons who are severely depressed with severe medical illnesses. E. Light Therapy. A special kind of light, called broad-spectrum light, is used. This gives people the effect of having a few extra hours of daylight each day. Special light boxes or light visors are used. Light therapy may help people who have Seasonal Affective Disorder (SAD). This mild or moderate form of depression comes in the fall and winter. F. Hospital Care. A person with severe depression may need to be given care in a hospital to prevent harm to himself, herself, or others; to monitor medicine(s); and/or to adjust medical therapy. 5. Self-Care I Take medicine(s), as prescribed, even when you begin to feel better. Tell your doctor about side effects. I Consult with your doctor before taking over-thecounter herbs, such as SAMe or St. John's Wort. I Don't use illegal drugs. Limit alcohol. These can cause or worsen depression. Drugs and alcohol can also make medicines for depression less effective. Harmful side effects can happen when alcohol and/or drugs are mixed with medicine. I Attend support groups, such as ones for new mothers who have postpartum depression. I Know that negative thinking is part of depression. As the depression lifts, the negative thoughts will lift, too. I Don't make major decisions during bouts of depression. Ask someone you trust to help you. I Eat healthy foods. Eat at regular times. I Exercise regularly. I Express your feelings. Talk to friends, relatives, co-workers, etc. I Try not to isolate yourself. Be with people you trust and feel safe with even though you feel down. Be with positive people. I Help someone else. This will focus your thoughts away from yourself. I Do something new or that you enjoy. Walk or drive to a new place. Try a new place to eat. Take a vacation. Take on a new project that will let you express yourself. I Keep an emergency number handy (e.g., crisis hotline, trusted friend's number, etc.) in case you feel desperate. I If suicidal thoughts occur, remove any weapons, pills, etc. that could be used for suicide and get medical help. 6. Reasons to Call Doctor or Health Care Provider I Symptoms of major depression occur. (See topic 2.) I Depression has kept you from doing daily activities for more than 2 weeks or you withdraw from normal activities for more than 2 weeks. I Depression results from one of these things: * A medical problem. * Taking over-the-counter or prescribed medicine. (This includes an antidepressant.) * Alcohol or drug abuse. * Grief over the loss of a loved one does not start to improve after a couple of months. I Depression doesn't lift 2 weeks after having a baby. I Depression comes with dark, cloudy weather or winter months. It lifts when spring comes. I You feel depressed now and one or more of these things apply: * You have been depressed before and did not get treatment. * You have been treated (with or without medicine) for depression in the past and it has come back. I Any of these problems occur during holiday times: * You withdraw from family and friends. * You dwell on past holidays to the point that it interferes with your present life. 7. Reasons to Get Immediate Care I Attempting or planning suicide or writing a suicide note. Call the Suicide Prevention Lifeline at 800.273.8255 or have someone take you to a hospital emergency room. Or call 9-1-1 or your local rescue squad. I Hearing voices, having overwhelming thoughts, or attempting to harm others, such as your baby after giving birth. Get Free Health Information on Over 700 Health Topics From: HealthyLearn TM www.HealthyLearn.com © 2009, 9th ed., American Institute for Preventive Medicine, Farmington Hills, Michigan	<urn:uuid:f3ecb66f-b188-4351-88ec-f46310f1bff1>	CC-MAIN-2017-30	http://uawtrust.org/AdminCenter/Library.Files/Media/501/HealthWellness/Docs/Prevention/depression.pdf	2017-07-22T14:59:31Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00510.warc.gz	331,383,640	3,034	eng_Latn	eng_Latn	0.998109	eng_Latn	0.998717	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1577, 3829, 6061, 8731, 12058, 13664 ]	[ 2.171875 ]	2	5
WJEC Religion and Human Experience RE Revision Guide for Year 11 A full set of Key words can be found on http://quizlet.com/ . Type SkeltonSTP into the search bar to find sets of words for all four units. Make sure you use the right four for this paper. There are four Units of work, each has the same format. (a) One two mark question (b) One knowledge and understanding four mark questions (c) One evaluation four mark questions (d) One knowledge and understanding six mark question (e) One evaluation eight mark (FARM) question Two mark questions These are all definitions. Learn the words on Quizlet and give an example where you can. These will be one of the words with an * in the key word lists in the book. E.g. What is meant by 'quality of life'? The extent to which life is meaningful, enjoyable and free from pain. Doctors judge this when they are thinking about turning off life support machines. E.g. What is meant by 'community'? A group of people with something in common, e.g. a church group or school. Examples (a) Explain what religious believers mean by 'justice'. (a) Explain what religious believers mean by 'personal conviction'. (a) Explain what religious believers mean by 'non-violent protest'. (a) Explain what religious believers mean by 'interfaith dialogue'. One knowledge and understanding four mark question To answer these questions you usually need to make two points that you explain well and give examples to support your views. You will be asked to use evidence from religion in your answer. Remember to say 'Some Christians'… or 'Many Christians'… You can refer to one or more religions in your answer. (b) Explain how having a religious belief might influence a view on capital punishment. Many Christians do not agree with Capital Punishment because they believe that only God has the right to take life as humans are all made by God. Other Christians accept Capital Punishment in extreme cases, if it is the law of the country. They believe that it is important to protect society from murderers and terrorists. (b) Explain how having a religious belief might influence a view on forgiveness. Muslims believe that Allah will always forgive those who are truly sorry and he will reward people who are able to forgive others. Christians also believe that it is important to forgive others, Jesus showed this by his example when he forgave those who put him on the cross and were responsible for the crucifixion. (b) Explain how religious believers might share their faith with others. (b) Explain how having a religious faith might influence a view on human rights. (b) Explain how religious believers might share their faith with others. (b) Explain how having a religious belief might influence a person's view on euthanasia. One evaluation four mark question These are the questions that have a statement in a speech bubble. You will always be asked 'Give two reasons why a religious believer might agree or disagree with this statement.' For these questions you are not asked if you agree or disagree with the quote yourself. You must refer to religious believers and say what a religious person might think. ** Remember a religious believer can have the same views as everyone else, so if you are unsure you can write 'Some religious believers believe…. In your answer you can write, either one agree statement and one disagree statement, or two agree statements or, two disagree statement 'Only doctors should decide who lives and who dies.' (c) 'Give two reasons why a religious believer might agree or disagree with this statement.' (i) Most Christians would disagree with this because they believe that only God has the right to take life as everyone was made by God. (ii) Muslims would also disagree with this as everyone was made by Allah, Allah gives life and only Allah can take it away. They would therefore not agree with euthanasia. 'It is never right to fight.' (c) 'Give two reasons why a religious believer might agree or disagree with this statement.' (i) Some Christians who are pacifists would agree with this statement, they would say that Jesus brought a message of peace, he said that we should 'love our neighbour' and that conflict should be settled talking not war. (ii) Other Christians would argue that it is sometimes right to fight in war as long as the circumstances fit with 'Just War' rules as a last resort if it is needed for good to overcome evil. 'Suffering has no purpose.' (c) 'Give two reasons why a religious believer might agree or disagree with this statement.' 'Art can't express faith.' (c) 'Give two reasons why a religious believer might agree or disagree with this statement.' (c) 'Give two reasons why a religious believer might agree or disagree with this statement.' (c) 'Give two reasons why a religious believer might agree or disagree with this statement.' 'All life is special.' 'Television should be used to teach people about religion.' One knowledge and understanding six mark question You may be asked to write about one or two religions or to write about one or two aspects of religious practice. Read these questions very carefully to decide exactly what you are being asked. (d) Explain two examples of when there may be a conflict between religious beliefs and the law of the country. (i) In the UK there has been conflict between the religion and state over gay marriage. The government has introduced the right for gay couples to get married. This is seen as a Human Right for gay couples. The Church of England and Roman Catholic churches are against gay marriage as they believe that marriage should be between one man and one woman only. Some vicars will bless a gay couple in church in recognition that they want God to be part of their lives together. (ii) In France there is conflict between the state and some Muslims. The French government has banned the burka and face covering in public. Many Muslim women want to cover their bodies as the Qur'an teaches that Muslims should dress modestly. A woman wearing the burka may be fined and any man who makes a woman wear the burka can be fined even more. Some Muslims say that their Human Rights are being denied but the French government say that the burka is against their culture. (d) Explain from one religious tradition the attitudes to punishment. (You must state the religious tradition you are referring to.) Religious tradition: . .Christianity . . . . Christian teachings are based on forgiveness and compassion but Christians also believe that punishment may be necessary. They think that punishment and forgiveness should go together. The system of justice and punishments should be fair and not cruel. The aim of punishment should be to reform the person who has committed a crime and they should have a chance to make up for their wrong doings. Some Christians are against Capital Punishment because they believe that God gives life and only God can take life away. They believe in the sanctity of life and that all life is sacred and precious. Other Christians do believe in Capital Punishment because they think that the weak should be protected and that it is kinder than a lifetime in prison. In the Bible it says 'an eye for an eye' so a life can be taken for a life. (d) Explain from two different religious traditions how believers may express faith through what they wear. (You must state the religious tradition you are referring to.) (d) Explain from one religious tradition the attitudes to punishment. (You must state the religious tradition you are referring to.) (d) Explain from two different religious traditions how a religious individual or religious community has worked for peace.(You must state the religious traditions you are referring to.) (d) Explain from two different religious traditions attitudes to abortion. (You must state the religious traditions you are referring to.) One evaluation eight mark (FARM) question (8 Marks) When you answer these questions remember to use the FARM pneumonic to help you. Read the question very carefully, what exactly is it asking you? ``` F For 'I agree…'. or 'Some people agree…..' A Against 'I disagree…'. or 'Some people disagree…..' R Religious 'Some Christians would say that…' and 'Many Muslims believe….' M Me/Moral 'In conclusion, given the evidence, I would agree/disagree because…' ``` Make sure that you include a range of views including religious views. 'Pilgrimage is still important.' Do you agree? Give reasons or evidence for your answer, showing that you have thought of more than one point of view. You must include reference to religious beliefs in your answer. 'Sacred texts have no influence on people's lives today.' 'Worship should only take place in special buildings' 'The unborn child has no rights'. 'Non-violent protest achieves nothing'. Check Have you leaned the key words on Quizlet and played all the games? Read the questions three times to be sure what they are asking you. Try to use as many religious words and quotes as you can. Never, never leave any blank spaces, a guess is better than nothing.. Remember you can say 'A Religious person might think…..' if you are not sure. Revise and do your best!	<urn:uuid:97bdb6ea-f328-4db5-9b15-2e221e74506c>	CC-MAIN-2017-30	http://stp.pembrokeshire.sch.uk/public/docs/revision/re/revisionguide_year11.pdf	2017-07-22T14:43:39Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00512.warc.gz	305,719,486	1,879	eng_Latn	eng_Latn	0.998161	eng_Latn	0.998286	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2151, 4607, 7924, 9267 ]	[ 3.71875 ]	1	0
DIMENSION FORCE: BACKGROUND & CHRONOLOGY BACKGROUND: * The Association : a collective of worlds that spans galaxies. Similar to the Federation of Planets in Star Trek. Our play is set within Earth's solar system, which remains the domain of humanity. Earth is overpopulated and stretched thin, and humanity has settlements on the Moon and on Mars, as well as many colonies scattered throughout the largest asteroids in the asteroid belt. Although we know alien life exists in the distant reaches of the galaxy, these aliens have no presence in our solar system. * Dimension Force : an elite law enforcement agency that polices the worlds of the Association. Similar to Starfleet in Star Trek, but more specialized and elite. Agent Grey is responsible for the branch of Dimension Force that operates within Earth's solar system. * Management : the original founders of the Association, aliens so massively powerful and ancient that they could enforce a treaty throughout all of space. They are like mythological beings to the people of today, long since vanished to who knows where. But their treaty still stands. "Management" is a slang term used throughout our solar system; no one knows what these aliens actually called themselves. * Parliament : the ruling body at the head of the Association. Seemingly democratic, Parliament is actually a very powerhungry group, willing to commit genocide against perceived threats like the psionics. * Infinitek: the most powerful corporation in the solar system, its fortune largely drawn from a monopoly on mining colonies throughout the asteroid belt. At a time when Earth's natural resources are almost depleted, the asteroids are a valuable source of ores, minerals, precious metals, and the like. Infinitek is very similar to Earth's ruthless & amoral oil and gas companies like Exxonmobil and British Petroleum. Infinitek can always find new settlers for its dangerous mining colonies, because so many people are desperately hoping to escape the miserable confines of life on Earth. * Ceres : " Ceres is the largest object in the asteroid belt, which lies between the orbits of Mars and Jupiter." In the play, "Ceres 3" means this is the 3rd mining colony on Ceres; we don't know what happened to the other two. * Vesta : " Vesta is the secondmostmassive object in the asteroid belt after the dwarf planet Ceres, and it contributes an estimated 9% of the mass of the asteroid belt." * Psionics : "Psionics is a blanket term used to describe alleged psychic effects such as telepathy, psychokinesis, pyrokinesis and others.... There is no scientific evidence that psionic abilities exist." In the world of our play, psionic people are a mutated offshoot of humanity, like Charles Xavier & Jean Grey from the XMen, of varying degrees of strength and power. THE DISTANT PAST * In the earliest days of recorded history, "Management" pulls the many known worlds across the galaxy into an Association, establishing a Parliament to enforce a treaty that binds these worlds together. Just prior to the signing of the treaty, a time machine appears from the distant future, warning Management that time travel should be made illegal. Management agrees, building a vault to house the time machine and entrusting its care to the Archivists of the Association. CARISSA & LORELEI: CHILDHOOD THROUGH FOURTEEN YEARS OLD * Mary and her daughter Carissa flee Earth for the promise of a new life on the colony at Vesta. Mary meets Sally and falls in love; the two of them marry, giving Carissa a stepsister, Hannah. Life on Vesta is brutal and near slavery. * Meanwhile, Lorelei grows up on the colony at Ceres 3, falling in love with the music of Jaxxer Kwee. * Sally decides to join the union against Mary's wishes. * First Mary and then Sally begin to suspect that Carissa has unusual powers. Mary refuses to admit that her daughter might be psionic. Carissa herself also begins to suspect she is different; and during this period, she befriends Trick Start, who eventually teaches her all about what happened to the psionics. * Union leaders on the mining colony at Ceres 3 call a strike. They are threatened by Infinitek in a message heard across the solar system. * In retaliation for the strike on Ceres 3, Infinitek sabotages the air supply there, suffocating all the settlers. Lorelei is away from the colony on a field trip, and her shuttle diverts to the colony at Vesta. * Lorelei's shuttle is held up in customs at Vesta. Her shuttle nearly runs out of air, and she almost suffocates. She is taken to Medical. While still unconscious, eighteenyearold Carissa appears and steals Lorelei's tablet. * Fourteenyearold Carissa and her stepsister Hannah return home from school the same day that Lorelei's shuttle lands at Vesta. Sally moves out with Hannah. * Steven tries to convince Carissa to go with him back to corporate, secretly planning to hand her over to Olivia to study Carissa's psionic powers. Instead, Carissa turns the tables on Steven, and heads off with Steven on a mad quest to become CEO of Infinitek. She leaves her mother, Mary, behind. CARISSA & LORELEI: FIFTEEN THROUGH SEVENTEEN YEARS OLD * Carissa arrives back at corporate headquarters, quickly turning Olivia to her side. Then, very slowly, she begins worming her way into the hierarchy at Infinitek. She is very careful; even with her psionic skill, she needs to be very cautious as she rises through the ranks toward her target: Aleister. * Meanwhile Lorelei settles in on Vesta, eventually becoming friends with Hannah, who takes her to Trick Start to get cybernetic implants. * Lorelei's implants dramatically enhance her natural intelligence, and her early application to Dimension Force is approved. She becomes one of Agent Grey's top agents, along with Anjette, who is like an older sister to her. * Eighteenyearold Carissa appears to Aleister. She proves that she's from the future by warning him that the colony on Vesta is going to explode. Then she takes over as CEO, using her psionic power to steal his executive passphrases, convince him to get noise canceling implants that will protect him from her younger self, and instruct him on how to threaten the Association to get her released from prison eventually. * The next day, seventeenyearold Carissa finally makes her play for Aleiste. But Aleister is protected from her powers because of his noise canceling implants; and Agent Grey arrives to capture Carissa, who is taken off to prison. * Carissa spends a year in prison, visited by her future self on a regular basis, as they plot and scheme. THE PRESENT DAY: CARISSA & LORELEI AT EIGHTEEN YEARS OLD * Aleister makes his transmission, threatening to steal the Association's time machine, unless the Association releases Carissa from prison. * Agent Grey summons Lorelei and Anjette for a briefing about Aleister's transmission. Nicholas joins the briefing to reveal that the Association is keeping the time machine under protection in a vault in the Archives. Agent Grey sends Anjette to verify that the time machine is still in the vault; and she sends Lorelei to interrogate Carissa, believing that Lorelei's cybernetic implants might provide her with immunity to Carissa's psionic ability. * Lorelei interrogates Carissa, and they strike up a friendship as Lorelei describes her childhood. Carissa convinces Lorelei (and an eavesdropping Agent Grey) to let her out of prison so that she can help stop Aleister. * Anjette interrogates Erwin and eventually Nicholas. But then Carissa appears with Lorelei, and Carissa learns from Nicholas how to get into the Vault. She convinces everyone to forget the following five minutes. While they're dazed, she steals the time machine out of the Vault, going back in time an hour (before Anjette arrived to interrogate Erwin) and then walking past Erwin, convincing him to forget seeing her. She steals a ship, disables the transponder, and flees to Vesta; she then travels back in time over a year. * Carissa asks Trick Start to reverse engineer the specs for the time machine. Then she warns Mary to flee, because she's planted thermite charges that will blow up the station. * Then she takes the build specs from Trick Start to Olivia, ordering her to build the time machine. * Then she heads to warn Aleister that her younger self is on the way to confront him. * Then she spends the next year visiting her younger self in prison on and off, developing a guilty conscience over what she's done, instead of returning to the present. She also goes back in time to steal Lorelei's tablet. * When her younger self is finally released from prison, her older self hands over the time machine to Lorelei and locks herself up. * Lorelei goes back in time and asks Trick Start to evacuate the settlers. Then she reveals her plan to send the time machine back to the dawn of history with a warning for Management to make time travel illegal. * Carissa reveals the tablet to Lorelei, who finally hears the music of Jaxxer Kwee again.	<urn:uuid:b975475b-f139-44e1-94ab-b9da69f26f2c>	CC-MAIN-2017-30	https://stormanddesire.files.wordpress.com/2015/10/dimensionforce-chronology.pdf	2017-07-22T14:41:06Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00513.warc.gz	726,971,185	3,598	eng_Latn	eng_Latn	0.998243	eng_Latn	0.998479	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3727, 7151, 9080 ]	[ 2.296875 ]	1	5
Climate Change – Teacher notes This resource is centred on a graph, which shows climate change for England from the year 1772 to the year 2000. Due to its nature the graph has a number of features that make it difficult for students to easily understand. The resource could be the basis of either an exercise in encouraging students to look closely at the graph and start to understand how it was constructed, or used for encouraging students to predict what might have happened in the 100 years prior to 1772 and what might happen in the next hundred years. STUDENT TASK 1 Can you identify the trends shown on this graph and understand what it is telling us? The graph is a very complicated one. Look carefully at it and first identify the elements that make it complicated and then research and explain what each means. Some definitions given on the information sheet may help you. Notes on TASK 1 – Understanding what the graph is telling us: The graph itself is displayed on Page 1 of the resource and could be shown via an OHP, data projector or given out as a handout. On page 2, the information sheet, are three sections, which attempt to explain what a moving average is and why it is being used for this graph. What 'Central England' is defined as and why the graph is presented as 'anomalies from the 1961 to 90 average'. All of these concepts may well need further explanation and research and discussion from students to fully understand them. The actual data giving the monthly averages from Jan 1772 to September 2005 are also available to download if you want students to try and reproduce the graph. Note this is an extremely challenging task! STUDENT TASK 2 Can you predict what the graph would look like in the hundred years prior to the given graph and what it may look like for the next hundred years? Notes on TASK 2 – Predicting what will happen in the next 100 years Page 3 shows the same graph with blanked out regions representing the 100 years either side of those given. The students are asked to try to predict, based on the evidence given in the graph what the graph would look like in these two areas. On page 4 two graphs are given. The first shows the actual data from 1659 to 1772 that does show more variation than your students may predict. The second graph shows some possible projections for what may happen in the next 100 years based on 4 scenarios from low to high greenhouse gas emissions. This graph comes from the Hadley Centre for Climate Prediction and Research, which is part of the Met Office, and provides a focus in the United Kingdom for the scientific issues associated with climate change. Note that the prediction graph shows a scale with the predicted rise in temperature from 0 to 5 degrees Celsius given 4 scenarios ranging from low to high emission rates of greenhouse gases. The red arrow shows the range from 1.4 to 5.8 degrees rise in the next hundred years, which is the current model referred to in the notes which accompany the initial graph. The information in this resource was primarily taken from 'The Environment in Your Pocket 2005' produced by Defra and freely available for schools. The actual text given by this graph in the booklet is as follows: Climate Change – Teacher notes Average global surface temperatures have increased by 0.4 to 0.8°C since the late 19th century. 1998 was the hottest year since global records began in 1861, 2004 was the fourth warmest, and all ten of the hottest years on record have been during the period 1990–2004. This trend is statistically significant and is unlikely to be entirely natural in origin. Current climate models predict that global temperatures will rise by a further 1.4 to 5.8°C by the end of the 21st century. During the 20th century the annual mean central England temperature warmed by about 1°C. The 1990s were exceptionally warm in central England by historical standards, about 0.6°C warmer than the 1961–1990 average. Four of the five warmest years since 1772 have been since 1990 and 2004 was the ninth warmest. www.defra.gov.uk	<urn:uuid:f3c153f9-913e-469e-bb93-967c1487c9ef>	CC-MAIN-2017-30	http://censusatschool.com/resources/geography/climatechange-teachersnotes.pdf	2017-07-22T14:37:50Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00512.warc.gz	59,797,409	879	eng_Latn	eng_Latn	0.997113	eng_Latn	0.998649	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3227, 4071 ]	[ 3.96875 ]	1	2
Week of September 16, 2007 • Volume 1, Issue 7 Bucket Nuggets from Carol McCloud, The Bucket Lady Bucket filling is respect in action Last week, the Bucket Fillers Team had the privilege of speaking to 1,000 fifth and sixth grade students at Novi Meadows School in Novi, Michigan. Principal Lisa Fenchel asked the children in each of the four assemblies, "What is the most important rule in our school?" Each answer quickly came back, "Respect." Respect is probably the primary rule in many schools. Respect for self. Respect for others. Respect for property. It's a great rule. Donna DeWitt-Schnell, a middle-school teacher at Waldon Middle School in Lake Orion, Michigan and a member of our Bucket Filling Team, shares the same rule with her six classes. Here are some excerpts from a reading Donna gave on the first day of school. She asked her students to close their eyes and listen to her words: "Each one of you came to school today ready for a new school year. As you walk through that door, you bring along your unique experiences, individual needs, and lives that are different from one another. The person who sits to your left or your right, or in front or behind comes with a different sense of what life is about than you. We have one rule in this class. Respect. This means absolutely no putdowns of anyone, based on hair color, skin color, native language, religion, gender, club affiliations, intelligence, body shape, body size or physical challenges. Most of these things happen to people without their choice. It is wrong to make fun of people for things beyond their control or to insult or belittle someone because they are different from you. Everything you say to someone is personal. You may think it is not personal to you but it is personal to them. Choose your words carefully — they become either weapons to break others down or tools to build others up. Be kind. It is the right thing to do". This week's winners Congratulations! Maureen Nichols, a teacher at Thornton Creek Elementary School in Northville, MI is our Bucket Filler of the Week! Congratulations, Maureen! Every bucket filler is a winner! Encourage your friends to get their buckets filled every week by signing on for our newsletter at www.bucketfillers101.com. Quote of the Week Watch your thoughts; they become words. Watch your words; they become actions. Watch your actions; they become habits. Watch your habits; they become character. Watch your character; it becomes your destiny. — Frank Outlaw Wee one embraces bucket filling A letter from Amanda, Emma's mom, to the Bucket Fillers: "Emma is only three years old and really into reading books right now. I let her hold books and pretend she is really reading them to me. I tell her to look at the pictures and tell me about the story. She is really good at using her imagination. I loved books when I was her age too and I used to love making up stories. Tonight for story time, you guessed it, Emma had to read her book about bucket filling! She LOVES that book! LOVES IT LOVES IT LOVES IT! She said she is going to go to school and fill Harmony's bucket. (Harmony is the new girl in Emma's class and she is really shy.) I was so excited that Emma actually understood what bucket filling was and taat she made up her own mind to befriend Harmony and fill her bucket! How adorable." BUCKET FILLERS, INC. OX PO B 255 BRIGHTON, MI 48116 PHONE: 810.229.5468 FAX: 810.588.6782 WWW. BUCKETFILLERS 101. COM Designed & edited by Glenny Merillat	<urn:uuid:19af159c-06e1-4f38-9ebb-20c0b4083537>	CC-MAIN-2017-30	http://bucketfillers101.com/pdfs/news2007/2007-09-16.pdf	2017-07-22T14:35:25Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00512.warc.gz	51,203,860	809	eng_Latn	eng_Latn	0.998848	eng_Latn	0.998848	[ "eng_Latn" ]	false	docling	[ 3535 ]	[ 2.953125 ]	3	3
Homework 7, due Tuesday July 19th In this homework you will solve second order linear homogeneous diﬀerential equations with constant coeﬃcients. The long name of these types of equations sounds intimidating, but these are actually the easist equations to solve! A second order linear homogeneous diﬀerential equations with constant coeﬃcients looks like: This looks suspiciously similar to the following quadratic equation, which we call the characteristic equation of the diﬀerential equation: Even more so when I write it like this: In fact there is a correspondence between the zeroes of the quadratic equation and the solutions of the diﬀerential equation. This correspondence was shown in class. Now to solve the diﬀerential equation all we have to do is solve the quadratic equation. This is some simple pre-calculus stuﬀ! Just factor it or use the quadratic formula. For historical reasons, the characteristic equation is usually written with a λ instead of an x, so we would say the characteristic equation is: 1) For each of the following diﬀerential equations, write the corresponding characterstic equation. (You may have to rewrite some of them ﬁrst.) c) y ′′ + 4y = 0 Using the techniques learned in class do the following problems. 2) Solve y ′′ − y ′ − 2y = 0. 3) Solve y ′′ − 5y = 0. 4) Solve y ′′ + 4y ′ + 5y = 0. 5) Solve y ′′ − 8y ′ + 16y = 0. The techniques used to solve these problems can be extended to higher order linear homogeneous diﬀerential equations. What I mean is if we have a diﬀerential equation that looks like: It has a corresponding characteristic equation: And ﬁnding the zeroes of this equation still corresponds to ﬁnding solutions of the diﬀerential equation. The only problem now is that factoring this third degree polynomial is a lot harder! 6) The diﬀerential equation y ′′′ − 6y ′′ + 11y ′ − 6y = 0 has characteristic equation λ 3 − 6λ 2 + 11λ − 6 = 0 which can be factored into (λ − 1)(λ − 2)(λ − 3) = 0. Using this, what is the general solution to the diﬀerential equation? We can go to any order we'd like! The nth order diﬀerential equation: corresponds to the characteristic equation . Again we would just factor this to get solutions, but factoring a very high degree polynomial by hand is very diﬃcult and not worth our time so we won't worry about them. However if we're given some information we can solve higher order diﬀerential equations like in the following problem. 7) The diﬀerential equation: has two solutions y = e 2 x and y = e 3 x . Use the correspodence between solutions and zeroes to ﬁnd the general solution. Practice Problems - Do not turn these in Doing the following problems will beneﬁt you. Practice makes perfect and math is not a spectator sport. P1) Solve the following diﬀerential equations.	<urn:uuid:34a17146-6c10-4054-bf51-38969a5d6496>	CC-MAIN-2017-30	https://brandoncoya.files.wordpress.com/2016/12/homework-7.pdf	2017-07-22T14:33:04Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00510.warc.gz	627,848,934	734	eng_Latn	eng_Latn	0.981485	eng_Latn	0.992884	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1172, 2152, 2601, 2796 ]	[ 3.03125 ]	1	1
What Folly is This? Animal Welfare In Georgian London HISTORIANS LONDON by Lucy Inglis The cruel treatment of animals is a sad constant even now, but dramatic changes during London's Georgian period show the emergence of a modern sensibility towards animals and their welfare. Bankside had long been the site of London's bear-baiting venues. The Elizabethan court were particularly keen on this cruel sport. Bankside was a popular destination on Sundays where crowds of both rich and poor spectators gathered to place wagers on the unfortunate contestants, though not everyone agreed it was an acceptable pastime. What folly is this, to keep with danger A great mastive dog, and fowle ouglie bear; And to this and end, to see them two fight, With terrible tearings, a full ouglie sight. Bear baiting was prohibited under the Puritans and only hare coursing remained as a dog-based sport that could be done on foot. Upon the Restoration, the Bankside Bear-garden cranked back into life, but Charles did not encourage the sport. Cock-throwing (stones or bottles at a cockerel tied to a stake), dog-fighting and dog versus rats matches abounded throughout. Bandogs were a frightening pitbull relative, bred in Clerkenwell and used specifically for baiting the larger animals. But tastes were changing and soon spectators wanted to see bears perform rather than die. The bandogs needed new targets, such as the elderly lion baited to death on Bankside in February 1675, and the Earl of Rochester's 'savage' horse to be 'baited to death, of a most vast strength and greatness'. Approximately 19 hands high, the horse stood six feet three inches at the shoulders had destroyed 'several horses and other cattel', and had been responsible for human fatalities, allegedly. Rochester had sold him to the Marquis of Dorchester, but the horse then hurt his keeper and was sold to a brewer, who put him to a dray. Soon he was breaking his halter and carting the fully laden wagon off behind him in order to attack people in the street, 'monstrously tearing at their flesh, and eating it, the like whereof hath hardly been seen'. Realistically there was no option but to destroy this particular animal. Baiting was not the humane way of doing it, but nevertheless, the horse was put to the dogs for 'the divertisement of his Excellency the Embassadour from the Emperour of Fez and Morocco; many of the nobility and gentry that knew the horse, and several mischiefs done by him, designing to be present'. By the turn of the eighteenth century, baiting was moving north of the river, to Hockley in the Hole in Clerkenwell, where in 1710 there was 'a match to be fought by two dogs, one from Newgate-market, against one from Honey-lane market, at a bull...which goes fairest and fastest in, wins all. Likewise, a green bull to be baited, which was never baited before; and a bull to be turned loose with fireworks all over him. Also a mad ass to be baited. With a variety of bull-baiting and bear-baiting, and a dog to be drawn up with fireworks. To begin exactly at three of the clock.' Hockley was the centre of bull terrier breeding in London, and so perhaps it is natural that the sport would move there. In 1756 Hockley disappeared with the continuing Fleet development, and bull-baiting moved to Spitalfields. It did not stay there for long as it became increasingly unpopular and was soon confined almost exclusively market towns. The horse was put to the dogs in the ramshackle Hope Theatre, a Jacobean playhouse which was been taken over exclusively for bloodsports. It killed or maimed them, all. The owner decided to stop the contest, but the crowd became a mob, demanding to see the horse baited to the death and started to pull the tiles from the roof of the theatre and the dogs were 'once more set upon him; but they not being able to overcome him, he was run through with a sword, and dyed'. The ambassador failed to attend owing to inclement weather. At the same time, Hogarth campaigning against the 'barbarous treatment of animals, the very sight of which renders the streets of our metropolis so distressing to every feeling mind'. His work the Four Stages of Cruelty connected the cruel treatment of animals with the degenerate mind, whilst sensitivity was to be applauded. The first plate of the Four Stages features Tom Nero attempting to force an arrow into a dog's anus, and another youth pleading with him not to. - 1 - What Folly is This? Animal Welfare in Georgian London (cont.) HISTORIANS LONDON Learn from this fair Example— You Whom savage Sports delight, How Cruelty disgusts the view, While Pity charms the sight. Attitudes towards animals and animal cruelty were changing in London. Pets had always been particularly popular in the city, with most households having a dog and at least one cat. And surveys conducted in London between the 1730s and 1750s show that ownership of unusual pets was spread across the social classes, with around a third owned by the artisan classes, including Mr Bradbury the apothecary with his mongoose, Mr Scarlet the optician with his Jeroba, and Mrs Kennon the midwife with her ring-tailed lemur and marmoset. The barbaric sports were becoming less popular. In 1785 it was reported that 'a fine horse, brought at great expense from Arabia, would be delightfully worried to death by dogs, in an inclosure near the Adam and Eve, in Tottenham-court-road; and to exclude low company, every admission-ticket was to cost half-a-guinea. But the interposition of the magistrates, who doubted of the innocence, or of the wisdom of training dogs and horses to mutual enmity, put a stop for once to that superfine exhibition'. In 1822 the Act to Prevent the Cruel and Improper Treatment of Cattle was passed. It was known as Martin's Act. Richard Martin was a politician and campaigner for animal rights who brought Bill Burns, a costermonger to trial for abusing his donkey. Deploying shock tactics, Martin brought the donkey into the courtroom so its injuries could be seen. Burns was subsequently the first man to be convicted for animal cruelty. In 1824 in Old Slaughter's coffeehouse on St Martin's Lane, a group of men met with the idea of forming a new society concerned with enforcing Martin's Act and heightening awareness of animal welfare. They were headed by the Reverend Arthur Broome and included Richard Martin, Lewis Gompertz and William Wilberforce. This society would soon have a new name: the RSPCA. About Lucy Inglis Lucy Inglis is a writer and blogger who is widely recognised as a leading expert on life in 18th Century London. She appears frequently on TV, radio, podcasts and at conferences and seminars. Her popular web site - www.georgianlondon.com - the largest study of 18C London freely available online, was voted 'History Website of 2009' by the online readers of History Today magazine. It continues to educate and entertain, going from strength to strength. - 2 -	<urn:uuid:6e23ec92-32df-4f8c-b761-5481c2a7347c>	CC-MAIN-2017-30	http://www.londonhistorians.org/index.php?s=file_download&id=62	2017-07-22T14:42:02Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00511.warc.gz	480,908,499	1,569	eng_Latn	eng_Latn	0.999209	eng_Latn	0.999246	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4438, 6956 ]	[ 2.28125 ]	1	6
how to do it TM how to do it Sleep & Sleep Disorders published by Barnes & Noble Good days depend on good nights. It's among the most basic of human needs, yet sleep eludes millions of us, whether through occasional sleeping problems or more serious sleep disorders. Are you sleeping enough? Find out now—it's never too late to get help or change old habits. Learn what happens during sleep and why it's crucial to good health • Evaluate your sleep habits and improve the quality of your night's sleep • Overcome the most common sleep problems, from insomnia to snoring • Muscle and bone repair • How to Assess Your Own Sleep Needs A healthier immune system • Appetite control (via regulation of two hormones, • ghrelin and leptin) Memory consolidation • Daytime alertness • When you lose sleep, both your health and your quality of life suffer. The potentially harmful effects of not getting enough sleep—even for just a night or two—include: Excessive daytime sleepiness (EDS) • Decreased daytime alertness • Increased risk of motor vehicle or on-the-job accidents • Impaired immune system • Chronic sleep loss can have even more serious, long-term effects, including: Decreased ability to remember new information • Irritability and erratic behavior • Impaired ability to use insulin, increasing the long-term • risk for diabetes Increased long-term risk of heart problems, stroke, high • blood pressure, and cancer Increased risk of psychiatric problems, including • depression and substance abuse Weight gain and increased risk of obesity, due to • increased appetite and slowed metabolism It is possible that regularly getting too much sleep—known as long sleep—may also have its dangers. Though research is not yet conclusive, studies have indicated that there may be a link between health problems and increased mortality in adults who regularly sleep nine or more hours per night. How to Evaluate Your Sleep There's no magic formula to determine how many hours of sleep a person needs. The question is complex for two reasons: Sleep loss adds up cumulatively over time, leading to a • phenomenon known as sleep debt. Some people simply seem to need more or less sleep • than others. The best plan is to listen to your body and follow a few gen- eral, rule-of-thumb guidelines. To gauge how much sleep you should be getting, first think about your basal sleep need—the amount of sleep that you need regularly to function at an optimal level. Basal sleep need varies by age: infants require about 16 hours of sleep a day on average, teenagers about 9 hours, and healthy adults 7–9 hours. To determine how much sleep you need, ask yourself these questions: * How many hours of sleep do you need to feel productive and healthy? Consider how you feel after about 6 hours compared with 8 hours. Do you suffer from health problems (e.g., diabetes, • heart disease, stroke), or are you overweight? Poor health and obesity are linked to a greater incidence of sleep problems—if you suffer from either, you may need more sleep. * Do you have a large sleep debt? Sleep loss is cumulative, so even if you've recently been meeting your basal sleep need, you may still suffer from excessive daytime sleepiness if you're carrying a sleep debt. A sleep debt may cause you to feel especially sleepy during dips in your circadian rhythm—the day-night cycle of about 24 hours that helps signal to your body when it's time to sleep. Dips generally occur every 12 hours—during the night and in the midafternoon. Fortunately, research suggests that you can often work down sleep debt with good, regular sleep. How to Tell Whether You're Sleep-Deprived If you suspect that you're not getting the amount of sleep you need, ask yourself the following questions: In the morning, do you feel groggy, need caffeine to • function, or hit the "snooze" button repeatedly? Do you feel drowsy during the day? Do you ever doze • off while driving, attending meetings, or watching TV? * Do you need less than five minutes to fall asleep? Do you sleep extra hours on weekend mornings? • Do you experience impaired memory or shortened • attention span? Do you experience loss of temper and excessive • irritability? Though all of the above are signs of sleep deprivation, some experts say that if you so much as feel drowsy at all during the day, you're lacking in sleep. There's a difference, though, between just feeling tired and feeling likely to doze off. The Facts About Sleep Despite the fact that we all experience it every night, sleep remains a mystery to many of us. Understanding the physical and mental complexities of sleep is the first step to recognizing its importance to your health. What Happens During Sleep While your body rests, your brain remains active and experiences several stages of sleep in two different states: * REM sleep: REM (rapid eye movement) sleep is the most active kind of sleep, in which dreams occur. Non-REM sleep: • The more frequent non-REM sleep accounts for roughly 75% of a night's slumber. In a typical eight-hour period of sleep, you alternate between these two states roughly every 90 minutes. One 90-minute cycle of sleep consists of five stages—four nonREM stages and one REM stage. * Stage 1: This stage is the transition between being awake and sleeping, when some parts of the brain are asleep and others aren't. Thoughts drift, but you're still easily awakened. * Stage 2: This stage marks the onset of sleep, when breathing and heart rate become regular and the body temperature lowers. * Stages 3 and 4: These stages, also called delta sleep, are deep periods of sleep in which muscles relax, blood pressure drops, and breathing slows. Stages 3 and 4 are the most physically restorative periods of sleep, when growth hormones are released for tissue repair in muscles and bones. Stage 5: • REM sleep occurs during the fifth stage. Muscles shut down and become nearly paralyzed, but the brain is intensely active. During this stage, the eyes dart rapidly back and forth under the eyelids, and vivid dreams occur. Breathing and heart rate increase and may become irregular. Stage 5 sleep is necessary for providing your brain and body with energy and is suspected to play an important role in mental recovery. Why Sleep Is Important to Health Quality sleep occurs when you experience these five stages in continuous succession, 4–6 times a night. When this happens, you awake feeling revitalized and refreshed. Physical and mental benefits of good sleep include the following: www.quamut.com Epworth Sleepiness Scale Since 1991, the Epworth Sleepiness Scale has been a common method that sleep specialists use to gauge daytime sleepiness. It rates how likely you are to fall asleep during these daytime situations: * Sitting and reading * Watching TV * Sitting inactive in a public place Riding in a car as a passenger for an hour or more • Lying down in the afternoon • Sitting and talking to someone • Sitting quietly after lunch with no alcohol • Stopped for a few minutes in traffic after driving • If you were using the Epworth Sleepiness Scale, you would rate your chance of dozing during each situation, answering with one of the following responses: Never (0 points) • Slight (1 points) • Moderate (2 points) • High (3 points) • A score of 10 or higher is a possible indication of a sleep disorder. How to Recognize Sleep Disorders Though many people experience sleeping problems, that isn't the same as having a sleep disorder. Disorders are more complicated, often requiring the help of a sleep specialist or doctor, whereas simple sleeping problems can often be chalked up to poor sleep hygiene. Sleep Hygiene * Establish a regular bedtime routine: Replace stressful nighttime activities, such as work, bill-paying, or emotionally taxing discussions, with relaxing activities, such as baths or light reading. Also avoid exposure to bright light shortly before bedtime, including light from computer screens. * Maintain a regular sleeping and waking schedule: Your body's circadian rhythm becomes confused when you disrupt it by sleeping in on weekends, napping during the day, or traveling across time zones. Try to avoid these irregularities in your sleep schedule—even daytime naps. A consistent morning wake-up time supports the circadian function and can help with regular sleep onset at night. Do You Have a Sleep Disorder? If you practice good sleep hygiene but still consistently have problems sleeping, you may want to consult your doctor about sleep disorders. There are many types of disorders, but a few general questions can help you narrow your problem down. See whether you answer "yes" to any of the following: Are you often sleep-deprived? ( • see How to Evaluate Your Sleep) Do you snore or ever awake suddenly, gasping for breath? • Do you kick or thrash during the night? • Does your family have a history of sleep disorders? • Do you regularly have trouble falling and staying asleep? • Do you have unusual sensations in your legs at night that disturb your sleep? • * Have you experienced unusual behaviors (such as walking, eating, or acting out dreams) that have disturbed your sleep or caused injury to yourself or others? Do you have inconsistent or irregular sleeping and waking times? • Have you experienced persistent sleeping problems for more than three months? • You may also want to try keeping a sleep diary for two weeks, which will help you look objectively at your sleeping patterns and habits. Fill the diary out shortly after you get up each morning so that you remember details. A sleep diary can take a variety of forms—a simple one could consist of a table like the following: Sleep hygiene basically means your sleep habits. Poor sleep hygiene can stem from anything from lifestyle practices (such as drinking too much coffee) to environmental factors (such as too much light in your bedroom) to psychological stressors (such as a job crisis). If you think you have just a temporary sleep problem, follow these tips to try to improve your sleep hygiene: U • se your bedroom for sleep and sex only: This means no TV, no eating, no computers, and certainly no working in bed or the bedroom—even reading in bed is arguable. If you obsess about time in bed, turn the alarm clock away from you so that you won't see it. The goal is to make your bedroom a peaceful oasis. * Create a sleep-friendly environment: Your bedroom should be dark, quiet, comfortable, and cool. Curtains, eye shades, earplugs, white noise devices (such as fans), humidifiers, good mattresses, and allergen-free pillows can help eliminate common environmental distractions. * Avoid nicotine and caffeine before bedtime: Both nicotine and caffeine are sleepinhibiting stimulants. Avoid smoking and caffeine, whether from coffee, tea, soft drinks, or chocolate, within 5–6 hours of bedtime. Avoid a • lcohol at night: Contrary to the idea of a "relaxing nightcap," alcohol actually interferes with the body's ability to maintain deep, restorative sleep. Avoid alcohol within 4–6 hours of bedtime. Avoid e • ating at night: Avoid eating within 2–3 hours of bedtime. If you're hungry late at night, have a small snack, such as cheese and crackers. Big meals can cause stomachaches or heartburn at night. Avoid e • xercise at night: Avoid strenuous exercise within a few hours of bedtime. Though regular exercise does contribute to sounder sleep, a workout leaves you more alert and with a higher body temperature for up to 5–6 hours afterward. Exercise early to ensure that your body calms down to more sleep-conducive levels by bedtime. eye shades earplugs Sun Mon Tues Wed Thurs Fri Sat Number and length of naps Medication taken before bed Quantity/time of alcohol and caffeine intake What you ate and at what time Time you went to bed Number of minutes it took to fall asleep Number and duration of awakenings Final out-of-bed time Total amount of time slept The information contained in this and every Quamut guide is intended only for the general interest of its readers and should not be used as a basis for making medical, investment, legal or other important decisions. Though Quamut makes efforts to create accurate guides, editorial and research mistakes can occur. Quamut cannot, therefore, guarantee the accuracy of its guides. We disclaim all warranties, including warranties of merchantability or fitness for a particular purpose, and must advise you to use our guides at your own risk. Quamut and its employees are not liable for loss of any nature resulting from the use of or reliance upon our charts and the information found therein. This chart and the information contained in this chart are for general educational and informational uses only. Nothing contained on this chart should be construed or intended to be used for medical diagnosis or treatment. Users are encouraged to confirm the information contained herein with other sources and review the information carefully with their physicians or qualified healthcare providers. The information is not intended to replace medical advice offered by physicians or healthcare providers. Should you have any healthcare-related questions, please call or see your physician or other qualified healthcare provider promptly. Always consult with your physician or other qualified healthcare provider before embarking on a new treatment, diet, or fitness program. The publishers will not be liable for any direct, indirect, consequential, special, exemplary, or other damages arising therefrom. www.quamut.com Copyright © 2008 Quamut All rights reserved. Quamut is a registered trademark of Barnes & Noble, Inc. 10 9 8 7 6 5 4 3 2 1 Printed in the United States Writer: Laura Siciliano-Rosen Photo Credits: Page 1: Antony Nagelmann/Solus Photography/Veer; Page 2: Shutterstock (photo 1), Jorge Folha/Shutterstock (photo 2); Page 6: Scott B. Rosen/Bill Smith Studio. www.quamut.com When to Seek Help If you think you practice good sleep hygiene yet you still regularly have trouble falling or staying asleep, or feel consistently unrefreshed even after a good night's sleep, you should see your doctor. Suppress the impulse to prescribe yourself an over-the-counter sleep aid or herbal remedy such as melatonin—though these agents may help get you out of a rut, it's best to discuss all medication options with your doctor. He or she will ask you about your sleep history and either recommend treatment or refer you to a sleep specialist or sleep center. Polysomnograms If you report frequent daytime sleepiness, even if you think you generally sleep well at night, your doctor may recommend a polysomnogram, or overnight sleep study. Excessive daytime sleepiness is a major symptom of such disorders as narcolepsy and sleep apnea, both of which can be diagnosed and treated following overnight evaluation. And though polysomnograms aren't necessary to diagnose insomnia, they're often still helpful in revealing sleep habits that you aren't aware of—including how many hours of sleep you actually get. A polysomnogram records your physical state during different stages of sleep and wakefulness. A technician attaches electrodes to specific parts of your body to monitor the following while you sleep: B • lood oxygen levels: An oximeter is placed over your fingertip or ear lobe to measure blood oxygen levels, which can help determine whether apneas, or periods of stopped breathing, are creating drops in oxygen during your sleep. B • ody position: You may be videotaped while sleeping to identify unusual body movements or positions. Types of Sleep Disorders There are more than 80 types of sleep disorders, many of which display similar characteristics. This guide offers a brief overview of the most common sleep disorders. * Emotional issues: Internalized anger, anxiety, worries or concerns, chronic stress, and even excessive boredom can cause emotional distress that interferes with sleep. Insomnia Insomnia comes in several forms, but the majority of cases can be characterized by the following: You can't fall asleep. • You can't stay asleep due to frequent awakenings or • waking up too early. You have persistent daytime fatigue and a nagging • feeling of waking up unrefreshed. Insomnia is more common among older adults and more common among women than men. Symptoms of Insomnia The main difference between insomnia and simply not sleeping well is that insomnia negatively affects your day- time functioning and/or your physical or emotional well- being. Some common symptoms of insomnia include: * Fatigue and/or sleepiness * * * Decreased alertness Poor concentration Depression * Muscle aches Causes of Insomnia Insomnia often stems from poor sleep hygiene, especially where diet and environment are concerned. Avoid caffeine, cigarettes, and alcohol—all common contributors to insomnia that may cause difficulty sleeping as well as frequent awakenings—as well as full meals right before bedtime. Likewise, a sleeping environment that harbors too many distractions (such as TVs, computers, books, and sources of noise) can be a culprit as well. Other causes of insomnia include: * Medical problems: Certain conditions can contribute to insomnia, including the following: * Angina * Arthritis Asthma • Hyperthyroidism • Parkinson's disease • Chronic fatigue syndrome • • Psychiatric issues: Mood disorders, such as depression, and anxiety disorders and psychotic disorders, such as paranoia and schizophrenia, can trigger insomnia, as can alcohol or drug addiction. Medications: • Some medications may act as stimulants or affect your sleep, including certain antihistamines, beta blockers, steroids, thyroid hormones, and bronchodilating drugs. * Special cases: Women are more likely to experience insomnia during times of hormone change, including pregnancy, menopause (and its earlier stage, peri menopause), and during the menstrual cycle. Such biological events result in fluctuating levels of progesterone and estrogen, both of which affect sleep quality and sleepiness. In addition, hot flashes, depression, mood swings, and stress can contribute to insomnia in women. Types of Insomnia Insomnia is categorized into subtypes based on how long one suffers from it, as well as whether secondary causes, such as stress, lifestyle, or health, may be at fault. * Transient insomnia: Transient insomnia, or short-term insomnia, lasts anywhere from a single night to a few weeks. This kind of insomnia can often be attributed to temporary situations, such as stress, jet lag, or a life change. It is generally treated easily, and prescription medications are often helpful. * Chronic insomnia: This type of insomnia lasts more than three weeks. Chronic insomnia might be secondary insomnia, which can be attributed to one of the medical or psychological causes mentioned previously. A medical diagnosis is important, though, because it might also reveal primary insomnia, which is insomnia that can't be linked to any such cause. Primary insomnia is sometimes attributed to an inherited factor, such as metabolic rate, or it may be psychophysiological (see below). * Psychophysiological insomnia: This type of insomnia is characterized by certain learned behaviors that result in trouble falling and remaining asleep. Psych ophysiological insomnia is often triggered by stress or environmental conditions but then is "fed" by your own sleep insecurities, such as a fear of not falling asleep, a worry about how you'll get through the next day, and so on. Psychophysiological insomnia evolves into a vicious cycle that can be hard to break without a concerted effort. Practicing good sleep hygiene and cognitive behavioral therapy (see "Treatments for Insomnia" later in this section) are generally the best treatments. H • eart rate: An electrocardiograph (EKG or ECG) records heart rate and rhythm. M • uscle tone: An electromyograph (EMG) records muscle movement and tone, helping to distinguish sleep stages and measure random limb movements. R • espiratory events: Airflow is recorded to reveal whether there are interruptions in your breathing during your sleep. * Sleep stages: An electroencephalograph (EEG) records brain waves, which indicate the various stages of sleep as they are reached. An electrooculograph (EOG) records eye movements, identifying REM sleep. S • noring levels: A small microphone on your neck records snoring. Monitoring these vital signs and movements throughout the night provides essential clues that can be used to help diagnose and treat sleep disorders. Treatments for Insomnia The two main treatments for insomnia are medication and cognitive behavioral therapy, or a combination of both. Based on the suspected causes of your insomnia and the amount of time you've suffered from insomnia, your doctor will help you decide what's best for you. Medication Medication is the most common method of treating insomnia and is generally best for short-term insomnia. There are several types of medication available. * Over-the-counter (OTC) sleep aids: These non prescription medications are popular and generally safe when used correctly, but they're less effective than prescription medications, and they often result in a morning "hangover" effect. Many such sleep products include antihistamines, which are really intended to treat cold symptoms or allergies—not promote sleep. These medications usually do have sedating effects, however, and some offer pain relief. • Herbal remedies: Common herbal remedies for insomnia include melatonin and valerian root. Although these remedies are generally regarded as safe, the facts—such as long-term impact, side effects, and possible drug interactions—aren't well known. In addition, many herbal remedies undergo little or no rigorous testing and may not be FDA-approved. More research is needed, so use with caution, preferably after consulting your doctor. * Antidepressants: Though depression and insomnia are often directly related, doctors sometimes prescribe a very low dosage of sedative antidepressant, such as amitriptyline (Elavil ® ) or trazodone (Desyrel ® ), for insomnia, even when no signs of clinical depression are present. They do so because such medications are generally nonaddictive and some have an additional analgesic property, which especially benefits those suffering from chronic pain. * Hypnotics: Hypnotics induce and maintain sleep and are the most common prescription medications. Some have a short half-life, which means that their effects are felt in the body for only a short time. These medications are best for people who have trouble falling asleep, as they decrease sleep latency—the amount of time it takes to fall asleep. Other medi cations have longer half-lives and are better at maintaining sleep throughout the night. The following chart provides a breakdown of the four most popular hypnotics on the market today. www.quamut.com Sleep medications are most useful for breaking temporary bouts of insomnia, such as those triggered by a stressful life event or jet lag, and for achieving sounder sleep for a certain period of time. They shouldn't be considered a permanent solution to insomnia. Always consult a doctor before using any type of sleep aid, especially to learn about potential side effects, drug interactions, and dependence risks. Additionally, be aware that sleep medications can be habit-forming and that there is a high potential for abuse if used incorrectly. Cognitive Behavioral Therapy (CBT) Cognitive behavioral therapy (CBT) usually involves the guidance of a psychologist and is best for chronic and/or psychophysiological insomnia. This treatment aims to teach new sleep behaviors and thought patterns while eliminating sleep-disruptive habits (such as worries experienced as a part of psychophysiological insomnia). It can be used with or without the addition of medication. The benefits of CBT generally outlast those of medicinal treatments alone. * Pros: CBT educates and empowers you to control your own sleep. It addresses real sleep issues and has longlasting benefits. * Cons: CBT requires motivation, focus, and active participation from you in order to work. CBT incorporates several different techniques, each with the common goal of helping you gain control of your sleep. Doctors may recommend one or all of the following: * Sleep restriction therapy: Lying sleepless in bed for too long tends to spread small amounts of sleep over long periods and also increases your frustration. Sleep restriction therapy attempts to increase sleep efficiency by preventing you from lying sleepless in bed. Under sleep restriction, you may stay in bed only for the amount of time that you report actually sleeping (but no less than four hours). For example, if a sleep diary reveals that you sleep an average of five hours per night, rather than going to bed at 11 p.m. and rising at 7 a.m., you may be required to stay up until 2 a.m. and still wake up at 7 a.m. The idea is that you'll be so tired that you'll sleep your five hours more efficiently. Sleep restriction is a hard treatment to undergo—many patients feel more tired than ever during the first few weeks— but as sleep efficiency improves, your time in bed is steadily increased. * Stimulus-control therapy: Stimulus-control therapy focuses on getting you to associate your bed and bedroom with peace and successful sleep. In practice, you must do the following: Go to bed only when sleepy. • Use the bed only for sleeping (no reading, TV, • eating, worrying, and so on). Get out of bed if you lie awake for more than 15–20 • minutes; return to bed only when you're very sleepy. Repeat as often as needed during the night. Abide by a regular wake-up time, no matter how • poorly you slept the night before. Avoid daytime napping. • Relaxation Techniques Meditation, progressive relaxation training, abdominal breathing, and other relaxation techniques can help reduce anxiety and tension at bedtime. The key is to avoid trying too hard to relax. Your doctor can teach you formal exercises, which may start with the following: Stretching exercises, particularly for the neck and back • Relaxing mind games, such as counting or thinking of • restful images Obstructive Sleep Apnea (OSA) The term obstructive sleep apnea (OSA) derives from the Greek word apnea, meaning "without breath." This common sleep disorder is caused by upper airway blockage, usually when the soft tissue at the back of the throat collapses during sleep. The resulting apneas are periods of time when the sufferer stops breathing during sleep for anywhere from 10 seconds to more than a minute. People with OSA may stop breathing hundreds of times over the course of a single night. OSA is a treatable disorder but has potentially serious consequences if not addressed. Symptoms of Obstructive Sleep Apnea Bed partners are often the first to complain when OSA is present, as habitual snoring and gasping for breath during the night are usually the earliest signs. Symptoms include: * Disruptive snoring and gasping: The snoring pattern for OSA sufferers is generally a loud snore followed by silence (signaling no breath) and then a gasp for air. Sudden awakenings sometimes occur as well, accompanied by a choking sensation. * Excessive daytime sleepiness (EDS): OSA sufferers often have to wake up in order to regain their breath— sometimes resulting in hundreds of awakenings per night, many of which they're not even aware of. Besides EDS, they report fatigue, feeling unrefreshed after sleeping, and daytime sleep attacks (nodding off at inappropriate or unexpected moments). * Night sweats: These can be triggered by the restless movements and agitated arousals that OSA can cause. • Morning dry mouth or sore throat: These symptoms can be caused by excessive snoring. * Morning headaches: These can result from repeated drops in oxygen levels and sleep deprivation in general. Causes of Obstructive Sleep Apnea Some people are more susceptible than others to developing OSA. Many factors play a role: * Heredity and gender: Men are more likely than women to develop OSA, and there is evidence that a family history of the disorder increases one's risk. * Weight: Overweight individuals are at risk for OSA, because excessive tissue in the neck area can contribute to airway collapse. Age: • As people age, muscle mass decreases. Muscle tissue near the airway can often be replaced by fat, which can contribute to OSA. * Physical features: A large neck circumference, an overbite, enlarged tonsils (common in children with OSA), a recessed chin, and a structurally abnormal airway (e.g., a large uvula, the fleshy lobe in the back of the throat) can lead to OSA. Sleep & Sleep Disorders * Smoking and alcohol/drug use: Smoking can cause inflammation and swelling of the upper airway. Alcohol and central nervous system depressants, such as sleeping pills, relax muscle tone in the upper airway. Diagnosis of Obstructive Sleep Apnea The vast majority of sleep apnea cases go undiagnosed. If you exhibit any symptoms, you need to be evaluated at a sleep center. Besides chronic sleep deprivation, OSA has been linked to the following: Cardiovascular disease, from arrhythmia to congestive • heart failure Hypertension (high blood pressure) • * Stroke The excessive daytime sleepiness that usually accompanies OSA is also potentially dangerous, as it has caused car crashes and other accidents. The primary method for diagnosing OSA is with a polysomnogram in a sleep clinic, where nasal and oral airflow, breathing effort, brain activity, oxygen levels, and snoring intensity can all be measured. Technicians look for apneic episodes (stops in breathing) and hypopneic episodes (periods of significant breathing reduction) that exceed 10 seconds each. Treatment for Obstructive Sleep Apnea The diseases linked to untreated OSA are also associated with obesity. Losing weight is one of the best things you can do to improve your breathing during sleep. Other treatment options include the following: * General measures: Besides weight loss, you can avoid alcohol, smoking, and sleeping on your back—some OSA sufferers display problems only in this position, when tissue is more likely to fall back into the throat. Sleeping on your side may relieve symptoms. * Oral appliances: Appliances such as mandibular advance devices and tongue-retaining devices (both of which resemble mouth guards) help keep the airway open. Fitted by a dentist, these devices appear to work best for patients with mild OSA. * Surgery: There are several kinds of surgery available to OSA patients, from minimally invasive (such as somnoplasty, which shrinks excess tissue in the back of the throat) to extensive (such as procedures to reposition the jaw). Your doctor or sleep specialist will let you know if surgery would benefit your individual case. • Positive airway pressure (PAP) therapy: PAP therapy can be a very effective treatment for OSA. There are several varieties, all of which deliver air from a machine through a mask and into the patient's airway, thus preventing passageways from collapsing during sleep. The air pressure may be delivered in different ways, depending on what best suits the patient's needs. PAP therapy can be a long-term solution to OSA, but patients must actively participate (i.e., wear the mask every night) and allow enough time—sometimes up to two months—to adjust to the therapy. Narcolepsy Narcolepsy is a neurological sleep disorder that can appear at any age but most commonly starts during the teens or early 20s. It's believed to affect approximately one out of every 1,000–2,000 people, of both sexes and all races. Symptoms of Narcolepsy Narcolepsy's hallmark symptom is excessive daytime sleepiness (EDS), but there are other possible indicators as well. www.quamut.com * Excessive daytime sleepiness: Besides persistent sleepiness, narcoleptics are likely to experience day time sleep attacks, sometimes without any warning at all, as well as microsleeps—brief, unintended periods when attention is lost (characterized by blank stares, head snapping, and prolonged eye closure). EDS is often so strongly manifested in a patient that concentration, motivation, and memory are negatively affected and irritability or depression may result. The need to sleep is often overwhelming for narcoleptics, even if they're getting regular sleep at night. For this reason, driving and/or operating heavy machinery can be very dangerous for untreated narcoleptics. * Cataplexy: Another telltale sign of narcolepsy, cataplexy is the sudden loss of muscle tone, usually provoked by emotional experiences such as laughter, excitement, anger, or surprise, and most common during times of stress or fatigue. Cataplexy may range from a weak feeling when muscles go mildly limp (e.g., face muscles sag, knees buckle, speech slurs) to a sudden, complete body collapse. Consciousness, memory, and respiration are not lost, although the sufferer may appear unconscious or unable to speak. Attacks can last a few seconds to several minutes. * Hypnagogic hallucinations: These vivid, realistic, often bizarre dreamlike experiences occur at the onset of sleep and incorporate consciousness of the patient's real environment. For example, he may see or hear something in his room that's not actually there. Such hallucinations are often frightening and result in a sudden jerk of arousal. * Sleep paralysis: This is the temporary inability to move, again occurring during one of the transitions between sleep and wakefulness. It may be accompanied by a frightening sensation of being unable to breathe. Episodes typically last between several seconds and several minutes. * Automatic behavior: In this state, a patient appears to act normally but has no memory or conscious awareness of a period of time. For example, she may perform a routine task such mowing the lawn and have no recollection of doing so later. * Disrupted sleep: Narcoleptics may experience fre quent awakenings and increased movements during nighttime sleep. Causes of Narcolepsy Narcolepsy is a neurological disorder caused by physical, not psychological, factors—namely, the brain's inability to regulate sleep-wake cycles in a normal fashion. Research indicates that this inability is due to the absence of a neurotransmitter, normally present in the brain, called hypocretin. Simply put, narcoleptics seem to lack the substance in the brain that says to their bodies, "Stay awake." There is evidence that a family history of narcolepsy increases one's risk of developing it. Diagnosis of Narcolepsy Assessment tools used to diagnose narcolepsy include the overnight polysomnogram and the multiple sleep latency test (MSLT). The MSLT measures sleep latency (narcoleptics will fall asleep in less than 10 minutes, often less than five) and REM sleep latency—how quickly REM sleep occurs. Many narcoleptics reach REM sleep within 20 minutes of falling asleep, as opposed to the normal 90 minutes. Treatment for Narcolepsy Though there's currently no cure for narcolepsy, research is ongoing, and treatments are available. The two main symptoms of narcolepsy—excessive daytime sleepiness and cataplexy—have traditionally been treated separately. Medication Different medications are prescribed for the two main symptoms of narcolepsy: ® * Excessive daytime sleepiness: EDS is typically treated with central nervous system stimulants, such as Ritalin ® or Dexedrine ® . A newer drug, Provigil the first nonamphetamine wake-promoting stimulant approved for EDS, generally isn't as addictive or associated with highs and lows. Side effects of any stimulant may include agitation, nervousness, and heart palpitations. , , * Cataplexy: Cataplexy is usually treated by tricyclic antidepressants (TCAs), such as Vivactil ® or Tofranil ® which suppress REM sleep, or serotonin reuptake inhibitors (SSRIs), such as Prozac ® , which are linked with fewer side effects. ® Currently, the only drug approved by the FDA for both EDS and cataplexy associated with narcolepsy is Xyrem (sodium oxybate). A recent study indicates that taking this drug at night can significantly improve narcoleptics' everyday quality of life because it reduces daytime sleepiness as well as the frequency of cataplectic attacks. The most common side effects are nausea, dizziness, headache, and vomiting, but more serious effects have included bed-wetting and trouble breathing at night. Xyrem is a central nervous system depressant, and patients on this medication must be closely monitored by their doctors. Nondrug Therapy Narcolepsy sometimes can be managed without medication but simply with lifestyle changes, such as the following: Schedule two or three short naps (5–30 minutes) a day • to help control sleepiness. Adhere to a healthy diet and regular exercise routine. • Avoid all drugs, including alcohol, that depress the • central nervous system. Maintain a consistent bedtime and waking time, • including on weekends. Restless Legs Syndrome (RLS) Restless legs syndrome (RLS) is a neurological sleep disorder characterized by literally restless legs, especially during nighttime hours. Up to 10% of the U.S. population may have the disorder. Symptoms of Restless Legs Syndrome RLS often goes undiagnosed because symptoms can be difficult to describe and at the outset may be experienced only once or twice a month. Moreover, sufferers often misattribute symptoms to other causes, such as pinched nerves, leg cramps, or arthritis pain. The following are symptoms of RLS: * Intense, often uncontrollable urges to move the legs: These feelings are usually accompanied by unpleasant sensations in the legs, described as tingling, numbness, burning, prickling, or a "creepy-crawly" or "pulling" sensation. Symptoms start, or worsen, when at rest and at night when lying down. Symptoms are partially or totally relieved when the legs are moved. D • ifficulty in falling or staying asleep: Some sufferers also experience periodic limb movements (PLMs) during sleep, which are episodes of twitching or jerking legs or arms throughout the night that disrupt sleep and cause awakenings. Causes of Restless Legs Syndrome Though no single cause has been identified, research indicates that several factors can contribute to the onset of RLS. Sleep & Sleep Disorders * Heredity: Heredity definitely plays a part in RLS; you are more likely to develop the disorder if an immediate relative has it. * Anemia and low iron levels: These frequently cause a worsening of RLS. Some women develop temporary RLS while pregnant. * Nerve damage: Nerve damage in the hands or feet (called peripheral neuropathy) contributes to RLS. * Other medical problems: Certain medical conditions, such as Parkinson's disease, diabetes, and renal dis ease, can provoke secondary RLS. Diabetics and patients on dialysis for kidney failure are especially at risk. RLS is also linked to attention deficit hyperactivity disorder (ADHD), particularly in children. Diagnosis of Restless Legs Syndrome If you're experiencing the symptoms of RLS, see a doctor. There is no diagnostic lab test to check for RLS, so you must detail your symptoms as accurately as possible—a sleep diary will come in handy, especially in recounting the frequency and severity of symptoms. Your doctor will first try to rule out other conditions that may be confused with RLS, and he or she might use a standardized questionnaire, the International RLS Rating Scale, to help determine the severity of your symptoms. Also, your doctor might check your iron levels and possibly recommend you to a sleep clinic to confirm the diagnosis. Treatment for Restless Legs Syndrome Though there's no cure for RLS, medication and lifestyle changes can greatly reduce its severity. Medication Currently, only two drugs are FDA-approved for the treatment of moderate to severe primary RLS: Requip • ® (ropinirole hydrochloride) Mirapex • ® (pramipexole) Both are also used to treat Parkinson's disease, but lower doses are used to treat RLS and have proved to relieve symptoms and increase sleep quality. Potential side effects include nausea, headache, dizziness, and extreme sleepiness. Other medications approved for other conditions have been shown to alleviate RLS symptoms. These include: * Dopaminergic agents: These help facilitate smooth movement of voluntary muscles. Requip ® and Mirapex are examples of dopaminergic agents. ® * Sedatives: These depress and calm the central nervous system, allowing for restful sleep. * Anticonvulsants: These slow or block sensory disturbances. * Opioids or pain relievers: These are often reserved for severe RLS cases that don't respond to other treatments. Side effects of these medications may include daytime sleepiness, hallucinations, nausea, dependence, and constipation, depending on which of them you're prescribed. Lifestyle Changes Certain lifestyle changes, such as the following, may help alleviate RLS: Reducing or eliminating caffeine and alcohol intake • Stopping smoking • Eliminating drugs known to contribute to or worsen • RLS, such as certain antidepressants, antihistamines, and antinausea medications Increasing exercise and physical activity • Walking, stretching, massaging or soaking legs, getting • acupressure, applying hot or cold packs, and doing yoga and meditation Taking over-the-counter iron tablets (if a blood test • reveals an iron deficiency, as that can be a correctable cause of RLS) www.quamut.com Parasomnias A whole host of sleep problems, from sleepwalking to tooth grinding, fall under the umbrella of parasomnias. Parasomnias are disruptive sleep-related disorders that often involve unusual or dangerous behaviors during sleep. Sleep Terrors Sleep terrors, more common among children than adults, are a mysterious disorder that occurs during delta sleep, the deepest kind of sleep. Sufferers experience a sudden, incomplete arousal from this deep sleep and often do the following: Scream • Sweat • * Babble * Cry Sit up • Experience a rapid heartbeat or dilated pupils • Look panicked or terrified • People who have sleep terrors generally don't remember having them, and though they may look awake and aware, they are usually nonresponsive to their actual environment. Sleep terrors can be dangerous for both the people experiencing them and others around them. Some people, especially adults, thrash their limbs around or even run out of the bedroom during terrors, and attempts to restrain them may trigger additional aggression. Causes of Sleep Terrors Family history may play a role in sleep terrors. In addition, exhaustion and stress can provoke them, as can alcohol consumption. Diagnosis of Sleep Terrors Sleep terrors can be diagnosed with a polysomnogram, which shows the sleep stage at which agitation occurs. If you think you or your child may be experiencing sleep terrors, speak to your doctor. Treatment for Sleep Terrors Medications, including tricyclic antidepressants such as imipramine, may be prescribed for severe cases of sleep terrors as a temporary solution. In many cases, though, sleep terrors resolve themselves over time. Sleepwalking Like sleep terrors, sleepwalking occurs during deep nonREM delta sleep, usually early in the night. While sleepwalking, a person appears to be awake but is not. Sleepwalkers usually don't remember their actions, may be difficult to awaken, and usually feel confused or disoriented upon being awakened. Sleepwalking can be dangerous, as the sleepwalker is unaware of his environment and can injure himself by falling or bumping into things. Sleepwalking is commonly experienced by children but can affect people of all ages. Causes of Sleepwalking Sleepwalking seems to run in families and may also be provoked by sleep deprivation and alcohol consumption. Diagnosis of Sleepwalking If you or your child experiences regular bouts of sleepwalking, consult your doctor. He or she will want to rule out the possibility of an underlying illness, such as epilepsy, and can provide advice about how to avoid injury during episodes. Treatment for Sleepwalking Practicing good sleep hygiene often helps to resolve sleepwalking. Children who sleepwalk tend to outgrow the disorder; adults may want to consider hypnosis, relaxation therapy, and/or medications as suggested by a doctor. REM Behavior Disorder (RBD) REM behavior disorder (RBD) occurs when the temporary physical paralysis associated with REM sleep is not fully present, which allows sleepers to act out their dreams. They often move their limbs, get up and perform activities, talk, shout, hit, or punch, and later complain of dramatic, unpleasant dreams. RBD is comparable to sleepwalking, but rather than walk around in a daze, RBD sufferers are usually active and animated in their movements. The potentially violent behavior associated with this disorder can be injurious to both the sufferer and other people in the bedroom—RBD sufferers have even attacked spouses and jumped out of windows while dreaming. Also, unlike sleepwalkers, sleepers experiencing RBD are usually easily awakened and can often recall their vivid dreams. Causes of RBD RBD is most common among middle-aged and elderly adults and is more common among men than women. A significant percentage of RBD patients suffer from a neurological disease linked to it, such as Parkinson's disease. In fact, ongoing research has indicated that RBD may be an early sign of such neurodegenerative diseases. Diagnosis and Treatment of RBD Polysomnograms are most useful in confirming an RBD diagnosis. RBD is treatable, usually with medications that suppress REM sleep, including benzodiazepines and seda- tive-hypnotics. Bruxism (Nocturnal Tooth-Grinding) Bruxism, or nocturnal tooth-grinding, is a movement disorder characterized by the involuntary, unconscious grinding or clenching of teeth during sleep. Sufferers usually aren't aware of the grinding, but the sound can disturb bed partners. Bruxism often causes awakenings, headaches, earaches, jaw ache, as well as excessive wear on tooth surfaces that can lead to cavities. Bruxism may be related to stress, especially if it happens during the day as well. Treatment for Bruxism Minimizing stress and getting enough sleep may relieve symptoms of bruxism. Also, its effects are often mitigated through the use of a rubber mouth guard, supplied by a dentist to protect the teeth. mouth guard Sleep-Related Eating Disorder (SRED) Both a sleep disorder and an eating disorder, sleep-related eating disorder (SRED) occurs when sufferers arise during the night to eat, without being fully conscious or remembering anything. SRED can occur during sleepwalking. Sufferers sometimes eat inappropriate foods that are raw, frozen, or spoiled, and they often gain weight. Many become aware of their night eating only when their kitchens reveal the evidence. SRED is more common among women than men, and sometimes calls for a polysomnogram. Doctors may prescribe medication or stress relief counseling. In addition, patients with SRED should avoid alcohol and sleeping pills. Rhythmic Movement Disorder Rhythmic movement disorder occurs when the sufferer rocks in his sleep or bangs his head during sleep. These movements tend to occur during the stage just prior to falling asleep and typically increase along with stress levels. These most common among very young children, rhythmic movement disorder is usually born out of a comforting habit, similar to thumb-sucking. Children often outgrow the behavior, but if head banging presents a danger or the activity persists, a doctor should be consulted—occasionally, rhythmic movement disorder is neurological in origin. Sleep Talking and Snoring Sleep talking and snoring aren't always classified as parasomnias but can be considered normal variants of sleep. Sleep & Sleep Disorders Sleep Talking Sleep talking may occur either during REM sleep (in which case the talk is clear and lucid) or, like sleep terrors and sleepwalking, during an incomplete arousal from delta sleep (in which case the talk sounds unintelligible, like gibberish). Sleep talking is usually harmless, although it may be disturbing to bed partners. Sleep talkers usually have no remembrance of an episode, even if they are awakened immediately afterward. Sleep talking may be caused by emotional stress, fever, or other sleep disorders, and it can often be lessened through good sleep hygiene and stress relief. Snoring Snoring is very common, especially among men and menopausal women. Though snoring is linked to obstructive sleep apnea (OSA), many snorers simply snore and are not suffering from OSA. Snoring may arise from one or more of the following problems: Low muscle tone in tongue/throat muscles, which is • exacerbated by alcohol/drug use Bulky throat tissue (e.g., large tonsils or a large uvula) • Obstructed nasal airways, as when the nose is • congested due to a cold or allergies An anatomical problem within the airway, such as a • broken nose Obesity • Treatment for Snoring Snoring can often be alleviated by increasing humidity in the bedroom, treating allergies, getting regular exercise, sleeping on the side (rather than the back), and avoiding smoking, alcohol, and sleeping pills. In many cases, it can also be lessened with over-the-counter antisnoring devices, such as Breathe Right ® nasal strips. In the most severe cases, surgery can be used to modify the shape of the airway. Circadian Rhythm Sleep Disorders Circadian rhythm sleep disorders occur when normal sleep-wake rhythms are disturbed. They can stem from environmental factors or alterations of the body's internal clock or natural rhythms. There are two common types of circadian rhythm sleep disorders. Delayed Sleep-Phase Syndrome (DSPS) Common among adolescents and young adults, delayed sleep-phase syndrome (DSPS) is characterized by an inability to fall asleep until very late at night. As a result, a person with DSPS sleeps late in the morning and has an exceedingly difficult time going to sleep early. These sleep patterns are complicated by early wake times for school and work, causing sleep deprivation, daytime sleepiness, and impaired performance. Treatment for DSPS People with DSPS often have to find ways to "trick" their internal clocks in order to adjust them accordingly. A doctor might recommend melatonin or instruct you to avoid bright light after 8 p.m. Advanced Sleep-Phase Syndrome (ASPS) At the other end of the spectrum is advanced sleep-phase syndrome (ASPS). Commonly experienced by the elderly, this disorder involves a pattern of falling asleep and then waking up very early—an ASPS sufferer might wake up as early as 4 a.m. Treatment for ASPS People with ASPS need to stay awake later in the day to treat this disorder. Exposure to daylight in the late afternoon or to an artificial bright light box can help trick the body clock. how to do it www.quamut.com	<urn:uuid:5039f765-8286-49bd-a68f-e2e876abb537>	CC-MAIN-2017-30	http://siciliano-rosen.com/pdf/SleepAndSleepDisorders.pdf	2017-07-22T14:37:52Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00511.warc.gz	287,101,434	10,721	eng_Latn	eng_Latn	0.998097	eng_Latn	0.998203	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 22998, 51192 ]	[ 3.21875, 2.375 ]	2	2
Adopt a Water Friend Subjects: Science, Social Studies, Language Arts, Health Process Skills: Identifying plants and animals, classifying, collecting and analyzing data, recording observations, taking temperature, measuring pH, writing reports, problem solving Grades: 4-8 Cognitive Task Level: Difficult Time for Activity: Three 15-minute periods prior to the field trip; at least two hours for the field trip itself and one 30minute period after the field trip. Key Vocabulary: Aquatic life, pollution, wildlife, waterway, biotic assessment, pH, conservation Intended Learning Outcomes: - Completing this activity will allow students to: - Learn science and observation skills - Recognize the value of conservation and habitat improvement - Develop a sense of ownership for a natural area - Demonstrate personal responsibility for improving water quality and reducing pollution - Improve communication skills Materials: - Map of local area - Thermometer - Tape measure (10 feet) - pH testing paper - Field guides for plants and animals - Large plastic bags for collecting litter - Camera - Handouts: Adopt a Water Friend data sheets Background Just as many cities have "adopt-a-highway" programs, students can adopt a water friend. By conducting a series of observations and recording their data, students can complete a modified version of a biotic assessment. Biotic assessments are studies conducted by biologists to determine the relative ecological health of an area by observing the number and diversity of plants and animals, checking the pH of water and soil and looking for the effect of human disturbance on an area. When completed, your class will have made a "biotic assessment" of their water friend and its immediate surroundings. The diversity and number of plants and animals and the amount of human impact serve as indicators of the biotic "health" of an area. Your class can develop an action plan to conserve the area and, if necessary, help it recover from pollution or disturbance. Send a copy of the biotic assessment and action plan to a local environmental organization and the newspaper to help bring public attention to the area. Procedure 1. A week or two before selecting your water friend, ask your students to find nearby areas where water occurs. Do they know of a creek, lake, park pond, stream or inlet to adopt? Have a map of your local area ready so that you can find the places your students suggest. Keep track of their suggestions. At the end of the week, list the places. Select a good site to adopt. A site within walking distance of the school is best; students can easily return to it later in the year. Purchase pH paper from a swimming pool supply store, science supply catalog or hardware store. Be sure to buy pH paper that ranges from 1 to 15. Follow the directions for use on the container. 2. The day before your field trip, divide your students into their groups and tell them what their jobs will be at the site. Go over proper field trip etiquette and rules. Be sure they know what is expected of them. Remind them to wear sturdy shoes and bring jackets, if necessary. If you plan to stay for lunch, remind them to bring their lunches. 3. On the day of the field trip, give your students their data sheets and assignments. Have each group fill out their data sheets. Then, as a whole class, clean up the litter or remove other evidence of human use that you can find. 4. When you return to the classroom, each group must complete a summary of what they found. Have your students work in their teams and write up a summary of what they discovered about the area (See example). One student may be selected to write the summary, or you may have each student write up their own summary. Take photographs of each team's area. 5. Place the students in groups so that each person in the group worked on a different part of the biotic assessment. Have the students read their summaries aloud to each other so that everyone learns about every activity. The combined information from all the summaries is similar to a completed biotic assessment of the area. As a class, decide whether the area you selected is a healthy one or not. 6. Develop an "action plan" which includes ideas for cleaning up and preserving your water friend. Some suggestions are as follows: * Clean up the shoreline and help keep it clean on a regular basis. * Find out what native plants would grow along your water friend and plant them in areas that suffer from erosion. * Find out what kind of fish should be living in your stream, river, lake or ocean. * Set up a pollution patrol to guard your water friend. 7. Send a copy of the biotic assessment and action plan to a local environmental organization and the newspaper to help bring public attention to the area. 8. Return to your water friend at the end of the school year. Take notes and photographs of any changes made to the area, or repeat the biotic assessment to determine what changes have occurred since the last visit. Extensions/Modifications * Invite a member of a local environmental organization to speak to the students about this body of water. * Simplify the lesson by just asking students to observe their natural area and describe it. * For more ideas on ways to expand on this lesson contact the following organizations: * For a stream, river or lake, you can write to The Izaak Walton League of America, 707 Conservation Lane, Gaithersburg, MD 20878. Ask for the kit to keep track of your stream's water quality. * For ocean conservation, contact The Center for Marine Conservation, 1725 De Sales St. NW, Washington DC 20036; 202-429-5609. * Encourage your school or organization to adopt your water friend for at least five years. Keep a diary to evaluate the progress you make on a yearly basis. Try to keep the same students involved as well as bringing on new students to help. Resources for Water Quality Field Guides * Pond Life, A Golden Guide. Golden Press. The Golden Guides are excellent for identifying the most commonly seen animals. Other good guides are Insect, Reptiles and Amphibians, Mammals, Mushrooms, Flowers and Birds. * A Field Guide to Animal Tracks, by Olaus J. Murie. Houghton Mifflin Company. This excellent book, part of the Peterson Field Guide series, will tell you all you need to know to identify animal tracks. Books for Students * Brown Pelican at the Pond, by E. O'Reilly. Manzanita Press * Oil Spills: Danger in the Sea, by Joseph E. Brown. Dodd, Mean and Co. Books for Adults * Silent Spring, by Rachel Carson. Houghton Mifflin Company. This was one of the first popular books to describe the problems associated with pollution and pesticides. * Plastics in the Ocean: More than a Litter Problem. Center for Marine Conservation. * The Return of the Brown Pelican, by ]. Brown. Louisiana State University. Adopt A Water Friend: Group 1 - Temperature Using a thermometer, measure temperature in the following places: IN THE WATER Place the thermometer in water in a sunny spot and in a shady spot. IntheSun ___________________________________ In the Shade_________________________________ IN THE AIR Hold the thermometer at chest height, away from your body. If it is windy, shield the thermometer from the wind. In theSun _______________________________________ In the Shade_____________________________________ IN THE SOIL Place the thermometer base gently into the surface of the soil. In theSun _______________________________________ In the Shade_____________________________________ Adopt A Water Friend: Group 2 - Soil Moisture and pH Collect soil samples in the following places. Write a description of the soil. Is it like sand, or does it stick together like clay? Is it light brown, reddish or dark brown? Does it have a smell? Use other words to describe the soil. At the water's edge: 5 feet away from the water in the sun: 5 feet away from the water in the shade: Use pH paper to determine the pH of the water and of the soil: pH ofwater: ____________________________________ pH of dampsoil: _________________________________ Adopt A Water Friend: Group 3 - Plants Describe the plants at water's edge. Are there plants in the water? What do they look like? Are they mostly flowering plants, grasses, trees or shrubs? If you know what types of plants they are, write down their names. Use a field guide to identify as many plants as you can. Describe the plants that are closest to the water but not in the water. Are they trees, grasses, shrubs or small flowers? How tall are they? Use the tape measure to measure their height, or estimate their height by comparing the height of the plants to a person. Describe one here or draw a picture of it. Use the tape measure to get 10 feet away from the water. Describe the plants here. Are they the same as the ones at the water's edge? Describe them or draw a picture of them. Adopt A Water Friend: Group 4 - Animals Are there animals in the water? What are they? Fish, insects, frogs or toads are common water animals. Describe a water animal here. Draw a picture of it below. Keep a list of all the animals that your class sees on the field trip. You should be able to find at least five animals, and probably more. Look for birds, insects, squirrels, frogs; lizards, turtles or other animals. If you have a field guide, try to identify the animals. Write down animal tracks, too. Adopt A Water Friend: Group 5 - Human Impact Take "before" photographs of the site. Write down your group's first impression of the area. Is it dirty? Is there a lot of litter and garbage around? Or is the site clean? Record all evidence of humans here. Include graffiti, tire tracks and all pieces of litter that you find. 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Introduction Dear Family, Why was my grandmother's father named Abraham Lincoln Kelley? Did any of our ancestors play a role in America's struggle for independence from Britain? Where did our family stand in that great conflict called the Civil War? What were the roots of the strong Christian faith of so many in our family? Why did Great-great Grandfather Georg Hofferbert come from Germany? What did he contribute after he got here? Why did our distant grandmother leave the Massachusetts Bay Colony in the 1630s? Did any of them own slaves? Until a few years ago, not a lot was known about our family history back beyond my great grandparents. We knew that Grandfather Ira Hofferbert's paternal grandfather came from Germany, and we knew that Grandfather Ira learned enough German to communicate with his own grandfather. But from where in Germany did his ancestor come? Why? When? We knew that that Georg's son, Jacob Levi Hofferbert, came to Kokomo, Indiana in his late teens. But we knew little about his family before he came. We knew little about Grandfather Ira's mother, Amanda Schrock, other than that she was part of a large Kokomo family. I strongly suspect that, had any of my generation been interested enough to ask him, Grandfather Ira could have told us a lot about his family. But none of us was sufficiently interested. We knew that Grandmother Bertha Kelley Hofferbert's folks were prosperous farmers in Green Township, Grant County, Indiana. But we knew nothing of how they got there. I always wondered, with an Irish name, had there been Roman Catholics in our otherwise pretty fundamentally Protestant Kelley branch of the family? How did our family come by their particular faith? Only after the mid-19 th century was much of Indiana settled. So the parents of those great grandparents must have come when much of the state was still wilderness. In other words, our ancestors were part of the historical process of transforming the American frontier into the developed civilization we have known for the past century. Curiosity about one's ancestors is not a common human trait, except perhaps among some aristocracies. In our country, it doesn't matter who you are. It matters what you do. We Americans know that all of our ancestors at some time or other over the past 300-plus years came from someplace else. Our everyday circumstances, however, have enough challenges to hold our attention. A desire to delve into the lives of past generations is neither necessary nor particularly helpful to our everyday lives. It is only with the advance of leisure and improvements in access to public records that we might expect someone to get engaged in discovering and writing about the history of an ordinary family. Yet, as I think the following pages will illustrate, American history is formed by the actions of just such so-called ordinary people. I have long been curious about our nation's history. How did this country come to be such a dynamic, democratic, and tolerant place? I had the good fortune to have made a living studying political systems and teaching about them in various universities and colleges. Through my work, my wife Rosemarie and I had the opportunity to live in many other countries and to look back on our own from the outside. And, without being particularly gushy or romantic, I can state without reservation that the more we saw America from the outside the more convinced were we that it is a decent country. From the time of its founding, the U.S. has sustained the struggle for advancement of individual freedom. Gaps exist, to be sure. Setbacks have occurred. Intense squabbles are a constant in our public life. Sometimes we are tempted to despair about our future. But so far, we have maintained the struggle, and the long-term trend has been clearly for the better for ordinary people in this country. For many years, I have wondered how my own ancestors might have fitted into that struggle and, perhaps, contributed to that trend. Along the way, I have also been curious about what might have accounted for some special traits in my own immediate family – not great big philosophical traits, but aspects of behavior that may well be rooted in family background. So the main question I have asked, and tried to begin answering in the following pages, is: How does our family history line up with that of the country at large? How did the frontier experience shape us and how did our frontier ancestors shape their communities? I call this a family history rather than a genealogy. There is a lot of genealogy in the following pages. But most of the folks I know who indulge in genealogy are trying to find out simply who their ancestors were? Where were they born? When did they marry and die? And just how far back can the family tree be pushed? I have a friend in Florida who is heavily engaged in genealogy. He has found out that his wife has an ancestor who participated in the Norman Conquest of England in 1066. He knows the guy's name and rank in William the Conqueror's army. And he can fill in the generations between then and his wife today. Well, I traced some of our family back to 15 th century England, and then I began to wonder what was the point. First, I was never going to compete with my friend in Florida. But, second, I wondered more about who the people on my family tree were and about what they did in their lives. Such information was not going to be forthcoming from filling out names and dates on a family tree. Beginning about 20 years ago, which has proved to have been much too late, I started pumping relatives for family stories. I particularly pressed my father and mother for what they could remember about their family history. In more recent times, I have similarly bugged other relatives. I should have tape recorded those conversations. But I did accumulate a file full of scattered notes. But none did much to push the information back more than a couple of generations. Then in 2000, I hit pay dirt. While I was serving as a scholar-in-residence at Florida State University for a month that spring, Rose and I greatly enjoyed the company of my cousins Mary (Petro) and John Williams, who were also living at the time in Tallahassee. During a conversation about how little we knew about family background, Mary brought out a copy of a mimeographed essay that she had received from her nephew John Key. He, in turn, had received it from a fellow parishioner (and distant cousin) in the Friends Church where John serves as pastor. The document traced a branch of our family back to 1635 on Long Island. It told of a 5 th great grandfather's service in the Revolutionary War. And it provided a link to other sources that filled many lines of family history, with some contextual sketches, over a period of 350-plus years. And, in addition to the contents of that essay, it also alerted me to the fact that Cousin John Key of Swayzee, Indiana was also interested in family history. After establishing contact with John, I made a few trips back to Indiana and the two of us, sometimes along with his Mother, Virginia (Petro) Key, roamed through cemeteries, libraries, and various sites where our ancestors resided during the pioneer years of Indiana's history. I shall ever be grateful to John for his companionship and guidance in this quest. Another person deserves special thanks: Mrs. Barbara Love, Librarian Emeritus at the Marion Public Library (Marion, Indiana). Over the many years of her career on the staff of that library, Mrs. Love directed the building of the local museum and genealogy collection. It stands as a living monument to what a dedicated professional can create as a resource for generations of curious inquirers. I had the good fortune, through my mother's sister Eunice (Stover) Althouse's friendship with her, to meet and be guided by Mrs. Love. In addition to the assistance and encouragement I got from John Key, Mrs. Love instructed me in the use of the superb genealogical resources in her library. While now retired for several years, Mrs. Love continues to spend time helping in the organization and use of that model resource. The staff of professionals and volunteers in the History Department of the Marion Public Library continue the tradition of dedicated service established by Barbara Love. There are five sections to this volume: * Part I: Bertha Florence Kelley's Story, traces what is known of the background and history of my paternal grandmother's family, including, for example, our relationship to Jonathan Winthrop, the Puritan founder of the Massachusetts Bay Colony in 1630. Some of the family history is sketched back to 15 th century England. I try to show how that line connected, via a Revolutionary War veteran, to the movement of ScotchIrish people from the Appalachians to Indiana in the early 19 th century. * In Part II: Jacob Ira Hofferbert's Story, I bring together the major strands of Grandfather's background. In addition to documenting the German origins of his grandfather Georg Hofferbert, I also discuss the long line of Amish families who constituted the bulk of Grandfather Ira's ancestry. * The third chapter, Our Family in the American Revolution, tries to fill out the story of William Roe, my 5 th great-grandfather – Grandmother Bertha's great-great-great grandfather – and how his service in the Revolutionary War changed the course of our family's fate. The story rests on documented fact, but I also speculate some about the human features of that war's awful impact on our family. * And Then You'll Cross that Big Wide Mountain, is plainly fiction. I have taken two real persons from our ancestry and imagined a story about how they might have made the decision to move from the mountains of North Carolina into the Wilderness land of 1830s Indiana. It is written as a love story, for surely there was much love between pioneer men and women that sustained them throughout the many experiences that led from past to present in our family. * The last essay, Dear Little Sister, does not necessarily make for confortable reading. Many members of the family know something of some of the difficulties that beset my father during parts of his life. Stories get twisted and even forgotten, while leaving some vague unease about this or that in our past. Now that my parents have both departed this life, I think it is time to get the outline of some of those events down on paper. To be sure, it revolves around my own childhood, and is thus colored by my own memory. No one reading it will be likely to forget that what I have written is indeed subject to that limitation. The first two items probably are not as readable as the others. They are filled with many seemingly dry facts. I have taken pains to get down the basic facts before I myself depart this mortal coil. Some descendant will someday find this material valuable. It is mostly raw history rather than story-telling. But I hope that it is thereby of some lasting value. At some time in the near future, I hope to bring the story of Bertha and Ira Hofferbert into the years after their 1907 wedding. The story of Will Roe and the Revolution and the love story of John and Lizzy Howard were fun to write and are, I hope, enjoyable to read. Through them all, I tried to tell the story of an ordinary American family. So, any family or friends who might be glancing through these pages: Thanks for what interest you can give to the people you find here. If you have any suggestions or observations, or if you have anything that might enrich our understanding of our family, I would be pleased to hear from you. I have thanked John Key and Barbara Love. But I also have to thank my beloved Rose, who has, for nearly half a century, been my most critical and therefore most useful editor. I hope you enjoy reading some of this as much as I enjoyed collecting and writing it. Rick Richard I. Hofferbert 690A Country Club Road Vestal, NY 13850 email@example.com	<urn:uuid:90aa44a5-dd2d-4cd9-a65f-55ea7c3d7169>	CC-MAIN-2017-30	http://rhofferbert.com/Introduction.pdf	2017-07-22T14:33:40Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00512.warc.gz	263,640,164	2,565	eng_Latn	eng_Latn	0.995356	eng_Latn	0.999212	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2900, 6028, 9231, 11913, 12093 ]	[ 2.359375 ]	1	0
The Caterpillar Express an occasional newsletter. from Eric Carle. volume Dear Friend, Thank you for writing to me. It's always good to hear from you. As you can see this is the volume number two of my newsletter. I am glad that I have called my newsletter "occasional." Otherwise, I would be forced to stick to a schedule and that is, as we all know, not easy. Should you have missed the issue number one, and would like to have it, please send a SASE (self-addressed-stamped-envelope.) Your letters and drawings keep coming and questions never stop. Thank you for your interest in my books and my work. As in the first newsletter, I shall try to answer some of new questions you have asked me. I found that illustrating alone was not entirely satisfying and wanted to try writing as well. I began to make rough books of my ideas and stored them in a small cardboard box. When I illustrated an historical cookbook, the editor heard about my box of ideas and asked to see them. I submitted 1,2,3 to the Zoo. Then I showed her a story about a worm who ate holes through the pages. Ann Beneduce, my editor, wasn't so sure about the appeal of worm. "Maybe another creature would be better. How about a caterpillar?" Ann asked. "Butterfly!" I exclaimed. That is how The Very Hungry Caterpillar was born. Almost without any planning, I had become an author and illustrator of books for children. When did you decide to start writing and illustrating books? My career began as a graphic designer. Later I was an art director for an advertising agency. In the mid 1960's Bill Martin Jr saw an ad of a red lobster that I had designed and asked me to illustrate Brown Bear, Brown Bear, What Do You See? What an inspiring book! Now the large sheets of paper, the colorful paints and fat brushes of my earlier school came to my mind. I was set on fire! It was possible, after all, to do something special that would show a child the joy to be found in books.This opportunity changed my life. Did you ever want to be anything other than an artist, like a fireman? There was a short time in my childhood when I wanted to be a forester. On many Sunday mornings my father and I would go for walks in the forest. This was in Germany and occasionally we would pass a forester's house. It was nestled in the woods, surrounded by a large flower and vegetable garden, and enclosed by a picket fence. "Wouldn't it be nice to be a forester," suggested my father," and live in such a beautiful place?" He then went on to tell me about the deer, foxes, rabbits, and owls that would come up to the house. My imagination began to spin and for a while I wanted to become a forester and live in this remote fairyland. But soon I went back to my first love: drawing pictures. In my adult life I have on occasion fantasized about being a chef. Wouldn't it be great to be a cook in a fine restaurant and dream up mouth-watering meals! I see myself in a tall white hat, giving orders to my sub chefs and every so often dipping my finger into a pot or pan to taste my inventions. A fantasy is something you often just dream about! How did you get interested in art? In retrospect it appears that the action of these individuals had been orchestrated by a higher force to encourage my creative development: MY FATHER, who drew rather well, wanted to become an artist. But his father, a state employee (customs official), would not have a "starving artist" in his family. So my father became a municipal clerk. However, he never lost his interest in and love for drawing and often drew pictures for me, mostly of animals. MISS FRICKEY, my first grade teacher in Syracuse, NY, discovered my love for drawing that, undoubtedly, had been passed on to me by my father. In an arranged meeting, Miss Frickey pointed out to my mother that her son was talented and that she should nurture that talent. HERR KRAUSS, my art teacher in gymnasium (German high school) early discovered my love for drawing and painting. With great care and deliberation he set out to cultivate my artistic development. When I was 12 or 13 years old he secretly showed me reproductions of the "Forbidden Art" done by so-called "degenerate artists," according to the then-prevailing Nazi doctrine. He showed me the works done by the German Expressionists and the Abstract Artists, all widely respected artists whose works were shown in museums around the world, and who were not at all degenerate, of course. But, for this act of defiance Herr Krauss could have been dismissed or worse. His courageous act opened my eyes to the beauty of German Expressionism and Abstract Art. In addition, Herr Krauss demonstrated his trust in me. PROFESSOR SCHNEIDLER, at the Akademie der Bildenden Künste, with whom I studied design from age 16 to 20. These 4 years were the most inspiring and exciting years of my artistic schooling. At the Akademie, I also met and related to my fellow students from various backgrounds. My artistic, spiritual and cultural horizons expanded. Schneidler's message was, in short: as designers, we should shape in a responsible, noble and tasteful way all the things that confront us visually—the illustrations for a book, the color scheme for a shopping center, the shape of a coffee cup, the design of a poster, or the form of a typeface, for example. Do you have brothers and sisters? I have one sister, Christa, who is much younger than I am, 21 years younger, in fact. I have dedicated The Very Hungry Caterpillar to her. Did you scribble when you were a little boy? Not only did I scribble when I was a child, but I still do! As far back as I can remember I enjoyed drawing pictures and I knew then that I would always draw. When I had grown to the age when kids are asked what they'd do "when they had grown up," I always answered that I would draw pictures, be an artist, be a scribbler. It always felt good to work with pencil, paints, crayons and paper. I will never stop being a scribbler. What makes the fireflies light up in your The Very Lonely Firefly? Do you remember the answer to the question in the first newsletter "How is the chirp in The Very Quiet Cricket made?" The Very Lonely Firefly works in a similar way. A computer chip has been placed inside the back cover. A tiny battery supplies the power to little circuits, like trails, to the light bulbs that are the flashers of the fireflies. So when you open to the last page you are treated to a firefly show that you usually only see in the summer. The battery can be replaced when it runs low. How long does it take to make a book? It all starts with an idea, one's imagination, a spark. But so far no one has come up with a satisfactory answer to where ideas, imagination, sparks come from. Once you have an idea, you sit down and sketch it out on a flat piece of paper. After it seems to work out all right, you put your story in rough form in a 32 page dummy (see newsletter #1). Now you've begun. When will it end? Sometimes the idea develops nicely, sometimes it doesn't. Sometimes you work at it furiously and long hours; other times you may merely dabble a little here and there. You may get frustrated and banish your idea into a drawer or box (I have several idea boxes.) All this takes time. There are all kinds of reasons to delay your work: visitors stop by, the car needs to be taken to the repair shop, a dentist appointment. More time has gone by. By now you must be accusing me of hedging on an answer. The truth is, it's a difficult question. for almost two years. Do You Want to Be My Friend? was in a state of banishment, I had once again lost faith in it, when my British editor visited me. I did not mean to show her what I had done so far on Do You Want to Be My Friend?, but somehow it fell out of a box, and before I could hide it, my editor leafed through my dummy and had declared it wonderful. Encouraged, I finished the illustrations over the next weekend. The idea for Little Cloud to be published in the summer of 1996, hit me like a lightening bolt. Excitedly I called my editor, Patricia Gauch, and she told me to go ahead. A week later, the finished art was delivered to the publisher. When did you grow your beard? I had no intentions of growing a beard. But this is how it happened anyway. In the early 1970's I bought land in the northwest corner of Massachusetts. In order to get a better view of the distant hills, I climbed a tall pine tree. All of a sudden, the branch below my feet broke and gave way. I fell standing up, and broke two vertebrae of my lower back as I hit the ground. In the hospital the nurse offered to shave me, but I declined and said that I would shave myself after I had been dismissed from the hospital. Well, you Let us look at two examples: I worked on Do You Want to Be My Friend? for over two years. That doesn't mean that I worked at it steadily. One day I worked on it joyously, but the next day I would have doubts about my story. Then the idea gets put away. Two months later I'd fiddle with it again. And so it went get the idea: I never did shave off my beard. By the way, my back mended well and I'm o.k. Can you come to our school and meet us? I would love to come visit with all of you but if I did that I would have very little time to create the books that you enjoy reading. Therefore I no longer make school visits. There is a video called Eric Carle: Picture Writer that shows you how to create collages similar to mine. Although it may not have the excitement of actually meeting each other, many children and teachers have said that they feel like they know me better after seeing the video. The video is available from your local bookstore or from Philomel Books (call toll free 800 631 8571) or from Scholastic Book Club. As mentioned, my new book, Little Cloud is coming out in the summer of 1996. Also, in preparation for publication in the fall of 1996 is a book called The Art of Eric Carle. This is a 128 page book with my autobiography, essays by my editors, representative illustrations from my picture books and a section on how I make my painted tissue papers and illustrations. Until next time, Sincerely, Some free promotional materials about Eric Carle's books are available from the publishers. Write to: Children's Marketing: KP: Eric Carle Poster & Author Kit Philomel Books 200 Madison Avenue New York, NY 10016 (send 10" x 13" SASE with $1.24 postage) Marketing Department: Eric Carle Bio HarperCollins Children's Books 10 East 53rd Street New York, NY 10022 (send #10 SASE with 32 cents postage) Book Club Marketing Dept: Eric Carle Sticker Set Scholastic Inc. 55 Broadway New York, NY 10012 (send 9" x 12" SASE with 55 cents postage) P.S. If you are writing as a class, it would be greatly appreciated if you could send one mailing of all the letters instead of having each child send his or her letter in a separate envelope (and it saves postage for you). Although I would love to be able to write to each child individually, I am afraid if I did, I wouldn't have enough time left for working on new books. Also, when you send something for me to look at, a drawing, a book, a video, etc. that you want returned to you, please enclose a SASE. Many thanks. Eric Carle • Post Office Box 485 • Northampton • MA • 01061	<urn:uuid:675a4378-f288-4e85-a508-2a46f5f08e8f>	CC-MAIN-2017-30	http://www.eric-carle.com/cetwo.pdf	2017-07-22T14:37:34Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00513.warc.gz	434,432,519	2,603	eng_Latn	eng_Latn	0.999194	eng_Latn	0.999407	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2589, 5971, 9041, 11289 ]	[ 2.1875 ]	3	1
Rationale Since all students at Oak Lodge have 'Special Educational Needs' and since the requirements for the contents of a Special Needs Policy relate to everything Oak Lodge will do as a school, this policy should to be seen as an over-reaching umbrella policy that gives fuller expression to our mission as a school. As such, it establishes the principles and sets the parameters for all our development work and monitoring activities, and provides a central 'spine' from which all other polices radiate. At Oak Lodge we are guided by the National Autistic Society's SPELL (Structure Positive Empathy Low Arousal Links) framework, which works on the principle that each individual is unique and therefore individual need is at the heart of all that we do. Using the SPELL philosophy we aim to provide safe, predictable environments and activities that provide opportunities for all students to increase their independence, develop communication and reduce anxiety. We are positive in our expectations and approaches, building on student's natural strengths and abilities. We try to see the world from our student's perspective to understand what may cause distress, so as to provide the best possible care and support. We aim to provide an environment and activities that are calm, focussed and free from distraction. Through the framework we aim to provide a shared and consistent approach that links Oak Lodge with the family, wider community and multidisciplinary support services. We are committed to the principles of inclusion appropriate to the needs of individuals with Autism Spectrum Conditions. There are some discrete classes of students with ASC that function as an integral part of the school. We aim towards inclusion at one or more of the three recommended levels – locational, social and educational – and monitor feasibility and the benefit for all students concerned. While we have some discrete ASC classes there are opportunities for all students to integrate through the Foundation Learning curriculum in Key Stage 4 and 5 where students select preferred subjects with a vocational theme. The SPELL philosophy can be seen in the framework of these sessions to support all and especially our ASC students. We recognise that, for our students, social integration may be a more difficult target to achieve than educational, as autism specific structures in discrete ASC classes provide our students with the security or predictability they need: removing scaffolding too quickly or inappropriately leads to regression and a loss of emotional well being and self confidence and independence. The Assistant Head Autism has the responsibility to ensure all planning and implementation of provision for students with ASC is appropriate and that teaching strategies and staff skills are developed across the school to ensure consistency of practice. Special Needs The Special Educational Needs Code of Practice (2001) states that children have a special educational need (SEN) if they have a learning difficulty, which calls for special educational provision to be made for them. It goes on to say that children have a learning difficulty if they: * have a significantly greater difficulty in learning than the majority of children of the same age; or * have a disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority * are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them Children must not be regarded as having a learning difficulty solely because the language of their home is different from the language in which they will be taught. Although the Code emphasises that for the majority of students with special educational needs, their needs can, and should, be met in mainstream schools or settings, it also acknowledges that some students may for part or for all of their education require a placement in a special school. Meeting the needs of students with SEN at Oak Lodge Oak Lodge is part of the educational provision provided by the London Borough of Barnet and caters for secondary aged students who require specialist teaching support to address a broad range of cognition and learning difficulties. Our students' special educational needs range from moderate to severe with associated complex learning difficulties including physical impairments. Approximately half of the students have ASC (Autistic Spectrum Conditions) or associated Pervasive Developmental Disorder (PDD) including Asperger's Syndrome. Approximately 10% of students present with Down Syndrome. Students additional needs in respect of physical, sensory, behavioural and communication difficulties impact on their cognition and learning potential. Students at Oak Lodge have an uneven profile of academic attainment. This is particularly the case with the ASC student population. Student ability ranges from P-Levels P4/P5 to National Curriculum Level 5 in English and Maths with a corresponding degree of variability in other subjects of the National Curriculum. In order to deliver a supportive, flexible and challenging curriculum that meets the wide diversity of student's needs, the school is organized into three key stages, building the core skills necessary for 'learning for life'. We believe that for students to benefit from their time at school the curriculum should be relevant, build on relative strengths and motivations and matched to student's individual needs and stages of development. Dependent on the needs identified on the statement, a student will be placed in an appropriate class of similar chronological age and where teaching approaches and interventions are matched to the student's level of development and communication. The school is organised into the following departments: * Key stage 3 (Y7/8) • Key Stage 4 (Y9-Y11) • Post 16 (16-19) • Oak Bridge; A franchise of Barnet & Southgate College (Post-19) Each Key Stage department is led by a member of the middle leadership team who co-ordinate and plan the curriculum relevant to their key stage. Key Stage leaders hold regular meetings to review and monitor the relevance of the curriculum but also to ensure continuity and progression between key stages. Students in Key Stage 3 spend the majority of time with the form tutor to ensure suitable transition from their primary setting but also to provide better consistency of teaching approaches. They offer a complementary curriculum that promotes creative and e-learning, through the National Curriculum. At Key Stage 4, subject specialists teach many students and all follow a modified and suitably differentiated National Curriculum. All courses are externally accredited and all students receive either General Certificates of Education (GCSE's) Entry Level Certificates of Achievement or ASDAN Certification at the end of KS4. Although students may leave at the end of Year 11, many choose to stay on and join our Post 16 Department where the major emphasis is on the development of Life and Work Related Skills through a continuum of the 1419 curriculum or an ASDAN Qualification. Complex Learning Difficulties and Disabilities A significant number of children and young people attending Oak Lodge present with complex learning difficulties arising from physical and/or sensory impairment. These may include Cerebral Palsy or other conditions resulting in neurological impairments, as well as conditions and syndromes resulting in specific impairments or global developmental delay, such as Down's Syndrome or Prader-Willi Syndrome. Some students may present with features of developmental coordination delay and others with complex medical conditions or multiple combinations of need. The school aims to maximise each student's potential for academic progress through understanding the many different factors that impact upon learning. Physical, sensory, cognitive, behavioural, emotional and communication needs will be reflected in individual learning styles and in personalised therapeutic interventions and teaching strategies. Physical disability may significantly impact on the student's capacity to access the curriculum. Staff must ensure that all students can participate in lessons and learn to their full potential, thus meeting the criteria of the Equality Act. (From 1 October 2010, the Equality Act replaced most of the Disability Discrimination Act. The Equality Act 2010 aims to protect disabled students and prevent disability discrimination.) See A2 Accessibility Plan. Multi-Professional Support Communication Barnet NHS Primary Care Trust provide speech and language therapists to work on site 1 day a week, with a speech and language therapy assistant on site 5 days per week. The school also has a specialist teacher who coordinates of Communication across the school. Teachers and teaching assistants are supported to assist students' communication in the classroom, through the implementation of specific strategies and programmes. The programmes are developed jointly between speech and language therapists and teaching staff for individual students. Where appropriate, students may receive a block of 1:1 or small group speech and language therapy sessions to build upon a specific skill. The school supports young people who use a range of communicative methods. For example, signing, symbols, or a computer-based Alternative Augmentative Communication (AAC) device to facilitate their communication. Opportunities for skill sharing between speech and language therapists and teaching staff will be supported through jointly run class sessions and staff training. External training may be sought for staff members when it is necessary to meet the needs of individual students. Physical Needs Teachers and teaching assistants will be supported to include students with additional needs in their classroom, through the implementation of physical management plans, strategies and programmes to develop specific functional skills. These aim to help the student maximise their potential both physically and cognitively. Programmes should be jointly developed between therapists, classroom staff, students and parents, particularly in the area of self-care. Students with a physical disability may need adapted equipment, such as appropriate ICT, adjustable furniture, sloping boards or visual aids. Teaching staff will need to work jointly with multi-professional agencies (for example, physiotherapists, occupational therapists, IT specialists, speech & language therapists) to ensure the accessibility of the curriculum for all students. Students who use wheelchairs will require a physical management plan that outlines the additional interventions that need to be integrated into their school day. Students physiotherapy programmes include spending time out of their chairs for either hydrotherapy or physiotherapy and also to stand in a standing frame for a lesson. While at Oak Lodge students experience their pubertal growth spurt and it is especially important for wheelchair users to have the opportunity to keep as supple and mobile as possible to minimise the risk of deformity. Students with conditions affecting muscle tone and joint position should be monitored for splinting needs to protect hands and arms from deformity and to promote function. The Assistant Headteacher with responsibility for additional needs leads the school's Physical Care Team and should liaise with the NHS Primary Care Trust Head of Paediatric Physiotherapy and Occupational Therapy to ensure that the physiotherapy and occupational therapy needs of young people at Oak Lodge are being met. The Physical Care team should work closely with the NHS physiotherapists who currently come into school for 1 day a week, and the Occupational Therapist who comes in one day a week. The school also employs an Accessibility Coordinator for 1 day a week and a Kinesiology Assistant 5 days a week. They should also have regular training in manual handling and hydrotherapy. Following a NHS therapists' assessment of students needs, a plan for intervention will be made. This may include blocks of individual or group therapy sessions delivered by the NHS team, advice to the school physical care staff and classroom staff and/or provision of programmes and strategies to be integrated into the students' daily schedule. All programmes will require liaison between NHS and school staff to monitor the success of strategies and goal achievement. Sensory Needs Some students will have difficulties with sensory processing and sensory modulation. This may particularly affect students on the autistic spectrum, but also young people with other diverse conditions. Occupational Therapists from Barnet Primary Care Trust (PCT) bring a sensory integration perspective to understanding sensory processing difficulties and the impact of these on learning, physical development, behaviour and emotional security. Assessment is carried out to address students' individual differences and needs; through observation, questionnaires and liaison with daily staff and parents. Advice is provided on sensory strategies and environmental factors to help students to access the curriculum and for developing functional skills. In some instances blocks of individual or group therapy may be provided; ultimately the aim is to integrate strategies within the student's daily regime. Additionally, some students may have specific hearing or visual impairments that will require monitoring and regular support from an advisory teacher for sensory impairments. Oak Lodge has integrated a Sensory program into the school day for all students based on their individual needs as established in consultation with parents, therapists and class teams. Students participate in targeted sensory activities that aim to regulate their sensory needs so that they are able to develop their social, emotional and cognitive skills. Behavioural and emotional structure and support All students who require positive handling strategies will have a behaviour management plan drawn up in discussion with parents. All staff at Oak Lodge will receive training in positive handling and de-escalation in line with Barnet Policy. For those students who exhibit exceptional challenging behaviour consistently, specialist advice is available from Key Stage Co-ordinators, Assistant Heads and Pastoral Manager. Some students will need additional support where there is a history of family difficulties including attachment difficulties and early trauma or significant mental health needs. Students will have regular support provided by the Pastoral Support Team including School Counsellor, Pastoral Manager and Assistant Heads for Autism, Additional Needs and Teaching and Learning. Multi-professional Support Services available to Oak Lodge School. * Barnet CAMHS teams; Child and Adolescent Mental Health and Service for Children and Adolescents with Neurodisability (SCAN) * Tavistock Centre and Clinic – CAMHS service * Great Ormond Street Hospital; Centre for Interventional Paediatric Psychopharmocology, Wolfsen Centre Neurology and Neurodisability Service. * Social Services – Disabled Children's Team / Child and Families Admissions Process A referral is made to the school, usually by Barnet LA. After considering the paperwork the school will, if it is able to meet the students needs, invite the parents to visit the school. The decision to offer a place will be made based on several factors such as the match between the needs of the student and the students in the school, availability of places, the commitment and support of parents to the approaches used and the needs recognised through appropriate funding and appropriate resources. The LA makes final placement decisions. For further information refer to Admissions Policy A4. Facilities for students at the school As a secondary school we have subject specialist rooms for some areas of the curriculum. * We have a small swimming pool that is used by the students and also by the physiotherapist for hydrotherapy sessions. * Although we do not have a gym we use our school hall and Multi-use Games Area (MUGA) for PE activities. * We have 4 school mini buses. * We have a therapy suite on site for Speech and Language Therapy, Physiotherapy, Music Therapy, First Aid Care and the School Counsellor. * We have wheelchair access to all our classrooms. Resource Allocation The number of classes within each department is 5 or 6. Class sizes generally vary between 5 and 12 students. Each class has a form tutor and between 1 and 3 TA's depending on the class size and the particular needs of the students. Some students will have 1:1 TA allocation due to additional needs including medical and physical disabilities that significantly affects their ability access to the curriculum without a high level of support. Key Stage Co-ordinator's have an allocated budget in order to ensure that there are adequate learning resources available to meet the needs of the students. Information about the school's policies for the assessment and provision of all students with special needs. All students attending Oak Lodge have a statement of special educational need and this is reviewed annually. The schools Assessment and Recording policy details procedures and practices used by staff to identify and review needs. Data relating to educational progress is analysed every year and made available to governors. Related Policy – Assessment Recording and Reporting B3 Access to a broad balanced curriculum The school provides students with access to appropriately differentiated curriculum meeting the requirement of the National Curriculum through the use of relevant material resources, teaching styles, modified approaches to learning and levels of staff support. Our Curriculum Policy contains more details of the curriculum models for each Key Stage – Curriculum Policy A9 Complaints The school has adopted the Barnet Complaints Policy, which informs parents and staff of the procedures to be followed should they wish to make a complaint. Grievance Policy A8a / Complaints Policy Parents – A8b Information about the school's staffing policies and partnership with bodies beyond the school Performance Management Policy – A17 outlines how we endeavour to meet the training needs of all staff. Money is allocated from our delegated budget to support training opportunities and professional development. At Oak Lodge we are committed to supporting professional development in the field of Special Education to Postgraduate level so as to provide the highest quality support and teaching to meet our students needs. Oak Lodge has established links with Middlesex University, University of London Institute of Education (IOE) and Birmingham University for continued staff development. Support Services and use of external facilities Oak Lodge provides an Outreach Service in the areas of Autistic Spectrum Conditions, Down Syndrome, cognitive developmental delay and physical disabilities. We primarily support schools within the Barnet East Learning Network, schools in our Challenge Partner Hub and the Teaching School Alliance. We also respond to specific request from other schools. We are an extensive provider of local outreach support, designated a National Support School in 2011. The Headteacher is a designated National Leader in Education (NLE) and one Assistant Headteacher has been appointed a Specialist Leader in Education (SLE). Both are currently engaged in support of schools outside of LA or established networks. We hold an advisory surgery for staff and parents once a month with a Social Worker from the Disabled Children's team as coordinated by our Pastoral Manager. Oak Lodge works with a multi-disciplinary team to meet the needs of students in relation to mental health support and to target those students at risk of and/or experiencing mental health difficulties or a loss of emotional well being. Parents Parents generally visit the school before students are admitted and attend Annual review meetings and Parental Consultation Evenings in addition to any social/information event the school may provide. A home-school diary provides the opportunity for parents to make informal contact with the school on a daily basis and the school can be flexible to telephone/meet with parents on matters arising. A weekly newsletter is sent home to give parents/carers current information. The school website also provides information about the school. Some parents prefer to receive correspondence via email this facility is available upon discussion with form tutors. We work in collaboration with Parent Partnership to develop programmes of support that can be implemented in the home – this is especially successful for students with ASC. The Triple P Partnership delivery of training for parents with children with an ASC has been offered. Transition Northway is our feeder school but we do have students admitted to the school who have attended a variety of primary schools across Barnet. The Assistant Heads for Autism and Additional Needs together with the Key Stage 3 Co-ordinator discuss the transition planning and implementation of provision for students transferring to Oak Lodge once a place has been offered. Transitions are carefully managed in close liaison with relevant school staff through attendance at year 6 Annual Reviews and/or visits to Northway School or other Primary School placements. Oak Lodge begins the transition planning for life, as set out in the SEN Code of Practice, for students from the year 9 Annual review – aged 14 years. This is facilitated by the work of the Prospects Careers Advisor for Special Educational Needs. Links An aspect of the SPELL framework focuses on links. At Oak Lodge we have developed links beyond local services and have linked with many national services. Our Specialist Status for Cognition and Learning has helped the school extend existing links in the community through our outreach service but also extend our business links in the community. We have registered with the National Autistic Society for accreditation. We have developed links with universities for up to date research and staff development. We have an established link with Barnet Social Services and CAMHS teams and regularly work in unison with multidisciplinary teams around the child to meet Every Child Matters (ECM) outcomes. Other organisations that we have worked closely with include: * IPOP * Mencap * Resources for Autism * Parent Partnership * Barnet College * Prospects * Short Breaks Curriculum links range from Specialist Arts and PE projects to links with local employers and residential facilities. It is our expectation that Oak Lodge will continue to build links locally, nationally and internationally through development of high quality education and services for young people with Special Educational Needs.	<urn:uuid:12287938-d73e-4d50-97f2-4eb4d05f7509>	CC-MAIN-2017-30	http://oaklodge.barnet.sch.uk/Policy%20Content/A22%20Special%20Needs%20Policy%20Vs3%201113.pdf	2017-07-22T14:40:31Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00513.warc.gz	237,719,475	4,179	eng_Latn	eng_Latn	0.998132	eng_Latn	0.998467	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2873, 5372, 7775, 10253, 13001, 15434, 16053, 18153, 20425, 22788, 23187 ]	[ 2.03125, 1.5 ]	1	0
Objective: Understand Raw Milk & Public Health Issues * Pasteurization * Milk regulations and programs * Bacteria and milk * Milk Borne outbreaks * Raw milk myth and facts • 71.7 °C (161 °F) for 15 seconds. • Does not sterilize, increases safety by decreasing bacteria, increases shelf life • 138 °C (250 °F) for a fraction of a second • Can store at room temp for 8 wks when stored in airtight package Regulations * FDA's Center for Food Safety and Nutrition oversees processing of raw milk into pasteurized products * Federal government has no jurisdiction in the enforcement of milk sanitary standards within state borders 21CFR 1240.61 * Federal regulation passed in 1987 * Bans inter-state transport of raw milk for human consumption * 28 states allow raw milk sales for direct human consumption Grade A program * State personnel inspect and grade dairies. – Grading is an indication that certain inspection standards have been met * FDA regional milk specialist audits state * Inspection covers from "Cow to Carton" * Since raw milk not pasteurized cannot be labeled Grade A school.discoveryeducation.com Milk Testing: * Somatic Cell Count * Bacteria: Coliform count * Antibiotic residues * Phosphatase: tests that milk pasteurized * Freeze point Pasteurized Milk Ordinance * Model code of regulations that can be adopted by states * Guidelines to minimize microbial contamination of milk A note on regulations vs guidelines: federal government regulates interstate sales of milk, states regulate milk processing within state and intra(within) state sales. The PMO guidelines have been adopted as law by many states. States must have state regulations that are equivalent to PMO guidelines if they don't adopt them directly. Minnesota Statues 2008 32.393 Limitation on Sale of Milk "No milk, fluid milk products….shall be advertised, offered or exposed for sale…for the purpose of human consumption in fluid form in this state unless the same has been pasteurized and cooled….this section will not apply to milk ….occasionally secured or purchased for personal use by any consumer at the farm where the milk is produced." Sources of micro-organisms in raw milk * Can be contaminated during the continuum between production and packaging Milk Contamination * Animals shed bacteria into milk – Mastitis – Bacteria living on teat (commensals) * Milk or equipment contaminated with animal feces History of foodborne illness outbreaks associated with raw milk * In 1939 outbreaks associated with milk accounted for 25% of food/waterborne associated outbreaks * In 2000 milk accounted for <1% of food/waterborne associated outbreaks * How many foodborne outbreaks are associated with raw milk? – 1993 – 2006, 68 U.S. outbreaks suspected or confirmed to be associated with raw milk or raw milk products – During the same time period, 3 outbreaks in Minnesota were confirmed to be associated with raw milk Bacterial characteristics that influence disease potential * Low infectious dose: takes only a few bacteria to cause illness * Proliferate in refrigerator temperatures http://www.fehd.gov.hk/safefood/library/Listeriosis/images/listeria_e1.jpg Environmental Contaminants Sources * Water * Fecal contamination * Soil Bacteria associated with milk borne outbreaks * Campylobacter * E. coli O157:H7 * Listeria * Salmonella * Staphylococcus aureus Who is at risk * Children * EColi associated with Hemolytic Uremic Syndrome that can cause kidney failure * Elderly * Immunocompromised * Pregnant women – Listeria can result in miscarriage, fetal death or illness/death of newborn * But anyone can be affected – 19 of 31 college students Campylobacter Prevalence of raw milk consumption * 3.5% reported consuming unpasteurized milk during last 7 days * In the same survey, 3.4% of respondents from Minnesota indicated they drank raw milk within 7 days Source: CDC FoodNet population survey 2002 Argument against regulations * Right to choose what you drink * Right to make own decisions on risks Raw Milk Mythbusters * "Pasteurized milk causes allergic reactions." * "Pasteurization destroys Vitamin C." * "Pasteurization makes the major part of the calcium contained in raw milk insoluble." Why drink raw milk? * Proponents of raw milk say it is healthier – raw milk has good protein – raw milk has good bacteria – raw milk has enzymes that aid in digestion of food – raw milk can prevent and treat diseases * Tastes better * Convenient (if you live on farm) Source: John F. Sheehan, FDA Raw Milk Mythbusters * "Raw milk kills pathogens" – No, it doesn't. * "Pasteurization inactivates enzymes that kill pathogens." – No, it doesn't. * "Pasteurized milk causes lactose intolerance." http://api.ning.com/files/gzVPmRXhgsTLBryyYd2JkCOYMR-qFbLukedfB4bxDNU_/Mythbusters.jpg – No, it doesn't Raw Milk Mythbusters * Raw milk safety depends on farm – raw milk from cattle on pasture (vs conventional dairy) do not have pathogens * Cows raised on clean dairy farms produce safe milk http://www.animalwhispers.org/cattles.jpg FAQs * Why don't farmers that drink raw milk get sick? * Do organic cows have less bacteria than nonorganic? * Can raw milk be tested to insure safety? – Contamination is sporadic and can occur all along collection to cartoning – Contamination may not be evenly distributed so a "clean" sample does not mean all milk in bulk tank equally uncontaminated – Very small # of some bacteria can cause illness – Small # of bacteria contaminating milk when collected may proliferate during shipping FAQs continued * How are people getting raw milk? – Legal to sell retail raw milk in some states – If illegal (23 states ban raw milk sale for human consumption): * Sold as pet food * Buy share of cow and you own the milk produced by the cow * Some states allow sale of raw milk if purchaser brings own container to farm Questions? FAQs continued * Shouldn't buying of raw milk be supported as part of the "local foods" movement? * Doesn't raw milk taste better? * What about lactose intolerance? Isn't that caused by pasteurization? * Doesn't pasteurization cause allergies? * Does raw milk protect against allergies? * Does pasteurization cause autism? Extension's Role * Use education to interpret science * We are local "the further you get from your home town, the greater the distrust is- local educators are local citizens and fellow townspeople "A combination of outreach and enforcement should be directed at store owners, vendors and dairy farmers, including education about disease risks and vigorous enforcement of laws and regulations governing the production and sale of milk and cheese". MacDonald et al. CID 2005:40 (1 March) 677. For more information: * FDA * CDC * UMN Center Animal Health and Food Safety: Raw Milk Factsheet http://www.cvm.umn.edu/cahfs/prod/groups/cvm/@pub/@cvm/@cahfs/documents/content/cvm_content_115316.pdf * Int'l Assoc of Food Protection	<urn:uuid:929c0b4b-7271-44f8-a91c-b3270f26f968>	CC-MAIN-2017-30	http://www.marlerclark.com/pdfs/RawMilkSeminarforExtensionNutritionEducators.pdf	2017-07-22T14:41:57Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00512.warc.gz	480,935,622	1,624	eng_Latn	eng_Latn	0.983407	eng_Latn	0.991545	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 632, 2266, 3686, 5072, 6958 ]	[ 3.15625 ]	5	2
The Plaistow Land-Grabbers by Neil Fraser One Friday morning in July 1906 Councillor Ben Cunningham led a band of about 14 unemployed men of West Ham in taking possession of a piece of waste land sandwiched between North Street Passage and St. Mary's Road in Plaistow. The land, once a gravel pit and later used for dust and refuse, was about three acres in extent. By the end of the day 20 men were working upon it with picks and shovels, uprooting the dry grass and turning the soil in preparation for growing vegetables. They named Cunningham "The Captain", and appointed a minister of agriculture who decided to divide the ground into four triangles, thus arriving at the name, 'Triangle Camp.' A 'Triangle Hotel' was erected from boards, poles and tarpaulin, and on Sunday night 25 men slept there. A notice inside read "You are requested not to spit on the floor of this hotel." So began the actions of the Plaistow Land Grabbers, a band of unemployed men who, having grown disillusioned with the efforts of the government and local authorities to adequately address their plight, moved into action. The unemployed question had been hanging in the air over West Ham for several years, and Cunningham, perhaps taking to heart Keir Hardie's words at a speech in Hyde Park two months earlier, decided that patience on the issue would indeed lead to further neglect by the powers that be. For him and his small band of men, the failure of the Distress committee set up the previous year had led them to only one conclusion. Symbolic or otherwise, they were prepared to make a stand. Some of the men had no knowledge of gardening, to the extent that they were downhearted when told that it would be a month or more before the fruits of their labour would be ready for picking. On the Monday this planting began with cabbages, and from various sources around 1,000 plants were obtained, including broccoli, savoy cabbages and celery. By Tuesday most of the planting had been done, and the men busied themselves watering the dry ground. Donations from outside the camp included not just money and plants, but food and items for entertainment. A Mr. Joseph Terrett donated lamb which the men dined on in the hotel, served with peas, a gift from another friend. The same evening some of the men's wives joined them at the camp for tea, bread and butter and watercress. A phonograph and mouth organ contributed to the atmosphere. It wasn't long before the authorities decided to do something. Councillor Cunningham received a letter from the Mayor saying that, as Chief Magistrate of the county borough, he would act accordingly to deal with the illegal act of this forcible possession of land. Cunningham responded by writing in reply that "with all respect to your worship's opinion I don't consider that I have acted illegally in taking possession of disused land which rightfully belongs to the people." The land-grabbers busied themselves with the task at hand; soon just over half an acre of land was under cultivation. It was hoped that within a week a further acre would also be under cultivation, and thus half the whole site. Water was proving to be a problem until someone discovered a disused well nearby which was re-employed. The men stuck to their task in a fittingly puritanical fashion, save one who was expelled from the camp for allowing his thirst to tempt him into drinking, as the Express reporter described it, "somewhat liberally". Cunningham told a local reporter from the Express that the men were anxious to demonstrate to the public that they wanted to work if only given the chance, and that they "wanted to get the people back to the land."(1) On the wall at the rear of the plot someone had painted in large white letters, "What will the harvest be?" This phrase has become synonymous with the Land Grabbers, but less well known is that, according to the Express article, someone had written beneath it "One month's hard." At the time of Triangle Camp, although Plaistow was well on its way to complete urbanisation, there were still open areas of land nearby. Just 40 years previously it had been a large, growing village in the middle of rural land, and the older men of the camp would have lived through the urban transformation. For them, the enclosure acts may have meant that the common man was no longer part of the common land, but now the very land itself was being obliterated by industry and the houses of the people who worked in these industries – including many who had come to the city precisely because the land now offered no means of survival. On July 26th the local authorities made their first move to eject the men from the camp, with a large force of police stationed in the vicinity, as well as several thousand curious onlookers, many of whom were themselves unemployed. With funds low, the opportunity to raise money from such a large audience in attendance was taken, and collections boosted their coffers. At around midday Mr G. - 1 - The Plaistow Land-Grabbers (cont.) Blain, road foreman, formally demanded possession of the ground. Cunningham replied that he and his men were unable to comply with the Mayor's request, whereupon Blain withdrew. A reporter for the Western Times reported that "there was no disorder, and the utmost good feeling prevailed."(2) Good feeling wasn't forthcoming from the Corporation, however, who promised to instigate civil proceedings to reclaim the land. On Saturday 4th of August West Ham Corporation officers returned with the police and cleared the camp. Cunningham refused to leave and was carried away, after which the men of the camp left. The 'Triangle Hotel' was pulled down, and along with the men's bedding put in an adjoining field where the men also collected. A second band of men then reoccupied the land, but leaderless they decided to flee when the police returned at night. Cunningham and his men were not finished however, and a month later an attempt was made 2 The Western Times - July 27 1906 About Neil Fraser Neil Fraser is the author of the forthcoming book Over the Border: the Other East End, to be published on 16th July by Function Books. Neil has lived in East London for 21 years, in West Ham, Barking, Stratford and now Leytonstone. He has worked in a betting shop, a mail-order book club and is now a teacher. Over the Border is his first book. - 2 - HISTORIANS LONDON to seize the land once more. The presence of 120 constables, ten of whom were mounted, and 30 employees of West Ham Corporation overwhelmed them, and only four managed to get onto the land. Cunningham, one of them, was wrestled to the ground and along with the others arrested. He was sent to prison for contempt of court and served a five week sentence. Meanwhile the vegetables he had helped to plant grew quietly in the soil from which he and his men had been evicted. No one knows who, if anyone, tended them, and if they did who reaped the harvest. At the municipal elections in November Cunningham stood as an Independent Labour candidate but, disowned by his own party, came bottom of the poll, and was never to regain his seat. As if to underline the hopelessness of the men's cause, the following year over 1,000 local residents emigrated to Australia and Canada on government advice to solve the unemployment problem.	<urn:uuid:8bed06a5-8dd3-4e05-bdaa-a4703b7b18d1>	CC-MAIN-2017-30	http://www.londonhistorians.org/index.php?s=file_download&id=68	2017-07-22T14:48:40Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00517.warc.gz	497,655,505	1,564	eng_Latn	eng_Latn	0.999527	eng_Latn	0.9995	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4999, 7337 ]	[ 2.140625 ]	1	8
Home > Singapore > Story More going green by eating greens Those who avoid meat to save planet swelling the ranks of vegetarians By Tania Tan MS PAULINE MENEZES went vegan last year after learning about the impact livestock farming had on the environment. Now, she avoids milk and dairy foods, substituting them with soya-based products. 'I don't think I can reverse climate change,' said the 40-year-old, who first stopped eating meat in 1994 for ethical reasons. 'But by not eating meat I like to think I'm doing my small part to help.' She is one of a growing number of Singaporeans who are choosing leafy greens over meat in a bid to save the planet. The president of the Singapore Vegetarian Society, Mr George Jacobs, said there are 'definitely more' people turning towards a green diet. He estimated that the vegetarian population has at least doubled in the past five years, although he could not say how many non-meat eaters there are here. An increased awareness of ethical and environmental issues, coupled with an 'increasingly colourful range of vegetarian food', has made cutting meat out of everyday diets easier, he noted. The real cost of livestock farming is alarming, he said. An environmental report published in 2006 by the United Nations estimates that 50 billion land animals are eaten annually across the globe. The same report also spells out the heavy toll livestock farming takes on the environment: About 7kg of grain goes into producing 1kg of meat. Inefficient farming techniques also result in pollution. For instance, over 50 years of agriculture and livestock farming have rendered the water of the Indian Ganges undrinkable. Facts like these have convinced some Singaporeans to take the plunge into a meatless diet. Vegetarian food supplier Wu Qing of Zhen Hui Trading has seen a threefold increase in demand over the past five years. He has been in the business for over a decade and supplies restaurants and vegetarian food stalls. He reckons that on top of the usual religious and health reasons, people are making diet switches to 'be good to the planet' and to 'save money'. 'A lot of Hollywood superstars are also vegetarian, so I think it's becoming more trendy,' Mr Wu added. http://www.straitstimes.com/Singapore/Story/STIStory_310564.html?sunwMethod=GET [an error occurred while processing this directive] RSS email print larger smaller discuss 12/07/2008 In the United States, a movement called Vegetarian Wednesday is slowly gathering steam as more people warm to the idea of abstaining from meat at least once a week. However, a meatless diet, Singapore's vegetarian society concedes, is not for everyone. Mr Jacobs said his group does not condemn meat eating. Rather, he hopes that through education, Singaporeans will first consider 'reducing their meat intake'. 'The idea of not eating meat might scare some, but if you just keep an open mind, it's not as difficult as one might think,' he said. email@example.com Ads by Google Single thai girls Girls and women from Thailand searching for friends www.ThaiKisses.com Royal Caribbean Cruises Your Experience Onboard Is Nothing Short Of Incredible. Official Site. www.royalcaribbean-asia.com Singapore Tailor Suits $290,Shirts $65,Jackets $215 Pants $75,Dresses $149 - SHOP NOW! www.MySingaporeTailor.com Women's Clinic of S'pore Experienced Singapore Gynaecologist Clinics in Ang Mo Kio & Tampines. www.swJen.com/Call_6459-2833 Dr Ann Tan (Mt Elizabeth) MOH Authorised IVF Practitioner. Infertility & Fertility Specialist. www.Ann.com.sg/Call_6887-1103 Take Our Poll Site Map FAQ About Us Advertise Weather Email Us SPH RSS News Alert STI Widgets Newslink NewsPost ANN Best viewed at 1152x864 resolution with IE 6.0 or FireFox 2.0 and above Copyright © 2008 Singapore Press Holdings Ltd. Co. Regn No. 198402868E \| Privacy Statement \| Terms & Conditions http://www.straitstimes.com/Singapore/Story/STIStory_310564.html?sunwMethod=GET 12/07/2008	<urn:uuid:139ae61d-5ea3-4b62-b360-de8dcf09ad07>	CC-MAIN-2017-30	http://www.lovinghutmalaysia.com/images/resources/moregoinggreen.pdf	2017-07-22T14:30:49Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00514.warc.gz	486,257,001	929	eng_Latn	eng_Latn	0.986602	eng_Latn	0.997552	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2426, 3989 ]	[ 2.0625 ]	2	2
Sensitive Teeth Do you experience pain or tingling in your teeth, especially when eating sweets or very hot or cold foods? You may have sensitive teeth. Pain from sensitive teeth is not always constant; it can come and go. Constant pain could be a sign of a more serious problem. It is still important, however, to discuss your symptoms with your dentist to determine the cause and proper treatment. Stimuli on exposed dentin cause ﬂ uid movement in tubule Fluid travels through tubule and excites nerve Flashes of pain associated with sensitivity occur in the nerves of the tooth WHAT CAUSES TOOTH SENSITIVITY? Dentin can be exposed by: * Receding gums caused by improper brushing or gum disease * Fractured or chipped teeth * Clenching or grinding your teeth * Erosion TREATING TOOTH SENSITIVITY Depending on the diagnosis, your dentist may recommend one or more of the following treatments to relieve the symptoms of sensitive teeth: * A soft-bristle toothbrush, like Oral-B ® Sensitive Advantage ® , to be gentle on gums or a powered brush. * A ﬂ uoride rinse or gel for sensitive teeth, prescribed by your dentist. * A desensitizing toothpaste, like Crest ® Sensitivity Protection or Crest ® Pro-Health. CREST SENSITIVITY PROTECTION AND CREST PRO-HEALTH The active ingredient in Crest Sensitivity Protection is potassium nitrate. This substance is able to interrupt the signals between the nerve cells in the tooth, helping to prevent nerve excitement and pain. Crest Pro-Health contains stannous ﬂ uoride, which controls sensitivity by blocking tubules. In healthy teeth, porous tissue called dentin is protected by your gums and by your teeth's hard enamel shell. Microscopic holes in the dentin, called tubules, connect to the nerve, triggering pain when irritated by certain foods and beverages. Both products have been shown to signiﬁ cantly reduce sensitivity. 1,2 Follow your dental professional's special home care instructions for regular use of Crest Sensitivity Protection or Crest Pro-Health to keep pain from returning. Ask your dental professional how these Crest products can help you: * Crest Sensitivity Protection * Crest Pro-Health 1 Schiff T, He T, Sagel L, Baker R. Efﬁ cacy and Safety of a Novel Stabilized Stannous Fluoride and Sodium Hexametaphosphate Dentifrice for Dentinal Hypersensitivity. J Contemp Dent Pract 2006 May;(7)2:001-008. 2 Silverman G, Berman E, Hanna CB, et al. Assessing the efﬁ cacy of three dentifrices in the treatment of dentinal hypersensitivity. J Am Dent Assoc. 1996;127:191-201. Daily brushing with Crest Sensitivity Protection or Crest Pro-Health, as well as regular ﬂ ossing and professional cleanings, will help prevent cavities and preserve your oral health.	<urn:uuid:23cad0d3-8f99-4f38-b208-54d7d87e71cb>	CC-MAIN-2017-30	http://autumnwooddental.com/forms/sensitive.pdf	2017-07-22T14:32:21Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00516.warc.gz	24,651,912	642	eng_Latn	eng_Latn	0.96558	eng_Latn	0.990301	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1894, 2743 ]	[ 2.96875 ]	5	4
May 2017 – Roanoke (Preschool & Pre-K) Scripture Confession: Scripture Confession: "I will trust and obey God just like Noah did!" (Genesis 6:22) Theme: All Aboard Noah's Ark We're Celebrating this month because Noah obeyed God and built the ark; He saved the animals! Each day, a Bible story is read & kiddos participate in a fun Circle Time (welcome, pledge, calendar, days of week, counting to date, weather, ABCs/#s/Shapes/Colors, etc. reviewed) Daily, Classroom Zones/Learning Centers are participated in that help develop children's social/emotional, physical, cognitive & language/emerging literacy skills! Week 1: Who Built the Ark? Who built the Ark? Noah, Noah. Who built the Ark? Brother Noah built the Ark. Do you see the Animals (To the tune of The animals, the animals Oh do you see the animals Do you see the animals Marching off the ark? God saved all the animals God saved all the animals The animals, the animals Saved them from the flood! Week 2: I'm going to the zoo, zoo, zoo The Zoo, Zoo, Zoo! ( A chant!) How about you, you, you? At the zoo, zoo, zoo! We're gonna' see an elephant Chant this over and over naming a monkey, giraffe, zebra and other zoo animals! Week 3: Do you know the lion, the lion, the lion, Jungle Animals (Sung to the tune of "The Muffin Man") Oh do you know the lion that lives deep in the jungle? *Repeat with other jungle animals: tiger, cheetah, bear, etc. & hold up pictures/props of each animal for reinforcement. WEEK 4: Love Your Pets (Sung to "Row, Row, Row Your Boat") Love, love Love your pets, Love them Every day. Give them food And water, too, Then let them Run and play. Week 5: Five little dinosaurs sitting in a swamp. Five Little Dinosaurs (A rhyme with movement) The first one said, "Let's stomp, stomp, stomp." The third one said, "Let's munch, munch, munch." The second one said, "It's time for lunch!" The fourth one said, "Let's stomp some more." The fifth one said, "Let's all roar!" GRRRR! "The Muffin Man") May's Weekly Songs!	<urn:uuid:db38b272-55b6-4b3f-8903-a159955a43eb>	CC-MAIN-2017-30	http://pettitprivateschool.com/files/Roanoke_-_May_2017_PS_and_PK.pdf	2017-07-22T14:34:52Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00514.warc.gz	246,783,443	546	eng_Latn	eng_Latn	0.989028	eng_Latn	0.995677	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 623, 2056 ]	[ 3.5625 ]	2	0
Department of Agriculture and Food Managing Mediterranean fruit fly in backyards By Sonya Broughton, Senior Research Officer, South Perth Mediterranean fruit fly (Ceratitis capitata) is a serious horticultural pest in the South West of Western Australia. It attacks a range of cultivated fruits and some fruiting vegetables. Medfly, as it is commonly known, infest more than 200 hosts worldwide. The first sign of damage is often larvae-infested or 'stung' fruit. Stinging is caused by the female laying eggs into unripened or ripe fruit. Larvae may develop from the eggs, depending on when they are laid and the fruit type. For example, stings can occur in apples and peaches when they are unripe, but the eggs do not hatch at this stage. As the fruit ripens the eggs can develop. Life cycle of Medfly the ground. Adult Medfly are active in winter when temperatures exceed 12 °C. Medfly activity depends on temperature. In the South West, Medfly is active in late spring, summer and autumn. In winter, it can become inactive in cold areas. Medfly can overwinter as adults, eggs and larvae (in fruit), or as pupae in As temperatures increase in spring, adults begin to emerge from the ground and overwintering flies become active. If control is not started at this time, Medfly populations will increase to cause problems later in the season. Important disclaimer For more information visit www.agric.wa.gov.au Adult stage The adult fly is 3–5 mm long (see Figure 2). Its body is light brown, and the abdomen is encircled by two light-coloured rings. The thorax (middle) has irregular patches of black and silver, giving it a mosaic appearance. The wings are mottled with distinct brown bands extending to the wing tips. The female has an ovipositor or egg-laying organ but the male does not. Adult Medfly may live for 2–3 months and are often found in fruit tree foliage, especially citrus trees. As long as fruit is present, most Medfly do not move more than 50 m. However, they will travel further if no hosts are present. Eggs Medfly prefer to lay eggs in soft-fleshed fruit such as apricots, peaches, plums and nectarines. When Medfly numbers are high and competition is greater, females become less choosy and will infest less preferred hosts such as olives. They will also infest such fruits or vegetables if preferred hosts are not available, even when their populations are low. Once a suitable host is found, the ovipositor is used to pierce the fruit skin (Figure 1). Batches of up to 300 white banana-shaped eggs are laid into this hole. Eggs are just visible to the naked eye and take 2–4 days to hatch in summer and 19–20 days in winter. Larvae (maggots) The larvae are white with a flat, pointed head. This stage of the life cycle is when they are most likely to be seen (Figure 2). When the larvae first hatch they are about 1 mm long, but grow quickly to 8 mm. The larvae feed on the fruit, causing it to decompose. When fully grown, larvae stop feeding and jump out from the fruit, burrowing into the soil to pupate. The larval stage takes about 14–16 days in summer and 25–45 days in winter. Pupae Pupae resemble small brown capsules or barrels about 4 mm long. Within the pupal case the Medfly slowly develops into an adult. When mature the adult fly cuts through the case and burrows up through the soil. The pupal stage lasts 12–14 days in summer, and 25–50 days in winter. Managing Medfly Fruit trees such as stone fruit (apricots, peaches, plums, nectarines) can be difficult to grow free of fruit fly in areas such as Perth where Medfly populations are high. Backyard fruit can be a significant source of Medfly to commercial orchards where they occur close to each other. If you are unable to manage Medfly or do not want to harvest your fruit, consider removing unwanted trees. Hygiene Under the Plant Diseases Act, the control of Medfly is compulsory. For control to be effective, it is essential for growers (both commercial and home garden) to dispose of fly-infested or unwanted fruit, including fruit left on the tree. Fruit disposal is the responsibility of the grower. Infested fruit should be picked and all fallen fruit gathered from the ground. Possible disposal methods include: Boiling and then feeding cooked fruit to poultry or pigs. Solarising by placing fruit in plastic bags, preferably black garbage bags. Bags should be sealed and left in the sun for a few days. The heat from the sun kills the eggs and larvae. Freezing for at least one day. Burying – not ideal as larvae can survive burial, then pupating and emerging from the soil as adults. However, if there are large quantities of fruit, bury it at least 1 m deep. Chemical control Two main chemical control techniques are recommended – baiting, and lure and kill. Each technique has its own advantages and disadvantages. Baiting You should start during the early stage of fruit development (a third of final size), and continue until all fruit has been harvested. Females require a source of protein to mature their eggs and to maintain egg production. They usually obtain protein from fruit juice, bacteria and bird droppings. Baiting consists of applying coarse droplets of protein laced with insecticide to leaves. Male and female Medfly are attracted to the protein as they forage for food, feed on it, and acquire a lethal dose of insecticide. Baiting targets only Medfly adults and conserves beneficial insects. Baiting may not provide control of Medfly in crops that are highly susceptible, or in high pressure areas such as in suburbs with many established fruit trees. Female Medfly may find ripening stone fruit more attractive than baits. Effectiveness is increased if applied over a wide area such as in a community baiting scheme – so encourage your neighbours to bait their trees also. The organophosphate maldison and a biologicallyderived insecticide spinosad are currently registered for use (see Table 1). Spinosad is only available in a pre-made formulation with insecticide and protein added. It requires dilution with water. The bait is applied to the foliage as a coarse spot spray of 60 to 100 mL for each tree depending on size. Entire tree coverage is not necessary as the flies are attracted to the protein by smell. The bait can be applied with a garden pressure sprayer, hand-held spray bottle, or flung onto foliage from a bucket with a paint brush. Make sure that the droplets are large – at least 2 mm across. As the insecticides used in baits have a short residual life, baits needs to be re-applied at weekly intervals. They also need to be re-applied if there is more than 5 mm of rain. Baiting is a safe method of fruit fly control, but still requires care and commonsense precautions. As with any pesticide, precautions should be taken particularly when transporting and handling the insecticide concentrate, and mixing and applying bait material. Lure and kill Lure and kill devices work in a similar way to baits, exploiting the need of female Medfly to obtain dietary protein for egg production. Traps are hung on trees and the protein in the device attracts male and female flies. Depending on the trap, the flies drown or obtain a lethal dose of insecticide. Ceratrap is the only lure and kill device currently registered in Australia. It consists of a plastic base and yellow lid, where the base contains a liquid that is attractive to Medfly. The flies enter through small holes in the lid, and eventually drown in the liquid. Freshly killed flies float on the surface. You can also make your own traps out of empty soft drink bottles, water bottles or 2 L milk or juice cartons, as seen in (Figure 3). Remove the label first as it may deter flies or attract young children. Drill, punch or burn at least four holes on opposite Table 1 Insecticides currently registered for baiting Medfly adults (home garden) Table 2 Recipes to lure Medfly in home gardens Figure 3 Home-made traps for Medfly can be cheap and effective sides of the bottle, near the 'shoulders'. The size of the holes should be 6‑8 mm. The trap can be hung from its neck by wire or string to a branch. Fill one-third of the trap with your selected recipe, such as those suggested in Table 2. Many fruit fly recipes are available on the web. You can also make your own using wheatgerm (or bran), honey, sugar, jam, vinegar, vegemite, beer or fruit juices. Home-made or commercial devices should be hung 1.5 to 2 metres above the ground in fruit trees. These do not need to be fruiting at the time. Try to place the device in the shady part of the tree. Some traps can also be placed in nearby non-fruiting trees where flies may shelter. The attractiveness of food lures extends just a few metres, so traps should ideally be no more than 5–6 metres apart. You should hang at least two home-made traps per tree. Traps may dry out during summer and should be topped up with more liquid. The entire contents of home-made traps should be replaced at least weekly, as the trap contents will attract other insects besides Medfly. However, a commercial lure is likely to attract Medfly only. If a trap dries out, Medfly may still be attracted, but will not be killed. When disposing of the trap contents, make sure that you do so away from fruit trees as the liquid may attract Medfly. Lure and kill devices are not likely to kill all flies present, as the ripening fruit may be more attractive to the female Medfly than the trap contents. Lure and kill devices can be used in conjunction with baiting or physical exclusion, which could involve fly-proof bags tied around individual fruits or branches. Physical exclusion Whole trees or fruits can be protected by excluding Medfly with mosquito netting, shadecloth or nylon flyscreen. Large nets will need to be supported by a frame. Frames for nets to enclose whole trees can be made from polyethylene irrigation pipe (5 cm in diameter), which does not lose its shape in the sun. The frame is constructed by crossing over and tying together two lengths of pipe over the tree. Frames can be secured in the ground by slipping the end of poly-pipe over posts such as star pickets embedded in the ground. Covers should only be left in place while fruit is ripening to avoid damage to the tree. 20123192-09/12 Individual fruits or branches can be protected by making bags or sleeves out of cloth such as gauze curtain material, muslin or mosquito netting. Tie off bags around the base of the fruit or branch with a twist tie or string. Commercial fruit fly exclusion bags are also available in either waxed paper or cloth. Final advice There is no 'silver bullet' to rid fruit trees in home gardens of Medfly which is widespread throughout South West Western Australia. If all property owners in a neighbourhood work together to control the pest, there is a much better chance of keeping populations down so that everybody can enjoy harvesting unblemished fruit. Specimen identification requirements When sending or delivering samples, the following information is required: * Collector's name, location (where the specimen was found), full address, telephone number and e-mail address, description of the damage and date collected. Department of Agriculture and Food Pest and Disease Information Service 3 Baron Hay Court, South Perth WA 6151 Freecall: 1800 084 881 Email: email@example.com ISSN 0726-934X	<urn:uuid:7d70ed08-38fd-4049-a113-1f54d691265c>	CC-MAIN-2017-30	https://nucleus.iaea.org/sites/naipc/twd/Documents/South%20Perth-Australia-Medfly.pdf	2017-07-22T14:51:45Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00514.warc.gz	682,114,800	2,537	eng_Latn	eng_Latn	0.997613	eng_Latn	0.998171	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1420, 6084, 8011, 11424 ]	[ 3.296875 ]	3	0
Source of Dade County's Water The water provided to Dade County Water and Sewer Authority's cus- Dade County Water Treatment Plant and Well Lookout Creek tomers is surface fresh water drawn from Lookout Creek and supplemented with ground water from a well located at the water treatment plant. The map below shows the location of the two water sources. Once the water is withdrawn from the creek or well, it is sent to the water treatment plant at Highway 136. The water then has alum added to it to cause the fine mud particles and other solids to come together and sink to the bottom of the settling basins. The clear water is then filtered and disinfected with chlorine which makes the water safe for consumption. Lime is added to adjust the pH level to make the water non-corrosive. Fluoride is then added to the treated water to promote strong teeth and prevent dental cavities. The water is then distributed to the consumer. From the Manager's Desk I am happy to report once again that there were no MCL violations again this year and that The Dade County Water and Sewer Authority met or exceeded all standards as set by the EPA. Doug Anderton, General Manager PWS ID: GA-0830000 WWW.MYDADEWATER.COM Dade County Water and Sewer Authority Information The operation of the Dade County Water and Sewer Authority is conducted under the direction of the Water Authority's Board of Directors who are appointed by the Dade County Commission. The Board holds regularly scheduled meetings at 10 a.m. on the third Friday of each month. The meetings are open to the public and are held at the Dade County Administrative Building, located at 71 Case Ave, Trenton, GA 30752. The Dade County Water Authority business office is open daily except for holidays. Lobby hours are from 8 a.m. to 5 p.m. The customer service telephone number is 706-657-4341. For emergencies call 706-657-6097. Dade County Water and Sewer Authority now accepts payments via your credit or debit card. Y o u c a n g o t o o u r w e b s i t e , www.mydadewater.com, or call and pay over the phone! We gladly accept Visa, Mastercard and Discover! We also offer automatic payments via your checking account. Just call 706-657-4341 and speak with a customer service representative. Dade County Water and Sewer Authority P.O. Box 1047 250 Bond Street Trenton, GA 30752 Phone: 706-657-4341 Fax: 706-657-6778 E-mail: firstname.lastname@example.org First Class Mail Dade County Water and Sewer Authority US Postage Paid Trenton, GA P.O. Box 1047 250 Bond Street Trenton, GA 30752 Permit No 5 2013 Water Quality Report Water is life... Treated Water and Your Health Some people may be more vulnerable to contaminant's in drinking water than the general population. Immunecompromised persons such as persons with cancer undergoing chemotherapy, persons with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advise about drinking water from their health care providers. More information about contaminant's and potential health effects can be obtained by calling the Environmental Protection Agency's Safe Drinking Water Hot-line at 1-800-426-4791. Substances Expected to be in Drinking Water Drinking water, including bottled water, may be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the U.S. Environmental Protection Agency's Safe Drinking Water Hotline 1-800-426-4791. To ensure that tap water is of high quality, the EPA prescribes regulations limiting the amount of certain substances in water provided by public water systems. The U.S. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for public health. The Dade County Water Authority's advanced water treatment processes are designed to reduce any such substances to levels well below any health concern. The source of drinking water (both tap water and bottled water) includes rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturallyoccurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Monitoring Dade County Water & Sewer Authority conducts extensive monitoring to ensure that your water meets all water quality standards. The results of our monitoring are reported in the following tables. While most monitoring was conducted in 2013, certain substances are monitored less that once per year because the levels do not change frequently. For help interpreting this table, see the "Table Definitions" section. Smart Water Tips for Outside Your Home: Repair leaks in faucets and hoses. Use water-saving nozzles. Use mulch around plants and shrubs. Water Quality Statement We are pleased to report that during the past year, the water delivered to your home or business complied with, or was better than, all state and federal drinking water requirements. For your information, we have compiled a list in the table, showing what substances were detected in your drinking water during 2013. Although all of the substances listed below surpasses or meets all federal and state water quality regulations, we feel it is important that you know exactly what was detected and how much of the substance was present in the water. Regulated Substances Tap water samples were collected for lead and copper analyses from 30 homes in the service area. If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The Dade County Water Authority is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at www.epa.gov/safewater/lead. Table Definitions: Action Level: The concentration of a contaminant that, if exceeded, triggers treatment or other requirements that a water system must follow. MCL (Maximum Contaminant Level): The highest level of a contaminant that is allowed in drinking water. MCLG (Maximum Contaminant Level Goal): The level of a contaminant in drinking water below which there is no known or expected risk to health. NA : Not applicable. NTU (Nephelometric Turbidity Unit): Measurement of the clarity or turbidity of water. ppm (parts per million): One part substance per million parts water. ppb (parts per billion): One part substance per billion parts water TT (Treatment Technique): A required process intended to reduce the level of a contaminant in drinking water. This water quality report covers data collected between January 1, 2013 and December 31, 2013. How to Read This Table Starting with a Substance, read across. MCLG is the goal level for that substance (this may be lower than what is allowed). MCL shows the highest level of substance (contaminant) allowed. Amount Detected represents the measured amount (less is better). Range tells the highest and lowest amounts measured. A Yes under Is It Safe? means that the government requirement was met. Typical Source tells where the substance usually originates. Additional Water Quality Parameters of Interest This table shows average levels of additional water quality parameters which are often of interest to consumers. Values shown here are averages of operation data for 2013. Values may vary from day to day. There no health-based limits for these substances in drinking water. System Information for 2013 Gallons of water produced each day: 1.93 Million Population served: 17,000* Square miles in service area: 174* Miles of water main: 344* * Approximations Smart Water Tips for Inside Your Home: Take shorter showers. Do not let the water run when shaving or brushing teeth. Wash only full loads of laundry. Run the dishwasher only when full. Do not use the toilet for a trash can. Fix leaking faucets, pipes, toilets, etc. Replace old fixtures; install water-saving faucets, toilets and appliances.	<urn:uuid:e4408f26-b739-43aa-a3aa-becc7612e7d9>	CC-MAIN-2017-30	http://mydadewater.com/documents/544/CCR_2013.pdf	2017-07-22T14:41:31Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00514.warc.gz	220,496,087	1,882	eng_Latn	eng_Latn	0.992391	eng_Latn	0.994761	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2633, 8851 ]	[ 2.546875 ]	5	3
Capacity Calculations: Handle with Care This paper discusses avoiding calculation results that are more precise than is justified by precision of corresponding measurement input data. About the Author Neil J. Gunther, M.Sc., Ph.D., is an internationally known computer performance and IT researcher who founded Performance Dynamics in 1994. Dr. Gunther was awarded Best Technical Paper at CMG'96 and received the prestigious A.A. Michelson Award at CMG'08. In 2009 he was elected Senior Member of both ACM and IEEE. His latest thinking can be read on his blog at perfdynamics. blogspot.com 1. Introduction With the availability of electronic calculators, spreadsheets, and other tools for easily performing otherwise tedious calculations, it is easy to overlook results that are more precise than is justified by the precision of the corresponding input data. The concept of precision is very important and can impact results that arise from measurements in surprising ways. To appreciate the difference between counting and measurement, recall the year 2000 Presidential election. Prior to that election, voting in the United States was assumed to be a straightforward counting process; count the votes to determine which candidate has the largest number. In the State of Florida, however, a new problem arose-scrutinizing the small difference between two very large numbers. Ballot officials needed to accurately count a few hundred votes out of some 6,000,000 ballots cast. The political pressure for greater accuracy soon led to deeper question: What is a vote? But this is really a question of measurement-not counting. Everyone failed to realize that counting is exact but measurement is not. Strange new terms like ``hanging,'' ``dimpled'' and ''pregnant'' ``chads'' were really lame attempts to convert measurements into counts. A better approach would have been to assign a real number to those votes. For example, hanging = 0.75, dimpled = 0.50, pregnant = 0.25 and add those real numbers to get the total count. Of course, the total would have been a real number: ``George Bush wins by 103.64 votes!" Apparently, the notion that a vote has to be an integer was so psychologically ingrained that this approach remained untried. This kind of dilemma arises out of a failure to recognize that there are two classes of number: 1. Exact numbers (those we identify with the positive integers or cardinals in mathematics) 2. Measured numbers (those we identify with the reals in mathematics) The final zero in the number 50.0 is not there for cosmetic purposes. It tells us something very important about the level of precision used in the measurement. Exact numbers are numbers that are exact by definition, e.g., 3600 seconds corresponds to one hour. There's no question about it because it's true by definition. Mathematically, exact numbers are associated with the integers. When you ask for seating in a restaurant, the number of people you provide is an exact number-an integer. That's because people come in integral multiples, not fractions. Measured numbers, on the other hand, are quantities that are estimated by including significant digits (''sigfigs'') without the benefit of any natural integer multiplier. Mathematically, measured values are associated with the real numbers. For example, the real number, π, refers to the measurement of a circular circumference using the diameter as the ''yard-stick''. As the Greeks discovered to their dismay, the circumference is not an exact multiple of the diameter. It cannot be expressed as an exact number and therefore it is given the Greek meta-name, π, instead. Averaging 1 is another example of a process closely associated with measurements and estimates. Even though people occur naturally as integer-valued quantities, the average family in the United States is reckoned to have 2.37 children. This estimate is real-valued and is expressed here to 3 significant digits or 3 sigfigs. Time-based averages occur throughout computer performance analysis and capacity planning because most of the metrics we use are sampled and then averaged over some prescribed measurement interval. Let's define some other terms associated with measurement, more precisely. 1.1 Significant Digits A significant digit is one which is actually measured. The number of significant digits in a measurement depends on the type of the measuring device. No matter what the measuring device, there will always be some uncertainty in the measurement. Both the device and the observer add their own uncertainty to the measurement. As I've already explained, this point reached world-wide significance during the confusion surrounding the Florida vote count (See more in Section 6) in the 2000 Presidential elections. 1.2 Accuracy In everyday parlance, we tend to use the words accuracy and precision synonymously but in science and engineering they are clearly distinguished. Accuracy refers to how close a measurement is to the expected value. Using an archery target analogy where an arrow represents a measurement and the bulls-eye represents the expected (or accepted) value, accuracy corresponds to the distance between the arrows and the bulls-eye. Mathematically, it's the maximum error we introduce because we truncate the digits. By convention, this is taken to be one half of the value of the least significant digit present. 1.3 Precision Using the archery analogy, precision is the distance between each arrow, irrespective of where they lie on the target with respect to the bulls-eye. The grouping of arrows could be tightly clustered but a long way from the bulls-eye. Mathematically, it's the number of digits available to represent the mantissa 2 . Exact numbers (or integers) have infinite precision. But beware! It is possible to have high precision with poor accuracy. 1.3.1 Calculating Pi In 1853 William Shanks published a calculation of π to 607 decimal places. Twenty years later, he published a result that extended this precision to 707 decimal places. This was the most precise numerical definition of π for its time and adorned many classroom walls. In 1949 a computer was used to calculate π, and it was discovered that William Shanks's result was in error starting at a point near the 500th decimal place all the way to the 707th decimal place. Nowadays, with the benefit of a true value for π to 100,000 decimal places, we can say that William Shanks's techniques generated a precise result, but the value he obtained was not accurate. 2. Count by Zero Here are the rules for assigning significance to a digit. Algorithm I Always scan Left to Right Is there an explicit decimal point? YES: Locate the first non-zero digit Count it and ALL digits (including zeros) to its right NO: Insert a decimal point on the end Locate the last non-zero digit prior to the decimal point Count it and ALL digits to its left Ignore all zeros trailing that digit By ``count'' we mean to include that digit in the count of significant digits. That's it in a nutshell. Let's take the number 50.0 as an example. It does have an explicit decimal point. Therefore, we scan it from left to right. The first non-zero digit is '5'. This is the first significant digit. We continue to count all digits thereafter, including zeros. There are two zeros. So, there is a total of three significant digits. 2.1 Examples What about the number 5060? It does not have an explicit decimal point. Therefore, we insert a decimal point and then locate the last non-zero digit prior to the decimal point. That would be the '6' digit. We now count that digit all digits to its left-including zeros. Thus there are 3 significant digits. Table 1 shows more examples of SigFigs output that you should check for yourself. 3. Precision vs. Scale According to Algorithm I in Section 2, the numbers 11000 and 0.011 have the same number of significant digits. How can that be? Surely more effort was put into measuring the decimal places of the second number. To understand why this is an illusion, imagine you are getting your doctor's prescription filled at a pharmacy and she is required to measure out 100 milliliters of a liquid to make up your prescription. A milliliter is one one-thousandth of a liter so, 0.100 liter is the same as 100 milliliters. The pharmacist has a choice of measurement vessels. For example, she could measure 10 (deciliter) divisions in a one liter graduated cylinder or she could just fill a 100 milliliter graduated cylinder to the top graduation. In either case: * The amount of reading effort is about the same in each case. * The real difference is the size of the measuring device, not the amount measured. In other words, the quantities: 11000 and 0.011, distinguish scale, not precision. The precision is the same, 2 sigfigs. It makes no difference to the precision whether we write 11000 microliters or 0.011 liters. 4. Rounding Rules Consider the number 4.246 expressed to three sigfigs. Because there are four digits in the number, we need to drop the '6'. When I was in school, we were taught to "round up" the '4' because " 6 is bigger than 5". The reported number becomes 4.25, correct to three sigfigs. Many of you will be familiar with this rounding convention. But what if the number was 4.245? I was also taught to round up the '4' when the next digit is '5' or greater. Many of you will also be familiar with that convention. It turns out that this rule has been updated in recent times because the old rule introduces an inherent bias 3 in the rounding process . The ``new'' rule requires that we look at digits beyond the '5' as well as examine whether the preceding digit is odd or even. In this case, there are no digits beyond the '5' and the digit preceding it is even. The new rule states that we should simply drop the '5' and leave the '4' alone. The reported number is therefore 4.24, correct to three sigfigs; not 4.25, as you might have been anticipating on the basis of the old rule. By making the following notational definitions, we can encapsulate these rules in the form of an algorithm. 1. Denote by the X the value of the last digit to be reported. 3. Denote by Y the value of the digit a p(X) + 1. 2. Denote by p(X), the position of X. 4. Denote by Z the value of the digit at p(X) + 2. We can write the new rounding rules in the form of Algorithm II: Algorithm II ``` Examine Y: If Y < 5: Goto (h) ... ( a ) If Y > 5: X = X + 1, Goto (h) ... ( b ) If Y == 5: Examine Z ... ( c ) If Z >= 1: Y = Y + 1, apply (a) or (b) ... ( d ) If Z == NULL or A string of zeros: ... ( e ) Examine the parity of X (New Rule) If X == odd: X = X + 1 ... ( f ) Else X = X ... ( g ) Goto (h) Drop Y and all trailing digits ... ( h ) ``` The ``old'' rules are (a)-(d) and (h). The previous example followed ``New'' rule (g). 4.1 Examples The following Table 2 shows more examples of applying the new rounding rules. Tools like EXCEL get this wrong. Setting the Cell Format to General: =ROUND(4.245, 2) ∅ 4.25. Note that the second argument in ROUND indicates the number of places after the decimal point, rather than the number of sigfigs. 4.2 The Golden Rule When a calculation involves measurements with different numbers of significant digits, the result should have the same number of significant digits as the least of those among the measurements. 4.3 Sum Rule A sum or difference can never be more precise than the least precise number in the calculation. So, before adding or subtracting measured quantities, round them to the same degree of precision as the least precise number in the group to be summed. 4.4 Example Sum the following numbers: 2.95, 32.7, and 1.414. The first two numbers have the least precise values viz, 3 sigfigs. Setting the digits of each number in their respective columns produces: Next, the fractional digits (those following the decimal point) are rounded to one decimal place. The sum then reads: The result is 37.1, correct to 3 sigfigs. 4.5 Product Rules When two numbers are multiplied, the result often has several more digits than either of the original factors. Division also frequently produces more digits in the quotient than the original data possessed, if the division is continued to several decimal places. Results such as these appear to have more significant digits than the original measurements from which they came, giving the false impression of greater accuracy than is justified. To correct this situation, the following rule is used. 4.5.1 Equal Sigfigs In order to multiply or divide two measured quantities having an equal number of significant digits, round the answer to the same number of significant digits as are shown in one of the original numbers. 4.5.2 Unequal Sigfigs If one of the original factors has more significant digits than the other, round the more accurate number to one more significant digit than appears in the less accurate number. The extra digit protects the answer from the effects of multiple rounding. 4.5.3 Final Rounding After performing the multiplication or division, round the result to the same number of sigfigs as appear in the less accurate of the original factors. 4.6 Example Calculate: 2.95 * 0.90462. There are 3 significant digits in the least precise number (the first factor). But, applying rule(4.5.2), we retain 4 significant digits of the second factor. ⇒ 2.95 * 0.9046 = 2.66857 ⇒ 2.67 (rounded up) Result: 2.67 is the correct result to 3 significant digits. The ⇒ symbol should be read as ''becomes'' to distinguish it from the ''='' sign since that step involves a non-mathematical transformation with regard to precision. 5. Expressing Errors There are three common and acceptable ways to display errors. 1. Absolute error: Half the smallest sigfig 3. Error bars: See Fig. 1. 2. Relative error: Error = [(measured – expected) / expected] Consider, for example, the first entry in Table (1): 50. There is only 1 sigfig for the least precise input value. That sigfig is in the 10's column. Therefore, half that sigfig (i.e., 10/2 = 5) can be assigned as the absolute error i.e., 50 ±5 would be an appropriate way to express the error for that quantity. This corresponds to 5/50 or ±10%. Conversely, if we had measured a value of 60 when we were expecting 50, the relative error would be: Since the error may differ for each data point, the (vertical) error bars in Fig. 1, should have different heights that reflect that error. Fig. 1 used the EXCEL ``Y Error Bars'' tab and it automatically computes the standard error. But this is better than nothing. 6. The Florida Vote — A Slight Return Because the ballot measuring equipment (both manual and mechanical) was not capable of producing the necessary kind of precision, the whole problem eventually degenerated into a question of, What is a vote!? In actual fact, as I mentioned in my opening remarks, both the Voting officials and the American public were being exposed to a problem in Experimental Physics: How to accurately measure the small difference between two large numbers. Voting officials were trying to discern a few hundred votes out of some 6,000,000 cast. The gross count in Florida had more or less the same number of votes in favor of each candidate, and so it became a question of precision on the order of 1 part in 6 million. If the same techniques of experimental physics that are used to measure subatomic interactions could have been applied to the Florida vote count, it could have been determined with a precision equivalent to 1 vote in 6 billion. In other words, quantum measurement techniques could easily have determined whether Bush or Gore won to within a single vote ... even if the whole world had voted! 7. Downloads Perl scripts for the significance and rounding algorithms are available for downloading as: 1. Algorithm I 2. Algorithm II Footnotes 1 The process of averaging means that information is lost. In fact, the process of simply adding numbers together loses information. 2 The part of the number after the decimal point. 3 Using the old rule, you would have rounded down if the next digit was either of (1, 2, 3, or 4) but rounded up if the next digit was either of (5, 6, 7, 8, or 9). Over a large number of rounding samples, you would tend to round down 4-9ths of the time but round up 5-9ths of the time! By selecting out the '5', we are left with rounding up if the next digit is one of (6, 7, 8, or 9) i.e., 4-9ths of the time. In the case of '5' exactly, we only round up only half time based on whether or not the preceding digit is odd. The overall effect is to make the rounding process balanced. 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All documents, product and related material provided to the U.S. Government are provided and delivered subject to the commercial license rights and restrictions described in the governing license agreement. All rights not expressly granted therein are reserved. Follow the TeamQuest Community at:	<urn:uuid:a75625be-8a14-4fbd-8268-91dea9373dc5>	CC-MAIN-2017-30	http://www.teamquest.com/files/1914/2049/9759/sigfigs.pdf	2017-07-22T14:56:01Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00518.warc.gz	554,111,182	4,229	eng_Latn	eng_Latn	0.994928	eng_Latn	0.998754	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 594, 4238, 6532, 7399, 10023, 11187, 12777, 14374, 15781, 16700, 18893 ]	[ 2.3125 ]	2	8
Rationale July 2017 For the public survey "Promoting Social Inclusion and Shared EU Values through Formal and Non-Formal Learning" Promoting scientific citizenship in informal learning environments Curiosity is the key to being interested in other people, cultures and new issues. Curious individuals have a greater tendency to overcome their (worldview and other) biases, striving to make sense of surprising information. True curiosity about "the other" opens up conversations, promotes inclusion and helps discovering shared values. Science is a system that produces and assesses knowledge based on clear rules and shared values, independent of culture or belief. Learning about science is thus a helpful way to introduce young people to such approaches, validating issues not based on authorities, but on critical thinking, common values and peer-validation. Informal science learning institutions such as science centers and museums provide such experiences, with resources and in environments that inspire, engage and empower people for learning and discussing relevant scientific issues for Europe. With their focus on promoting curiosity and critical thinking, they support resistance to all forms of discrimination and indoctrination as stated in the Paris Declaration. A current movement within the European science center and museum community focuses on providing access and engagement for science learning to all citizens, fostering social inclusion, equity and non-discrimination. They also position themselves more and more as trusted spaces where encounters between various sectors of society and open dialogue with diverse audiences can take place. Informal science learning institutions also provide programmes that challenge teachers to adopt less traditional methodologies and activities, more suited to the development of skills – scientific as well as social, civic and intercultural competencies – that are extremely important for 21 century European citizens. Skills required by society are not set and change at a rapid pace. Science museums can enable learning processes that are useful to develop skills, thus equipping learners for life. They foster co-design of learning experiences, recognizing and valuing diversity of views and opinions. As a conclusion: Science as a knowledge system based on shared values can serve as a bridge between different cultures and communities (similar to arts, music and sports). The European Union should capitalise on the value of science learning for promoting both critical thinking as well as social inclusion and the formation of resilient individuals that live and work with reason and empathy.. Especially, it should value and support the role of science centers and science museums in bridging formal and non-formal learning, as they create learning environments that empower both young learners as well as their teachers and educators, while embracing diversity and social inclusion. Written for Ecsite by Barbara Streicher, Association ScienceCenter-Network, Austria and inspired by Antonio Gomes da Costa. 'From Ear Candling to Trump: Science Communication in the Post-Truth World', Spokes #27, February 2017.	<urn:uuid:1030a37a-b0e8-4ab4-be25-47eafb149c20>	CC-MAIN-2017-30	http://www.ecsite.eu/sites/default/files/ecsite-rationale-promoting_social_inclusion_non-formal_learning.pdf	2017-07-22T14:55:06Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00518.warc.gz	404,226,635	565	eng_Latn	eng_Latn	0.995789	eng_Latn	0.995789	[ "eng_Latn" ]	false	docling	[ 3193 ]	[ 2.65625 ]	1	1
Answer Key To Distance Formula DOWNLOAD FIND THE DISTANCE BETWEEN EACH PAIR OF POINTS. ROUND YOUR ... Fri, 12 May 2017 04:12:00 GMT the distance formula date_____ period____ find the ... round your answer to the nearest tenth, if necessary. 1) x y −4 −2 2 4 −4 −2 2 4 2) x y THE DISTANCE FORMULA WORKSHEETS WITH ANSWERS TOCHECK ... Fri, 12 May 2017 09:20:00 GMT ... the distance formula worksheets with answers tocheck ... infinite geometry name_ the distance formula date ... the midpoint formula worksheet with answer ... DISTANCE FORMULA ANSWER KEY - HELPTEACHING Mon, 08 May 2017 08:56:00 GMT become a help teaching pro subscriber to access premium printables unlimited premium printables unlimited online testing ... KUTA SOFTWARE DISTANCE FORMULA ANSWER KEY Fri, 12 May 2017 09:27:00 GMT kuta software distance formula answer key kuta software distance formula answer key - title ebooks : kuta software distance formula answer key - category : kindle and ... KUTA SOFTWARE INFINITE GEOMETRY THE DISTANCE FORMULA ... Thu, 11 May 2017 21:53:00 GMT kuta software infinite geometry the distance formula answer key kuta software infinite geometry the distance formula answer key - title ebooks : kuta software infinite DISTANCE FORMULA GIZMO : LESSON INFO : EXPLORELEARNING Thu, 11 May 2017 05:18:00 GMT explore the distance formula as an application of the ... drag those points and examine changes to the triangle and the distance ... including answer keys. DISTANCE FORMULA WORKSHEET FIVE PACK Mon, 08 May 2017 04:10:00 GMT find the distance between the points (4,-8) and (7,-10). 3. the point (11,-6) lies on a circle. what is the length of the radius of this DISTANCE FORMULA WORKSHEET - BOWERPOWER Wed, 10 May 2017 15:27:00 GMT name _____ hour _____ distance formula worksheet name _____ hour _____ 1-3 distance formula day 1 DISTANCE FORMULA WORKSHEET (PDF) . FREE WORKSHEET Sun, 07 May 2017 18:30:00 GMT free worksheet (pdf) on distance formula includes model problems, practice problems and an online component THE DISTANCE FORMULA DATE PERIOD - KUTA SOFTWARE... Tue, 09 May 2017 17:09:00 GMT the distance formula date_____ period____ ... the distance formula date_____ period____ find the distance between each pair of points. 1) (7, 3) ... TEACHER ANSWER KEY: WHEELS AND DISTANCE teacher answer key: wheels and distance ... answers should be in cm, ... following formula: students will calculate this. Mon, 08 May 2017 07:52:00 GMT 1.3 USE MIDPOINT AND DISTANCE FORMULA TUTORIAL \| SOPHIA ... 1.3 use midpoint and distance formula rating: (5 ... click on the link to get extra practice on the distance formula: ... source: ixl. 1.3 answer key. open ... Tue, 09 May 2017 12:58:00 GMT MATHWORKSHEETSLAND ANSWER KEY DISTANCE FORMULA - MATH ... math worksheet distance formula worksheets pythagorean theorem five pack land the magazine graphic organizer work paper flow chart midpoint and problem marin catholic ... Sat, 06 May 2017 11:14:00 GMT MIDPOINT AND DISTANCE FORMULA - CACSK12 answer: the distance,, between two points with coordinates is given by . find the distance between the given points: ... midpoint and distance formula worksheet. Mon, 08 May 2017 06:47:00 GMT LESSON PLANS - SCHOOL IMPROVEMENT IN MARYLAND 2014 school improvement. ... worksheet/answer key: hsa practice 1; worksheet/answer key: ... the distance formula is derived from the pythagorean theorem. Thu, 27 Apr 2017 04:51:00 GMT COORDINATE WORKSHEETS WITH ANSWER KEYS - MATH-AIDS all worksheets come with answer keys ... distance formula coordinate worksheets: ... a set of questions on ordered pairs for the student to answer. Thu, 11 May 2017 16:59:00 GMT SLOPE MIDPOINT AND DISTANCE FORMULAS ANSWER KEY - ISEATFO slope midpoint and distance formulas answer key slope midpoint and distance formulas answer key - title ebooks : slope midpoint and distance formulas answer key Sun, 14 May 2017 09:10:00 GMT SLOPE MIDPOINT AND DISTANCE FORMULAS ANSWER KEY - XIAEFO slope midpoint and distance formulas answer key slope midpoint and distance formulas answer key - title ebooks : slope midpoint and distance formulas answer key Sat, 13 May 2017 16:57:00 GMT	<urn:uuid:d8ac78a8-9b5c-464b-a24d-dd95791ecae0>	CC-MAIN-2017-30	http://18sex.twlivemm.info/answer-key-to-distance-formula.pdf	2017-07-22T14:38:56Z	crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00521.warc.gz	1,926,026	1,105	eng_Latn	eng_Latn	0.973012	eng_Latn	0.974722	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2282, 4196 ]	[ 2.84375 ]	1	2
ORAL HEALTH Caring for your child's teeth starts from birth; whilst they may not have teeth outside of their gums yet, they are ready and waiting to start the teething process at around 5 or 6 months. Having a good routine from as early as possible will aid your child in being comfortable and confident in caring for their own teeth. You should help your child to brush their teeth twice a day, NHS guidance currently recommends once at the end of the day and one other time during the day so make it work for you and your child. It's never too late to start a tooth brushing routine at home, involve your child in why they need to do this and work with them on what they are comfortable with, especially if they have sensory processing difficulties. Make sure you think about: what does the brush feel like in their hand, could the bristles be too hard or soft, does an electric or sonic brush vibrate too much (can you adjust the power or start with a manual), is this the right time of day for you and your child or are you rushing to get to your next task. In our centres children are offered toothbrushes to build their confidence in this routine. We start by just introducing a brush alongside a song, they can touch and feel the brush and sing along if they wish, they could brush the teeth of a toy or doll along to the song, or they may feel they can put the brush into their mouth and follow the brushing instructions in the song. This process is entirely driven by the child at their pace so that after continuous exposure we start to see their confidence grow in taking the next step in progressing their skills. Once children are familiar with the brushing process we will offer a smear of toothpaste as the next step. @dingleygroup @dingleyspromise @dingley dingley.org.uk ORAL HYGIENE 5 TOP TIPS FOR ORAL HYGIENE 5 Top Tips for Oral Hygiene Establish a tooth brushing routine 1. Register with a dentist as soon as possible (NHS dental care for children is free), your child may want to watch you before they ar e ready to sit in the chair 2. Reduce intake of sugary foods, including squash or juice to drink 3. Use open top cups or beakers with soft mouth pieces or straws 4. Read books about teeth and tooth brushing such as "The selfish crocodile" by Faustin Charles or "Let's brush our teeth" b y Campbell Books 5. 5 Top Tips for Tooth Brushing 5 Top Tips for Oral Hygiene Let your child choose their brush (they may want their favourite character on it!) 1. Make tooth brushing fun with a song or themed timer 2. Tooth brushing doesn't have to happen in the bathroom, do it wherever your child is comfortable 3. The NHS recommends toothpaste with no less than 1000ppm of fluoride 4. Be a model brusher and let your child see you brushing your teeth 5. @dingleygroup @dingleyspromise @dingley dingley.org.uk	<urn:uuid:4ae20dbc-5e80-4904-aedd-9b5d015b37f4>	CC-MAIN-2024-30	https://dingley.org.uk/wp-content/uploads/2024/05/Oral-Health-and-Hygiene-.pdf	2024-07-12T13:45:16+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514404.71/warc/CC-MAIN-20240712125648-20240712155648-00783.warc.gz	150,113,429	645	eng_Latn	eng_Latn	0.99639	eng_Latn	0.997609	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1863, 2980 ]	[ 2.953125 ]	2	0
YEAR 1 KNOWLEDGE ORGANISER TERM 3: Kingdom of Ice TERM 4: Super Stories Reading Writing Mathematics Reading will continue to take place daily in Terms 3 and 4. Five Read Write Inc. sessions a week will be dedicated to phonics, fluency and comprehension. Our daily story time and our well-stocked book corners will aim to develop a love of reading. Don't forget to look at our storytime corner online! Storytime Corner Link History In History, Year 1 will be learning all about Robert Falcon Scott. We will be researching Robert Falcon Scott's life and his great expedition to the South Pole. After sequencing events and role playing the expedition, the children will create a fact file based on their research and will write a diary entry as Robert Falcon Scott. MFL Modern Foreign Languages are so important when living in such a diverse world. Therefore, in French, we will be learning name colours and to count to 10. We will also be learning various animal names in French through fun and practical activities. Can you listen to our French story online? Storytime Corner Link Using our quality key texts, the children will continue to develop important key writing skills, including using capital letters and full stops, using interesting adjectives, using time conjunctions to sequence events and using connectives to join sentences together. We will continue to develop neat handwriting. Geography In Term 4, we will be studying hot and cold areas of the world. The children will research weather patterns in the UK and in Antarctica and will compare the climates. By the end of the term, the children will have created a fact file about Eastbourne and an area of Antarctica, comparing human and physical features as well as the weather. PSHE and Computing Our PSHE focus will be 'Dreams and Goals'. The children will work collaboratively on different projects, whilst developing their perseverance and problem solving skills. Linking with PSHE, in ICT, the children will be learning about the importance of online safety when using online games. In Maths, we will be learning to understand and use numbers to 20. We will also be learning to add and subtract within 20. We will move on to look at multiples of 2, 5 and 10 within fifty. Each week, we will spend time reviewing addition and will be practising key fluency skills. Art & DT In DT, we will be learning all about textiles, particularly, the patchwork applique. The children will design and make their own felt picture based on the Oliver Jeffers book 'Lost and Found'. In Art, the children will be exploring the work of David Hockney. We will use oil pastels to create a bright and colourful piece of art, inspired by Hockney. RE In RE, we will be focusing on Christianity. The children will begin by exploring 'Jesus as a friend' and will link this learning to their own friendships with others. We will then move on to learning about the Easter Story. In particular, we will be exploring the events and significance of Palm Sunday for Christians. Science In Science, we will be learning about everyday materials. The children will be taught to identify a range of materials, to distinguish between an object and the material from which it is made and they will also perform different investigations to test the properties of different materials. PE The children will continue to have two sessions of PE a week. With the Brighton and Hove Sports Coaches, the children will be learning and developing basketball and cricket skills. With their class teacher, the children will explore balance and movement in gymnastics and will develop throwing and catching, ready to play handball. Music Following the Charanga scheme of learning, the children will be focusing on two songs - 'In The Groove' and 'Round and Round'. We will spend time appraising music, learning songs, playing tuned and untuned instruments and experimenting with different combinations of sounds. Creative project ideas: 1. Go on a materials scavenger hunt at home 2. Bake snowflake cookies 3. Create your own papier mâché igloo 4. Create some freeze frames to narrate the story of Robert Falcon Scott 5.Create your own information book on Antarctica 6. Write a song about materials 1 YEAR KEY TEXTS WE READ - Lost and Found - Igloos and Inuit Life - How to Catch a Star - The Great Explorer	<urn:uuid:4ac93b5d-6ef0-411a-ab68-23fc79d507ba>	CC-MAIN-2024-30	https://ur.theparklandfederation.com/_files/ugd/627032_c6dbe4e447c6445fa0dcd8fa80d7c5da.pdf	2024-07-12T15:53:58+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514404.71/warc/CC-MAIN-20240712125648-20240712155648-00780.warc.gz	456,307,043	915	eng_Latn	eng_Latn	0.998118	eng_Latn	0.998118	[ "eng_Latn" ]	false	docling	[ 4359 ]	[ 4.1875 ]	1	1
When You're Hijacked, You're Not Fully Present Introduction There are two types of hijack – hard and soft. During hijack our thoughts are not productive. There are many productive thoughts – what we need to do that day, what to buy from the store, who to call, thinking about how to repair something that is broken. One of the mind's jobs is to solve problems. The problem can be from years ago. This is why the mind will bring up many random problems/situations from years past. Most of the time when the mind brings up random past events, the mind is mostly re-spinning 'the same old song' with very little productive help. Thinking is not the problem. What our thoughts are can be a problem. Our mind helps us so very much. Our mind can also get in the way of living a life fully alive. At different times in the day, take notice of the thoughts in your mind. Are the thoughts productive? Helpful for you? Soft Hijack: We Cannot Work On A Problem Until We Recognize There Is A Problem If we pay attention, we can know what our mind is thinking. Thoughts are going on and on. Our mind is coming up with thought after thought after thought. We're not coming up with most of these thoughts. When this happens, it's like another person is talking to us. We cannot know what the other person will say next. We don't know when the other person will stop talking. When we notice our mind is talking, there is a 'me' that notices the mind is talking. This me is our self. When our mind is talking, the mind 'has the microphone' and me/our self is listening. If our mind is productive, then these thoughts are useful and good to have. If our mind is looping again and again about something or thinking about something that is not productive, then this is soft hijack. Me/our self is more active when the mind is not actively generating thoughts. Almost everyone is being softly hijacked most all of the day. Ever wonder why so many people on earth are living in selfishness and fear? They are being hijacked almost all day long. And you and I are very, very likely in that category. Hard hijack is easily recognized as a problem. Soft hijack is when non-productive thinking is happening. (Productive thinking is needed and welcomed.) A problem cannot be solved until it's recognized to be a problem. Soft hijack is not usually recognized as a problem. During soft hijack your body and emotions may or may not be contributing to the soft hijack. The next section of this article will address hard hijack; the type of hijack that we're very familiar with and the type of hijack where our worst behavior and most damaging actions come from. Hard Hijack: Amygdala Hijack If you're experiencing the following three points, you're in hard/amygdala hijack. (The first footnote at the end of this article will further address amygdala hijack.) 1. Your thoughts are continuing to loop and loop and loop. You can't get away from the train of thoughts. 2. Your emotions get involved as your thoughts are continuing. Your emotions are becoming more and more troubling. You have the thought train going on and on, and now your emotions are going in a direction that is also very troubling. 3. Your body is releasing adrenaline and cortisol as a response to the agitating and upsetting thoughts and emotions. Your body and mind and emotions are now in amygdala hijack. All three parts, body, mind and emotions, are playing off each other and your thoughts and feelings are continuing to go in a negative/troubling direction and your body is hyped up on cortisol and adrenaline (sympathetic dominance). Bad Remedies For Hijack 1. Drink alcohol. 2. Take drugs. 3. Eat and eat. 4. Express the very troubling feelings by ranting directly at another person. 5. Blaming, shaming or feeling a victim. Between Bad and Good Remedies For Hijack 1. Distract yourself with TV or something else. Good Remedies For Hijack 1. Talk with a friend. 2. Take a walk or move your body in a way that you don't strain yourself. 3. Journal/write to bring what's inside onto paper or onto a computer. This is a way of releasing, and discovering what is deeper than the current hijacked thoughts and feelings. 4. Release your emotions by crying or screaming, though not at another person. 5. Regulate your breathing. The rest of this article addresses different ways to regulate your breathing. Regulate Your Breathing All of the good remedies are good to do. Regulating your breathing is a core remedy to lessen the hijacked state and is often hard to do. Regulating your breathing is a direct way to help your body, mind and emotions to go from sympathetic dominance to parasympathetic dominance. (There are many other articles where I've addressed breathing. The second footnote at the end of this article provides a link for these additional articles about breathing.) Tips About Regulating Your Breathing 1. Your abdomen moves on every breath. When your abdomen moves with breathing, you're going in the direction of calming down (parasympathetic dominance). When your abdomen doesn't move, you're going in the direction of being more stressed (sympathetic dominance). 2. I recommend breathing in through your nose. Breathing in through your nose helps clean your brain (thoughts) more than breathing in through your mouth. 3. I recommend breathing out through your mouth. By breathing out through your mouth, there is a wider and easier flow out (the letting go part of breathing). 4. There are different amounts of time to inhale, hold the breath and exhale in the following breathing techniques. Find which of these different breathing techniques you prefer. 5. My recommendation of your abdomen moving on every breath and of breathing in through your nose and breathing out through your mouth applies to the first three breathing techniques and not to the last breathing technique (#4). 6. In all of the following breathing techniques, your mind will have attention to your breathing and to your body (chest and abdomen). This helps to interrupt your mind's non-productive thinking. 7. In all of these breathing techniques, you'll lose track of your breathing. When you notice that you're not working with your breathing, gently come back to your breath. Don't reprimand yourself. Your mind will naturally wander. Breathing Technique #1: Longer Exhalations Than Inhalations This is the most simple of the breathing techniques. During exhalation, your body is letting go of what it doesn't want. This is the part of the breath cycle where you can slowly let go of the power behind your unwanted thoughts and unwanted emotions. Use the exhalation time as the time to release the energy that is keeping you in soft or hard hijack. When your inhalations are longer than your exhalations, you're giving your body, mind and emotions more energy to stay in hijack. This is why exhalation is longer than inhalation. By exhaling for a longer time than inhaling, you're slowly letting go of more and more of the non-productive thought stream and any accompanying emotional and physical excessive and anti-productive energy. This is the easiest breathing technique to do when you're hijacked. When your mind and emotions are calm enough for a little more attention to your breathing, you can choose between the following three patterned ways of breathing. Breathing Technique #2: 4-7-8 Breathing This is my 'go to' way of breathing when I want to decrease stress. There are multiple websites that go over this simple technique. Here is the idea behind this way of breathing. You inhale for a shorter count (four) than holding (seven) or exhaling (eight). The shorter inhalation time gives your body, mind and emotions less power to feed their current (hijacked) way of being. You hold for a count of seven. Breath brings in life. You want to give yourself time for that life to work on helping you (a count of seven). You exhale for a count of eight. This gives your body, mind and emotions a longer time to release. You need to release to get out of soft or hard hijack. When you begin 4-7-8 breathing, you may have to count faster. Your body is amped up and this type of regulating the breath can be hard to do. Your body is going against this calming type of regulation. As your body, mind and emotions relax, your count can be slower and the volume of breath can increase. I often go through six to ten cycles of 4-7-8 breathing. Then I let my body breathe for three minutes (in the beginning) and up to seven minutes (as hijack lessens). Then I again go back to six to ten cycles of 4-7-8 breathing. Websites caution to not continually do 4-7-8 breathing. All of the other breathing techniques can be continually done. I don't know why the numbers of 4-7-8 have been agreed upon. They do what they're intended to do – to step you down from being in soft or hard hijack. Breathing Technique #3: The Same Length Of Time For Inhaling, Holding and Exhaling This way of breathing has been around for ages. You inhale for the same count as you hold the breath and as you exhale. You can find what number and pace of counting works for you. In the beginning you may be counting to three on each of the three phases. As you become more relaxed the number can increase. This was my 'go to' way of breathing for decades. I've switched to 4-7-8 in the last three years as my primary de-stressing way to breathe. I still use this same length count breathing at times. Breathing Technique #4: Repeatedly Counting Up To Five While Exhaling In this way of breathing you're not regulating the length of your inhalation or the length of your exhalation or how long your body holds the breath between inhalation and exhalation. You're not regulating where your breath is coming in or going out (through your nostrils, mouth or both). Simply put, you're letting your body breathe on its own. Your job is to silently count each exhalation. The counting focuses your mind on exhalation; which is the letting go part of breathing. On the first breath, silently say 'one' while exhaling. On the second breath, silently say 'two' while exhaling. Do this up to the number five, then begin again at the number one. This gives your mind a job to do (and therefore you have less attention for the runaway thought train). You'll need more attention on counting only up to five compared to continuing to count higher and higher. In Conclusion A problem cannot be worked on until it's recognized. Soft hijack often goes unnoticed. When you're in soft or hard hijack, you're less present. The breathing techniques will influence you to become more present. As your mind, emotions and body go from hijacked to more present, Spirit infuses more and more into the present moment. This will shift you from being hijacked by your thoughts, emotions and body, and bring you back to your true nature of peace, love, joy and compassion. May all beings live free. Footnotes: 1 Please read the article Being Triggered to learn more about amygdala hijack. Click here to read the article Being Triggered. 2 The article Perpetuate Vs. Process addresses abdominal breathing. At the end of the article is a footnote referring to six other articles that address abdominal breathing. Click here to read the Process Vs. 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Monksmoor Park CE Primary School Feedback and marking Date ratified by Governors: 17.9.19 Dates reviewed by Governors: 1. 2. 3. Contents 1. Aims Policies play an important part of any school and should not only set out procedural steps, but also embody the vision and values of the school. As a Church of England School, our values exemplify Christian values and all our policies express the same regard. Our vision of 'Nurturing all to flourish and aspire' reminds us of the importance of supporting children to reach their potential. We encourage children to take risks in a safe environment and support them as they attempt challenges in areas they feel less confident. Effective feedback empowers children to be actively involved in understanding how they are making progress. It identifies misconception and can also be used to reinforce a skill or to motivate. 2. Policy development This draft policy has been developed in consultation with staff and Governors. Recent research and best practice has been considered, including EEF toolkit and DfE report on workload and marking. As a new school, we have the opportunity to develop new policies so this policy will remain in draft form until a suitable trial period has taken place. After this time, the staff will discuss the impact of the policy and either recommend to make changes, or take to the Governing Body for ratification. 3. Roles and responsibilities 3.1 The governing body The governing body will approve the Feedback and marking policy, and hold the Headteacher to account for its implementation. 3.2 The Headteacher The Headteacher is responsible for ensuring that this policy is applied consistently across the school and for ensuring staff have the skills and training required to implement the policy successfully. 3.3 Staff Staff are responsible for: Applying the policy across the whole curriculum Identifying own developmental and/or training needs in relation to the policy Tailoring the policy (where applicable) to meet the needs of their children Giving feedback regarding the impact of the policy 3.4 Pupils Pupils are expected to take responsibility for their learning and ensure work produced is to the best of their ability. When possible, pupils should check their own work using the success criteria and give an honest judgement about their understanding. 4. Training It is the Headteacher's responsibility to ensure all staff have the skills necessary to apply this policy. However, staff also have a responsibility to identify areas of own practice that could be improved and request support as appropriate. Training may be 1:1, small groups or whole staff and should include examples of best practice from our school. 5. Expectations Presentation of learning should: Be neat, demonstrating care and thought Provide the first impression of quality of learning and should be valued as such, although does not supersede content or quality of learning Feedback and marking should: Motivate the pupil Move learning on by: o Addressing a misunderstanding o Reinforcing a skill or key piece of information o Extending a child's understanding or ability to do something Support teacher's assessment of each pupil in order to plan and refine next steps in learning Be manageable for teacher and teaching assistants with regard to workload 6. Processes Teachers' well-considered intervention Teachers conduct 'in the moment' marking wherever possible. This takes place within a lesson to prompt deeper thinking, and swiftly address misconceptions. It takes the form of verbal feedback and occurs through effective questioning to clarity or refocus learning, mini plenaries and mid-lesson adjustments. It may also be verbal feedback given during a 1:1 learning situation with a pupil or part of a group. Self-assessment Pupils will place their book in one of three trays at the end of the lesson: Red 'I don't think I understand yet' Amber 'I think I got it!' Green 'I got it!' If a Learning Objective refers to success criteria then it is useful for this to be stuck into the book so the child can selfassess against all aspects. Peer Assessment Children of all ages will have the opportunity to give each other respectful verbal feedback. They should identify what is successful (making use of success criteria where possible) and then suggest an area for improvement. This should not be restricted to planned opportunities. Children should be encourage to support their peers' learning throughout the day/curriculum. Review of pupils' work After a lesson, the teacher looks through the pupils' books for common misconceptions and errors in basic skills. Then sort the books into three piles – children who didn't grasp the concept taught, those who showed good understanding and those who did particularly well. Teachers highlight in green areas of success. Whilst looking through the books, teachers make notes on the key messages to feedback to pupils at the start of the next lesson using a grid. See Appendix 1 for an example of a marking grid. Please note, this does not have to be used, it is simply an example. The time taken for this book checking process will vary between year groups, but should not be an arduous task. Where possible, children will have already marked their own work in the lesson to speed up this analysis (particularly in subjects like mathematics). After this, the teacher plans a whole class feedback session using the notes from the sheet as an aide-memoire. The start of the next lesson begins with the teacher sharing the best work (perhaps using an iPad), identifying common errors in basic skills (e.g. spellings, number facts) and then addressing common misconceptions that have been identified. This session is flexible in how long it takes but a typical session might be ten minutes or so giving time for children to redress any misconceptions that had arisen and, where useful, check through their work and improve it based on the feedback given. EYFS Teaching and learning in the early years is organised differently to that in all other year groups. With this in mind, feedback is often given at point of learning and is mainly verbal. There is no need to write additional comments into children's books for the benefit or parents or other observers. However, there will be times when the adults will need to transcribe a child's mark making and add context to the work. Professional judgement As a school, we value the professional judgement of all our staff as they often know the children best. We appreciate there are times when it would not be in the best interest of the child to strictly adhere to this policy. Such occasion might be for a child with additional needs, or children in EYFS. If we continue to ask 'Why are we giving this feedback? we will ensure our actions and based on what will most positively impact the children's progress. 7. Non-negotiable procedures for marking All marking is to be carried out in green pen All marking is to be done in a clear legible hand aligned to the school handwriting script. The marking code is to be followed in all cases. (See appendix 2) The marking code should be accessible to all pupils and adults on a sticker on the inside cover of the children's books. 8. Supply teachers Supply teachers who carry out work in the school are expected to mark all work in accordance with this policy. This will be given to all new supply teachers on arrival in the school. A copy of this policy can also be found in the policies folder on Teams. 9. Monitoring arrangements The application of this policy is monitored by the Headteacher and EYFS leader through learning walks, Pupil Progress Meetings and discussions with staff and students. The impact of the policy is monitored by class teachers and reported back to Senior Leaders. This policy will be reviewed by the staff and Headteacher in the Spring of 2020. If necessary, change will be made and the policy will then be presented to the Governing Body for ratification. Whole Class Feedback Sheet Lesson: Date: Work to Praise and Share Need Further Support Presentation Basic Skills Errors Misconceptions and Next Lesson Notes Appendix 2 Marking System and Code - All teachers and teaching assistants mark in green ink. Any marking undertaken by children is in pencil. - It is assumed that all work is completed independently unless Teachers indicate when support has been given by using 'S'. - Use the codes below to indicate where work requires correction. - Children should be taught to self-assess. - Teachers and teaching assistants should make every attempt to 'mark in the moment' when they are making interactions to support learning or move it on quickly within lessons. We use the following signs and symbols in our marking: correct work aaaa Success incorrect calculation in mathematics adventurous vocabulary ______ an incorrect spelling. Focus on the incorrect spellings of words they should know for their age or topic words that are currently on display in the room or on word mats. For EYFS and Year 1, the marker writes the correct spelling for the child; in Year 2 and upwards, the child will use a dictionary to find the correct spelling and then write it three times in their book. KW If a piece of work is marked by someone that is not the class teacher, they will include their initials. 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CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary Level MARK SCHEME for the May/June 2015 series 8004 GENERAL PAPER 8004/13 Paper 1 maximum raw mark 100 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners' meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2015 series for most Cambridge IGCSE ® , Cambridge International A and AS Level components and some Cambridge O Level components. ® IGCSE is the registered trademark of Cambridge International Examinations. USE OF ENGLISH CRITERIA TABLE CONTENT CRITERIA TABLE 1 House work and child care are women's work. How far do you agree? Keywords: 'House work' and 'child care' and 'women's work' and 'how far'. * Candidates will be looking at the roles of men and women in society * Women may be employed, so domestic tasks need to be shared * Children may benefit from both mother and father at home * Some people now work from home, blurring boundaries between home and work life * Couples may be considered more united when sharing responsibilities * Some men may be working long hours or work away from home * May be part of the culture * Some men may feel that doing the gardening and other maintenance of the home is their role in the home * Accept the role of women in the wider world. For Band 2 and above there needs to be a consideration of domestic issues, and then expanding beyond. 2 Choose a famous person from the past and consider how that person would be viewed in today's world. Keywords: 'choose' and 'past' and 'today's world'. Famous fictional characters can be considered * Reasons or justification should be given for the choice * Look at their values and what they would bring to modern society * Fighting for human rights could be applicable today * Such a person may be considered antiquated * Persons selected were they alive today might make a positive difference 3 Discuss some of the causes of human trafficking and suggest ways in which this practice can be effectively defeated. Keywords: 'Discuss' and 'human trafficking' and 'suggest ways' and 'effectively defeated'. This question needs to be considered in two parts * Causes slave labour, the sex trade, and illegal adoption * Greater scrutiny needed at airports and other exits from a country * Needs to be more communication between countries * Harsher punishments * Greater awareness from the police, social and health workers * Forced marriages 4 To what extent can whistle-blowing (the revealing of state or other secrets), be justifiable? Keywords: 'To what extent' and 'whistle-blowing' and 'justifiable'. This could encompass companies and organisations and state secrets * Can warn of malpractice in healthcare * Fraud and illegal actions * Will expose corruption in high and low places * Can compromise the security of the country * Information may not be accurate * Living under a dictatorship 5 Assess the ways that robotic technology might feature in different areas of our lives in the 21st century. Keywords: 'Assess' and 'robotic technology' and 'areas of our lives' and '21st century'. Definition of robotic technology would be helpful * Can access parts of the body that humans cannot reach e.g. brain surgery * Can work in dangerous conditions such as mines or war zones * Will do chores that nobody wants to do * Could create more unemployment * Can help people with disabilities * May lack 'the human touch' 6 Although this is the age of the internet, ignorance of others and their lifestyles is as common now as it ever was. Discuss. Keywords: 'age of the internet' and 'ignorance' and 'others' and 'lifestyles'. This idea may well be challenged * Can reach many areas of the world and can communicate with people from different cultures * People can be aware of news almost instantly * Disasters and famines become known as they happen * People live in a 'bubble' and lose touch with reality * Not everyone has access to a computer 7 Using less energy is a solution to the world's energy crisis. How far do you agree? Keywords: 'less energy' and 'solution' and 'world's energy crisis' and 'how far'. Other solutions can be considered * Various forms of insulation * Alternative sources of energy * Fusion might feature * Nuclear energy * Hybrids * Reducing light pollution 8 Thirty years ago childhood obesity was rare, whereas today it is common in many areas of the world. How can this problem be reduced? Keywords: 'Thirty years ago' and 'childhood obesity' and 'rare' and 'common' and 'how' and 'reduced'. Could consider why obesity is now common in many areas of the world * Western diet replacing food eaten by developing countries in the past * Lack of exercise * A greater awareness of obesity and life expectancy * Need education in schools * Monitoring of children's health * Support for people living in poverty * Food outlets promote food that is not healthy 9 Name TWO children's books that both provoke and educate the reader. Show how they do this. Keywords: 'Two children's books' and 'provoke' and 'educate' and 'show how'. Both areas need to be addressed * Has an exciting story-line * Story may be written in a different age * Myth and fable may be referred to * Relevance to injustices in the world * The quality of the writing 10 Films and photography, produced in black and white, are becoming popular again. Account for this trend. Keywords: 'films and photography' and 'black and white' and 'popular' and 'account'. Examples must be provided. * More people are using cameras and experimenting * It can be very dramatic * Often more effective … answers will have to illustrate this * Comparisons may be made 11 Which less well known sport deserves more recognition worldwide? Give reasons for your answers. Keywords: 'less well known sport' and 'recognition worldwide' and 'give reasons'. Emphasis need to be on the phrase (less well known sport) To achieve Band 2 and above there needs to be reference to and examples of 'recognition worldwide'. * Interesting to watch * Low cost * Many people can participate * Can draw people together * Can give people pride in their favoured sport 12 To what extent is the media in YOUR country focused on international events? Keywords: 'to what extent' and 'media' and 'your' and 'international events'. The emphasis is on 'your country' * May only be focused on countries with links to their own country * Propaganda … selective in choice of news * May not be technologically able to broadcast international news * What may seem important to one nation may be less so in another * Events can be political, sporting, economic, environmental, entertainment	<urn:uuid:16b7ec70-4031-4d05-9e8b-4b480d1ffdd5>	CC-MAIN-2024-30	https://papers.xtremepape.rs/CAIE/AS%20and%20A%20Level/General%20Paper%208004%20(AS%20Level%20only)%20(8004)/8004_s15_ms_13.pdf	2024-07-12T15:49:15+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514404.71/warc/CC-MAIN-20240712125648-20240712155648-00788.warc.gz	327,336,782	1,550	eng_Latn	eng_Latn	0.997496	eng_Latn	0.998793	[ "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1013, 1044, 1068, 2948, 4816, 6187, 7184 ]	[ 2.125 ]	2	0
Domestic Nuclear Shelters Advice on domestic shelters providing protection against nuclear explosions A Home Office Guide Domestic Nuclear Shelters This booklet is a brief guide to three basic kinds of nuclear shelter: Simple shelters for short-term indoor or out-door use which can be built from materials already at hand. I Shelters that can be assembled from do-it-yourself kits. I Permanent custom-built shelters built into the ground and requiring professional help in design and construction. I Further information Additional information about protection from nuclear attack is to be found in the booklet Protect and Survive available from Her http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (1 of 23) [7/18/2000 8:40:41 PM] The likely effects of a nuclear attack Types of shelters 1a Easily-constructed garden shelter 1b Improvised outdoor shelter 2 Indoor shelter from manufactured kit 3 Outdoor shelter from a manufactured kit 4 Permanent purpose-built shelter Stocking your shelter Majestys Stationery Office and main booksellers or by post from HMSO bookshops. Detailed technical guidance on shelter design and Construction is available in Domestic Nuclear Shelters- Technical Guidance published by HMSO. More detailed description of the effects of nuclear weapons can be found in Nuclear Weapons published by HMSO. The likely effects of a nuclear attack Light and heat A nuclear explosion produces an intense flash of light lasting some seconds which would blind anyone seeing it. The heat flash can set fire to buildings up to some distance from the centre of the explosion depending upon the haziness of the atmosphere at the time. Skin exposed to the heat flash could suffer burns. But any shelter that withstands the blast would give protection against the heat flash. Any exposed parts of the shelter made of flammable material could catch fire. Exposed plastic would not catch fire hut might distort in the heat and this could weaken the resistance of the shelter to the subsequent blast wave. Initial nuclear radiation (INR) This very penetrating radiation is emitted from the fireball within one minute of the explosion. The distances from one megaton explosions and above, at which people require shielding from INR, are less than those distances at which there would be total destruction. Blast At the moment of explosion a blast wave would be generated, travelling at a tremendous speed and creating extremely strong winds which may last for several seconds. When the blast wave passes over a building the sudden increase of pressure and the following wind may cause the building either to explode or collapse. Tremors The tremors or shock waves from a ground blast extend for a short distance only and would not affect buildings beyond those already destroyed by the blast. The effect on shelters below the ground would depend on their ability to withstand ground movement and on the nature of the soil. Depth in the ground, shape and flexibility would be important. Fallout An explosion on or near the ground sucks up a large amount of earth and debris, which is vaporised as it rises to a great height and becomes high]y radioactive. It then condenses to sand-like particles which are carried along by the wind and drop to the ground. This fallout can come down very near to the explosion or may be carried by the wind for hundreds of miles. The fallout dust is usually visible to the naked eye, but it emits ionising radiation rather like X-rays, which cannot be seen or felt. Radiation is dangerous and heavy doses cause sickness or death. Fallout dust remains radioactive for some days after the explosion - and can, in certain circumstances, still he dangerous after several weeks. http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (2 of 23) [7/18/2000 8:40:41 PM] Bombs exploding on or near the ground When a nuclear weapon explodes on or near the ground, a shock like a small earthquake goes through the ground. The earth vaporised into the fireball leaves a crater around the site of the explosion. The vaporised earth falls to the ground from half an hour to up to about a day later as radioactive fallout. Bombs exploding in the air When a nuclear bomb explodes in the air the blast effect is more marked. The area affected will be about 30 per cent greater than a ground burst bomb of the same size. But with air-burst weapons there is no dangerous radioactive fallout - since the fireball does not touch the ground no earth is sucked up. http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (3 of 23) [7/18/2000 8:40:41 PM] Air burst (1 megaton) Ground burst (1 megaton) http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (4 of 23) [7/18/2000 8:40:41 PM] Limit of: A Total destruction B Irreparable damage x Approx. range of INR within which shielding is vital y Fire zone C Severe/moderate damage What happens to fallout after a nuclear attack It is important to remember that the radiation emitted from fallout decreases as time passes, very rapidly at first and more slowly later. For example. after seven hours the radiation emitted will have fallen to one tenth of its strength and after two days to one hundredth. When outside the shelter no special clothing is required. but it would be advisable to wear outdoor clothing and wellington boots or stout shoes to avoid contamination of your indoor clothes. You should remove these clothes before re-entering the shelter. The shelters described later on in this booklet offer differing degrees of protection against blast and against fallout. They will also provide protection against the heat flash provided no flammable materials are exposed. No shelter is capable of protecting someone close to the site of a nuclear explosion. but for those who are far enough away to survive the initial effects. The principal danger after the explosion is from radioactive fallout. When the intensity has fallen sufficiently it will be safe to emerge from your shelter for short periods. You will be advised by radio when this is, and for how long you can stay outside. At first it might be safe to spend only an hour or so a day in the open but this safe period will gradually increase until it becomes safe to stay outside all the time. Even in the worst affected areas it might be safe to leave the shelter altogether after about two weeks and in most places this period would be very much shorter. Dense material around a shelter will lessen the risk of harm from radiation so long as you remain inside. Essentially the thicker the material the better the protection. But some protective materials are more effective than others. The protection given by buildings or shelters can be expressed as a protective factor. A typical house will reduce the power of the radiation to one fifteenth of that outside - this is called a protective factor of 15. Shelters constructed of the right materials can give a much greater protective factor than this. Below is a list of common materials likely to be used in the construction of a shelter. Their value as protection against radiation is given in terms of the thickness required to reduce radiation by one half thus 2 in. of lead gives the same protection as 3 1/2 in. of slates. http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (5 of 23) [7/18/2000 8:40:41 PM] z Blistering to exposed skin The overall picture If there were a nuclear attack. it is likely that some bombs might burst in the air. and some on or near the ground. Estimates suggest that around 5 per cent of the land area of the UK might suffer seriously from the effects of blast. We cannot, of course, know in advance where the bombs would fall, but about 80 per cent of the land area might suffer no blast effects at all. Any part of the country might suffer fallout therefore radiation protection would be needed everywhere. Types of shelters The section that follows describes four different types of shelter, the kind of protection they offer, and where they can be sited. The examples illustrated are from the detailed designs in Domestic Nuclear Shelters - Technical Guidance. It may be possible to vary the materials or the methods of construction shown in this booklet, without reducing the degree of protection provided, but if you propose to do so, check that your shelter will still conform to the guidance in that publication. If you decide to consult someone about a shelter you should check that they are professionally qualified, preferably as an architect or chartered civil/structural engineer. The Home Office proposes to publish further designs later. These designs will probably include at least one using glass reinforced plastic (fibre glass). http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (6 of 23) [7/18/2000 8:40:41 PM] A garden shelter should preferably be at least half the height of the nearest house away to avoid debris from collapsed buildings. It should also be away from large trees. Before removing earth check that you cannot damage drainage or other services. G Planning permission, Building Regulations and rating If you wish to install a permanent shelter you may need permission. You should check the regulations before submitting plans or beginning work. Your local District Council will tell you about planning permission and the Building Regulations. A permanent shelter may affect the rateable value of your home, and this is a matter for your local District Valuer and Valuation Officer (Regional Assessor in Scotland). Type 1a Easily-constructed improvised garden shelter using household materials This shelter is suitable for areas where under ground shelters are impracticable, for example, where there is a high water table, so that a deep hole fills with water. It can be constructed using only materials which are generally available, and could be built in a time of crisis. It would take two people about 24 working hours each to build. This basic design will give good protection from fallout radiation particularly if the occupants keep away from the entrance area. If, in addition, a barrier of sandbags or packed soil is built about two feet in front of the entrance, and to the same height, the protection in the entrance area will be improved. The shelter consists of a shallow trench dug into the ground with a roof of doors or sheet timber that is supported above ground level by earth walls. The structure is then covered by at least 18 in. of earth. Construction 1. Select a site on level ground where there is little chance of rainwater collecting. 2. You will need: i. Pick, shovel or spade (preferably both), wheelbarrow or buckets, saw, screw-driver, knife, tape measure, pencil and paper, and a pair of gloves. G ii. Pieces of large sheeting material. e.g. carpets. blankets. sheets, heavy duty polythene, sacking etc. for making earth rolls (Fig 7). iii. Plastic bags or pillowcases for making sandbags. iv. Timber: pieces of 2 in. x 4 in. wood at least 3 ft long are must useful although any suitable strong timber could be used for the cross braces (Fig 6). Floor-boards about 4 ft long could be used for entrance and exit tunnels (Fig 13). v. Nails: 100 x 2 in. steel nails, 30 x 4 in. steel nails. http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (7 of 23) [7/18/2000 8:40:41 PM] vi. Doors: one door (normally about 30 in. wide) per person is required, together with one door each for entrance and exit. Fittings such as handles should be removed. If you do not have enough doors, sheet timber can be used. vii. Rainproofing material to cover the doors, e.g. polythene sheeting, shower curtains and vinyl floorcovering . viii. Pegs and string for markers and tying sandbags. 3. Construct the shelter as shown in Figs 4-14. 4. Furnish the shelter as required. http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (8 of 23) [7/18/2000 8:40:41 PM] 40 in. by 2 in. temporary timber braces between doors. Doors in position - construct temporary supporting structure of doors and timber against which earth rolls can be built (frame is removed later and doors, then used to form a roof). http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (9 of 23) [7/18/2000 8:40:41 PM] Fig 8 - Construction of earth rolls Type 1b Improvised outdoor shelter using do-it-yourself materials The following diagrams show how a basic shelter can be constructed from standard scaffold poles and other materials available from builders merchants, timber yards and do-it-yourself stores. The dimensions given would accommodate a family of four for a short period or two people plus provisions for longer. This type of shelter could be constructed in a time of crisis from materials previously purchased and stored. It would take two people about 24 working hours each to build this shelter - the size is adaptable. This shelter uses steel or alloy, standard diameter scaffold poles. These are arranged in a series of 'A' frames over a trench. It is necessary to brace the frames with further scaffolding both diagonally along its length and across the waists of the 'A' sections to give rigidity. In both cases proprietary clamps are the best method of securing the scaffold poles to each other. Prepare a trench 8 ft. x 8 ft. and at least 1 ft. 6 in. deep. Line it with heavy duty polythene sheeting. Lay a floor of two sheets of plywood, 3/4 in. thick and 4 ft. x 8 ft. Construct the frame of scaffold poles (or you could use wood). This should be as strong as you can make it. You can increase the strength with vertical and diagonal bracing, or crossbars. Add the frame for the entrance tunnel, and also the ventilation pipe (described opposite). Cover the entire frame (except the entrance hole) with plywood boarding. Any small gaps or sharp edges should be covered with carpet or thick fabric. Wrap the shelter with overlapping sheets of heavy duty polythene. Make sure the trench lining is within this cover. Finally, cover the shelter with a thick layer of earth (about 18 in.). The earth removed from the trench may not be enough for this. It you decide to dig a deeper initial trench to get enough earth to cover, you may need to make some modifications to the design given here. The shelter will give better blast protection if you put a layer of resilient material between the polythene and the earth covering. Straw, mattresses, or similar, would be suitable. The entrance can be filled from within with small bags of sand or earth. You will have to store these inside the shelter. Ventilation For this shelter you will need to make some provision for ventilation. The diagrams show metal drainpipes with a bend near the opening, so that this faces downward. The opening should then be filled with a filter of steel wool. It is extremely important to ensure http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (16 of 23) [7/18/2000 8:40:41 PM] that ventilation pipes are secure and kept free of obstruction. The following two designs are intended to be sold by manufacturers as kits together with installation instructions. Design drawings are to be found in Domestic Nuclear Shelters - Technical Guidance. Type 2 Indoor shelter from manufactured kit This type of shelter - basically a protective steel table - is suitable for homes that have basements or rooms that can be converted into 'fallout rooms' (described in Protect and Survive) provided that the floor is strong enough to support it. The shelter is designed to accommodate two adults and two children. Two shelters or more may be put together to increase the capacity. This shelter will sustain the debris load resulting from the complete collapse of a normal two-storey house. To obtain protection from fallout, it must be surrounded with dry-laid bricks, sand or earth bags or heavy furniture filled with sand, earth or books. It would take two people about two hours to erect the shelter itself and up to an additional 20 hours to surround it with protective material. Type 3 Outdoor shelter from a manufactured kit This type of shelter is generally suitable where there is a garden or other convenient land near the living accommodation. It is formed by building a strong structural shell with prefabricated steel components bolted together to form a sealed room of sufficient size for up to six people. The shell is semi-sunk in the ground and covered entirely by earth from the excavation. While the kit could be bought in readiness and digging and installation done over a period of time the materials would have to be non-corrosive, and not likely to deteriorate. There will be variations both in materials and construction depending upon the costs. The assembly of the shell would take a full days work for two people. The excavation could, however, take at least a week for two people digging by hand. Type 4 Permanent purpose-built shelter This reinforced concrete shelter must be erected by a building contractor under the guidance of a chartered civil/structural engineer. It should on no account be erected by unskilled or unsupervised labour. If properly constructed it will give a high degree of protection against both blast and radiation. It can be designed to accommodate from six to 12 people and the cost will vary accordingly. Stocking your shelter Life in the confined space of a survival shelter needs careful planning. You should store as much as possible of the following in your shelter: Water Water in sealed or covered containers to last you and your family for 14 days. Four pints per person per day would be sufficient for drinking and basic cleanliness. Food Enough food for 14 days, including tinned or powdered milk for the children and food for the baby - and a closed cupboard or cabinet in which to store these supplies. Nursing mothers will need extra food and children between the ages of one and five years should be counted as half an adult for the purposes of food stocks. They should also have the equivalent in dried or evaporated milk of one pint of milk per day. If your family includes a baby that is not breast fed you should provide dried infant formula. A nutritionally balanced diet is not important for this length of time. A list of suggested foods and quantities for one adult is given at the back of this booklet. These have been chosen because they store easily and most can be eaten cold. Alternatives to this are 7kg of full cream evaporated milk and 1/2kg sugar or 2 1/2kg full cream dried milk and 1/2kg sugar, which should be sufficient for two weeks. To this can be added mashed 'adult' foods if the infant is more than three or four months old. Radio A portable radio (and a spare if possible) and spare batteries. This is absolutely essential. It will be your only way of receiving instructions on when it is sate to leave your shelter and for how long. In the case of shelter types 3 and 4 an external aerial may be necessary. Miscellaneous Tin opener, bottle opener, cutlery, crockery and cooking utensils. Warm clothing and footwear and changes of clothing. Bedding. sleeping bags, etc. Torches with spare bulbs and batteries, candles and matches. Open flames should not be used in shelter types 3 and 4 until the shelter door can be opened. Toilet articles and washbowls. First aid kit. Notebooks and pencils for noting radio instructions. Cleaning materials: including cloths, tissues, brushes, shovels and box of dry sand. Garden spade Improvised lavatory seat, polythene buckets fitted with covers, polythene bag linings for emptying the contents, strong disinfectant and toilet paper. Alternatively camping or caravan type toilet arrangements may be used. Clock and calendar. and just outside your shelter Dustbin for temporary storage of waste matter. Second dustbin for food remains. empty tins and other rubbish. Polythene bag or bin for outdoor clothes and boots. If possible. extra water supplies in covered containers, and games, children's toys and books. Stoves burning liquid fuel or gas may be used at or just outside the entrance of shelter types 1, 1a and 2, or in a similar way in types lb, 3 and 4 but only when it is safe to open the hatch or door. Otherwise you should not use a stove of this kind in a sealed shelter. Suggested food list Supplies for two weeks for one adult This list is based on the assumption that cooking will not be possible and that the opportunities for warming foods or boiling water may be limited. For further details see Domestic Nuclear Shelters - Technical Guidance. Protect and survive Keep this booklet handy Further reading A booklet, Nuclear Weapons (ISBN 0 II 340557 X), published by Her Majesty's Stationery Office, is also available. It contains detailed information about the effects of nuclear weapons and will be of interest to those who wish to further their knowledge of the subject. Prepared for the Home Office by the Central Office of Information 1981. Printed in England for Her Majestys' Stationary Office by Sackville Press (Billericay) Ltd. ISBN 0 11 340737 8 K400 Dd716560 HMSO 50 pence (net) First Published 1981 This document is believed to be in the public domain and was transferred to the Internet by George Coney. Last updated June 1999 Send mail to email@example.com http://www.cybertrn.demon.co.uk/atomic/shelters/main.htm (23 of 23) [7/18/2000 8:40:41 PM] Domestic Nuclear Shelters Advice on domestic shelters providing protection against nuclear explosions A Home Office Guide Domestic Nuclear Shelters This booklet is a brief guide to three basic kinds of nuclear shelter: Simple shelters for short-term indoor or out-door use which can be built from materials already at hand. I Shelters that can be assembled from do-it-yourself kits. I I Permanent custom-built shelters built into the ground and requiring professional help in design and construction. Further information Additional information about protection from nuclear attack is to be found in the booklet Protect and Survive available from Her Majestys Stationery Office and main booksellers or by post from HMSO bookshops. Detailed technical guidance on shelter design and Construction is available in Domestic Nuclear Shelters- Technical Guidance published by HMSO. More detailed description of the effects of nuclear weapons can be found in Nuclear Weapons published by HMSO. The likely effects of a nuclear attack Light and heat A nuclear explosion produces an intense flash of light lasting some seconds which would blind anyone seeing it. The heat flash can set fire to buildings up to some distance from the centre of the explosion depending upon the haziness of the atmosphere at the time. Skin exposed to the heat flash could suffer burns. But any shelter that withstands the blast would give protection against the heat flash. Any exposed parts of the shelter made of flammable material could catch fire. Exposed plastic would not catch fire hut might distort in the heat and this could weaken the resistance of the shelter to the subsequent blast wave. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (1 of 16) [7/18/2000 8:41:07 PM] Initial nuclear radiation (INR) This very penetrating radiation is emitted from the fireball within one minute of the explosion. The distances from one megaton explosions and above, at which people require shielding from INR, are less than those distances at which there would be total destruction. Blast At the moment of explosion a blast wave would be generated, travelling at a tremendous speed and creating extremely strong winds which may last for several seconds. When the blast wave passes over a building the sudden increase of pressure and the following wind may cause the building either to explode or collapse. Tremors The tremors or shock waves from a ground blast extend for a short distance only and would not affect buildings beyond those already destroyed by the blast. The effect on shelters below the ground would depend on their ability to withstand ground movement and on the nature of the soil. Depth in the ground, shape and flexibility would be important. Fallout An explosion on or near the ground sucks up a large amount of earth and debris, which is vaporised as it rises to a great height and becomes high]y radioactive. It then condenses to sand-like particles which are carried along by the wind and drop to the ground. This fallout can come down very near to the explosion or may be carried by the wind for hundreds of miles. The fallout dust is usually visible to the naked eye, but it emits ionising radiation rather like X-rays, which cannot be seen or felt. Radiation is dangerous and heavy doses cause sickness or death. Fallout dust remains radioactive for some days after the explosion - and can, in certain circumstances, still he dangerous after several weeks. Bombs exploding on or near the ground When a nuclear weapon explodes on or near the ground, a shock like a small earthquake goes through the ground. The earth vaporised into the fireball leaves a crater around the site of the explosion. The vaporised earth falls to the ground from half an hour to up to about a day later as radioactive fallout. Bombs exploding in the air When a nuclear bomb explodes in the air the blast effect is more marked. The area affected will be about 30 per cent greater than a ground burst bomb of the same size. But with air-burst weapons there is no dangerous radioactive fallout - since the fireball does not touch the ground no earth is sucked up. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (2 of 16) [7/18/2000 8:41:07 PM] Air burst (1 megaton) Ground burst (1 megaton) Limit of: A Total destruction x Approx. range of INR within which shielding is vital B Irreparable damage y Fire zone C Severe/moderate damage http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (3 of 16) [7/18/2000 8:41:07 PM] z Blistering to exposed skin What happens to fallout after a nuclear attack It is important to remember that the radiation emitted from fallout decreases as time passes, very rapidly at first and more slowly later. For example. after seven hours the radiation emitted will have fallen to one tenth of its strength and after two days to one hundredth. When outside the shelter no special clothing is required. but it would be advisable to wear outdoor clothing and wellington boots or stout shoes to avoid contamination of your indoor clothes. You should remove these clothes before re-entering the shelter. When the intensity has fallen sufficiently it will be safe to emerge from your shelter for short periods. You will be advised by radio when this is, and for how long you can stay outside. At first it might be safe to spend only an hour or so a day in the open but this safe period will gradually increase until it becomes safe to stay outside all the time. Even in the worst affected areas it might be safe to leave the shelter altogether after about two weeks and in most places this period would be very much shorter. The shelters described later on in this booklet offer differing degrees of protection against blast and against fallout. They will also provide protection against the heat flash provided no flammable materials are exposed. No shelter is capable of protecting someone close to the site of a nuclear explosion. but for those who are far enough away to survive the initial effects. The principal danger after the explosion is from radioactive fallout. Below is a list of common materials likely to be used in the construction of a shelter. Their value as protection against radiation is given in terms of the thickness required to reduce radiation by one half thus 2 in. of lead gives the same protection as 3 1/2 in. of slates. Dense material around a shelter will lessen the risk of harm from radiation so long as you remain inside. Essentially the thicker the material the better the protection. But some protective materials are more effective than others. The protection given by buildings or shelters can be expressed as a protective factor. A typical house will reduce the power of the radiation to one fifteenth of that outside - this is called a protective factor of 15. Shelters constructed of the right materials can give a much greater protective factor than this. LEAD STEEL TILES ASBESTOS SHEET ASPHALT CONCRETE The overall picture If there were a nuclear attack. it is likely that some bombs might burst in the air. and some on or near the ground. Estimates suggest that around 5 per cent of the land area of the UK might suffer seriously from the effects of blast. We cannot, of course, know in advance where the bombs would fall, but about 80 per cent of the land area might suffer no blast effects at all. Any part of the country might suffer fallout therefore radiation protection would be needed everywhere. Types of shelters The section that follows describes four different types of shelter, the kind of protection they offer, and where they can be sited. The examples illustrated are from the detailed designs in Domestic Nuclear Shelters - Technical Guidance. It may be possible to vary the materials or the methods of construction shown in this booklet, without reducing the degree of protection provided, but if you propose to do so, check that your shelter will still conform to the guidance in that publication. If you decide to consult someone about a shelter you should check that they are professionally qualified, preferably as an architect or chartered civil/structural engineer. The Home Office proposes to publish further designs later. These designs will probably include at least one using glass reinforced http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (4 of 16) [7/18/2000 8:41:08 PM] plastic (fibre glass). Fallout Radiation Protection Factor megaton air burst intact which shelter Ventilation Site of installation Forethought and cost (1980) A garden shelter should preferably be at least half the height of the nearest house away to avoid debris from collapsed buildings. It should also be away from large trees. Before removing earth check that you cannot damage drainage or other services. G Planning permission, Building Regulations and rating If you wish to install a permanent shelter you may need permission. You should check the regulations before submitting plans or beginning work. Your local District Council will tell you about planning permission and the Building Regulations. A permanent shelter may affect the rateable value of your home, and this is a matter for your local District Valuer and Valuation Officer (Regional Assessor in Scotland). Type 1a Easily-constructed improvised garden shelter using household materials This shelter is suitable for areas where under ground shelters are impracticable, for example, where there is a high water table, so that a deep hole fills with water. It can be constructed using only materials which are generally available, and could be built in a time of crisis. It would take two people about 24 working hours each to build. This basic design will give good protection from fallout radiation particularly if the occupants keep away from the entrance area. If, in addition, a barrier of sandbags or packed soil is built about two feet in front of the entrance, and to the same height, the protection in the entrance area will be improved. The shelter consists of a shallow trench dug into the ground with a roof of doors or sheet timber that is supported above ground level by earth walls. The structure is then covered by at least 18 in. of earth. Construction 1. Select a site on level ground where there is little chance of rainwater collecting. 2. You will need: i. Pick, shovel or spade (preferably both), wheelbarrow or buckets, saw, screw-driver, knife, tape measure, pencil and paper, and a pair of gloves. G http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (5 of 16) [7/18/2000 8:41:08 PM] ii. Pieces of large sheeting material. e.g. carpets. blankets. sheets, heavy duty polythene, sacking etc. for making earth rolls (Fig 7). iii. Plastic bags or pillowcases for making sandbags. iv. Timber: pieces of 2 in. x 4 in. wood at least 3 ft long are must useful although any suitable strong timber could be used for the cross braces (Fig 6). Floor-boards about 4 ft long could be used for entrance and exit tunnels (Fig 13). v. Nails: 100 x 2 in. steel nails, 30 x 4 in. steel nails. vi. Doors: one door (normally about 30 in. wide) per person is required, together with one door each for entrance and exit. Fittings such as handles should be removed. If you do not have enough doors, sheet timber can be used. vii. Rainproofing material to cover the doors, e.g. polythene sheeting, shower curtains and vinyl floorcovering . viii. Pegs and string for markers and tying sandbags. 3. Construct the shelter as shown in Figs 4-14. 4. Furnish the shelter as required. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (6 of 16) [7/18/2000 8:41:08 PM] 40 in. by 2 in. temporary timber braces between doors. Doors in position - construct temporary supporting structure of doors and timber against which earth rolls can be built (frame is removed later and doors, then used to form a roof). Fig 8 - Construction of earth rolls http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (7 of 16) [7/18/2000 8:41:08 PM] http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (8 of 16) [7/18/2000 8:41:08 PM] http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (9 of 16) [7/18/2000 8:41:08 PM] Type 1b Improvised outdoor shelter using do-it-yourself materials The following diagrams show how a basic shelter can be constructed from standard scaffold poles and other materials available from builders merchants, timber yards and do-it-yourself stores. The dimensions given would accommodate a family of four for a short period or two people plus provisions for longer. This type of shelter could be constructed in a time of crisis from materials previously purchased and stored. It would take two people about 24 working hours each to build this shelter - the size is adaptable. This shelter uses steel or alloy, standard diameter scaffold poles. These are arranged in a series of 'A' frames over a trench. It is necessary to brace the frames with further scaffolding both diagonally along its length and across the waists of the 'A' sections to give rigidity. In both cases proprietary clamps are the best method of securing the scaffold poles to each other. Prepare a trench 8 ft. x 8 ft. and at least 1 ft. 6 in. deep. Line it with heavy duty polythene sheeting. Lay a floor of two sheets of plywood, 3/4 in. thick and 4 ft. x 8 ft. Construct the frame of scaffold poles (or you could use wood). This should be as strong as you can make it. You can increase the strength with vertical and diagonal bracing, or crossbars. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (10 of 16) [7/18/2000 8:41:08 PM] Add the frame for the entrance tunnel, and also the ventilation pipe (described opposite). Cover the entire frame (except the entrance hole) with plywood boarding. Any small gaps or sharp edges should be covered with carpet or thick fabric. Wrap the shelter with overlapping sheets of heavy duty polythene. Make sure the trench lining is within this cover. Finally, cover the shelter with a thick layer of earth (about 18 in.). The earth removed from the trench may not be enough for this. It you decide to dig a deeper initial trench to get enough earth to cover, you may need to make some modifications to the design given here. The shelter will give better blast protection if you put a layer of resilient material between the polythene and the earth covering. Straw, mattresses, or similar, would be suitable. The entrance can be filled from within with small bags of sand or earth. You will have to store these inside the shelter. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (11 of 16) [7/18/2000 8:41:08 PM] Ventilation For this shelter you will need to make some provision for ventilation. The diagrams show metal drainpipes with a bend near the opening, so that this faces downward. The opening should then be filled with a filter of steel wool. It is extremely important to ensure that ventilation pipes are secure and kept free of obstruction. The following two designs are intended to be sold by manufacturers as kits together with installation instructions. Design drawings are to be found in Domestic Nuclear Shelters - Technical Guidance. Type 2 Indoor shelter from manufactured kit This type of shelter - basically a protective steel table - is suitable for homes that have basements or rooms that can be converted into 'fallout rooms' (described in Protect and Survive) provided that the floor is strong enough to support it. The shelter is designed to accommodate two adults and two children. Two shelters or more may be put together to increase the capacity. This shelter will sustain the debris load resulting from the complete collapse of a normal two-storey house. To obtain protection from fallout, it must be surrounded with dry-laid bricks, sand or earth bags or heavy furniture filled with sand, earth or books. It would take two people about two hours to erect the shelter itself and up to an additional 20 hours to surround it with protective material. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (12 of 16) [7/18/2000 8:41:08 PM] Type 3 Outdoor shelter from a manufactured kit This type of shelter is generally suitable where there is a garden or other convenient land near the living accommodation. It is formed by building a strong structural shell with prefabricated steel components bolted together to form a sealed room of sufficient size for up to six people. The shell is semi-sunk in the ground and covered entirely by earth from the excavation. While the kit could be bought in readiness and digging and installation done over a period of time the materials would have to be non-corrosive, and not likely to deteriorate. There will be variations both in materials and construction depending upon the costs. The assembly of the shell would take a full days work for two people. The excavation could, however, take at least a week for two people digging by hand. Type 4 Permanent purpose-built shelter This reinforced concrete shelter must be erected by a building contractor under the guidance of a chartered civil/structural engineer. It should on no account be erected by unskilled or unsupervised labour. If properly constructed it will give a high degree of protection against both blast and radiation. It can be designed to accommodate from six to 12 people and the cost will vary accordingly. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (13 of 16) [7/18/2000 8:41:08 PM] Stocking your shelter Life in the confined space of a survival shelter needs careful planning. You should store as much as possible of the following in your shelter: Water Water in sealed or covered containers to last you and your family for 14 days. Four pints per person per day would be sufficient for drinking and basic cleanliness. Food Enough food for 14 days, including tinned or powdered milk for the children and food for the baby - and a closed cupboard or cabinet in which to store these supplies. Nursing mothers will need extra food and children between the ages of one and five years should be counted as half an adult for the purposes of food stocks. They should also have the equivalent in dried or evaporated milk of one pint of milk per day. If your family includes a baby that is not breast fed you should provide dried infant formula. A nutritionally balanced diet is not important for this length of time. A list of suggested foods and quantities for one adult is given at the back of this booklet. These have been chosen because they store easily and most can be eaten cold. Alternatives to this are 7kg of full cream evaporated milk and 1/2kg sugar or 2 1/2kg full cream dried milk and 1/2kg sugar, which should be sufficient for two weeks. To this can be added mashed 'adult' foods if the infant is more than three or four months old. Radio A portable radio (and a spare if possible) and spare batteries. This is absolutely essential. It will be your only way of receiving instructions on when it is sate to leave your shelter and for how long. In the case of shelter types 3 and 4 an external aerial may be necessary. Miscellaneous Tin opener, bottle opener, cutlery, crockery and cooking utensils. Warm clothing and footwear and changes of clothing. Bedding. sleeping bags, etc. Torches with spare bulbs and batteries, candles and matches. Open flames should not be used in shelter types 3 and 4 until the shelter door can be opened. Toilet articles and washbowls. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (14 of 16) [7/18/2000 8:41:08 PM] Domestic Nuclear Shelters First aid kit. Notebooks and pencils for noting radio instructions. Cleaning materials: including cloths, tissues, brushes, shovels and box of dry sand. Garden spade Improvised lavatory seat, polythene buckets fitted with covers, polythene bag linings for emptying the contents, strong disinfectant and toilet paper. Alternatively camping or caravan type toilet arrangements may be used. Clock and calendar. and just outside your shelter Dustbin for temporary storage of waste matter. Second dustbin for food remains. empty tins and other rubbish. Polythene bag or bin for outdoor clothes and boots. If possible. extra water supplies in covered containers, and games, children's toys and books. Stoves burning liquid fuel or gas may be used at or just outside the entrance of shelter types 1, 1a and 2, or in a similar way in types lb, 3 and 4 but only when it is safe to open the hatch or door. Otherwise you should not use a stove of this kind in a sealed shelter. Suggested food list Supplies for two weeks for one adult Canned soups Sugar * Imperial equivalents are only approximate. This list is based on the assumption that cooking will not be possible and that the opportunities for warming foods or boiling water may be limited. For further details see Domestic Nuclear Shelters - Technical Guidance. http://www.cybertrn.demon.co.uk/atomic/shelters/shelter.htm (15 of 16) [7/18/2000 8:41:08 PM] Protect and survive Keep this booklet handy Further reading A booklet, Nuclear Weapons (ISBN 0 II 340557 X), published by Her Majesty's Stationery Office, is also available. It contains detailed information about the effects of nuclear weapons and will be of interest to those who wish to further their knowledge of the subject. Prepared for the Home Office by the Central Office of Information 1981. ISBN 0 11 340737 8 K400 Dd716560 Printed in England for Her Majestys' Stationary Office by Sackville Press (Billericay) Ltd. HMSO 50 pence (net) First Published 1981 This document is believed to be in the public domain and was transferred to the Internet by George Coney. 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Monksmoor Park CE Primary School Healthy Eating and Drinking Policy Date policy last reviewed: Signed by: Headteacher Date: Chair of governors Date: Last updated: 19 August 2022 Contents: Statement of intent 1. Legal framework 2. Roles and responsibilities 3. Our aims 4. Healthy eating statement 5. Drinks 6. Breaktime snacks 7. School lunches 8. Packed lunches 9. Exemptions 10. Curriculum 11. Allergies and dietary requirements 12. Mental health and wellbeing 13. Communication with parents 14. Monitoring and review Statement of intent At Monksmoor Park CE Primary School, we will support pupils to eat healthily and keep hydrated while in school. We also aim to teach pupils to make healthy food and drink choices using the curriculum and to reflect these principles in the school's food menu and cooking provisions. We acknowledge the important connection between a healthy diet and a pupil's ability to learn, concentrate, and achieve high standards in school. We are, therefore, committed to promoting a lasting healthy lifestyle for everyone. As part of our healthy eating and living campaign, our catering will uphold the highest standards of quality, nutrition and cleanliness; adhering, without exception, to food standards and legal obligations. As such, this policy has been implemented to help staff and parents deliver consistent messages to pupils, enabling them to develop a positive and independent approach to a healthy lifestyle. 1. Legal framework This policy has due regard to all relevant legislation and statutory guidance including, but not limited to, the following: - The Requirements for School Food Regulations 2014 - The Food Information (Amendment) (England) Regulations 2019 (Natasha's Law) - Food Safety Act 1990 - School Standards and Framework Act 1998 This policy operates in conjunction with the following non-statutory guidance: - DfE (2021) 'School food in England' - DfE (2021) 'School food standards practical guide' - The School Plan (2014) 'School Food Standards: A practical guide for schools, their cooks and caterers' This policy operates in conjunction with the following school policies: - Health and Safety Policy - Supporting Pupils with Medical Conditions Policy - Pupil Equality, Equity, Diversity and Inclusion Policy - Child Protection and Safeguarding Policy - Social, Emotional and Mental Health (SEMH) Policy 2. Roles and responsibilities The governing body will be responsible for: - Ensuring the school promotes healthy eating and drinking habits to pupils. - Ensuring the school meets the requirements of the School Food Standards. The headteacher will be responsible for: - The overall implementation of this policy. - Managing, or appointing a member of staff to manage, the school's approach to healthy eating and drinking. - Putting measures in place to ensure the school meets the requirements of the School Food Standards and other related legislation, such as Natasha's Law. 3. Our aims The school will adopt the following aims: - Integrate a whole-school ethos towards healthy eating; therefore, helping both staff and pupils to perform well, concentrate better and improve general wellbeing. - Ensure all pupils to be well nourished and hydrated, and to ensure they have access to nutritious food and safe drinking water during the school day. - Encourage pupils to make informed food and drink choices in school and at home, contributing to life-long healthy eating habits. - Use the curriculum to teach pupils safe, hygienic methods of preparing, handling and storing food, and to inform them about the benefits of choosing healthy options. - Ensure there are consistent messages about healthy eating throughout the school. - Keep food, health, and nutrition aspects of the curriculum up-to-date. - Ensure the school reflects the ethical, medical, and religious dietary requirements of staff and pupils, and that suitable provisions are available. - Celebrate diversity with cuisines from different cultures and other individual choices, e.g. vegetarianism, encouraging pupils to learn about and try new foods. - Encourage fluid intake and help pupils keep hydrated, maintain concentration, reduce lethargy, and learn effectively. - Inform staff and parents which provisions are permitted in school and to ensure they can effectively monitor what pupils are eating. - Encourage staff to participate in our healthy eating ethos and act as role models to pupils. 4. Healthy eating statement The school will use healthier cooking methods to contribute to healthy eating, such as the following: - Using less fat in cooking - Baking foods rather than frying them - Where fats are used, increasing the use of healthier varieties - Reducing the use of sugar in recipes - Avoiding using additional salt in cooking processes - Increasing the use of food items containing high amounts of fibre We will work closely with Kingswood Caterers to ensure nutritional standards are maintained in school meals booked by parents. The school will encourage pupils to adopt healthy lifestyles, both through a nutritional diet and regular exercise, and during assemblies, PE lessons and PSHE. The school will adopt a healthy eating strategy and embeds its principles throughout the curriculum. 5. Drinks The school will teach pupils the importance of drinking plenty of fluids and how hydration helps contribute to effective learning, good health and improved physical performance. The school will provide safe drinking water throughout the school day. This will be available via: - Water jugs placed on dining hall tables. - Taps labelled 'drinking water'. Staff will have access to drinking water via taps labelled 'drinking water'. The school will encourage pupils to consume extra fluids on hot days and during and after physical activity, e.g. PE and sports days. Pupils will be encouraged to bring bottles of water with them to school. Pupils will permitted to refill water bottles via water taps during the school day. Drinks with added sugar will not be available with school meals. The school will not permit fizzy drinks in bottles or cans on the premises at any time. The school understands the importance of healthy development for pupils under the age of five in an early years setting. In line with the Nursery Milk Scheme set by the Department of Health and Social Care, one third of a pint of milk will be offered free of charge, once per day, for all pupils. 6. Breaktime snacks The school will encourage pupils to eat a snack at breaktime. As part of our healthy eating ethos, this will be a piece of fruit or vegetable without added sugar, fat or salt. The school will permit other snacks to be eaten at breaktime. Snacks that are not in line with our Healthy Eating and Drinking Policy will be discouraged although we take the approach of a balanced diet rather than alienate certain items or food groups. We will work with children on an individual basis. In line with the government's 'School Fruit and Vegetable Scheme', a piece of fresh fruit or vegetable is available to pupils aged four to six at morning breaktime. 7. School lunches All school meals will meet the national guidelines for nutritional standards and food safety regulations. Our meals are supplied by Kingswood Catering and prepared by fully trained catering staff. School meals will include two portions of fruit, vegetables or salad per meal. Portion sizes will be in line with the School Food Standards to help provide pupils with a nutritionally balanced meal and prevent excessive calorie intake. Portion sizes and food groups will be outlined in the Whole-school Food Policy. School meals will include foods that are naturally rich in vitamins and minerals to support pupils' health and physical development. The school will provide pupils with drinking water, semi-skimmed milk, or sugar-free fruit or vegetable juice with their meal. Additional water will be available from jugs in dining hall. Dining staff will monitor pupils' food intake during lunchtime by allowing them only to leave their table once they are finished eating. If a member of staff has any concerns, the school will notify their parents. Themed meals and meals served to celebrate festivals, holidays, or religious observances will follow the same standards applied to regular school meals. School meals will not include drinks with added sugar, crisps, chocolates or sweets. School meals will not include more than two portions of deep fried, battered or breaded food a week. Pupils will not be permitted to share or swap any food, including that provided from home in a packed lunch or snacks. 8. Packed lunches The school will apply its healthy eating principles to packed lunches and will be committed to improving the quality of packed lunches that pupils consume. The standards of packed lunches will comply with the nutrition standards of school lunches. Parents will be provided with clear guidance on providing a healthy packed lunch, and will be expected to provide their child with healthy packed lunches containing recommended food groups. In line with the School Food Standards, children are encouraged to bring packed lunches which could contain the following: - One portion of fruit, vegetable or salad - Meat, fish or another source of non-dairy protein - Carbohydrates, such as bread, pasta, rice or potatoes - Dairy, such as cheese, yoghurt or custard - Only water, fruit juice, semi-skimmed or skimmed milk, yoghurt drinks or smoothies Snacks in packed lunches will comply with this policy. The following food and drink are not permitted: - Confectionary items such as sweets - Carbonated drinks or those containing high levels of caffeine Concerns about the contents of a pupil's packed lunch will be dealt with appropriately and proportionately. The pupil's parent will be contacted to remind them of the need to follow the school's policy. If a pupil's packed lunch continues to not be appropriate, the school will contact the parents to arrange a meeting to discuss the matter further. 9. Exemptions The school recognises the following exemptions to the Healthy Eating and Drinking Policy: - Food, drink and treats at parties or celebrations to mark religious or cultural occasions - Provisions at fund-raising events - Treats as rewards for achievement, good behaviour or effort - Provisions used when teaching food preparation and cookery skills, including where the food is served to pupils as part of a school lunch Whole milk, rather than lower fat milk, may be provided at lunchtime. 10. Curriculum The school's Healthy Eating and Drinking Policy will be integrated into our curriculum. This will be achieved through the following teaching areas: - PSHE - PE - Science - D&T The school encourages the children to grow, tend and harvest it's own vegetables grown within the school allotment. The school will communicate how to lead a healthy lifestyle and make good food choices via the following: - School assembly - Guest speakers - Staff as role models The lunchtime team have introduced fruit and vegetable characters to support positive attitudes towards food and to encourage children to try different food types. Allergies and dietary requirements The school will ensure the correct food safety measures are in place, in line with the Supporting Pupils with Medical Condition Policy and the Health and Safety Policy, to protect pupils with known allergies, intolerances, anaphylaxis, diabetes and other medical conditions associated with diet. All foods that are pre-packed for direct sale (PPDS) will be labelled in line with the requirements of The Food Information (Amendment) (England) Regulations 2019, known as Natasha's Law, as outlined in the Whole-school Food Policy. Parents will be required provide the school with a written list of any foods their child may have an adverse reaction to, as well as the necessary actions to be taken in the event of an allergic reaction, such as any medication required. The school's chosen catering service will be responsible for ensuring that the school's policies are adhered to at all times, including those in relation to the preparation of food, taking into account any allergens. Learning activities which involve the use of food, such as food technology lessons, will be planned in accordance with pupils' IHP's, accounting for any known allergies of the pupils involved. Treats for effort or good behaviour will be awarded in accordance with pupils' IHP's, including known allergies. 11. Mental health and wellbeing The school understands that some pupils may develop disordered eating. Staff will be trained to identify potential signs of disordered eating, which can include the following: - Skipping lunchtime - Avoiding eating around other people - Eating very slowly - Going to the bathroom soon after eating - Becoming socially withdrawn and isolated - Not participating in physical activities Other physical signs can include the following: - Thinning hair - Dry skin - Wearing baggy clothes - Often saying they are cold - Persistent low mood - Irritability - Unpredictable mood swings If a member of staff has a concern about a pupil, they will speak to the DSL and senior mental health lead, as appropriate. Depending on the concern raised, support will be delivered in line with the Child Protection and Safeguarding Policy or Social, Emotional and Mental Health (SEMH) Policy, or a combination of both. The school will strive to protect pupils from developing disordered eating through a variety of methods, including the following: - Developing pupils' social and emotional skills - Teaching pupils about physical health - Teaching pupils about body image Pupils will be encouraged to speak to a trusted adult if they have concerns about their eating behaviour or relationship with food. 12. Communication with parents The school will communicate any changes and updates to this policy via email. The school will inform parents via telephone call if concerns are raised about their child's eating habits. The school will involve parents in the healthy eating ethos, enabling them to provide consistent messaging about healthy choices at home. Parents will keep the school updated with any changes to their child's dietary requirements, including allergies, and any cultural, religious, or ethical food requirements. Parents will inform the headteacher via email/letter if they are concerned their child's eating habits during the school day. 13. Monitoring and review This policy will be reviewed annually by the headteacher and governing board, or in light of any changes to relevant legislation. The next scheduled review date for this policy is October 2023. Any changes made to this policy will be communicated to catering providers, kitchen staff, parents and other stakeholders, where necessary.	<urn:uuid:d03a11e3-ff90-4ecf-ae7f-bd4385c622f6>	CC-MAIN-2024-30	https://www.monksmoorceprimary.co.uk/attachments/download.asp?file=379&type=pdf	2024-07-12T15:07:13+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514404.71/warc/CC-MAIN-20240712125648-20240712155648-00784.warc.gz	675,976,328	2,937	eng_Latn	eng_Latn	0.991039	eng_Latn	0.998815	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 184, 529, 1464, 4461, 5724, 8366, 10603, 12577, 14435, 14926 ]	[ 3.125 ]	5	0
DuPage Wildlife Conservation Center Intake Guidelines Frequently Asked Questions Each year DuPage Wildlife Conservation Center at Willowbrook Forest Preserve (formerly called Willowbrook Wildlife Center) treats over 10,000 native wild animals. As the Forest Preserve District prepares to open a new treatment and research center, it is prudent and necessary to reevaluate overall operations, protocols, and resource allocations. This review included the center's practice of rehabilitating raccoons. After studying and analyzing both environmental research and the center's current intake numbers, the Forest Preserve District decided to no longer rehabilitate this species. Why does DuPage Wildlife Conservation Center no longer rehabilitate raccoons? There are more raccoons living in Illinois today than when the first European immigrants arrived here centuries ago. It's now common to have from nine to 45 raccoons per square mile in Illinois and 98 to 101 per square mile in the fall. Based upon these statistics, the species is overly abundant and not in need of rehabilitation or human intervention. Like many other animals, raccoons have successfully adapted to our urban environment. Raccoons are a top predator of many birds, reptiles, and amphibians — many in greatest need of conservation. They commonly eat the eggs and young of these sensitive species. They also transmit disease-causing organisms to other species. Because of the large populations of raccoons, they can seriously affect other wildlife. It also takes a lot of time and space to rehabilitate raccoons, resources that take away from the treatment of other wildlife. Depending on their age, orphaned raccoons can need significantly more care. They require a lot of labor-intensive "training" to mimic the great deal of time their mothers spend in the wild teaching them survival skills. Additionally, because raccoons carry diseases that easily spread to other wildlife, the enclosures they inhabit cannot be used by other types of animals once the raccoons are released. By not accepting raccoons, the Forest Preserve District can dedicate more time to a wider variety of wildlife, including more vulnerable, rare, endangered, and threatened species. How will the decision to no longer rehabilitate raccoons affect the natural balance of the ecosystems within DuPage County forest preserves? According to Dr. Kristen Page, a biology professor and the department chair at Wheaton College who specializes in zoonotic diseases, specifically raccoon roundworm and how it can be mitigated in public green spaces, "The decision to stop rehabilitating about 50 raccoons per year would not have a significant impact on the raccoon population, but it could have a significant impact on more vulnerable species, ranging from Blanding's turtles to ground-nesting birds to vulnerable populations of amphibians and reptiles. Releasing rehabilitated raccoons into the forest preserves could put any of these smaller, more vulnerable populations at risk of increased predation." Will the decision to no longer rehabilitate raccoons harm the population of raccoons in DuPage County? No. As Dr. Page further notes, "The decision not to rehabilitate raccoons is congruent with the strong conservation plans of the Forest Preserve District of DuPage County. It will not put raccoon populations at risk, and it decreases the predation risk of many other species in our forest preserves." Prior to this operational change, how many raccoons did DuPage Wildlife Conservation Center treat and release each year? How many animals will you be turning away? Historically the DuPage Wildlife Conservation Center had accepted between 300 and 400 raccoons per year with an average release rate of 40 to 70 animals. That was a 16.8% release rate, which was 20% lower than the center's overall release rate. The remaining 83.2% were euthanized upon admission due to diseases such as distemper. But isn't protecting wildlife part of the Forest Preserve District's mission? The Forest Preserve District's mission is to "acquire and hold lands containing forests, prairies, wetlands and associated plant communities … for the purpose of protecting and preserving the flora, fauna and scenic beauty …" However, its Wildlife Policy Ordinance #20-192 states it "shall manage populations of wildlife for natural densities and levels of variation" while ensuring "densities of endangered or otherwise rare species are sufficient for maintaining viable populations." Because the Forest Preserve District propagates and releases endangered and threatened species and because raccoons prey on these species, rehabilitating raccoons conflicts with this ordinance and the mission of the District. Since 1915 the Forest Preserve District has restored natural areas in DuPage County wetlands, woodlands, prairies, rivers, lakes, and ponds. These historic investments are the largest driving factor in support of the District's mission. Providing healthy and diverse habitats for as many plants and animals as possible secures the opportunity for less-common species and rare, endangered, and threatened species to flourish. Forest Preserve District staff partners with both the Illinois Department of Natural Resources and the U.S. Fish and Wildlife Service on numerous species propagation programs. No longer rehabilitating raccoons provides more space and time for successful rare-species propagation programs. Isn't the Forest Preserve District building a new bigger wildlife center? The Forest Preserve District is building a new treatment, research, and visitor center with larger and more modern treatment and surgery areas, but the number of animals it can treat will remain the same. Is there anywhere else I can bring an injured or orphaned raccoon? Some private rehabilitators treat raccoons, but the number has decreased in recent years due in large part to the time it takes to ready an orphaned raccoon for release. The Illinois Department of Natural Resources website has a list of licensed rehabilitators. What will happen if I bring a raccoon to DuPage Wildlife Conservation Center? If you are unable to find a local rehabilitator to take the raccoon, staff will humanely euthanize the animal. Raccoons commonly carry viruses that are similar to those found in domestic pets, such as canine distemper, so this practice reduces the risk that viruses will spread between raccoons and pets if the two species interact. Are raccoons bad? No. Raccoons are an important component to a healthy ecosystem. They prey on insects and rodents, which keeps populations of these smaller animals in check. They also eat plants, spreading seeds through their scat. Raccoons do not typically pose health risks to humans, but large populations or individuals that are in close contact with people can cause problems. Raccoons can carry rabies as well as canine distemper and parvovirus, which can infect domestic dogs and cats. Raccoons can also have parasitic infections, including roundworm and tapeworm, which can infect humans. Does the Forest Preserve District plan to implement a raccoon removal program in the preserves? While other local agencies have removal programs, the District is not planning to implement a removal program at this time. What other species does the Forest Preserve District not accept at DuPage Wildlife Conservation Center? The center does not accept the following species, but staff can perform diagnostic assessments and provide triage, medical, and surgical care for animals on the list if the animal is undergoing care with a licensed rehabilitator. Skunks and Bats: Illegal to rehabilitate in Illinois. Will accept for euthanasia if nonreleasable within 24 hours. Raccoons: Will refer to another licensed rehabilitator. Will accept for euthanasia if transfer cannot be obtained. White-Tailed Deer: Not licensed to treat. Will refer to licensed rehabilitator. Will accept for euthanasia if transfer cannot be obtained. Healthy Nuisance Trapped Mammals: Illegal to trap without a license. Homeowner should release where found. Native Mammals and Birds Raised as Pets: May be accepted for care on case-by-case basis. Will make effort to reverse any taming if possible. Will accept for euthanasia if transfer to a licensed captive care facility cannot be obtained. Domestic or Exotic Pets: Refer to appropriate rescue organization or humane society. Feral Mammals and Birds: Refer to appropriate individual or organization. Nonnative Reptiles and Amphibians: Refer to appropriate individual or organization. Will accept red-eared sliders for euthanasia if rescue cannot be obtained. Staff can make exceptions on a case-by-case basis. Nonnative Birds (pigeon, European starling, house sparrow): Will attempt to find care for all nonnative birds that have been misidentified and admitted by staff. Refer to appropriate individual or organization. Will accept for euthanasia if rescue cannot be obtained. Nonnative Gamebirds: Refer to appropriate individual or organization. Will accept for euthanasia if rescue cannot be obtained. Nonnative Rodents (house mouse, Norway rat): Refer to appropriate individual or organization. Will accept for euthanasia if rescue cannot be obtained. Mute Swans: Refer to appropriate individual or organization. Will accept for euthanasia if rescue cannot be obtained. Hybrid Mallards: Refer to appropriate individual or organization. Will accept for euthanasia if rescue cannot be obtained. Fish and Invertebrates: Refer to appropriate individual or organization. Updated 4.24.24	<urn:uuid:378e7937-ae82-46e3-9fc4-567fadf9c2bf>	CC-MAIN-2024-30	https://www.dupageforest.org/hubfs/DuPage2022/Places%20to%20Go/Centers/Willowbrook%20Wildlife%20Center/Raccoon%20Acceptance%20FAQ%204.24.24.pdf	2024-07-12T15:07:49+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514404.71/warc/CC-MAIN-20240712125648-20240712155648-00794.warc.gz	555,821,828	1,892	eng_Latn	eng_Latn	0.993679	eng_Latn	0.996591	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3153, 6152, 8523, 9617 ]	[ 2.5 ]	1	0
Additional information Ecological character: The riverbed is lined by (Polygono hydropipero-Salicetum triandrae) community. The extremely resistant willow species: (Salix alba, S.triandra, S. purpurea, S. viminalis) tolerate flooding, drought and icy inundation and grow bush-sized on the deposit laid down by the river. Sailing on the River Tisza, we can see that this community along the banks of the river is almost unbroken. Forests in the bank zone consisting of autochthonous willow and poplar groves (soft-wood groves, Salicetum albaefragilis) are of great environmental value. Three tree species can be found in soft-wood gallery forests: White willow (Salix alba), White poplar (Populus alba) and Black poplar (Populus nigra). During natural renewal, one of these trees has bigger patches and becomes dominant in the tree stratum. Unfortunately the number of those stands is very low where we can admire huge, old White or Black poplars-it is more often that we meet a lonely tree in planted forests. The shrub stratum of soft-wood galleries along the Tisza has only allochthonous species. The Box elder (Acer negundo) and the American ash (Fraxinus pennsylvanica) spread by foresters find their optimal conditions in the flood plain, their seedlings may become dominant in the herb stratum, they are common in the shrub stratum and sometimes form the lower tree stratum. The herb stratum of poplar communities in the flood plain resembles that of (Polygono hydropipero-Salicetum triandrae) communities. The following bog species are common: (Carex gracilis), the Yellow iris (Iris pseudachorus), the Gipsywart (Lycopus europaeus), the Yellow loosestrife (Lysimachia vulgaris), the Bittersweet (Solanum dulcamara) and the Comfrey (Symphytum officinale). Embankments are lined by the so-called 'navvy forests'. In this zone we find the ditches of which the embankments were built. These ditches have bog vegetation; their flora is of great value. The most characteristic tree species is the White willow (Salix alba) of which the lower branches and twigs are regularly cut down, so their trunks are bare so they have a big 'head' and they are called 'pollarded willows'. The wickers of these willows were used to reinforce the dykes. One reason to preserve these willow assemblages is that old willows become hollow thus providing a habitat for hollow-dwelling birds, the other is their cultural significance – their scenic value is significant. Their herb and shrub strata are similar to that of soft-wood galleries. The beautiful Leucanthemum serotinum and the Summer snowflake (Leucojum aestivum), both protected, are common in the fringe of the forests of the River Tisza. As the most important role of these forests is to preserve dykes, their handling involves longer shifts of cutting, so there is more chance to create nature-like assemblages than in case of hybrid poplar forests treated with shorter shifts of cutting. If the flood plain is narrow, the gallery woods at the banks and the 'navvy forests' may overlap but the middle part of the flood plain is usually occupied by hybrid poplar assemblages whose territorial proportion is the highest in Csongrád county's flood plains. Plantations, consisting of allochthonous species planted in checkrow, treated with intense short period cutting after thorough preparation of the soil, cannot be considered real forests. High proportion of invasive and weed species are characteristic here. Forests with significant number of allochthonous species but the same structure as autochthonous forests can be of great natural value as their avian fauna is rich, heron colonies breed here and protected and strictly protected birds also build nests. Natural relevance of soft-wood galleries is common, still, the largest part of the flood plain forests is planted and their structure and species composition are far from natural. Natural forests of the higher inundation area are oak-ash-elm (Fraxino pannonicae-Ulmetum) groves. Genuine, natural hardwood groves do not occur along the River Tisza in Csongrád county but some planted Pedunculate oak assemblages of different age are to be found in the flood plain and the protected inundation area too. Their herb stratum is poor in the flood plain, and due to the floods, species of natural hardwood forests cannot survive here. Grasslands in the site are usually hayfields with Meadow foxtail (Alopecurus pratensis), Phalaroides arundinacea and Reed sweet-grass (Glyceria maxima) stands. Those along the flood plain form transitions with moor communities creating a mosaic pattern. Their area is very small. In order to maintain flood plain hayfields human treatment is needed (without such treatment, the area is invaded by Amorpha fruticosa, an invasive acacia species, or later soft-wood groves may evolve during a longer period of time) but then we lose grassland like species, biocoenosises and scenic values. The planted grass of dykes also has natural significance because it can provide a habitat adequate for wild plant and animal species and can become naturelike. The most important protected species of the Tisza flood area are: Leucanthemum serotinum, the Summer snowflake (Leucojum aestivum), Meadow clematis (Clematis integrifolia) which are most common between the forest and the dyke, the Hungarian milk vetch (Astragalus contortuplicatus) is a rare protected species. The lost natural biotop along the River Tisza to be presented, the moor, was the most characteristic biotop at the end of the eighteenth century. It is the typical biotop of boggy bottom-lands, shallower ditches beside the dyke and silt-up backwaters. Their area is not significant and strongly fragmented. Zones dominated by Schoenoplectus lacustris, the Branched bur-reed (Sparganium erectum), the Flowering rush (Butomus umbellatus), sedges (Carex spp.), (Phalaroides arundinacea), the Purple loosestrife (Lythrum virgatum, L. salicaria), the Common reed (Phragmites australis) and the Bulrush (Typha latifolia, T. angustifolia) form zonation complexes depending on water depth. If there are shallow, open water surfaces in the moor, these offer especially valuable feeding place for birds; however, their amphibian fauna is rich also. Fortunately this biotop is able to regenerate quite easily. It quickly develops in ditches (even artificial ones) with adequate depth and water supply. The significance of backwaters in nature conservation is very big, however, the pressure, due to human utilization, is also heavy. As they may develop naturally, natural still water assemblages formed in the river bends cut off, and without disturbance, by natural succession they more and more look like moor assemblages. Different floating, submerged and rooted weed communities appear in them. Characteristic species of floating weeds are duckweed species (Lemna minor, L. trisulca), Salvinia natans, an interesting, protected water fern, and Ceratophyllum species which float under the surface of water. Typical submerged weeds include: the serrate-leaved Water-soldier (Stratiotes alloides), Hydrocharis morsus-ranae and the Common bladderwort (Utricularia vulgaris), a yellowflowered species which grows insect catching saccules. The so-called water lilies are the most beautiful: besides the protected denominator, the White water-lily (Nymphaea alba) we can find the yellow-flowered Yellow water-lily (Nuphar lutea) and the Water chesnut (Trapa natans) known from its interesting, hooked, chesnut-like fruit. The aim of nature conservation is to conserve all succession states. In order to achieve this, oversilting must be prevented in certain places. The condition of backwaters in the southern Tisza is quite different. The ones on the flood-protected side are usually strongly built in, polluted, ploughed till the banks, damaged by irrigation works and holiday resorts but there are exceptions. Backwaters in the flood plain are in better condition, regular floods help their survival. Some allochthonous and invasive plant species can take advantage of these unnatural conditions and invade the place of certain species in forest communities such as Amorpha fruticosa, Echinocystis lobata, Acer negundo, Vitis riparia, Fraxinus pennsylvanica. The most important spreading factor of the seed of the alien species is the floods. Usually general forestry management is also unfavourable in the floodplain region because of intensive planting of adventives Populus x euramericana and other artificial hybrid poplar and willow races, exploitation of natural forests in young age and execution of large clear-cuttings so providing in this way good opportunity for adventive invasive plants to spread intensively. Artificial hybrid poplar races made serious genetic pollution - by pollination - in the natural Populus nigra populations, so genetically unpolluted Populus nigra populations are close to extinction.	<urn:uuid:060f50a8-9894-4c6f-9d44-99870c9feaf7>	CC-MAIN-2024-30	https://rsis.ramsar.org/RISapp/files/42473789/documents/HU186_lit160818.pdf?language=en	2024-07-12T14:51:29+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514404.71/warc/CC-MAIN-20240712125648-20240712155648-00795.warc.gz	368,415,552	2,030	eng_Latn	eng_Latn	0.993567	eng_Latn	0.994134	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4787, 8918 ]	[ 2.140625 ]	1	0
International Journal of Management, IT & Engineering Vol. 8 Issue 7, July 2018, ISSN: 2249-0558 Impact Factor: 7.119 Journal Homepage: http://www.ijmra.us, Email: firstname.lastname@example.org Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at: Ulrich's Periodicals Directory ©, U.S.A., Open J-Gage as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A How Sensitive Is The Indian Government Towards Women Empowerment In India? Dr. Neha Tomar * Dr. Seema Singh ** Abstract. Women empowerment is prerequisite for the development of a nation. India has made a considerable progress since Independence, but still Indian women have to struggle against many handicaps and social evils in the male-dominated society. Therefore the paper highlights the Government policies and their role in empowering women i.e. Social empowerment, Economic empowerment, Educational empowerment and Political Empowerment. The paper is based on the reported information from The Ministry of Women and Child Development, Planning Commission, Ministry of Human Resource Development and Government of India. The study will bring new insight towards empowerment of women and in policy making worldwide. Keywords - Women Development, Government Programmes and Policies, Social empowerment, Economic empowerment, Educational empowerment and Political empowerment Paper type General Review article. * ICSSR Post Doctoral Fellow,Department of Humanities, Delhi Technological University, Delhi ** Associate Professor of Economics, Delhi Technological University, Delhi Introduction India is seventh largest and fastest growing economy in the world. India‟s economic success in recent years has contributed a lot in South Asia‟s fastest-growth in the world but at the same time it faces significant challenges alongside its opportunities for further growth. India is having around 1.34 billion people – 18% of the world‟s population among which the percentage of youth is much higher. However the other facet of India reflects that it is also a complex country . In India there are various types of customs, traditions and practices which are good as well as bad and are inseparable from the society‟s consciousness. On one side we worship female goddesses, give great importance to our mothers, daughters, sisters, wives and other female relatives or friends and on other side Indian people are also famous for badly treating their women. India is composed of various cultures and religions which teaches us to treat women with respect and dignity. But still the society has so developed that various types of ill practices, both physical and mental, against women have become a norm and custom since ages. For example sati pratha, dowry system, parda system, female infanticide, burning of wife, sexual violence and harassment at work place, domestic violence and other different kinds of discriminatory and unfair practices which leads to physical and mental torture.. Despite of so many efforts made by Indian Government still the society has not accepted women as being equal to men and crimes or abuses against women are still on the rising trend. In order to change, the society‟s age-old deep-rooted mind set a rigorous social conditioning and sensitization programmes are needed. No doubt the women empowerment became the priority of Indian Government and is always one of the major goal of government development policies and plan. Empowerment not only focuses on providing women strength and skills but also to improve their vulnerable and miserable situation. It also stresses on the need to educate men regarding women issues and inculcating a sense of respect towards women and treat them as equal citizens. Women empowerment basically focuses on the miserable and deprived women in order to make them socially and economically empowered so that they can find their rightful place in the society. In annual Women Empowerment Principles (WEPs) event will be held on 15 March 2018 The United Nations have put down following principles for the empowerment of women: 1. To establish high-level corporate leadership for gender equality 2. Treat all women and men fairly at work - respect and support human rights and nondiscrimination 3. Ensure the health, safety and well-being of all women and men workers 4. Promote education, training and professional development for women 5. Implement enterprise development, supply chain and marketing practices that empower women 6. Promote equality through community initiatives and advocacy 7. Measure and publicly report on progress to achieve gender equality Thus it focuses on economic empowerment, social empowerment and educational empowerment of the women. According to 2011 Census the sex ratio for India is 943 to per 1000 males which is lowest in the world. The percentage of female literacy is 65.50 (2011 Census) against male literacy of 82.10 per cent. There is only12% women representation in Parliament in India. Whereas the global average for Women in Parliament stands at 22.4%, India is at the 103rd place out of 140 countries with a mere. Within Asia, India is at the 13th position out of 18 countries. Countries like South Sudan, Saudi Arabia have better than India. Most of the working women remain outside the organized sector. Mere 2.3 per cent of women are administrators and managers, 20.5 percent professional and the technical workers all of whom collectively earn 25 per cent of the shared income. Violence against women is on the rise. The principle of gender equality is enshrined in the Indian Constitution in its Preamble, Fundamental Rights, Fundamental Duties and Directive Principles. The Constitution not only grants equality to women, but also empowers the state to adopt measures of positive discrimination in favor of women. It is well recognized fact that societies which discriminate by gender tend to experience less rapid economic growth and poverty reduction than societies which treat men and women more equally. Women Empowerment and would, thus, need to be a core development goal and major part of development policies. Some calculated and conscious policy steps are critical to achieve gender equality and women empowerment in India by the government. Gender assessments have to be undertaken continuously to reveal gaps and monitor progress towards gender equality. Women Empowerment is essentially the vehicle of change to achieve gender equality that is meaningful and sustainable. Social Empowerment of Women The Social Empowerment policies especially relating to women‟s rights have had a positive growth in the past few decades. The central government is formulating various progressive measures to advance gender equality in social, economic, and political arenas. The Government of India (GoI) has two main bodies to advance gender equality i: e the Ministry of Women and Child Development and the National Commission for Women, which is an autonomous organization under the Ministry of Women and Child Development The Constitution of India provides equal rights and opportunities to women. In reality the right to social and economic justice envisaged in the Preamble and elongated in the Fundamental Rights and Directive Principles of the Constitution. The Constitution of India not only grants equality to women but it also empowers the State to adopt various measures of positive discrimination in favor of women for neutralizing the cumulative socio economic, education and political disadvantages faced by them. The major constitutional privileges are as listed below. (i) Equality before law for women (Article 14) (ii) The State not to discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth or any of them (Article 15 ) (iii) The State to make any special provision in favor of women and children (Article 15 (3)) (iv) Equality of opportunity for all citizens in matters relating to employment or appointment to any office under the State (Article 16) (v) The State to direct its policy towards securing for men and women equally the right to an adequate means of livelihood (Article 39(a)); and equal pay for equal work for both men and women (Article 39(d)) (vi) To promote justice, on a basis of equal opportunity and to provide free legal aid by suitable legislation or scheme or in any other way to ensure that opportunities for securing justice are not denied to any citizen by reason of economic or other disabilities (Article 39 A) (vii) The State to make provision for securing just and humane conditions of work and for maternity relief (Article 42) (viii) The State to promote with special care the educational and economic interests of the weaker sections of the people and to protect them from social injustice and all forms of exploitation (Article 46) (ix) To promote harmony and the spirit of common brotherhood amongst all the people of India and to renounce practices derogatory to the dignity of women (Article 51(A) (e)) (x) Not less than one-third (including the number of seats reserved for women belonging to the Scheduled Castes and the Scheduled Tribes) of the total number of seats to be filled by direct election in every Panchayat to be reserved for women and such seats to be allotted by rotation to different constituencies in a Panchayat (Article 243 D(3)) (xi) Not less than one- third of the total number of offices of Chairpersons in the Panchayats at each level to be reserved for women (Article 243 D (4)) (xii) Not less than one-third (including the number of seats reserved for women belonging to the Scheduled Castes and the Scheduled Tribes) of the total number of seats to be filled by direct election in every Municipality to be reserved for women and such seats to be allotted by rotation to different constituencies in a Municipality (Article 243 T (3)) Initiatives for Women by the Indian Government (i) National Commission for Women: In January 1992, the Government set-up this statutory body with a specific mandate to study and monitor all matters relating to the constitutional and legal safeguards provided for women, review the existing legislation to suggest amendments wherever necessary, etc. (ii) Women Reservation in Local Self-Government: The 73rd Constitutional Amendment Acts passed in 1992 by Parliament ensure one-third of the total seats for women in all elected offices in local bodies whether in rural areas or urban areas. (iii) The National Plan of Action for the Girl Child (1991-2000): It ensures survival, protection and development of the girl child with the ultimate objective of building up a better future for the girl child. National Policy for Children-2013 was adopted by the Government of India on 26th April 2013 (iv) The National Policy for the Empowerment of Women- 2001: The Department of Women & Child Development in the Ministry of Human Resource Development has prepared a "National Policy for the Empowerment of Women" in the year 2001. The goal of this policy is to bring about the advancement, development and empowerment of women.. Government Programmes for Social Empowerment of Women Empowerment of women is a socio-political ideal, encompassing notions of dignity and equality, envisioned in relation to the wider framework of women's rights. It is a process of gaining control over self, over resources and over existing societal perceptions and attitudes .Some of the major government social empowerment programmes are listed below- (i) Beti Bachao Beti Padhao (BBBP) - The Union Government has announced Beti Bachao Beti Padhao (BBBP) programme in India. The initial focus of BBBP was limited to districts which were either below national average or were worse in their own states in terms of absolute values of child sex ratio. The specific objectives of scheme are prevention of gender biased sex selective elimination, ensuring survival & protection of the girl child and ensuring education and participation of the girl child (ii) Women Helpline (WHL) – It is One Stop Centre Scheme (OSC) under which one OSC shall be established in every State/UT to provide integrated support and assistance to women affected by violence, both in private and public spaces under one roof. Women affected by violence and in need of redressal services will be referred to OSC through WHL. The Scheme of Universalisation of Women Helpline is intended to provide 24 hours immediate and emergency response to women affected by violence through referral (linking with appropriate authority such as police, One Stop Centre, hospital) and information about women related government schemes programs across the country through a single uniform number. (iii) Ujjawala – It is a comprehensive scheme for prevention of trafficking and rescue, rehabilitation and re-integration of victims of trafficking for commercial sexual exploitation The new scheme has been conceived primarily for the purpose of preventing trafficking on the one hand and rescue and rehabilitation of victims on the other. (iv) Swadhar Greh- A Scheme that caters to primary needs of women in difficult circumstances A Scheme for Women in Difficult Circumstances was launched by the Department of Women and Child Development in 2001- 02. The scheme through the provisions of shelter, food, clothing, counseling, training, clinical and legal aid aims to rehabilitate such women in difficult circumstance (v) Family Counseling Centres- The Family Counseling Centre programme was introduced in 1983 due to increasing violence against women specially dowry related cases. The centres provide counseling, referral and rehabilitative services to women and girls who are victims of atrocities, family maladjustments and social ostracism. (vi) Short Stay home Programme- The objective of the Short Stay Homes programme is to rehabilitate women and girls who are facing social, economical and emotional setback due to family problem, exploitations, violence or being forced into prostitution. Under Short Stay Home programme, temporary shelter to women and girls, medical care, counseling, occupational therapy, education and vocational training is provided according to the requirements of the inmates. The period of stay normally extends from six months to three years. (vii) Rajiv Gandhi Scheme for Empowerment of Adolescent Girls (Sabla)- A comprehensive scheme for the holistic development of adolescent girls called „Rajiv Gandhi Scheme for Empowerment of Adolescent Girls‟ (RGSEAG) Sabla is a centrally sponsored program of Government of India initiated on April 1, 2011 under Ministry of Women and Child Development (MWCD). Sabla aims at an all-round development of adolescent girls (AGs) of 11–18 years by making them self reliant by facilitating access to learning, health and nutrition through various interventions such as health, education, vocational training . (viii) Total Sanitation Campaign (TSC): It is a comprehensive programme to ensure sanitation facilities in rural areas with the broader goal to eradicate the practice of open defecation. The key intervention areas are Individual Household Latrines (IHL), School Sanitation and Hygiene Education (SSHE), Community Sanitary Complex, Anganwadi toilets supported by Rural Sanitary Marts (RSMs) and Production Centers (PCs) Economic Empowerment of Women The participation of women in the economy is the reflection of economic empowerment of women. Economic empowerment is basically the capacity of women and men to participate in the economy and contribute to and benefit from growth processes. Economic empowerment increases women‟s access to economic resources and opportunities including jobs, financial services, property and other productive assets, skills development and market information. As per Census 2011, the workforce participation rate for females is 25.51% against 53.26% for males. A Pilot Time Use Survey conducted by the Central Statistical Organization came out with the startling revelation that 51% of the works of women which qualify for inclusion in GDP are not recognized and remain unpaid. Traditionally women have been discriminated in her access to the productive resources. She has been denied coparcenaries rights over the ancestral property. She has been denied ownership of land, cattle, trees, harvest and shelter. She has been discriminated in accessing credit and marketing facilities for her economic activities. Major interventions at the macro economic and social policy levels are required to eliminate these ageold discriminations against women. Some of the major government economic empowerment programmes are listed below- (i) Swayamsidha Program- It is an integrated scheme for the empowerment of women at a total cost of Rs. 116.30 Crores. It is implemented by ministry for women and child development. Crux of this program will be the establishment of women‟s self-help groups which will empower women to have increased access to all kinds of resources that they are denied, in addition to increasing their awareness and skills. (ii) The Support to Training & Employment Programme for Women (STEP) - The Scheme was launched as a Central Sector Scheme in 1986-87. The scheme aims to make a significant impact on women by upgrading skills for employment on a self-sustainable basis and income generation for marginalized and asset-less rural and urban women especially those in SC/ST households and families below poverty line. The key strategies include training for skill development, mobilizing women in viable groups, arranging for marketing linkages and access to credit. The scheme also provides for enabling support services in the form of health checkups, child-care, legal & health literacy, elementary education and gender sensitization (iii) The Working Women‟s Hostel (WWH) Scheme – It envisages provision of safe and affordable hostel accommodation to working, single working woman, women working at places away from their hometown and for women being trained for employment. (iv) Mahila E-Haat- This is a unique direct online marketing platform leveraging technology for supporting women entrepreneurs/Self Help Groups (SHGs)/ Non Government Organizations(NGOs) for showcasing the products / services which are made/manufactured/ undertaken by them. It is an initiative for meeting aspirations and needs of women. This was done keeping in mind that technology is a critical component for business efficiency and to make it available to the majority of Indian women entrepreneurs / SHGs / NGOs. (v) Trade Related Entrepreneurship Assistance and Development (TREAD)- The scheme envisaged economic empowerment exclusively of women through trade related training, information and counseling extension activities related to trades, products, services etc. The Scheme has provided for financial loans through Non Government Organizations (NGOs) who were also provided Government of India grant for capacity building. This Assistance was to be provided for self-employment ventures by women for pursuing any kind of non-farm activity. The focal point of the scheme is to provide grant assistance to the nodal NGO which has been sanctioned bank loan for passing through the same to eligible women for taking up non-farm activities. (vi) Micro, Small and Medium Enterprises – Development Institutes (MSME-DIs), Entrepreneurship Development Institutes (EDIs) and NGOs conducting training programmes for empowerment of women beneficiaries identified under the scheme would be provided a grant up to maximum limit of Rs. 1.00 lakh per programme provided such institutions also bring their share to the extent of minimum 25% of the Government grant. (vii) Development Of Women And Children In Rural Areas (DWCRA)- The scheme DWCRA was aimed to improve the socio-economic status of the poor women in the rural areas through creation of groups of women for income-generating activities on a self-sustaining basis. The main strategy adopted under the programme was to facilitate access for poor women to employment, skill up gradation, training credit and other support services so that the DWCRA women as a group could take up income-generating activities for supplementing their incomes. It sought to encourage collective action in the form of group activities which were known to work better and were more sustainable than the individual effort (viii) The Mahila Samriddhi Yojana- It is a centrally sponsored scheme, which was launched on 2-10-1993. Through MSY, every rural woman aged 18 and above can open an MSY account of money she can save The department of Women and Child Development under the ministry of Human Resource Development gets the scheme implemented through the network of 1.32 lakh post offices of the Department of Posts functioning in the rural areas. An important aspect of the programme is that of involvement of non-governmental organizations (NGOs) at all levels. NGOs will hold awareness generation camps in villages through which they would mobilize women to take up savings as a conscious choice.The Mahila Samriddhi Yojana is a centrally sponsored scheme, which was launched in 1993. Through MSY, every rural woman aged 18 and above can open an MSY account of money she can save. (ix) Indira Mahila Yojana- It is another women development programme initiated by the Government, which was launched in August 1995 in more than 200 blocks of the country. The main objective of this programme is to give a forward thrust to the women education, awareness income-generation capacities and the empowerment of women. The platforms for the forward thrust are to be the self help groups at the gross-root level. Under this scheme women are to be constituted into Mahila Block Societies (MBS) at the Anganwadi level. At the grass-root level under every Anganwadi there should be women‟s self-help groups. The Mahila Groups will be encouraged to take up some thrift activity also. The fund so collected over a period can be revolved amongst the members for financial support to the expansion of their income generation activities or also for starting of a new activity. (x) The Rashtriya Mahila Kosh – It was established by the Department of Women and Child Development, under the Ministry of Human Resource Development, for the purpose of delivery of credit through women‟s development corporations/non-governmental organizations and selfhelp groups to 2 lakh poor women from both rural and urban areas whose family income does not exceed Rs. 11,000/- per annum in rural areas and Rs. 11,800/- per annum in urban areas. The interest charged is 12% per annum to the ultimate borrower women and 8% to the NGOs and the corporations. (xi) Mahatma Gandhi National Rural Employment Guarantee Scheme (MNREGS): MNREGS heralded a new beginning in addressing the unemployment crisis. This nationwide employment programme guarantees 100 days of unskilled work for every household in the rural area in every year. While providing employment, it seeks to ensure that at least one-third of the beneficiaries are women. The Act sensitive to working conditions of women workers as it advocates providing accessible worksite (within 5 kms of workers‟ residence), crèches for women with children below six and, above all, gender parity of wages. Being a nationwide programme it can be further engendered to pay large dividends towards empowerment of women Educational Empowerment of Women in India Education is a key intrusion in sustaining processes of empowerment of women. A quality education can help women and marginalized communities to improve their status and enable them to have greater access to information and resources and to challenge various forms of discrimination. Not only has this education also helps to strengthen democratic processes as it allows for greater and more equitable participation. Being educated or literate leads to greater self-confidence and self-esteem. It enables engagement with development processes and institutions of governance from a position of strength. Poor women of India especially from socially disadvantaged communities are generally illiterate and hence they find themselves at a disadvantage when participating in development processes. Indian government have taken various steps in the field of educational empowerment such as according to 93rd Constitution Amendment Act in 2005 which makes Education for all children aged 6-14 a fundamental right. At international platforms, the Indian government ratified education for all (EFA) goals as one of the major developmental policy apart from Millennium Development Goals (MDGs) . Based on the EFA commitments, the government has devised specific policies like the National Action Plan, National Literacy Mission (NLM) and Sarva Shiksha Abhiyan (SSA). The expansion of education among girls and women has been an integral part of almost all the educational policies and programmes. The National Policy on Education 1986 (as modified in 1992) lays emphasis on education of girls/women through empowerment programmes. Some of the major government economic empowerment programmes are listed below- (i) "Beti Bachao, Beti Padhao"-Under this newly announced programme Rs.5.00 crore has been made available for strengthening girls‟ education in 100 specified districts on the basis of Child Sex Ratio which works out to Rs.5.00 lakh per district, for instituting district level awards to be given to 5 schools in each district every year (ii) National Scheme of Incentive to Girls for Secondary Education (NSIGSE) – It provides Rs.3000.00 which is deposited in the name of eligible unmarried girls below 16 years as fixed deposit, who are entitled to withdraw it along with interest thereon on reaching 18 years of age and after passing class X. The objective of the scheme is to establish an enabling environment to reduce the drop outs and to promote the enrolment of girls children in secondary schools. The scheme covers (i) all girls belonging to SC/ST communities, who pass class 8 and (ii) all girls who pass class 8 from KGBVs and enroll in class IX in Government, Government-aided and Local Body Schools. The funds under the scheme are not allocated State-wise. Funds are sanctioned to States/UTs based on the proposals received from the State Government and availability of funds under the scheme during the financial year. (iii) Sarva Shiksha Abhiyan (SSA)-It has targeted interventions for girls which include opening of schools in the neighborhood to make access easier for girls, appointment of additional teachers including women teachers, free textbooks, free uniforms, separate toilets for girls, teachers‟ sensitization programmes to promote girls participation, gender-sensitive teaching materials including textbooks. In addition, Kasturba Gandhi Balika Vidyalayas (KGBV) has been opened in Educationally Backward Blocks (EBBs) where the female rural literacy is below the national average to provide for residential upper primary schools for girls. (iv) Rashtriya Madhyamik Shiksha Abhiyan (RMSA)-It envisages enhancing the quality of education by providing a secondary school within a reasonable distance of every habitation, improving quality of education imparted at secondary level, removal of gender, socio-economic and disability barriers. It Includes construction of new secondary schools, provision of toilets blocks in existing schools with separate toilets for girls, construction of teachers quarters, construction of Girls Hostels in Educational Backward Blocks (EBB) special teaching for learning enhancement, self defense training, guidance and counseling facilities, conduct of adolescent education programmes, organization of empowerment/awareness camps are taken up to improve the education of girls at the secondary stage. (v) Higher Education sector- University Grants Commission (UGC) has allocated special grants for construction of Women hostels in the Universities. UGC has provided financial assistance for construction of 535 (39 in universities + 496 in colleges) Women hostels in the last five years, UGC has undertaken a number of measures for the improvement of education of Women. Some of them are Single Girl Child Scheme, Post-Doctoral Fellowship for Women, UGC funding to Women‟s University which are set up exclusively for women, Udaan to provide free online resources to girl students of Class XI and Class XII for preparation of admission test for the premier engineering colleges in the country. (vi) All India Council for Technical Education (AICTE) has launched a scheme to provide assistance for Advancement of Girls participation in Technical Education. This is an attempt to give every young woman the opportunity to further her education and prepare for a successful future by empowering women through technical education. The scheme envisages to grant 4000 scholarships per annum. This includes tuition fee of Rs. 30000/- or at actual, whichever is less and Rs. 2000/- per month for 10 months as incidentals each year. (vii) Saakshar Bharat –It is National Literacy Mission was recast with its new variant, Saakshar Bharat launched in 2009. It aims to accelerate adult education, especially for women in the age group of 15 years and above. It targets to raise literacy rate to 80% by 2012 and reduce the gap to half by the same period. The Mission envisages setting up of well-equipped multifunctional Lok Shiksha Kendras at the Gram Panchayat level to provide institutional, managerial and resource support to literacy and lifelong education at grass root level. At least one Lok Shiksha Kendra is to be established in each Gram Panchayat in the districts covered under the Programme. The Mission primarily focuses on women, SCs, STs, minorities, other disadvantaged groups and adolescents in rural areas in low literacy States. Political Empowerment of Women in India India is one of the largest democratic country in which almost half of the population is women. The Indian Constitution gives equal political rights to women in India. India has fared moderately in a global ranking of countries as per the percentage of women appointed in ministerial positions, but was at a bleak position in another list on number of women parliamentarians. The Inter-Parliamentary Union (IPU) and UN Women launched the „Women in Politics 2017 Map‟, a visual representation of women‟s political empowerment in which India ranked 88th out of 186 countries in the list with 18.5 per cent of women appointed in ministerial positions as of January 1, 2017. Countries like Rwanda, Kenya, Mozambique and South Sudan are far better than India in the ranking. Although Amendments to the Indian Constitution were made in 1992 and 1993, which provided for 33 per cent reservation for women in panchayats and urban local bodies in India. These amendments served as an affirmative action and a major breakthrough towards ensuring women‟s equal access and increased participation in political power structures. Since Independence we had so far 15 women chief ministers and 23 women governors. Apart from this only one woman so far served as President of India and we had no woman as Vice-President and Chief Justice of India. There was only one woman who got the opportunity to serve as Chief Election Commissioner. The Rajya Sabha on March 9, 2010, took a „historic and giant step‟ by voting (191 for and 1 against) to amend the Constitution, providing one-third reservation in Parliament and State Assemblies for women. Till today bill is not passed by the Lok Sabha and ratified by one-half of the states before it comes into effect. Although Political parties have increased outreach among women voters as India's party system has become more competitive. This has included the creation of women's wings in the largest parties. Women's participation in political parties still remained low. Although Indian women have taken the initiative to form their own political parties, and in 2007, the United Women Front party was created, and has advocated for increasing the reservation of seats for women in parliament to 50%. Women only govern four of India's political parties. From 1980-1970, 4.3% of candidates and 70% of electoral races had no women candidates at all. As of 2013, it has been reported of the members of parliament 11% were women in Lok Sabha and 10.6% in Rajya Sabha Women get one-third reservation in Gram Panchayats (meaning Village Assembly, which is a form of local village government) and Municipal elections. There is a long-term plan to extend this reservation to Parliament and State Legislative assemblies. The Women's Reservation Bill was passed by the Rajya Sabha on 9 March 2010 by a majority vote of 186 members in favour and 1 against. It will now go to the Lok Sabha, and if passed there, would be implemented. With the reservation already increased to 50 percent in several states, e.g., Bihar, Chhattisgarh, Madhya Pradesh, Kerala, Rajasthan and a Constitutional amendment to this effect in the process, the Panchayats will have great potential for women‟s empowerment and their contribution to gender sensitive good governance. Women face social, economic and various other forms of institutional barriers to entering Panchayati Raj Institutions (PRI) and even in performing their duties as elected representatives. Important limitations to women‟s participation include the terms of inclusion, the rules of decentralization, gender-based division of labor, the policy of rotation of seats etc. Social barriers such as lack of education, oppressive patriarchal and caste structures, lack of respect of women in PRIs, physical violence in public and domestic spheres, local politics based on caste/class/religious dynamics also affects the participation of women adversely. Further, uneven and limited devolution of powers and resources in the States, with no untied funds also adds to the constraints. Thus, although the number of women in elected local bodies in India has gone up significantly, the extent and quality of their participation in PRIs remains an issue of major concern. Conclusion The position and status of women has risen worldwide incredibly especially in the 20th century. We found that the status of women was very low in 18th and 19th centuries in India and elsewhere when they were treated like „objects‟ rather as an equal human being, that can be bought and sold. Since long women in India remained within the four walls of their household and they were solely dependent on the men of the house. A very long struggle over a century has brought women in the ambit of some equal rights such as property rights, educational rights, political rights, an equality in civil rights before the law in matters of marriage and employment There was a time when women‟s education was not a priority even among the elite social class. But now slowly and gradually the things are shifting in favor of women empowerment in India too. The last quarter of the 20th century and more so after the opening up of economy i.e. post-1991 reform , a growing number of women have been entering into the economic field, seeking paid work (remunerative jobs) outside the family. Women are playing bigger and bigger role in economic field: as workers, consumers, entrepreneurs, managers and investors. In spite of their increasing number in every field, women still remain perhaps the world‟s most underutilized resources. Many are still excluded from paid work and many do not make best use of their skills. Similarly it is found that in the society the acceptance of unequal gender norms by women themselves are still prevailing. There is a huge gender gap in literacy and participation of girls at all stages of education. Not only this almost 50% of women are employed and a significant portion of them are not paid for their work. However, having access to employment does not mean that women have full control over their earnings. Fewer women have final say on how to spend their earnings. Although Government of India is implementing a number of programmes, for improving access to employment, education, health, infrastructure development, urban development, etc. Some of these are flagship programmes like Mahatma Gandhi National Rural Employment Guarantee Scheme, Integrated Child Development Scheme, Sarva Siksha Abhiyan and National Rural Health Mission. Further, in recognition of the role played by infrastructure in poverty removal, the Government also launched a time-bound plan under Bharat Nirman in 2005. In order to ensure that women are equal beneficiaries in all programmes, their needs and concerns are incorporated. Many of these, especially the infrastructure delivery programmes, although seemingly gender neutral, often have a differential impact on women in view of their different life experiences, requirements, socio- cultural drivers and priorities. These constraints also need to be identified and addressed. Unless the attitude towards the acceptance of unequal gender role by the society and even the women themselves changed women cannot grab the opportunity provided to them through constitutional provision and law.(Pursottam Nayak and Bidsha Mohanty,2009) Although government have taken various initiative regarding empowerment of women but still there are grey areas both at functional and operational level References - Andrew Wright (01 Oct 2017), 8 things you need to know about India‟s economy, Retrieved From-https://www.weforum.org/agenda/2017/10/eight-key-facts-about-indiaseconomy-in-2017/ - Bani Bora, Rajesh and V.K. Dixit,( 2011). Development of Vocational Skills and Women Empowerment Through Gender Resource Centres : A Study of Delhi State, Journal of Community Mobilization and Sustainable Development Vol. 6(1), 071-076, JanuaryJune, - Bhanupriya Rao ( March 6, 2016), Women in Parliament: Where does India figure among the rest of the World?, Retrieved From- https://factly.in/women-in-parliamentwhere-does-india-figure-among-the-rest-world - Barkat, A. (2008): "Women Empowerment: A Key to Human Development., http://www.goodgovernance.org - Bardhan, K. and S. Klasen (2000): "On UNDP‟s Revisions to the Gender- Related Development Index", Journal of Human Development, Vol.1, pp.191-195. - Blumberg, R.L. (2005): "Women‟s Economic Empowerment as the Magic Potion of Development?" Paper presented at the 100th annual meeting of the American Sociological Association, Philadelphia - Chattopadhyay, R. and E. Duflo (2001): "Women's Leadership and Policy Decisions: Evidence from a Nationwide Randomized Experiment in India", Indian Institute of Management, Calcutta and Department of Economics ,MIT, and NBER - Kamaluddin Khan(February 19, 2009), Constitution of India and Women Empowerment: A Brief Study, Retrieved From- - http://twocircles.net/legal_circle/constitution_india_and_women_empowerment_brief_st udy_kamaluddin_khan.html - Klasen, S. and D. Schüler (2009): "Reforming the Gender-Related Development Index (GDI) and the Gender Empowerment Measure (GEM): Some Specific Proposals", Retrieved From-http://www2.vwl.wiso.uni-goettingen.de/ibero/papers/DB186.pdf - Kuldeep Fadia(2014), Women‟s Empowerment Through Political Participation In India, Indian Journal Of Public Administration538 / VOL. LX, NO. 3, July-September Issue, Retyrieved From-http://www.iipa.org.in/New%20Folder/13--Kuldeep.pdf - Lubna Kably(Nov 26, 2013), Women have only 11% representation in India's Parliament, Retrieved From-https://timesofindia.indiatimes.com/india/Women-have-only-11representation-in-Indias-Parliament/articleshow/26384347.cms - Pursottam Nayak and Bidsha Mohanty,(2009), Women Empowerment In India, http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1320071 - Reecha Upadhyay, Women's Empowerment In India-An Analytical Overview, Retrieved From-https://asiafoundation.org/resources/pdfs/womensempowermentindiabriefs.pdf - Shruti Sharma(Saturday 21 June 2014), An Assessment of Girls Education under Sarva Shiksha Abhiyaan, Retrieved From- http://www.mainstreamweekly.net/article5000.html - National Skill Development Policy, March 2009; Dec, 2010. - National Policy of Education 1986 (as modified in 1992); 11 May, 2011. - National Policy on Education, 1986, Government of India. - National Policy on Education, 1992, Government of India - XII Five Year Plan Report of the Working Group on Women‟s Agency and Empowerment , Ministry of Women and Child Development Government of India –Retrieved Fromhttp://planningcommission.nic.in/aboutus/committee/wrkgrp12/wcd/wgrep_women.pdf- - Report of the Steering Committee on Women‟s Agency and Child Rights for the Twelfth Five Year Plan (2012-2017), Planning Commission Government of India, Retrieved Fromhttp://planningcommission.gov.in/aboutus/committee/strgrp12/str_womagency_childrights.p df - http://shodhganga.inflibnet.ac.in/bitstream/10603/45651/7/07_chapter%202.pdf- Accessed in February 2018 - http://www.wcd.nic.in/schemes-listing/2405- Accessed in February 2018 - http://www.weprinciples.org/- Accessed in February 2018 - http://www.financialexpress.com/india-news/indias-ranking-in-womens-politicalempowerment-moderate/589659/- Accessed in March2018 - http://pib.nic.in/newsite/PrintRelease.aspx?relid=136826- Accessed in March 2018 - http://www.legalserviceindia.com/helpline/woman_rights.htm - Accessed in March 2018 - http://mospi.nic.in/sites/default/files/reports_and_publication/statistical_publication/social_st atistics/WM16ConstitutionalLegalRights.pdf- Accessed in March 2018 - http://censusindia.gov.in/Census_And_You/gender_composition.aspx- Accessed in March 2018 - http://www.mospi.gov.in/sites/default/files/reports_and_publication/statistical_publication/so cial_statistics/Chapter_4.pdf- Accessed in March 2018 - http://www.unwomen.org/en/what-we-do/economic-empowerment- Accessed in March 2018 - http://www3.weforum.org/docs/GGGR16/WEF_Global_Gender_Gap_Report_2016.pdfAccessed in March 2018 - http://www.wcd.nic.in/sites/default/files/MWCD_Strategic_Plan_10-02-2011.pdf- Accessed in March 2018	<urn:uuid:07cae603-21cf-4eb7-9739-41b12e30d80e>	CC-MAIN-2024-30	https://ijmra.us/project%20doc/2018/IJMIE_JULY2018/IJMRA-14047.pdf	2024-07-12T15:00:32+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514404.71/warc/CC-MAIN-20240712125648-20240712155648-00790.warc.gz	231,023,626	8,739	eng_Latn	eng_Latn	0.93802	eng_Latn	0.995244	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn" ]	false	docling	[ 1651, 4235, 6462, 8718, 11181, 13510, 15874, 18456, 21100, 23484, 26039, 28433, 30888, 33493, 35903, 38128, 40313, 42162 ]	[ 1.359375, 2.21875 ]	1	0
Monksmoor Park CE Primary School Maths Policy Vision At Monksmoor Park we are developing a mastery approach to the teaching of mathematics. Our aim is for all children to enjoy mathematics and have a secure and deep understanding of fundamental mathematical concepts and procedures which are taught through small achievable steps. At the centre of this approach is the belief that all pupils have the potential to succeed, which links closely to our vision 'Nurturing all to flourish and aspire'. All children should have access to the same curriculum content and, rather than being extended with new content from other year groups, they will deepen their conceptual understanding by reasoning and problem solving. Aims and intentions - To develop a growth mindset and positive attitude towards maths - To become confident and proficient with numbers, including fluency with mental calculations and looking for connections between numbers - To create problem solvers, who can reason, think logically, work systematically and apply their knowledge of mathematics - To develop mathematical language which children can use appropriately - To help children to become independent learners and to work cooperatively with others - To give a real life context to learning in Mathematics Legislation and guidance We have embedded the three aims of the National Curriculum into our teaching: fluency, reasoning and problem solving. We believe that all three of these are equally important to develop wellrounded mathematicians. The national curriculum for mathematics aims to ensure that all pupils: - become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. - reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language - can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. To support our planning we use high quality resources that address these aims. These include: - Power Maths - White Rose Schemes of Learning - NCETM Mastery documents - NCETM Ready to Progress - Number Sense Roles and responsibilities The governing body will approve the maths policy, and hold the Headteacher to account for its implementation. The Headteacher is responsible for ensuring that this policy is applied consistently across the school and for ensuring staff have the skills, resources and training required to implement the policy successfully. Staff are responsible for: - Applying the policy to their everyday teaching - Identifying their own developmental and or training needs in relation to the policy - Adapting the policy to meet the needs of their children - Giving feedback regarding the impact of this policy The subject leader has responsibility for the following key areas: - Strategic direction and development to ensure high standards of teaching and learning - Policy development - Leading and managing staff in their subject area, including auditing and supporting colleagues in CPD. - Ensuring efficient and effective deployment of staff and resources. - To carry out subject specific monitoring activities in order to evaluate provision. This may include: analysing assessment data; visits to lessons; looking at children's work; speaking to pupils. Planning and Teaching - Staff use Power Maths Schemes of Learning as a starting point in order to develop a coherent and comprehensive conceptual pathway through mathematics. The focus is on the whole class progressing together. - Learning is broken down into small, connected steps, building from what pupils already know. The lesson journey should be detailed and evident on flipcharts or PowerPoints to reduce the need for teachers to produce detailed paper plans. - Difficult points and potential misconceptions are identified in advance and strategies to address them are planned for. - Key questions are planned, to challenge thinking and develop learning for all pupils. - Contexts and representations are carefully chosen to develop reasoning skills and to help pupils link concrete ideas to abstract mathematical concepts. Representations and methods are set out in the calculation policy. See appendix 1. - Fluency skills are taught to develop children's rapid recall of key number facts. Each year group teaches specific skills as set out in the Fluency Progression Document. See appendix 2. Extra opportunities for this rapid recall should be provided outside mathematics lessons i.e. in morning work or after a break. - Daily Number Sense sessions are taught in addition to the daily maths lesson. These sessions offer a systematic and structured programme to develop number sense and number fact sessions from EYFS through to the end of KS1. - Staff in EYFS provide subitising and number sense opportunities through the daily maths session and in the continuous provision. - All children have been signed up to Numbots which they will use both in school and at home to develop their understanding, recall and fluency in mental addition and subtraction. Year 1 and above will also have access to Times Table Rock Stars which is a programme designed to help pupils master the times tables. - Challenge through greater depth - rather than accelerated content; (moving onto next year's concepts) teachers set tasks to deepen knowledge and improve reasoning skills within the objectives of their year group. - Stem sentences are planned for and taught to the children to help them understand key concepts i.e. 'The one means one ten and the 3 means 3 ones.' - Reasoning sentences are encourage when pupils answer questions i.e. 'I know because..' 'I think that …..' and 'I have noticed that…'. - Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning and to move onto the next year group. The Ready to Progress objectives are planned into the curriculum to ensure that sufficient time is spent embedding these key skills. - Maths is taught daily with 1 lesson a week being a focus on developing fluency. Lesson Structure Flexibility is built into the curriculum meaning that teaching can be paced according to the needs of the class. While some children will need to spend longer on a particular concept (through interventions or additional lessons), others will reach deeper levels of understanding. The class will however move forward together through the termly schedules. Lessons follow the structure set out in Power Maths. - Lessons begin with a Recall session, using either Flash Back 4's or teacher devised questions based on teacher assessments. These recall sessions reinforce key skills that have been taught in previous lessons. - Discover offers a real life problem to arouse curiosity about the new learning. Children will be given opportunities to work with a partner and use manipulatives to solve the problem. Digging deeper opportunities are offered in the discover stage to offer a further challenge. - Share is a teacher led part of the lesson that follows the problem from the discovery stage and highlights key strategies and representations. Mistakes are reflected on and used to strengthen understanding. - Think Together offers pupils the chance to work on different problems where they can apply the new skills. Pupils are encouraged to make connections and spot patterns between different concepts. - During the Practise stage pupils work independently or in small groups to practise and embed the new learning. - Reflection is done at the end of the lesson and allows teachers to check how deeply the pupils have mastered the key concepts. Spot the mistake type questions are used for checking misconceptions. Early Years Foundation Stage Children in EYFS explore mathematical concepts through active exploration and their everyday playbased learning. Children are taught key concepts and develop number sense using a hands-on practical approach. EYFS practitioners provide opportunities for children to manipulate a variety of objects which supports their understanding of quantity and number. Pupils explore the 'story' of numbers to twenty and the development of models and images for numbers as a solid foundation for further progress. The CPA approach is used when teaching children key mathematical skills. Practitioners allow children time for exploration and the use of concrete objects helps to support children's mathematical understanding. Mathematics in the early years provides children with a solid foundation that will enable them to develop skills as they progress through their schooling and ensures children are ready for the National Curriculum. Assessment - Teachers offer assessment opportunities within lessons with high quality questioning and through the independent practise stage. Same day intervention will be offered where possible to further teach and consolidate concepts with pupils that may need some extra support. - End of unit assessments will take place and be analysed to identify if pupils are ready to move on to the next unit. Attainment of each pupil will be tracked in order to monitor progress and recorded on Learning Ladders. - Termly reasoning and arithmetic tests will be carried out and analysed to inform future planning. - Teachers will use both these assessments to provide further feedback or re-teach concepts where necessary to close gaps and ensure pupils have mastered the curriculum content at that point. Inclusion In line with our mission statement, we believe every child should have equal opportunity to achieve their full potential and access an ambitious and coherent curriculum that leads to deep learning. We have high expectations of all children and strongly believe that all children are able to achieve in mathematics regardless of race, gender, cultural background, ability or Special Educational Needs or Disability. Some may take longer to grasp concepts and may need careful scaffolding or extra time/support. SEN children may be supported in the following ways: further use of representations, different resources and carefully directed questioning. They may also need additional time outside of the maths lesson. We will ensure specific barrier to learning are removed to enable each child to focus on their mathematical learning. Monitoring Monitoring and evaluation of Mathematics teaching and learning in the school is carried out by the Mathematics Co-ordinator, phase leaders and SLT. When possible, discussion with children will take place along with scrutiny of work. Links with other policies - Marking and Feedback - SEN - EAL - Assessment - Curriculum	<urn:uuid:cc6c1a87-0e39-4cfc-87d7-43577bd4d3d4>	CC-MAIN-2024-30	https://www.monksmoorceprimary.co.uk/attachments/download.asp?file=471&type=pdf	2024-07-12T14:37:08+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514404.71/warc/CC-MAIN-20240712125648-20240712155648-00795.warc.gz	658,942,040	2,006	eng_Latn	eng_Latn	0.997969	eng_Latn	0.998295	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2475, 6446, 8090, 10698, 11033 ]	[ 3.953125 ]	1	0
Volume 21, 2018 Approved July 20, 2018 www.ala.org/aasl/slr ISSN: 2165-1019 Sparking Reading Motivation with the Bluestem: School Librarians' Role with a Children's Choice Award Natalie Hoyle Ross, EdD, Library Media Center Director, Spring Brook Elementary School, Naperville, IL Abstract This paper reports findings of a qualitative collective case study and single case study that explored student reading motivation. This research focused on school librarians' perceived value of one children's choice award––the Bluestem Award––and its effect on school librarians' promotions and student behavior in the school library. Data were collected from site visits, questionnaires, book availability, book circulation, and voting ballots. Findings suggested that school librarians' perceived value of the Bluestem was essential for their promotion of the award. This study concluded that the purchase of multiple copies of Bluestem Award books and promotions with the greatest personal interaction led to greater student reading motivation, as evidenced by student questionnaires, checkouts, and voting behavior. Introduction Students typically lose interest in leisure reading––also known as independent reading, recreational reading, and free voluntary reading (Peterson et al. 2014)––beginning in third grade (Guthrie, Alverson, and Poundstone 1999). Both researchers (Baker, Dreher, and Guthrie 2000; Guthrie et al. 2006a) and practitioners (Marinak and Gambrell 2008) have identified reading motivation as key to reaching reading achievement. Reading motivation research focusing on teachers and the classroom domain is well documented (Gambrell 1996; Wigfield and Guthrie 1997; Guthrie et al. 2006a; Lapp and Fisher 2009; Daniels and Steres 2011; Gambrell 2011; De Naeghel et al. 2012; Ivey and Johnston 2013). Apart from a few exceptions (Everhart, Angelos, and McGriff 2002), this research has not extended beyond the classroom into the school library. Administrators (Lance, Schwarz, and Rodney 2014) and the American Association of School Librarians (AASL 2010) have identified school librarians as being in a critical position to assist students in their reading lives. Thus, the research reported here focuses on the school library realm, specifically examining how twenty-one school librarians promoted a children's choice award and its effect on students' checking out books nominated for the award and their voting behavior. This paper is intended for practicing school librarians who are interested in boosting students' leisure reading by means of children's choice awards, as well as for library educators who are training pre-service school librarians. Children's choice awards are promoted at the state level throughout the United States and at the global level through the International Literacy Association; therefore, the findings may be of interest to librarians and teachers in many countries. Student reading motivation is of central importance. Reading introduces new concepts, pushes the reader further in familiar topics, and opens doors to others' thoughts, customs, understandings, and points of view. Children around the world with reading apathy (Mullis et al. 2012) miss out on these benefits and "lose out on as much as individuals who are illiterate" (Cullinan 2000, 1). Barbara A. Marinak and Linda B. Gambrell asserted that "motivation is central to reading development, and if students are not motivated to read, they will never reach their full literacy potential" (2016, 22). Sparking interest in books through inviting and encouraging students to read is a critical responsibility of school librarians (Apeji 2002; Moreillon 2009; Bang-Jensen 2010; Lance, Schwarz, and Rodney 2014). To maximize student benefits, reading motivation must expand into the school library domain. Giving students book choices is an essential way for school librarians to engage and motivate students to read (Palmer, Codling, and Gambrell 1994; Daniels and Steres 2011). Children's choice awards, such as Illinois's Bluestem Award, allow students to choose to read a minimum number of books from a longer list and vote for their favorite in a student election. In this study, I review previous classroom-based research on motivational aspects, focusing on how choice, access, and social interaction may influence reading motivation in the school library setting. This study uses Jacquelynn A. Malloy, Barbara A. Marinak, and Linda B. Gambrell's definition of motivation as how often people choose one activity over another, and their persistence and effort used in that activity (2010). Extrinsic motivation refers to an instance when an individual participates in an activity because of a belief that it will lead to a separable outcome (an outcome unrelated to the reading activity itself), whereas intrinsic motivation refers to an instance when an individual engages in an activity because it is interesting or fun (Ryan and Deci 2000). Research Purpose The purpose of this research is to develop a greater understanding of school librarians' perceived value of the Bluestem Award, how it influences their promotion of the award, and students' responses to these promotions. The study revolved around three central research questions: * How does school librarians' perceived value of the Bluestem Award affect their promotional efforts? * Which promotions do school librarians within this district use to promote the Bluestem Award? * How does school librarians' promotion of the Bluestem Award impact students' motivation to check out books on the nominee list? To answer these questions, this qualitative study with some quantitative components included a collective case study with student and school librarian participants from twenty-one schools. In order to focus on students' rationale for checking out Bluestem books, a single case study was conducted at one of the twenty-one schools. Finally, the relationship between school librarians' perceived value of the Bluestem Award, their efforts to promote the program, and student behavior are discussed. Literature Review Introduction Literature provided insight into the history of children's choice awards, reading motivation in the context of the school library, the need for a study on a children's choice award, and two theories used to frame this study. History of Children's Choice Awards Although the Newbery, Caldecott, Sibert, and Pura Belpré awards are bestowed for literature specifically geared for children, students have no input about which books receive these awards. Only adults can serve on the American Library Association (ALA) award committees and make decisions about which books receive the awards (ALSC 2018). In 1940 Harry Hartman, a Seattle bookseller, included children in selecting winning books by creating an award that encouraged youth to cast a ballot for their favorite book (PNLA 2015). Since that trailblazing award, creation of state-level children's choice awards surged between 1970 and 2000 (Hilbun and Claes 2010). Pat Miller stated that forty-nine states in the U.S. established children's choice awards, with the exception of Mississippi (2011). However, the University of Southern Mississippi's website identifies the Magnolia Award as its children's choice award, first given in 2010. Therefore, all fifty states have children's choice awards (U. of Southern Miss. 2017). In 1988 the first children's choice award in Illinois, called the Rebecca Caudill Award, gave students in fourth through eighth grades the opportunity to vote for their favorite book. Beginning in 2005, younger Illinois students in kindergarten through third grade had an opportunity to choose their favorite book through the Monarch Award process. Despite the existence of these two awards, the Association of Illinois School Library Educators (AISLE), formerly known as the Illinois School Library Media Association (ISLMA), launched the state's newest children's choice award. The Bluestem Award was established during the 2010–2011 school year for students in third, fourth, and fifth grades. This award was aimed at students who craved longer texts than those on the Monarch list but were not yet ready for the sophistication of some of the books on the Caudill list. Reading Motivation in the Context of the School Library Introduction Context can refer to many arenas of reading motivation in the school library, but this paper focuses on choice, access, and social interactions. Choice Although adults can make educational choices on a daily, hourly, and even minute-to-minute basis, the same is not true for children. In a yearlong study of how the classroom environment affects reading motivation, Barbara M. Palmer, Rose Marie Codling, and Linda B. Gambrell recorded responses from 330 third-grade and fifth-grade students. Responses indicated that students were motivated when given opportunities to read books they chose themselves (1994). Through a case study focusing on a middle school's reading culture, Erika Daniels and Michael Steres found that choice and context were significant factors for students' reading engagement (2011). Access Access to texts impacts student reading motivation. Bernice E. Cullinan asserted that a variety of appealing materials is key to promoting independent reading (2000). Examining results from eight studies, Stephen D. Krashen noted that the majority of students indicated that they access a significant percentage of books from a school, classroom, or public library (2004). Likewise, results from a study conducted by Kathryn M. Edmunds and Kathryn L. Bauserman on pre-K through fifth-grade students indicated that the school library was the place students learned about and accessed most books (2006). These findings clearly suggest that libraries serve as an essential place for students to find and access books. However, study results differ about the type of library that was most influential. Palmer, Codling, and Gambrell found that third-grade and fifth-grade students claimed that it was the classroom collection, rather than the school library, that motivated them to read (1994). (It was unclear whether or not the school in Palmer, Codling, and Gambrell's study had a fully functioning school library and a certified librarian.) These studies suggest that access to books, whether from a school, classroom, or public library, is important for students so that they can check out and read materials that may strengthen students' motivation to read more books. Social Interactions Although access is important, researchers suggested that social interactions are key to reading (Gambrell, Codling, and Palmer 1996; Lapp and Fisher 2009; Ivey and Johnston 2013). Gay Ivey and Peter H. Johnston researched how providing access to multiple copies of high-interest books along with time to read and engage in peer conversations affected students ages thirteen through seventeen (2013). The students in Ivey and Johnston's 2013 study coached each other through books and continued to discuss the text beyond the last page. Results indicated that this combination of a text-rich environment and time for book conversations increased the students' reading both in and out of school. Likewise, Diane Lapp and Douglas Fisher examined twentyfour high school juniors who chose a variety of books around a common theme, fostering a book club atmosphere with lively student-led discussions (2009). Researchers have found that social interactions are also imperative for younger age groups. Gambrell, Codling, and Palmer used the Motivation to Read Profile (MRP) to provide insight into the differences among individual readers and to explore dimensions of third-grade and fifthgrade students' motivation to read. Results indicated that most of the students heard about books from friends, teachers, and parents, and students talked to family and friends about books (Gambrell, Codling, and Palmer 1996). Moreover, Valerie Bang-Jensen informally interviewed twelve upper-elementary students about the Dorothy Canfield Fisher Award (Vermont's children's choice award) and concluded that students exchanged friend recommendations from the award book list. One girl sought out peer book suggestions because "it gets fun to read stories and be able to go back and talk about exactly what happened. I think that's fun" (Bang-Jensen 2010, 172). Indeed, reading is not a solo act; it is social (Ivey 2014). Need for Study on a Children's Choice Award Children's choice awards have a foothold in both the adult-controlled world of children's literature and student selection. In the case of Illinois's Bluestem Award, more than fifty educators make a three-year commitment to develop the yearly book list (Bromann and Pulgar 2016). Students can nominate books to be considered for future lists, but a school librarian or teacher must officially submit the suggestions. In addition, only students in third through fifth grades can cast votes for one of the twenty books nominated each year (AISLE 2018). A limited number of studies focus on children's choice book awards (Seagrave 2004; BangJensen 2010; Hilbun and Claes 2010). Janis R. Seagrave examined previous research on children's choice awards, studied twenty awards, and focused in detail on five. When describing other studies, Seagrave noted the lack of a thorough impact assessment and detail, calling them "informal and subjective" (2004). Junko Yokota's examination of children's book award research echoed Seagrave's assessment; Yokota referred to previous research as "informed perspectives" without systematic research methods and data analysis. Yokota called for future case studies on book awards that use qualitative methodologies and triangulate data (2011). Three research gaps have emerged in the review of literature. First, previous research pertaining to reading motivation concentrated on teachers' efforts without considering the role of school librarians (Gambrell 1996, 2011; Boraks, Hoffman, and Bauer 1997). Second, many studies on children's choice awards were subjective and lacked thorough impact assessments (Seagrave 2004; Yokota 2011). Third, no research articles have been published on school librarians' perceived value of a children's choice award and how school librarians' promotional efforts affect student reading motivation. Thus, a clear need for an in-depth study on school librarians' role with a children's choice award was recognized. Theoretical Lens Introduction To frame this current study, two theoretical perspectives were used: Edward L. Deci and Richard M. Ryan's Cognitive Evaluation Theory (CET) (1985) and Suzanne Hidi and K. Ann Renninger's Four-Phase Model of Interest Development (2006). Cognitive Evaluation Theory (CET) CET (1985), a subtheory of Self-Determination Theory, specifically examines dimensions of both intrinsic motivation and extrinsic motivation. Ryan and Deci (2000) theorized in CET that people have natural psychological needs for competence and self-determination that undergird intrinsic motivation. CET (see figure 1) posits intrinsic motivation and extrinsic motivation as being at odds (Deci and Ryan 1985). Moreover, Edward L. Deci, Richard Koestner, and Richard M. Ryan suggested that extrinsic motivators, such as tangible rewards, can be detrimental to intrinsic motivation (2001). Despite these findings, tangible extrinsic rewards "have long been part of the currency of schools" (Deci, Koestner, and Ryan 2001, 1). Some educators, such as school librarians, incentivize reading with prizes and trinkets. Jessie De Naeghel et al. (2012) deemed Deci and Ryan's (1985) conclusion as premature and concluded that the more important motivational distinction is between autonomous motivation and controlled motivation with autonomous reasons for reading as the optimal type (see figure 2). CET posits that unexpected concrete rewards (such as money, prizes, or awards) do not detrimentally affect intrinsic motivation. However, CET suggests that external rewards, such as prizes, may diminish a person's view of his or her competence and self-determination, which in turn may lower a person's intrinsic motivation. This theory is multifaceted, and, therefore, it is inappropriate "to think of children as motivated or unmotivated, but rather as motivated in a variety of ways" (Wigfield 2000, 142). Using CET as a guiding theory, school librarians can promote reading as its own reward rather than as means to earn an expected prize. Four-Phase Model of Interest Development In addition to intrinsic motivation, interest plays a vital role in reading motivation. Hidi and Renninger's Four-Phase Model of Interest Development (2006) extends beyond recording whether or not an interest is present by theorizing how an interest develops over time. These researchers suggested that a fragile situational interest can become a more enduring individual interest (see figure 3). Without outside support, an interest can become dormant at any phase. Although each stage is important in developing an interest, the study reported in this paper primarily focused on triggered situational interest because this is the phase in which school librarians aim to spark student interest in checking out Bluestem books. Figure 3. Representation of Hidi and Renninger's Four-Phase Model of Interest Development (2006). Triggered Situational Interest Maintained Situational Interest Emerging Individual Interest Well-Developed Individual Interest Methodology Participants Participants were drawn from a large school district in a suburban area about thirty-five miles from a major midwestern metropolitan city. All twenty-one elementary school librarians within the district were invited and chose to participate in the study. The study also included the 6,043 students in third through fifth grades from those twenty-one schools. I served as one of the school librarian participants. Research Approach and Analysis A qualitative approach, with some quantitative components, was selected for this study. A collective case study enabled me to focus on the school librarians' perceived value of the Bluestem Award, their promotional efforts, and how often students at the participating schools checked out books nominated for the Bluestem and voted for the award. A single case study at a single school provided a deeper understanding of students' rationale for checking out books nominated for the Bluestem Award. Data Sources Multiple data points were used within the study and are depicted in a funnel-shaped model in figure 4. The large opening of the funnel represents the collective case study, which included site visits, school librarian questionnaires, book availability, book circulation statistics, and voting rates. The narrow opening represents the single case study, which included those same methods plus an investigation of students' rationale for checking out Bluestem books as indicated on student questionnaires. Figure 4. Model depicting the type of data collected for the collective case study and single case study. Collective Case Study Site Visits Book Availability and Circulation Data School Librarian Questionnaire Single Case Study Site Visit Bluestem Voting Book Availability and Circulation Data Student Checkout Rationale Questionnaire School Librarian Questionnaire Bluestem Voting Obtaining Consent Appropriate procedures for obtaining consent were followed. Since human subjects were used for this study, approvals from the case study school principal and the assistant superintendent for the district's elementary schools were required to allow site visits and other components of the study. After approval had been obtained, consent was also received from my university's institutional review board. Next, permission was sought from and granted by all participating school librarians before proceeding with data collection at site visits. School librarian participation was optional, and consent forms were given to school librarians who chose to be a part of the study. This consent form detailed a data collection plan and assured the anonymity and confidentiality of the participating librarians. Throughout the process, school librarians could choose to withdraw from the study. They were assured that if they opted out of the study, there would be no negative consequences. In this study, no child was identified personally, avoiding the need for consent from parents or assent from students. Data Collection For the collective case study, I surveyed the school librarians through an online questionnaire (see Appendix A). After receiving permission to visit the twenty-one participating schools, I conducted site visits to document and photograph each Bluestem display. I implemented site visit guidelines (see Appendix B) when visiting each school library. The school along with the librarian were assigned a pseudonym to maintain confidentiality. To assure that my proximity at my own school library within the district did not influence my findings, a retired school librarian reviewed my field notes and photographs. To track book availability and book circulations from each school library, I used the automated online circulation system. Later, I collected Bluestem voting information from participating schools either via an online Google ballot form or directly from school librarians. The single case study incorporated the same methods as the collective case study with the addition of students' completing questionnaires about their reasons for checking out Bluestem nominees (see Appendix C). These voluntary questionnaires, made available to students who checked out Bluestem-nominated books at the single case study school, provided insight into why students chose to check out these books. Each individual Bluestem book had a note attached to its back cover, reminding students to complete a questionnaire before leaving the school library. This questionnaire––intended to be completed in less than one minute––was available in both an online version and print form. The print version and return box were in the Bluestem display, while online forms were accessible from any computer in the school library. I removed completed print questionnaires from the return box and recorded findings daily Monday through Friday between October 21, 2016, through February 23, 2017, on days that school was in session. These multiple sources of evidence provided descriptive-rich data to analyze for themes and patterns. Findings Introduction Findings from this study are organized below by research question. Although varied in the strength of agreement, most of the school librarians indicated a high perceived value of the Bluestem Award on the questionnaires. School Librarians' Perception of Student Bluestem Book Checkout School librarians were asked to complete the following statement on the questionnaires (see Appendix A) in November 2016: "At my school, Bluestem books are checked out ______." Results are shown in table 1. Table 1. School librarians' perception of student Bluestem book checkout. School Librarians' Perception of Student Motivation to Read Bluestem Books School librarians were also asked to complete the statement (see Appendix A): "The students seem _____ motivated to read the Bluestem books." Results are shown in table 2. Table 2. School librarians' perception of the level of students' motivation to read Bluestem books. Note. N = 21 School Librarians' Reading of Bluestem Books Outside of the Work Day In November 2016 school librarians self-identified the number of Bluestems books they read. All the librarians took time outside of the work day to read nominee titles––books on the 2017 Bluestem book list. Reading some or all twenty Bluestem books may have been an indicator of the school librarians' perceived value of the award. It is possible that some librarians may have read more 2017 Bluestem books in subsequent months, but those additional books were not included in the results of this study. Of the twenty-one school librarian participants, four librarians read six books or fewer, seven read between eight and ten books, four read between thirteen and sixteen books, and six read all twenty of the books. The high level of Bluestem reading outside of the work day may suggest that most school librarians within this district had a high perceived value of the Bluestem Award. School Librarians' Rationale for Participating in the Bluestem Award Another question inquired: "Why do you choose to participate in the Bluestem Award at your school library?" Although school librarians' responses varied, most of their comments indicated a high perceived value of the Bluestem Award either because it created an opportunity to introduce a quality set of books or because it excited students about reading. The following quote, produced verbatim, represented reasons that nineteen of the school librarians gave for participating in the Bluestem: "Provides a varied and high quality reading list for students that participate. Gives me another opportunity to book talk and highlight books with students" (Gutman librarian November 6, 2016). While this comment represented nineteen of the responses, two school librarians indicated a fondness for the award because of its tradition at their schools. Although these two school librarians did not specifically speak of value or worth of the award, they did refer to participating in Bluestem as a school tradition. Results from the questionnaires indicated that the school librarians: a) identified Bluestem books as being checked out more often than other books, b) perceived students to be "somewhat" to "very" motivated to read Bluestem books, c) read on average of twelve Bluestem books outside the work day, and d) shared a positive rationale for participating in the Bluestem Award. These findings clearly indicate that almost all the participating school librarians within the district had a favorable perceived value of the Bluestem Award. School Librarians' Promotions Nineteen school librarians who indicated a high perceived value of the Bluestem Award purchased and made Bluestem books available, created a special section, marked individual Bluestem books, and/or promoted the award in additional ways. Making Bluestem Books Available to Students in School Library Collections School librarians' first Bluestem promotional practice was making 2017 nominee titles available to students in school library book collections. Perhaps acquiring books could be regarded as demonstrating school librarians' perceived value of the Bluestem. However, for purposes of this study, I considered book acquisition only as a type of promotion. All the schools had a library book budget, but individual book budget amounts differed. Each school librarian determined which books to purchase for her school's collection and decided whether or not to use book funds to buy Bluestems. Not all the books on the 2017 Bluestem list were newly published, so some schools already may have owned older titles, such as Tuck Everlasting (Babbitt 1975). Prioritizing funding for purchase of the books from either the library budget or a grant served to promote the Bluestem Award. After the ordered books arrived at the school, the school librarian or library aide took multiple steps to process each Bluestem book before adding it to the shelf. Most of the school librarians or aides completed each step in this time-intensive and time-sensitive process. However, in one counterexample, the Bluestem books at one school stalled midway through this process and were not added to the library shelves. For this study, those unprocessed Bluestems were not counted as part of that school's total because the books were not available for student checkout. To determine Bluestem book availability per student, each school's total quantity of the titles nominated for the 2017 Bluestem Award was divided by the school's number of students in grades three through five (the age group eligible to vote for the award). All the elementary schools across the district owned some Bluestem books. The minimum number of Bluestem books available per eligible student was 0.03, the maximum was 0.42, and the median was 0.18. Special Section for Bluestems Simply making Bluestem books available in the school library was not sufficient. Without additional promotions, books may have remained on the shelves. Bluestem display areas were one way to pique students' interest. Site visits during November 2016 revealed that twenty of the twenty-one participating school librarians created a Bluestem section. All displays were inside the school libraries, although the locations within the library varied. Each display was unique. Some were on top of shelves or in wooden holders, while other Bluestem books were on metal shelving units against a wall. Eighteen of the schools had a sign identifying the section as Bluestem; two had displays without signage, while one school did not have a Bluestem section. Marking Individual Bluestem Books Nineteen of the schools labeled individual books to distinguish them as Bluestem nominees. Site visits revealed that most schools attached a sticker on the book spine with an image of the Bluestem logo and the year 2017, while other schools used translucent blue label covers over the spine label that indicated shelving location when not on display. A few schools proved exceptions to this marking trend. One school mistakenly marked the 2017 books with the Bluestem logo and the year 2016. Other schools distinguished books with a different color spine label or did not mark the books at all. Additional Promotions Bluestem bookmarks or lists were made available on eight of the displays. These materials had been available as free downloads from the AISLE website, but not all the schools used these official versions. Eight schools displayed a large poster featuring Bluestem book covers, while other schools included additional display features. School Librarians' Impact on Students' Motivation to Check Out Introduction The similar sets of questions asked of school librarians (see Appendix A) and students (see Appendix C) furthered my understanding of librarians' promotions and students' reasons for checkout. The school librarians were asked: "Which promotions did you use with the Bluestem Award this school year? (Check all that apply)" while students were asked: "Why do you want to check this book out? (Check as many as apply)." The lists of possible responses in the two questionnaires were nearly identical (except for wording differences), but the student version included an additional response, "author of the book" (see Appendix C). While school librarians responded to this questionnaire only once, students at the single case study school Singer Elementary were encouraged to complete a questionnaire every time they checked out a Bluestem book. The final number of questionnaires did not indicate the number of participating students but rather the number of completed questionnaires. The following subsections compare students' reasons for checking out Bluestems to both the Singer librarian's promotions and to the district school librarians' promotions. Students' Rationale for Checking Out Bluestem Books Between August 2016 and March 2017 students at the single case study school Singer Elementary were asked on questionnaires why they checked out Bluestem books. Results from these surveys are included in table 3. The three most popular student responses––checking out to be eligible to vote for the award, watching book trailers (videos advertising the books) with the school librarian, and booktalks—all indicate a high degree of personal interaction with the school librarian. In contrast, creating a Bluestem section, displaying posters, or making multiple copies of the books available did not include such interactions. In table 3 students' reasons for checking out Bluestem books are shown in descending order with percentages representing the number of completed responses. Single Case Study School Librarian's Promotion of Bluestem Nominees As school librarian at Singer Elementary, researcher for this study, and author of this paper, I participated in all the measured Bluestem practices noted on the student questionnaire (see Appendix C). As Singer's school librarian, I also made school-wide Bluestem Award announcements in the morning and to grade levels in the lunchroom, distributed Bluestem posters to classroom teachers and displayed posters in the school library, and purchased multiple copies of all twenty of the 2017 Bluestem nominee titles. Other Participating School Librarians' Promotion of Bluestem Nominees All twenty-one elementary school librarians completed a Bluestem questionnaire for this study. See table 3 for school librarians' self-identified practices in descending order. School Librarians' Promotional Practices Compared to Students' Reasons for Reading Student respondents at Singer, the single-case school where students completed a questionnaire when borrowing a Bluestem-nominated book, ranked eligibility for voting as their top reason for borrowing Bluestem books (43.9 percent), and nineteen of twenty-one school librarians (85.7 percent) reported that they held a vote. However, in general, school librarians did not support Singer students' second priority, book trailers (40.4 percent), as strongly; only fourteen of twenty-one school librarians (66.7 percent) used this promotion at their own schools. Although the most popular school librarian response—reported by twenty of twenty-one (95.2 percent)— was creating a special section for the Bluestem books, results from Singer student questionnaires ranked a special section as the third most important promotion, appearing on 20.3 percent of the student questionnaires. These findings indicate that not all the school librarians used promotions that the students ranked as the most motivating. Table 3. Students' reasons for book checkouts in comparison to school librarian promotions. Responses were from participating students from the single case study school (Singer Elementary) rather than from all twenty-one participating schools across the district. Students at Singer were invited to complete a questionnaire every time they checked out a book nominated for the 2017 Bluestem Award, so the responses represented percentages of the responses at Singer, not the total student population. *These results were self-reported promotions from twenty-one school librarians. Student Behavior In this study, one measurable school librarian promotional effort was making Bluestem books available. Checkouts and voting represented student behavior. To enable equal comparison across schools Bluestem book availability, checkouts, and voting were divided by the number of third-grade through fifth-grade students per school (see table 4). Schools with higher Bluestem book availability had higher rates of student checkouts, and schools with lower Bluestem book availability had lower student checkout rates. Table 4. Bluestem book availability, checkouts, and voting per school. Bluestem Book Availability Compared to Book Checkouts Multiple studies have indicated that children access a significant percentage of books they read from a library (Krashen 2004; Edmunds and Bauserman 2006), but students can access the books only if they are available. In this study, I compared the school library's book availability and student checkout rates. Schools with higher Bluestem book availability had higher rates of student checkouts, and schools with lower Bluestem book availability had lower student checkout rates. No schools had high Bluestem book availability and low checkout rates, nor did any school have low Bluestem book availability and high checkout rates. Therefore, data suggests a link between the number of Bluestem books that the school librarian made available and student checkout rates. Bluestem Book Voting Casting ballots for their favorite Bluestem book served as an opportunity for students to become further involved with the Bluestem Award. At Singer, the single case study school, 80.4 percent of student questionnaires indicated that they checked out books because they were on the list of Bluestem nominees. AISLE states that student "participants must read, or have read to them, four of the twenty nominated books" to qualify to vote (AISLE 2018). Therefore, Bluestem voting results were included in this study to represent the number of students who read four or more Bluestem books and cast a ballot. Although school librarians may have coached students to adhere to these voting requirements, it is possible that voting numbers were inflated because they included students who voted but did not meet the requirements or were low because students who read the books did not vote. Book Checkouts Compared to Bluestem Voting The proportion of schools holding a Bluestem vote within the district was high (90.5 percent). Voting results from fifteen of the participating schools indicated that their Bluestem book checkout rates were very similar to their voting rates; two schools were moderately similar in their rates; and three were less similar. One of the three schools with varied proportions was Keats Elementary. This school had the sixth-highest book checkout rate in the district, but student voting rates were in the middle of the nineteen participating schools. (Two schools did not hold a vote). During the Bluestem election period, the Keats librarian was preparing for a national television studio event featuring her school library, a circumstance that may have decreased the school's voting rates. Even though most schools' rates of checkouts and voting retained consistency, there was more variability between these two data points than between the number of Bluestem books that the librarian made available and student checkout rates. Analysis of Book Availability, Checkout, and Bluestem Voting Three data points—book availability, number of checkouts, and voting results—were available for nineteen of the twenty-one schools in the district (see table 4). Fifteen of the schools' book availability, rate of checkouts, and voting rates were strongly associated, and in five of these schools it was extremely associated. One outlier, Freedman Elementary, had an unusual pattern (see table 4). It had the sixth-lowest book availability with the fourth-lowest Bluestem checkout rate, but the second-highest rate of student voting. No other school had such a dramatic difference between checkout and voting rates. When asked about details of voting at Freedman, the librarian noted that students visited the school library to vote with the entire class (personal correspondence April 11, 2017). Because other schools were not contacted to determine if students voted individually or with the whole class, it is unclear if the entire class voting together at Freedman resulted in a voting increase or decrease. Freedman's school librarian did note that there was a high level of teacher involvement in this school. She wrote that at Freedman, "Teachers read several of the titles to their classes. They keep a visual 'LMC made poster' in their rooms to keep track of the books the class reads together and it's a visual reference/reminder for the students about the books." These findings suggest that thirteen of the fifteen schools participating in voting indicated an association between book availability, book checkouts, and voting rates. Schools that had greater Bluestem book availability generally had higher checkouts; schools with less Bluestem book availability generally had lower checkouts. Half of the schools also indicated an association between checkouts and voting participation. Furthermore, the type of promotion seemed to affect student interest in checking out Bluestem books. Discussion Reflection on Findings Regarding the Bluestem Award Not only did the findings from the current study's collective case study and single case study answer the three research questions, but they also have additional implications. The school librarians' perceived value of the Bluestem Award may have shaped their promotional activities, which in turn influenced students' behavior (see figure 5 for this interconnecting sequence). Figure 5. Representation of findings from this research study. The first part of the interconnected sequence––the school librarians' perceived value—was gleaned from school librarians' questionnaire responses. By studying the completed school librarian questionnaires, I learned their perception of students' checkout of Bluestem nominees, their perception of their students' motivation to read Bluestem books, the number of the Bluestem books the school librarians read from this year's list outside the workday, and their rationale for participating in the Bluestem Award process. This perceived value seemed to be a key element for the school librarians' promotional activities and students' behavior. Indeed, school librarians' perceived value mattered because they served as administrators for the Bluestem Award voting and chose whether or not to support the award process. The Lowry librarian, who had a moderate perceived value of the award, originally planned to participate in the Bluestem program. She booktalked the Bluestem books and purchased some additional copies of the books. However, when realizing the registration deadline had passed, she decided not to pursue promotion of the Bluestem Award for 2016–2017 school year. This, in turn, led to a low level of student checkouts. The Milne librarian, having a low perceived value of the award, chose at the beginning of the school year not to participate. On the other hand, nineteen of the twenty-one school librarians indicated a high perceived value of the Bluestem Award, which, in turn, seemed to spark participation in Bluestem promotions, resulting in increased book checkout rates. Elementary students become less motivated to read for leisure as they age (Guthrie and Wigfield 2000); therefore, all school librarians' promotional efforts need to be focused on sparking reading motivation, especially for students in upper elementary grades. Zena Sutherland, pioneer in the study of children's literature, asserted that "children are not born loving good books; neither are they born hating to read. They can be encouraged and influenced in either direction, and that is where we can hope to make a difference" (1997, 5). Indeed, this encouragement and influence is where school librarian book promotion comes into play. This study indicated a link between three variables: book availability, checkouts, and voting. Although these findings did not prove a cause-and-effect relationship, they did show a relationship between (a) the number of books available and student checkout rates and (b) between students' checkout and voting rates (Ross 2018). Book checkouts cannot be equated with reading motivation, but they may serve as an indicator of interest in reading. Likewise, participating in Bluestem voting does not guarantee that students read the minimum of four or more books. However, it remains clear: school librarians' promotions of books matter to students. Both student checkout rates and voting statistics were higher at schools where school librarians provided greater Bluestem book availability and promoted the Bluestem Award. School librarians with a high perceived value of the Bluestem promoted the award books, ultimately having a positive impact on student behavior. Connections to the Literature The literature reviewed and this study had common themes, including student readers' reasons for selecting books, access, book promotion, and choice. The first theme is student readers' reasons for selecting books. Findings from previous research and the current study suggest that combined promotional activities over time––rather than one single "magic bullet" promotional activity––may have a greater impact on students' checkout habits (Guthrie et al. 2006b). Student questionnaires from the single case study school indicated that students had multiple reasons for checking out Bluestem books. Nineteen of the twenty-one school librarians engaged in three promotional activities over the course of this study, which may have increased the rate of student checkout. The second theme that emerged from this study was access to books, which is essential for children's literacy development (Gambrell 1996). Marilyn J. Chambliss and Ann Margaret McKillop echoed the importance of access to reading material stating, "Children who are surrounded by material to read, whether printed on paper, accompanied by audiotape, or dancing across a computer screen, are far more likely to read" (2000, 94). School libraries can serve as the reading "heart" of the school (Moreillon 2009, 24) by providing students with various reading materials, including print books, audiobooks, databases, and access to the Internet. Findings from this study suggest that access to Bluestem books at the school library was important to student checkout habits. Unexpectedly, students did not indicate on their questionnaires that a library's having multiple copies of a title impacted their desire to check out that title. If a school librarian pays the fee, registers for the Bluestem Award, and purchases nominee titles, students have access to participate in the program and read books on the yearly list. Results from this study indicate that school libraries with more Bluestem books available also had higher student checkout rates. This availability of multiple copies of nominated books may have influenced students in one of two ways: 1) when a student visited the school library with an intent to check out a particular Bluestem book, there was an increased likelihood that the book would be available; and 2) a student with no specific intent to check out a Bluestem book may have been encouraged to do so based on the availability of Bluestem books. Either way, increased Bluestem book access seemed to encourage students to check out these books more often. Although important, book access alone is not enough. Marinak and Gambrell noted that adding a book to a classroom library is not sufficient; instead, it is what a teacher does with that book that makes the difference (2016). School libraries, like their classroom counterparts, must move beyond merely existing as a collection of books. This is where the third theme––book promotion––comes into play. Helping spark interest in reading books, such as those on the 2017 Bluestem Award nomination list, is essential because motivation has been found as a major contributor to student reading achievement (Guthrie et al. 2006a). School librarians can kindle students' interests in Bluestem books through a variety of promotions such as hosting an election, giving booktalks, and showing book trailers. Nineteen of the twenty-one school librarians held a Bluestem vote, and this proved to be the most popular reason for students to check out the nominated books. Booktalks can also trigger interest in leisure reading, and although experts differ about which booktalking methods are most effective, they agreed that booktalks are a powerful advertising method that motivate students to read (Clower 2010). In this study, seventeen of the twenty-one school librarians reported using booktalks to promote the Bluestem books. Responses from the single case study school's student questionnaires revealed booktalks as the third most popular student reason for checking out Bluestem nominees. Book trailers employ the same techniques as booktalks but take advantage of technology to add a visual component. Within the district, book trailers––students' second most popular response––were used as promotion at fourteen of the twenty-one schools. Although outsiders could perceive book trailers as an individual activity, the case study proved otherwise. At Singer, the case study school, I showed book trailers as part of my Bluestem presentation and watched them with my students. While experiencing the book trailers together, we would laugh at the funny parts, gasp at surprises, and become quiet during serious excerpts. Students would sometimes look at me and then shout, "I am going to check that one out" when a particular book trailer grabbed their interest. These promotional examples involve personal interactions between students and the school librarian. These student findings can guide school librarians to promote books in ways that students view as the most powerful. Lastly, choice is essential when it comes to book selection. Although school librarians may promote books on the Bluestem list, children may or may not select those books for leisure reading. Findings from a study of third-grade and fifth-grade students suggested that students are more motivated to read when given opportunities to choose books themselves (Palmer, Codling, and Gambrell 1994). Despite the forced choice of selecting books from a specific list compiled by adults, children's choice awards such as the Bluestem, posed an additional element of choice not discussed in the literature. The Bluestem Award gave students a platform to cast ballots through school librariancreated elections. Students in third through fifth grades held exclusive power to choose the winning book from the nominee list because no adults were eligible to cast ballots. School librarians submitted student ballots to the state-level election through AISLE to determine the state book winner. Gleaned from the current study, identified themes—the student reader, access, book promotion, and choice—can further the understanding of reading motivation within the realm of the school library (Ross 2018). Limitations Participants in this study were from one suburb of a large midwestern city and were delimited to twenty-one elementary school librarians and students in third through fifth grades attending those same schools. The school librarians within the district and students at the single case study school used self-reporting, which may not be completely reliable. Therefore, these results are not generalizable. In addition, four limitations became clear. First, the completion rate of the student questionnaires was less than 25 percent. Although 2,081 Bluestem books were checked out at the single case study school from August 2016 through March 2017, only 475 student questionnaires were completed. Perhaps students felt pressure to return quickly to class and did not allow themselves the extra minute to complete the questionnaire. If the study were replicated, making laptops available for the sole purpose of completing online questionnaires might increase the students' response rate. Second, student questionnaires were anonymous, and the same student may have filled out a Bluestem questionnaire every time that student checked out a Bluestem book. Therefore, student responses represented the number of completed questionnaires rather than the number of student participants. Collecting student names in a future study would allow researchers to calculate the number of students rather than the number of questionnaires, leading to a clearer understanding of students' rationale for checking out Bluestem books. Third, the wording of one sentence on the student questionnaire could have been more childfriendly. Students were asked if "multiple copies" contributed to their rationale to check out a Bluestem book. In a future study, the query could be changed to "because the book was on the shelf," making the concept of book availability clear to students. Lastly, when students in third through fifth grades fill out the Student Bluestem Checkout Rationale Questionnaire, they are more apt to choose a provided answer, rather than selecting "other" and filling in their own answers. Therefore, it is unclear if hearing about the books from friends, teachers, and parents played a part in their Bluestem checkout decision-making. Future Research This study focused on Bluestem Award nominee titles, without a group of non-Bluestem books as a control. At Singer Elementary, 80.4 percent of student questionnaire respondents indicated that they checked out books because they were Bluestems. However, it is unclear if these results would change if a study focused on books that were not on a children's choice award list. A future study could compare two sets of books to determine if the books' Bluestem status affects the number of student checkouts. For such a future study, one set of books could be children's choice award books such as Bluestem nominees. The other set of books, which could be referred to as the "Kids Choose" books, could mirror the Bluestem books in terms of popularity, genre, interest, and reading level but not be chosen from a children's choice award list. A school librarian would then promote the two sets of books in an identical manner. Using circulation data, a researcher could determine if the Bluestem books or the "Kids Choose" books were checked out more often. The focus of this study was on the role of the school librarian. However, future research could include a longitudinal study that concentrates on the role of the classroom teacher in the context of the children's choice award program to determine whether the classroom teacher's involvement influenced student checkout and voting. Additional studies could be expanded to include student social interactions relating to reading including activities such as book clubs and student book discussion. Conclusions and Recommendations When a fourth-grader checks out a Bluestem book from the school library, it is not simply because she knows how to read; it is also because she wants to read. Marinak and Gambrell professed that "students must have both the skill and the will to read" (2016, 33). However, not all students choose to read during free time, and elementary school students often become less motivated to read as they age (Guthrie and Wigfield 2000). Previous reading motivation research included classroom teachers' influence but omitted school librarians. This study fills that gap by focusing on how school librarians can impact student reading motivation through promoting a children's choice award. Nineteen of the twenty-one school librarians acquired, processed, displayed, and actively promoted nominee titles to spark student interest. Schools with more Bluestem books fostered a higher rate of Bluestem checkouts. Moreover, school librarians who actively promoted the award helped further trigger student interest in checking out and voting for the award. Data from student questionnaires indicated that promotions with more school librarian interaction––such as booktalks, school librarians and students watching book trailers together, and holding an election were the most impactful (Ross 2018). These findings suggest that school librarians across the nation should budget time, energy, and money to promote children's choice awards such as the Bluestem. They must acquire multiple copies of nominated titles to ensure student access. Second, they should focus their efforts on activities that have the greatest personal interaction. By encouraging participation in children's choice awards through these actions, school librarians can play an integral part in sparking students' love of reading. Works Cited Apeji, Adeche E. 2002. "The Role of the School Library in Promoting a Reading Culture." Education Libraries Journal 45 (3): 27–30. American Association of School Librarians. 2010. 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"Awards in Literature for Children and Adolescents." In Handbook of Research on Children's and Young Adult Literature, edited by Shelby A. Wolf et al., 467–78. New York: Routledge. Appendix A. School Librarian Questionnaire Your participation in this research study is entirely voluntary and our relationship will not change if you choose not to participate. If you initially decide to participate and later want to withdraw, you can do so at any time without penalty. Name: ______________________________ School Name: ________________________ 1) How many years have you been a librarian? _________________ 2) Did your library participate in the Bluestem program this school year? Circle one: Yes or No 3) Why do you choose to participate in the Bluestem Award at your school library? 4) How many years has your school held a Bluestem vote? (The first year of the Bluestem Award was 2011. If you only know how many years you participated and not your predecessor, note that as well.) _______________________. 5) Do you see an increase of student motivation for the Bluestem books over the years? Circle one: Yes or No 6) Describe what teachers do to support the Bluestem Award program at your school. 7) At my school the Bluestem books are checked out: (check one answer) Much more than other books Slightly more than other books About the same as other books Less than other books Much less than other books 8) How many of the Bluestem books from this year's list have you read? __________ 9) Did you give out any rewards (such as prizes or coupons) connected with the Bluestem program? Circle one: Yes or No If yes, what type of prize or coupon? Do the students know about the rewards ahead of time or are they are surprise? In your opinion, what effect do these types of rewards have on the students' motivation to read? 10) Will you/did you participate in the Battle of the Bluestems? Circle one: Yes or No 11) Which promotions did you use with the Bluestem Award this school year? (Check all that apply) Booktalk Book trailers for the Bluestem books Special section for the books Announcements about the Bluestem books Hold a Bluestem vote later this year Purchase multiple copies of the books Posters for Bluestem books Other__________________ 12) The students seem________ motivated to read the Bluestem books. Very Somewhat Not so Not at all 13) What activities connected to your Bluestem program seem to have the largest effect on the students reading motivation at your school? 14) Can you share an anecdote or two about how the Bluestem program has motivated individual students to read more? Appendix B. Site Visit Guidelines for School Libraries Are there Bluestem books available in the school library? How many copies of each nominee are in the collection? (Use the school's library catalog to answer this question.) Is there a separate Bluestem book section? If so, where is that section located? Is there signage to indicate that the Bluestem books are housed in that area? If so, what does the sign look like? Are individual books identified as Bluestem books? If so, how? Are there any fliers in the area for students to take with them? If so, what do they look like? Are there any posters in the Bluestem area advertising the books? If so, what do they look like? Is there anything else to note about this school's Bluestem book display? Appendix C. Student Bluestem Checkout Rationale Questionnaire Please read below before filling out this sheet: Mrs. Hoyle Ross is using information from this sheet for her research. No student names will be used in this study and students can ask Mrs. Hoyle Ross with any questions. Filling out this sheet means that you think it is okay for Mrs. Hoyle Ross to use this information for her study. Students can choose if they want to fill out this sheet or not. I am in _____________. 3 rd grade 4 th grade 5 th grade I am a ____________. Boy Girl Put a check in front of the following book that you just checked out. Absolutely Almost Lulu's Mysterious Mission Becoming Babe Ruth The Misadventures of the Family Fletcher Brilliant Fall of Gianna Z Mrs. Frisby and the Rats of NIMH Eddie Red Undercover: Mystery on Museum Mile Neighborhood Sharks El Deafo Rain Reign The Fourteenth Goldfish Shooting at the Stars The Genius Files Sit-In: How Four Friends Stood Up by Sitting Down Gone Fishing Spirit Animals: Wild Born The Journey that Saved Curious George Tuck Everlasting Justin Case: School, Drool, and Other Daily Disasters The War that Saved My Life Why do you want to check this book out? Check as many as apply. Booktalk Book Trailer Special section for Bluestem books Announcements about Bluestem books To vote for the Bluestem Award later in the year Multiple copies of the book Author of the book Bluestem poster Other__________________ Did you check this book out because it is from the Bluestem list? Circle one answer: Yes or No Did the Bluestem list introduce you to a different type of book than you usually read? Circle one answer: Yes or No Did the Bluestem list introduce you to a new author? Circle one answer: Yes or No Do you plan on reading another Bluestem book? Circle one answer: Yes or No Cite This Article Ross, Natalie Hoyle. 2018. "Sparking Reading Motivation with the Bluestem: School Librarians' Role with a Children's Choice Award." <http://www.ala.org/aasl/slr/volume21/ross> School Library Research (ISSN: 2165-1019) is an official journal of the American Association of School Librarians. It is the successor to School Library Media Quarterly Online and School Library Media Research. The purpose of School Library Research is to promote and publish high quality original research concerning the management, implementation, and evaluation of school library media programs. The journal will also emphasize research on instructional theory, teaching methods, and critical issues relevant to school library media. Visit the SLR website for more information. The American Association of School Librarians empowers leaders to transform teaching and learning. Visit the AASL website for more information.	<urn:uuid:b127323f-bb67-4431-999b-063e385bb5ff>	CC-MAIN-2020-40	http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol21/SLR_SparkingReadingMotivation_V21.pdf	2020-09-29T08:59:00+00:00	crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00607.warc.gz	124,190,001	14,910	eng_Latn	eng_Latn	0.968904	eng_Latn	0.998454	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 2340, 5982, 8789, 12477, 15112, 17322, 19039, 20939, 23174, 25728, 29144, 32201, 34216, 35312, 38119, 40590, 44452, 48602, 52111, 55575, 55696, 58200, 60637, 63257, 64545, 66226, 67041, 67806, 69127, 69708, 70631 ]	[ 1.453125, 2.125 ]	2	0
Number Races : An Elementary Exposition This is an expository article aimed at secondary school students explaining the beauty of the construct of integer modulo but not rigorous proofs. We shall see how this leads to Euler's theorem. The reader is expected to know basic deﬁnition of natural numbers, integers, prime numbers, LCM, GCD and rudimentary operations with them. The reader is expected to keep trying things on his/her own as one keeps reading the article. Consider the following sequences, where a, b are positive integers. One would observe that if b > a the second sequence would run faster than the ﬁrst one. Let us ask the following questions: 1. Do the two sequences meet for all values of a and b ? More precisely, do we have indexes i, j so that Sa(i) = Sb(j) ? 2. Let us mark all the values attained by Sb by red points on the number line. Similarly let the values attained by Sa be marked by blue points. Lets take every red point and perform the following operation. Find the distance (is always assigned positive sign irrespective of the direction) between the red point and its nearest (on either of the sides) blue point and tabulate it. Once all red points are exhausted, operate similarly on the blue points. Append both the lists and the look for the smallest positive number (the smallest distance)in the list. What would you observe? 1 A quick observation would shall lead to observation the indexes i = b and j = a where Sa(i) = Sb(j). Therefore we answer the ﬁrst question in aﬃrmative. As of the second question, an attentive reader could have some genuine concerns like (i) Since the sequences have very long length that never stops (or inﬁnite length), can we have a ﬁnite distance list ? (ii) We could be recounting a lot of distances by ﬁrst counting red list and then the blue list as there could be repetitions. If we are lucky enough, this could even solve (i). 1 Reader acquainted with the concept of Least common multiple (LCM) shall ﬁnd that Sa and Sb ﬁrst meet at [a, b] = LCM(a, b) (and indeed they keep meeting exactly at the sequence Sl = {k · [a, b], k = {1, 2, 3, . . . }}). This shows that the arrangement of red and blue points repeats after a certain interval and the smallest length of the interval happens to be the LCM. This would mean, all we need to study is a small interval and rest follows the suit. This motivates the concept of integer modulo. A word of caution for the reader before we go into integer modulo - All facts we discussed also holds good for integers in with minor modiﬁcations. Let a = 4 and b = 6. The sequences meet at [4, 6] = 12. Our integer modulo is a ﬁnite world consisting of {1, 2, 3, . . . , 12}. What about 13 and further integers, 0 and other negative integers? 13 is to be treated as 1, 14 as 2 and so on until 24 is treated as 12 and similarly further. This makes sense as the distribution of red and blue points shall remain same in the 13 to 24 range as in 1 to 12 range. One can perceive this as folding the number line between two ﬁxed points. The reader is advised to spend some time working out various examples. A convenient notation shall be to consider the integer modulo set starting from 0 like {0, 2, 3, . . . , 11} since for any integer not belonging to the set, the equivalent integer in the set is the remainder when divided by 12. The reader may ﬁnd the results pretty surprising and nice, wonder about the construction of integer modulo. One is advised to think about ﬁnding equivalents for negative integers (you will have to conduct negative races and ﬁnd some invariant), think why remainder ﬁgures out in the discussion by writing some pictures of some races and convince oneself of its validity. Once the reader is able to feel the result, he/she is advised to prove it in general for all a, b. 2 We are now in a position to generalize the argument in the previous paragraph. An attentive reader would have observed that integer modulo set can be constructed with respect to any positive integer, not necessarily the [a, b]. But in that case the properties could diﬀer and our basic intent of constructing integer modulo goes in vain! As a coach of a famous football team once said 'Not so fast my friend ...' Lets experiment with arbitrary modulo construction and see what it oﬀers us. 1We leave these question to the reader. One shall ﬁnd clues to answer later in the article. 2Please ask your instructor for further help Lets look at the integer modulo 7, the corresponding set is {0, 2, . . . , 6}. Do spend some time thinking about arbitrary integer moduli, look for the races of the elements of the set. An surprising observation shows that equivalents of elements in the sequence of the 2's race (2, 4, 6, . . . ) include every number in the moduli set. A quick check shows that same is not the case with {0, . . . , 3} (which is the modulo set of 4) as 3 is never attained. Again an attentive reader shall see the link between this and ﬁrst set of questions we asked at the beginning of the article. If you have come till this point, understanding and experimenting through all material till now, here are some facts which are quoted without proof. You would like to experiment again and read more in a book or ask your instructor. You would learn the concise modulo notation. 1. (Gauss's theorem) For the integer modulo {0, . . . , p} where p is a prime, the race of any element other than 0 in the integer modulo with p shows that every distance is attained equivalently every equivalents of elements in the race include every number in the moduli set. 2. (Euler's theorem) For the integer modulo {0, . . . , n}, Gauss's theorem's property holds in the racing element say e and n if they are relatively prime that is GCF (e, n) = 1 Happy exploration! 3 3You may write to the author: email@example.com	<urn:uuid:916ede69-5efd-441e-a234-e75dfaed179a>	CC-MAIN-2020-40	http://talegari.wdfiles.com/local--files/static%3Astart/races.pdf	2020-09-29T07:02:40+00:00	crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00607.warc.gz	106,292,828	1,381	eng_Latn	eng_Latn	0.998355	eng_Latn	0.99857	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1370, 4448, 5843 ]	[ 3.234375 ]	2	1
WHAT IS RESPONSE TO INTERVENTION AND HOW CAN IT HELP MY CHILD? Traditional Service Delivery. Traditionally in the schools, students with learning needs (academic, behavioral, and/or social/emotional needs) are given very few options. If the teacher and parents believe the problem is a big concern, that student is evaluated for special education or other categorical programs such as Title I, ESL, literacy services, etc. For an academic problem, often a special education evaluation is done. This evaluation typically involves examining whether or not there is a discrepancy between the student's "ability" and their academic performance. The tools used to assess this discrepancy include standardized, published intelligence and academic tests. If the student qualifies to receive special education services, he or she is given those services. However, if the student does not qualify for services, there are few options available for them or for their parents and teacher(s). Obviously there are many disadvantages to this model of serving students. solve. The first step is to identify a problem using data. Next, additional information is collected on the problem and hypotheses are developed as to why that problem is occurring. Based on the hypothesized cause of the problem, an intervention plan is created and implemented. Progress is closely monitored through charted data in order to determine whether the plan is effective or not and whether changes in the plan are needed. This process typically emphasizes the use of functional and multidimensional assessment procedures to identify, analyze, and monitor progress, and places emphasis on alterable variables (e.g., the classroom environment, the instructional design) when intervening in a problem. Additionally, use of research based interventions and the importance of decision-making based on data is stressed. A New Approach in Service Delivery. In the last decade, a movement has developed across the United States that has resulted in students with learning and/or behavioral challenges being provided with more flexible and responsive services without having to rely solely on special education. In contrast to traditional service delivery, there are several key differences in the new approach: (1) early intervention in the typical, general education learning environment is emphasized, (2) this system maximizes all staff's expertise and services, and makes effective use of all existing resources, (3) the intent is to assess the student's strengths and weaknesses based on their academic performance or behavior in the regular educational setting, (4) interventions are delivered in this setting and are based on reliable and measurable information, (5) the student's response to the intervention is directly and frequently monitored and charted, and (6) this system is intended to de-emphasize categories and labels while encouraging creativity, problem solving, and providing support to students in a timely manner. Terminology. This movement is referred to in many different ways across the country. Connecticut uses the name Scientific Research Based Intervention (SRBI). Although these different names all may indicate slight variations in the model being used in various areas, all of these models are based on the important concepts of linking assessment to intervention and making data-based decisions. RTI: An Introduction. When using an RTI model, a team of school personnel meets regularly to problem The implementation of a problem solving service delivery model is not meant to replace special education. However, eligibility for special education must be re-conceptualized. Eligibility or entitlement decisions under an RTI service delivery model no longer rely on a discrepancy between "ability" and performance to determine if students "qualify"' for special education under a specific disability category. In an RTI system, a discrepancy is still considered as part of the entitlement/eligibility decision, however, the discrepancy is between the student's skills and the skills of his or her same age peers. The primary purpose of assessment in an RTI system is to lead to effective interventions in the general education setting. Ideally then, eligibility for special education may be conceptualized as a resistance to repeated attempts at intervention in the general education setting. Additionally, sometimes a student demonstrates that they are responsive to intensive intervention and can be successful in the general education. However, if the needed level of intervention is so intense that it exceeds the level of resources in general education, then eligibility for special education should be considered. As mentioned earlier, this system maximizes all staff's expertise and services, and makes effective use of all existing resources. Special education teachers, math and reading specialists, classroom teachers and trained paraprofessionals will all be used to provide intervention to students who are at risk and require more frequent and intensive intervention. If you would like more information on the RtI/SRBI model, please contact your child's principal.	<urn:uuid:6658c38b-7bfc-4bf2-af9a-6133a711ac33>	CC-MAIN-2020-40	http://www.tms.tolland.k12.ct.us/UserFiles/Servers/Server_891957/File/Forms%20and%20Docs/RtI%20Newsletter%20Article%5B1%5D.pdf	2020-09-29T07:47:45+00:00	crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00610.warc.gz	201,836,323	931	eng_Latn	eng_Latn	0.997481	eng_Latn	0.997481	[ "eng_Latn" ]	false	docling	[ 5180 ]	[ 3.09375 ]	1	0

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