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Glenmere Primary School Race Equality Policy
Statement of Values, Definition and Objectives
We are committed, as part of our educational inclusion strategy, to preparing our pupils for life in a multicultural society and are totally opposed to racism and all other forms of oppressive behaviour. We believe that striving for race equality is important for all schools and we are committed to creating a positive culture that will enable everyone to work free from intimidation and harassment. We believe our policy should be widely available to all who are members of our school community and we will actively work with this community to promote equal opportunities and race relations.
The policy reflects the general and specific duties on schools and colleges, featured in the Race Relations Act 1976 as amended in the Race Relations (Amendment) Act 2000. As a Leicestershire school, we subscribe to the County Councils definition and objectives for promoting race equality, which states:
'Education should prepare people for life in the wider community and must help all people to develop attitudes and ways of behaving which are appropriate to living in a society which wishes to eradicate racial prejudice and the social scars it produces. We, therefore, recognise that Leicestershire is a pluralist society and part of a country of many cultures, and believing that all pupils and students across the county should be given an appropriate knowledge and awareness of the variety of cultures which make up our society, identify the major objectives of developing the education service in a multicultural society as:-
a) to prepare all pupils and students to live and work harmoniously and with equality of opportunity in that society;
b) to build upon the strengths of cultural diversity in that society;
c) to define and combat racism and any discriminatory practices within the educational service to which it gives rise;
d) to meet appropriately the particular educational needs of all people, having regard to their ethnic, cultural, linguistic or historical attachment.'
For the purposes of reporting and recording, we recognise the definition of a racist incident as defined by the Stephen Lawrence Inquiry: "…any incident, which is perceived to be racist by the victim or any other person." and will consider this when deciding if an incident should be recorded.
Dealing with Racism
Racism and other forms of oppressive behaviour are totally unacceptable to us. We have a coherent approach to responding to racism through the systematic monitoring of any racist incidents that occur. We use the Local Authority Racial Harassment Incident Form to record any incidences of racist behaviour and in line with national requirements, the Governors will receive an annual report on the number and nature of incidents. The governors in turn will report these annually to the Local Authority.
We recognise that racist incidents can take a number of forms and include:
verbal or physical assault
display of racist pictures, insignia or graffiti
rejection or isolation of someone because of their ethnicity
unwelcome comments, jokes, taunts or innuendoes based on ethnicity, colour or culture
derogatory comments about people or groups
telling racist jokes or mimicking accents
deliberately mispronouncing names
dismissal of viewpoints from other cultures or societies
stereotypical comments during discussion
making negative comments about: appearance, clothing, food, language accent or dialect, family, culture, religion, country of origin
withdrawing from work which relates to the experience of other cultures (e.g. refusing to visit a place of worship or cultural centre for example)
When an incident has been reported, it will be investigated thoroughly and if it is judged to be of a racist nature, an incident report form will be filled in. Incidents will not be ignored or go unchallenged. Every effort will be made to ensure the perpetrator understands the seriousness of such incidents and the importance of ensuring it does not happen again. They will also be expected to apologise for their behaviour. If incidents are repeated or an incident is judged to be of a serious nature, (one that involves violence, threats or incitement to racial hatred), then parents will be notified by letter and expected to make an appointment to discuss this with the headteacher.
Curriculum and Whole School Development
A commitment to equality, justice and the unique value of every individual is a major element of our school ethos, values and culture. This commitment helps us to develop pupils who are confident, strong and self-affirming, who are open to change, choice and development and are receptive and generous towards other identities, and prepared to learn from them. The curriculum is central to our work in promoting race equality. All curriculum areas can make a contribution to the celebration of diversity and develop understanding about the nature of society. We also recognise the opportunities offered by the curriculum to develop an understanding of injustice, prejudice and discrimination. These elements will continue to be a feature of our curriculum planning and will be especially taught through History, Personal, Social, Health and Citizenship Education (PSHCE) and Philosophy for Children (P4C).
It is important for pupils to understand through the learning and curriculum experiences they are offered and resources/displays used that the school see preparation for life in a multicultural society and opposing racism as important.
Continuing Professional Development
It is important that all staff, both teaching and non-teaching, understand the need for, and their role in promoting, race equality. To enable that to happen, we will make this a feature of our professional development programme as appropriate, through staff meetings and briefings, as well as considering other opportunities such as central INSET courses.
Responsibilities
The Governing Body and Headteacher will ensure that the school complies with relevant legislation and that the policy and procedures are implemented. The Headteacher will ensure staff are aware of their responsibilities under the policy and staff will ensure the day to day application of the policy in school.
Breach of the Policy
All members of the school community will be expected to abide by the principles set out in this policy and be aware of their responsibility to report any action which constitutes or could be deemed to constitute a breach of the policy. If any person feels that the policy has been breached or they are not happy with the way an incident has been dealt with, they should follow the school's complaints policy procedure, a copy of which can be found in the main reception area.
Monitoring and Evaluation
As part of the monitoring and evaluation procedure for the Race Equality Policy, we will monitor:
attainment by ethnicity and address any issues of differential progress and achievement
exclusion and other aspects of the behaviour management system by ethnicity
the teaching and learning to ensure all pupils' needs are met irrespective of their background and that challenging targets are set for all
the curriculum and teaching resources to ensure that pupils' experiences are broadened and they are prepared for life in a diverse society
the ethnic composition of the school staff and governors, with the aim of presenting positive role models and reflecting the diversity in wider society
incidents of racist behaviour and the way the school handles and reports them
the way in which the school is sensitive to, and meets the needs of all stakeholders, paying particular regard to cultural, religious, historical, ethnic and/or linguistic heritages
the way in which the school uses the diversity within its local and wider communities to enrich learning experiences for pupils
the way in which other school policies embrace race equality and inclusion issues
Signed:
Chair of Governors
Headteacher
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CLASS 2
St John's Rishworth
Curriculum Newsletter
Term 1 – 2018
SCIENCE: Seasons/Materials
We observe changes in the seasons from Autumn to Winter. We will compare the weather and climate in our country with the polar regions. We will also observe how water changes to ice and how to make ice melt faster.
Computing: Online Safety/Paint
In Computing we will be learning how to log on to Purple Mash and the importance of keeping your personal login safe. We will then use Purple Mash to make a picture using a paint package and learn how to save it.
HISTORY: Polar regions
Which explorers travelled to the polar regions? How did they get there and why did they want to explore these cold climates?
GEOGRAPHY: Polar regions
Where are the coldest places in our world? What people and animals live there? How do we survive and live in a cold place? How and where do animals live in the polar regions?
RELIGIOUS EDUCATION:
Welcoming Babies/Christmas
We will compare how babies are welcomed into Christianity and Islam. Reverend Carol will be performing a mock infant baptism for the children at church. We will also learn more about why Christians celebrate Christmas and how it is important.
This information is given to help parents and carers to support the work their children are doing in school. If you are planning a visit to the library or a bookshop there are ideas on what you could choose. If you are arranging a visit to an attraction, you might get some ideas. Alternatively if you are working together on the computer, you can search for useful web sites.
PHYSICAL EDUCATION: Gym/Dance
We will use small apparatus to develop our small games skills. We will then practise playing group games using these skills. After half term we will then do some dance work inside. On Fridays Year 1 and 2 children will develop their Karate skills with Matthew.
PERSONAL AND SOCIAL EDUCATION: New Beginnings/Keeping Safe
We are finding out more about starting a new class and getting to know new people. It is always important to keep ourselves safe whether we are at school or at home.
MUSIC : Weather/Songs for the Nativity
What songs do you know about the weather? We will be learning some traditional rhymes and songs about the weather. We will also be learning songs for our Nativity play!
ART: Printing/Painting
What things can we use to print with? How is printing different to painting? We will be creating different effects using different printing techniques.
DESIGN TECHNOLOGY: Cooking
We will be using the story "The Giant Jam" sandwich for our D.T. topic this term. We start by making our own jam using fruits from the school garden and follow this by baking bread. It should be lots of fun making the jam sandwiches. | <urn:uuid:62ab2bce-e649-49cf-85b9-a9cce75ceb1d> | CC-MAIN-2020-40 | http://www.stjohnsrishworth.org.uk/wp-content/uploads/2012/04/KS1-Curr-News-C2-Cycle-1-T1.pdf | 2020-09-29T08:30:26+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00609.warc.gz | 190,128,198 | 588 | eng_Latn | eng_Latn | 0.998082 | eng_Latn | 0.998082 | [
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The eastern coyote (Canis latrans) is a fairly recent res ident of Rhode Island. When the settlers first arrived to the United States, they cut down forests to create farms and hunted large predators to protect livestock and to sell in the fur trade. This loss of habitat and severe hunting pressure led to the extirpation of large predators (wolves, bears, and mountain lions) from much of the Northeast, including Rhode Island. As settlers moved west across the country, developing land and altering habitats, the highly adaptable coyote simultaneously expanded its range east, until it was first documented in Rhode Island in the 1960s. With the lack of large predators, food sources were abundant, competition was non-existent, and coyotes quickly became estab lished in our state. Coyotes now play an important role in controlling rodent and small mammal populations, a niche that needed to be filled. However, coyote popula tions can increase to unfavorable sizes with human-sub sidized food resources, such as unsecured garbage cans and compost piles, or intentional feeding. Coexistence with the often misunderstood coyote is possible with education and community effort.
Food Habits: Coyotes are opportunistic and will eat nearly anything from food scraps in the garbage, to pet food, to compost or carrion. They are omnivores and their natural diet includes rabbits, squirrels, fruits, ber ries, etc. They can hunt deer, but usually only prey on fawns. It's much easier for a coyote to pick food from a trash can than it is for them to hunt, even though it may not be more nutritious. The more food resources hu mans supply through unintentional feeding, the larger the packs may be, because their breeding capacity is closely linked to the resources available to them.
LIFE HISTORY
Reproduction: In Rhode Island, coyote mating season runs from December through March. Pups are born in the spring, after a 2 month gestation period. Litter size can range from 4-7 pups depending on resource availability and the health of the female. Pups are born with eyes closed and weigh between 8 and 10 ounces. Females nurse the young during the first 2 weeks, until their eyes open. Both parents, and often older offspring, care for the young in the following weeks, alternatively leaving the den to fetch them food. Pups venture from the den around 3 weeks and gradually explore greater distances, eventually joining the adults to find food. Coy otes are fully grown at 9 months and will either remain with the pack or disperse.
DID YOU KNOW…
¾ Coyotes can run up to 40 mph.
¾ Coyotes howl to communicate with their pack but not to indicate a kill.
¾ Coyotes have the greatest diversity in vocalizations out of all North American mammals.
Range and Habitat: The eastern coyote is a subspecies that originated from western populations. Their range expanded eastward as they fed on trash piles left behind on travel routes by colonists as they moved west. The range of eastern coyote now extends throughout the northeastern United States and into southeastern Can ada. They inhabit all of Rhode Island except Block Island. Coyotes are habitat generalists, meaning they can survive in just about any habitat, as long as there is some form of food and shelter. They can live in fields, forests, and cities, and will den in rock crevasses, be neath brush piles, or under buildings.
Behavior: Coyotes are nocturnal and crepuscular, meaning they are most active at night and around dawn and dusk. However, it is not uncommon to see them out during the day, especially while they are raising their young in the spring. They live in packs which consist of the mating pair, first year pups, older pups, and occa sionally transient adults. Coyotes can be heard howling at night to communicate with their pack. Although they are monogamous, they can establish a new mate, if necessary. A coyote's territory ranges from 5-25 square miles; they will mark and defend it against other canids. Coyotes are innately shy, but can become emboldened due to unnatural human interaction, such as feeding.
¾ Eastern coyotes have a small amount of dog and wolf DNA, but they are not considered direct hybrids or "coywolves."
¾ Eastern coyotes are about half the size and weight of gray wolves. Coyotes weigh be tween 35-45 pounds.
¾ Coyotes run with their tails down, while dogs run with their tails up.
¾ Coyotes usually mate for life. Coyote fur color is diverse; individuals can be gray, grizzled, brownish-red, black, tan or "blonde."
THREATS
Coyotes are susceptible to various diseases and parasites, such as ticks, fleas and heartworm. Although coyotes can carry rabies, there have only been 2 reported cases in Rhode Island since 1994. They can also contract sar coptic mange and canine distemper. Pet owners should ensure their pets are properly vaccinated and call a veter inarian if their pets come into contact with any wildlife.
LIVING WITH COYOTES
Coyotes are naturally shy animals, but unnatural in teraction with humans can cause them to become em boldened. Simply seeing a coyote isn't cause for alarm; not all coyotes have learned bad behaviors. If you see a coyote, it may just continue on its way. If the coyotes stops or is inquisitive, remain calm, make loud noises, try to look big and intimidating, and slowly back away. DO NOT attempt to approach the coyote or turn and run away. If the coyote attempts to approach, go inside and report the observation to the Environmental Police: (401) 222-3070.
Will a coyote attack me?
Am I feeding a coyote?
Coyotes are opportunists, and will eat anything they can find. You may not be tossing steaks outside as a treat for them, but could unintentionally be providing food through other means. Take an inventory of your yard to look for things that could be a potential food source for coyotes. The more resources we provide, the larger the population will be, and the more conflicts will develop.
Can coyotes be trained?
Coyotes can be trained to be wary of humans. We don't want coyotes associating humans with food and shelter, so we must train them to cautious around us. If you see a coyote, make loud noises, bang pots and pans, shout or make a coyote shaker by sealing loose pennies in a soda can. Frightening coyotes may not seem kind on the surface, but it will actually protect them in the long run. For more information visit: coyotesmarts.org.
Why can't we just cull the population?
It has been repeatedly proven that removing coyotes to reduce the size of a population results in the opposite outcome. Fewer coyotes means more available territo ries and less competition for food. With this increase in resources, the surviving coyotes produce larger litters, resulting in population growth. Removing human-subsi dized food resources, combined with regulated hunting and trapping, is the most effective way to manage coyote populations.
For in-depth information on living with coyotes, view the RI DEM Division of Fish & Wildlife's Eastern Coy ote Management and Response Guide.
REGULATORY STATUS
Coyotes are classified as protected furbearers under RIGL 20-16-1. They may be trapped or hunted using legal methods during the regulated season. In Rhode Island, state law (RIGL 20-16-2) allows a property owner to kill, by legal means, any furbearer (as defined in RIGL 20-16-1) that is killing or attempting to kill any livestock or domestic animals, destroying crops, creating a health hazard, or causing economic damage to their property. However, the law does not allow for the random taking of wildlife, for the taking of furbearers for their pelts outside the open season, or for killing of animals outside the boundaries of the property of the person with the problem. Also, it does not allow for unlawful methods of take such as poisons, snares, foothold traps, or discharge of firearms in violation of state or local ordinances. The law states that animals taken must be reported to the DEM within 24 hours. The DEM does not recommend that property owners attempt to live trap nuisance fur bearers unless they are prepared and willing to euthanize the offending animal. State regulations prohibit the live capture and translocation of furbearers. Captured furbearers can only legally be released on the property on which they were captured.
TIPS FOR PREVENTING PROBLEMS WITH COYOTES
¾ Remove or secure any outdoor food sources such as trash bins, dumpsters, compost, pet food, and gardens.
¾ Trash should be secured in containers and only put out on the curb the morning of trash collection.
¾ Do not place meat scraps or fatty items in compost piles. Make sure compost is secure.
¾ Avoid feeding pets outside or bring in dishes at night.
¾ Secure livestock in pens or buildings. Electric fencing can be used to protect chickens and rabbits.
¾ Keep pets indoors unless supervised.
NEVER INTENTIONALLY FEED COYOTES It is illegal in Rhode Island and will create problems for humans and coyotes, alike.
TO REPORT A COYOTE SIGHTING:
Contact RIDEM Division of Fish & Wildlife Great Swamp Field Office: (401) 789-0281
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FORMAL HOMEWORK EXERCISE
Induction - Uncertainties & Significant Figures
Homework - Uncertainties
1. The circuit shown is set up to determine the resistance of a resistor. In one repetition of the experiment, the readings are as shown on the meters. The experiment is repeated several times to allow mean values for both current and voltage to be found.
(a) Give the ammeter and voltmeter readings and state the scale reading uncertainty in each case.
(2)
(b) Using Ohm's Law (V = IR), calculate a value for the resistor. Estimate the absolute uncertainty in the calculated value of the resistance and explain how you arrived at your estimate. (3)
(c) The experiment is repeated 5 times, and the values recorded for the current are as follows:
Calculate the mean current, and the random uncertainty in the mean.
(3)
2. A current is measured with an analogue meter which has scale divisions of 0.1 A, and is found to be 5.4 A. The reading is double-checked with a digital meter, and again is found to be 5.4 A. Using which instrument gives the larger scale reading uncertainty? Explain your answer.
(2)
TOTAL 10 MARKS
FORMAL HOMEWORK EXERCISE
Mechanics & Properties of Matter
Homework - Forces
1. A train made up of 3 carriages is pulled along a level track by a force of 16 500 N. Each of the carriages has a mass of 8 000 kg, and each experiences 1500 N of resistive forces.
Force
(a) Calculate the acceleration of the train.
(b) Work out the tension in link B.
2. A cow has fallen over a cliff and cannot get back up to the field. The farmer has to rescue it by attaching a rope and harness, and lifting it using a pulley and his tractor (as shown in the diagram).
The tractor has a mass of 1500 kg, and the cow has a mass of 500 kg. The tractor's engine can apply a force of 6000 N. Ignore friction between the tractor and the ground.
(a) Calculate the initial acceleration of the tractor as it lifts the cow.
(2)
(b) Draw a free body diagram showing the forces acting on the cow as it is being lifted. (1)
(c) Calculate the tension in the rope lifting the cow. (2)
3. In the diagram below, calculate the component of the weight acting down the slope. The mass of the trolley is 24 kg. (1)
TOTAL 10 MARKS
(2)
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Curriculum perspectives: K–12 Drama
Dr Christine Hatton, Drama Advisor K–12, Curriculum K–12 Directorate, NSW Department of Education and Training
Transcript of paper, Stitching up the past: progressing the Australian Dress Register seminar, 16 November 2009
I will be talking about the ways in which the Australian Dress Register (ADR) might link to the drama curriculum in NSW. In drama, we come at 'design' quite differently because for us the theatrical experience and performance are the focus of our work. From Kindergarten through to Year 12, the three areas of the NSW drama curriculum involve making drama, performing drama & critically studying, particularly in the senior years, or appreciating drama in the junior years. Throughout their schooling students are required to reflect on their own drama making and performance in drama. There are many different types of drama students can study over that time but the two key drama forms or contexts are improvisation and playbuilding. These are really the nuts and bolts of the drama curriculum in NSW and elsewhere. The main premise is that school students learn about the art form by making the art form and working with its elements in real and practical ways. In drama, improvisation and playbuilding involves students learning how to collaboratively create and present plays of their own invention. Within these processes they learn to take on roles; they learn to explore and enact stories; and walk inside the shoes of others; they learn to manipulate the elements of drama; and they also learn to collaborate to devise pieces of theatre for different audiences and for different purposes.
'Costume' in the context of drama is connected to the theatrical experience. It is an important means of communicating role and dramatic situation to an audience. It also gives information to an audience about relationships within the play such as how characters are linked by colour or design as well as crucial contextual information such as the place and time depicted onstage. In drama teaching we also use costume as role signifiers or symbols that can drive the dramatic action. Hats and shawls are very common pieces of costume in the drama classroom particularly in primary school because they can be adapted and used to become all sorts of characters that drive the storytelling and the drama along.
In K–6 costumes feature very much in terms of giving students and audience character information and helping the children to adopt roles, tell their stories and engage in the fiction. Students might select something from the dress up box (they will not be making them), or something from home (such as mum's old clothes) to bring to life a role or character in the classroom. Students would then appreciate their drama work as they make decisions about appropriate clothes for a particular character and reflect on the way costume communicated particular ideas to their audience.
In their study of drama in Years 7–10 we see a growing sophistication in the way that students approach the artwork. Their creative processes, performance work and critical analysis are more sophisticated. At these stages the drama syllabus focuses on more explicit learning about the particular theatrical function of costume and how costume design works alongside the other design elements such as lighting design, set design, sound design and even promotional design in terms of publicising key aspects of a production to a potential audience. The drama study becomes more specialised and students start to look at characterisation and acting technique more specifically and how costume can enliven and embolden their performances.
This growing sophistication continues into Year 11 and 12 drama. There is a specific study of costume design as an artistic process in itself. Students might consider how a designer might get the creative stimulation to create a design piece that suits a particular production or director's vision. Study in drama at senior level also involves a more detailed study of acting as a craft and performance from different theatrical traditions. Class work focuses more deeply on the analysis of context, form and performance conventions. In senior drama students consider questions such as: when did this play occur? Where did it occur? What is the particular social milieu and political context that informed this work? What techniques have been used to engage the audience in the performance? For their HSC Drama Individual Project students can choose to complete a costume design project, where they must select play text from a given list and then create a series of costume designs for an imagined production. In the Group Performance component of the HSC Drama course students must playbuild in small groups and create a short piece of original theatre for live performance. They also complete a written exam where they write about particular plays and performances drawing upon their knowledge and their experiences of the plays in performance.
So what kinds of things could drama teachers and students use the ADR for?
Obviously it serves as a great resource for costume design and research for students. It is particularly nice to have a local body of material for students to look at. For me the most exciting thing about the ADR as a resource is what it offers as means of triggering ideas for playbuilding for students as they make their own theatrical works. For us in drama the stories behind the garments are really exciting. We could explore what kinds of personal narratives are highlighted by these garments, and these could be starting points for playbuilding for different audiences — school based, for festivals and also for curriculum-based work. The stories behind the garments provide us with a real sense of the local, the everyday and the particular. These are interesting triggers that teachers could use as starting points for all kinds of drama work from Years K–12. For instance, I can see a Year 12 group using those underpants as a wonderful starting point for a HSC Group Performance piece because the moment you look at them you can imagine a story. I can see a K–6 drama project using the gum blossom costume as a base for a story or playbuilding looking at how children see Australia today compared with the past. The arts act as a critical medium for generating dialogue about who we are and how we represent ourselves. I can see drama works created by students based on what they find in the ADR. In the field of contemporary theatre and also in the HSC Drama Course Prescriptions there is a huge new interest in stories and storytelling and in particular a new form of theatre called 'Verbatim Theatre' which HSC students are just starting to study for the first time. These are stories taken from communities and developed into plays. Dialogue is based on the verbatim transcripts from people who experienced various events in their communities. The interest in personal stories and the contexts in which people live their lives are very rich starting points for drama. I can also see lots of possibilities for cross curricula work between different Key Learning Areas using drama and the arts as a way of exploring the leaps of imagination we and our students get when we learn about these garments.
Another thing worth mentioning is about students and teachers having new access through the register to regional stories. This register gives students access, students who may not have had this before. Students in government schools in particular now have access to online resources and environments with the recent statewide laptop rollout. The laptops have become part of our classrooms and students can open them and connect with each other and with materials like these in ways that they have never been able to do before. With technology we can bring alive the information and the stories of these garments and students can learn from these stories. In drama these garments can fuel students' imaginations and their creative work. So I guess it is about how far our imaginations can take us in terms of using a web-based register like this one.
Thank you for asking me to be a part of this event and I hope we can do some more work together in the future.
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Bat Biology: Echolocation Activity
The Movement of Sound
Materials:
1, aluminum foil pie plate
2, cardboard tubes, ~10 inches long
Tape
What do you hear? Half-sheet
Instructions:
1. Have students get into groups of 2. Make sure students are sitting at tables or desks for this activity.
2. Tape two cardboard tubes onto a table at an angle, facing the area where the pie plate will rest. The end of the tubes should not touch, but can be placed at different angles facing the pie plate. They should be no more than 2 inches apart from each other.
3. Place the pie plate upright at least 12 inches away from the cardboard tubes. The pie plate can rest on a wall, and or can be propped up. Make sure the cardboard tubes are still angled towards the pie plate.
4. One student is designated as the "sound maker", or the bat producing the sound waves. The other student will be the "listener", or will be listening for the echo of the sound the first student produced.
5. Have students do three rounds each, where the sound maker will whisper one word through one of the cardboard tubes. Then, the listener has to try and guess what word was said. To keep track, have the listener write down what word they think they heard onto the "What do you hear?" half-sheet. After three rounds, have students switch roles, and see if the same results can be repeated.
6. Extension: This activity can also be done with the cardboard tubes facing other solid objects, like walls or doors, as long as students keep the tubes at an angle, and are at least 1 foot away from the solid surface.
Reflection: What's Happening?
The mechanism of when a student's sound hits the pie pan is the same idea when bats echolocate. Bats emit a highfrequency sound, which allow bats to gain more information about what the sound hits (length, distance, speed of object). When a bat emits a call, the sound travels through the air until it hits a solid object (like a tree or insect). Then, those sound waves are reflected back towards the bat, and the bat processes the echo of its own call. The echo the bat listens for is far softer then the call it emits, so bats that utilize echolocation have very acute hearing to listen to the softest sounds. Their incredible hearing also allows them to listen for their call over ambient noises around them.
Sound Terminology:
Frequency: The number of times a vibrating object (sound) moves back and forth (oscillates). Faster moving sound produces a higher frequency, which correlates with a high pitch or tone.
Reflection: The bouncing back of wave energy from either light or sound.
Echo: Reflections or repetitions of sound waves.
What Do You Hear?
Record the word or sound you hear reflected off the pie pan, and into your cardboard tube. After three rounds, you and your partner switch, and see if they can hear the same words or sounds too!
What Do You Hear?
Record the word or sound you hear reflected off the pie pan, and into your cardboard tube. After three rounds, you and your partner switch, and see if they can hear the same words or sounds too!
Extension Activity: Cardboard Tubes and Pie Pan Uses
Want to use the above materials for future activities? Try these experiments or activities below to reuse cardboard tubes and pie pans for other STEM-related needs!
1) Create a Seed Starter Planter
a. Materials: Cardboard Tubes, Pie pan, potting soil, native plant seeds, water
b. Directions: Cut cardboard tubes into smaller sections, and arrange inside pie pan. Add soil into each tube, and then place seeds inside tubes. Just add water and sunlight, and watch what plants grow first, how fast they grow, and how they develop and mature over time!
2) Cardboard Binoculars
a. Materials: Cardboard tubes, yarn, hole punch, markers or stickers, tape or glue, colored paper
b. Directions: glue two cardboard tubes together. Then, glur ot tape colored paper around the tubes. Allow students to be creative in decorating their binoculars with markers or stickers. Hole punch two holes, one in each tube, and run yarn through to create a strap. Then, take students outside, and let them explore the natural surroundings around your school, seeing what they can find with their binoculars!
3) Create an electric charge
a. Materials: Pie plate, styrofoam cup, styrofoam cup, wool piece of fabric, tape, optional: pencil
b. Directions: Place foam plate on solid surface. Tape the styrofoam cup to the center of the pie plate to use as a handle when moving the pie plate. Rub the wool fabric on the foam plate for at least one minute. Then, while holding the foam cup, place the aluminum plate on top of the foam plate. Using your finger, or the metal tip of a pencil, touch the pie plate, and you'll see, and maybe feel, an electric spark! | <urn:uuid:fc262a3a-86c4-44bd-96e6-3432eff4d1b7> | CC-MAIN-2020-40 | https://www.aahom.org/sites/default/files/TR-4th-Grade-Bat-Biology-Echolocation-Activity-and-Extensions.pdf | 2020-09-29T07:36:32+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00616.warc.gz | 626,198,431 | 1,047 | eng_Latn | eng_Latn | 0.99449 | eng_Latn | 0.997267 | [
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The Swallowtail Federation of Church Schools With friendship, trust and kindness we fly!
(Love your neighbour as yourself,' Mark 12:30-31)
We welcome all people and encourage everyone to meet their full potential – to love each other, love to learn and learn to live in all its fullness. We love our neighbours – in our school, our federation, the local community, nationally and globally, as Jesus told us to do so.
RSE Policy
This policy will be reviewed in full by the Governing Body every 2 years. This policy was last reviewed and agreed by the Governing Body in September 2018. It is due for review September 2020.
Signature J.Wones Headteacher Date: September 2018
Signature S.Watts Chair of Governors Date: September 2018
Introduction
Relationships and Sex Education (RSE) is defined as learning about the physical, moral, and emotional aspects of growing up, relationships, sex, human sexuality, and sexual health. RSE should empower young people, build self-esteem, offer a positive and open view of sex and support sexual self-acceptance and mutual respect. Effective RSE should develop pupils understanding of marriage for family life, stable and loving relationships, respect, love and care.
RSE topics are taught through the statutory requirements of the National Curriculum 2014 Science orders, which are mandatory for all primary aged pupils and it is also embedded in the personal, social and health education curriculum in our federation. It is taught within a framework of Christian values.
Our Federation's policy on relationships and sex education is based on the DfES document Sex and Relationship Education Guidance (DfES 0116/2000) and Valuing all God's Children (Church of England Education Office 2017). We recognise Relationships and Sex Education as the policy's full title, but for the remainder of this policy, it will be referred to as RSE.
Aims and objectives of RSE
We teach children:
* To develop friendship/relationship skills
* To develop positive attitudes and values
* To gain knowledge and understanding about puberty, reproductions, and sexuality
* To develop the confidence to talk, listen and think about their feelings and relationships.
* To challenge negative and prejudice attitudes
* To explore attitudes and values helping children to make healthy and informed choices and positive relationships
* To develop skills in communication, risk assessment, decision making and assertiveness
* To develop the ability to make informed choices
* To develop an understanding of their own and others' values and beliefs, and an individual moral framework that will help them to make well considered decision
* To encourage an appreciation of the varieties of family which exist in our multi-cultural and multi-racial society
* Developing confidence in talking, listening and thinking about feelings and relationships;
* The physical development of their bodies as they grow into adults;
* The scientific explanation of the ways humans reproduce in the context of a consensual loving relationship;
* Being aware of ever evolving technology and how to stay safe online
* To develop a discerning eye for the messages they receive from the media
* Staying safe, sexual abuse, and what they should do if they are worried about any sexual matters.
We do not use RSE as a means of promoting any form of sexual orientation
Context
Effective RSE can make a significant contribution to the development of personal skills needed by pupils to establish and maintain safe relationships. It also enables young people to make responsible and informed decisions about their health and well-being
In our federation, RSE is taught gradually, in a spiral curriculum, so that learning can be built up yearby-year in a way that is appropriate to the age and maturity of each child; responds to the needs they have, and enables them to successfully manage the challenges they face as they grow up.
RSE will be based on factually accurate information which is age appropriate. It will be sensitive to all faith and cultural perspectives; promote equality, inclusion and acceptance of diversity.
RSE will be set in the context of clear and inclusive values that reflect those of the federation and its strong Christian ethos, including the value of marriage, all loving stable and responsible relationships and family life.
RSE will be accessible to all pupils including those with Special Educational Needs and Disabilities (SEND)
Organisation
We will teach RSE through different aspects of the curriculum. We carry out the main RSE in our personal, social and health education (PSHE) curriculum, however elements of RSE are taught through other subject areas (e.g. science) which contributes significantly to children's knowledge and understanding of their own bodies, and how they are changing and developing.
We follow the guidance material in the national curriculum for science, children cannot be exempt from elements of RSE which is covered in the national curriculum for science.
In Early Years the curriculum includes education about relationships with a focus on friendship, and the building of self-esteem. Understanding the world covers simple life cycles. In KS1 children continue to build on the work in the Early Years and focus on building relationships and self-esteem. We teach children about the main parts of the body and how to keep their bodies safe and healthy. Children learn that animals, including humans, have offspring, which grow into adults. In KS2 children learn to describe the differences between the life cycles of various animals and to describe the life process of reproduction in plants and animals. They also continue to develop relationship skills, confidence and responsibility. This supports preparing children to become active citizens, developing a healthy and safe lifestyle, learning to respect differences and develop good relationships.
In PSHE, we teach children about relationships, and we encourage children to discuss issues. In Key Stage 2 we teach RSE in much more detail. We teach about the parts and functions of the body and we explain to the children what will happen to their bodies during puberty. We encourage the children to ask for help if they need it. Most sessions are taught together (both boys and girls) but where appropriate, lessons are taught in single gender groupings. Nonetheless, all children will learn about changes which occur in both genders through puberty. By the end of Key Stage 2, we ensure that both boys and girls know how babies are born, how children's bodies change during puberty, what menstruation is, and how it affects females. We always teach this with due regard for the emotional development of the children.
Teachers do their best to answer all questions with sensitivity and care however we also provide a question box for the children in Key Stage 2 throughout the year. This allows children to write questions that they may be too embarrassed to ask in front of other children. It also allows teachers to cover 'real issues' that the children may have and avoid irrelevant questions.
Role of PSHE Coordinator
The role of the PSHE subject leader is to ensure all staff are up to date and equipped with the relevant knowledge and resources in order to deliver effective RSE. The leader will monitor that RSE is being taught as outlined in this policy, that parents/carers are informed prior to the lessons and that staff will assess the understanding and learning shown by the pupils.
Role of Federation Governors:
All federation governors and our named governor with responsibility for safeguarding were involved in the development of this policy and will hold leaders to account for the effective delivery of an appropriate RSE curriculum for our pupils.
The Role of Parents and Carers
Parents/carers are the key people in teaching their children about relationships, sex and growing up. All policies are available for inspection by parents/carers. The federation will endeavour to work in partnership with parents/carers in order that the RSE curriculum will complement and support their role as parents/carers.
All staff have a responsibility to ensure the safety and welfare of all pupils. The personal beliefs and attitudes of staff will not influence the teaching of RSE within the PSHE framework.
All parents/carers have the right to see materials and resources that will be used in delivering the RSE, and to have the opportunity to discuss what is to be taught.
All parents/carers have the right to withdraw their child from all or part of the RSE except for those included in the statutory National Curriculum.
Confidentiality
Staff conduct RSE lessons in a sensitive manner, and in confidence. However, if a child makes a reference to being involved (or being likely to be involved) in sexual activity, then the teacher will take the reference seriously, and deal with it as a matter of child protection. Staff will respond in a similar way if a child indicates that they may have been a victim of abuse. They will not try to investigate, but will immediately inform the named person for child protection issues about their concerns. The safeguarding officer will then deal with the matter in lines with the Safeguarding policy.
Monitoring and review
The Governing Body will monitor the impact of our RSE policy on an annual basis. The Governors will actively seek comments from parents and carers about the RSE curriculum to assess its implementation and effectiveness.
This policy will be reviewed every three years, or earlier if necessary. This policy will be reviewed in 2019 by the subject leader to ensure it is in line with the government's new proposed legislation.
This policy should be read in conjunction with the following policies:
* Teaching and Learning
* Science
* PSHE
* Safeguarding
* Confidentiality
* Behaviour and discipline
* Anti- Bullying
* Equality | <urn:uuid:5b96667a-2e12-4a31-a8fa-11e992839465> | CC-MAIN-2020-40 | http://swallowtailfederation.co.uk/upload/files/RSE%20policy%20Sep18(3).pdf | 2020-09-29T08:45:46+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00615.warc.gz | 118,177,075 | 1,931 | eng_Latn | eng_Latn | 0.995435 | eng_Latn | 0.997146 | [
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Reading for Success
DynEd's new reading course is designed to develop academic reading skills and vocabulary for students ages 11-21. Reading for Success will challenge learners as text length and difficulty increases throughout the course. Reading and chunking are reinforced through synchronized audio, and speech recognition exercises help students develop their oral reading skills. Learners engaged in Reading for Success are motivated by the game-based strategies implemented throughout the course, including timed exercises that lead to rapid text decoding.
Ages:
- 11+
Levels:
Features:
- Middle School—University
- Reading Levels: Grades 5-9
- 20 course units
- Fully aligned with DynEd Academic English course, English for Success
- Teacher's Guide and worksheets
- Classroom lesson plans
Overview
Reading for Success provides students with high-interest academic reading texts that reflect the language and vocabulary of school textbooks. Interactive exercises challenge learners to apply the skills and strategies needed for success in any academic environment. By applying a variety of approaches to the same text, learners engage in the deep practice required for the development of fluent reading.
Reading for Success is intended to be used in parallel with DynEd's Academic English course, English for Success. All 20 units of the reading course provide learners with reading skill development and practice in academic subjects like math, science, history and geography; each topic is directly related to the corresponding unit in English for Success.
Content Summary
Lesson Types
Each course unit focuses on four short reading passages, supported by a variety of comprehension and skill-building activities. Each unit is divided into two Parts, followed by a Review section: Reading Challenges.
Reading Lessons
Comprehension questions focus learners' attention on main ideas and important details. Learners can hear sentences read aloud and practice oral reading by recording their voices.
Vocabulary Focus Learners review key vocabulary from the readings while building their ability to work with English-only word definitions, a key academic skill.
Find the Words
This timed activity challenges students to scan quickly through the text to find the target words and builds rapid decoding skills.
Sentence Focus
Learners deepen their language understanding by focusing on word choices (grammar and vocabulary) in sentences from the reading.
Reading Challenges
These review lessons consolidate learning through integrated skills practice.
Missing Words
Learners work their way up through the levels of this game-based exercise, as they identify missing words which change with each new attempt.
Memory Game
Listening for meaning and rapid decoding are integrated in this engaging exercise. This activity develops working memory, a key to reading fluency.
Make-a-Sentence
This motivating Speech Recognition activity builds decoding and pronunciation skills, as learners complete sentences by reading aloud. | <urn:uuid:0bcef4dc-d8f6-487c-a6b6-4cab357a1702> | CC-MAIN-2020-40 | http://e-asy.it/wp-content/uploads/2015/05/RFS_web_November_2014.pdf | 2020-09-29T07:56:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00615.warc.gz | 33,597,073 | 541 | eng_Latn | eng_Latn | 0.996331 | eng_Latn | 0.997156 | [
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IS THE RAINBOW FISH JEWISH? SECULAR PICTURE BOOKS THAT REINFORCE JEWISH CONCEPTS & VALUES
Heidi Estrin
Description: What are the advantages of incorporating secular story books into your collection? How do you find secular books that reinforce Jewish values? How do you make sure your patrons see these books through "Jewish eyes"? We will explore various approaches to using secular picture books Jewishly, and we will see many examples of books that are open to such interpretation.
Heidi Estrin is librarian for the Feldman Children's Library at Congregation B'Nai Israel in Boca Raton, Florida. Her library serves the Temple's huge pre-school and afterschool religious classes, and she often does over 25 story times a week! Heidi is the president of AJL's South Florida Chapter, and has made presentations on children's literature in South Florida and at the National Association for the Education of Young Children Conference. Her MLS is from the University of Pittsburgh, and she has been a public youth services librarian in Pittsburgh, PA and Broward County, FL. E-mail: ailto:firstname.lastname@example.org m .
What are the advantages of incorporating secular story books into your collection?
My topic today is using secular books in a Jewish context. But, you might say, this is a JEWISH library conference. Why not talk about Jewish books? Admittedly, Jewish books are very important! It is important for Jewish children to see themselves reflected in the literature. It is also important for gentile children to see Judaism portrayed positively and skillfully in books, especially if they don't have opportunities to meet actual Jewish people. Additionally, Judaic books are critical in helping to pass our traditions and values on to our children.
This, however, is where my theory comes in: Jewish values can be found all over the place, not just in specifically Jewish books. This realization is especially important in a setting like the one in which I work: very Reform, with many interfaith families. Although they attend Jewish preschool, the world these kids live in is largely secular, and mainstream culture is more familiar and comfortable to them. They like Sammy Spider but they LOVE Clifford the Big Red Dog. Thus, by finding a Jewish interpretation of mainstream materials, we show them that they can embrace their religion without having to feel like outsiders. We allow them to own the mainstream culture, not be visitors to it. We show them that our values are shared with others in the human family. We also show them that Judaism is a way of seeing the world rather than just a series of symbols and holidays (which tends to be the approach with young children).
There are other benefits to using secular books.
* More variety of choices. The small market for Jewish books means that there will probably never be enough Jewish children's books published to meet our needs.
* Often better produced and more visually attractive than Jewish books, since mainstream publishers tend to have more resources than small Jewish presses.
* Less didactic, since they are less likely to be written with an agenda in mind
1
The most obvious approach to finding the Jewish core in a secular book is to look for Jewish attitudes and actions among the characters. The Giving Tree by Shel Silverstein is the classic example. Although it has no specifically Jewish content, this book can be found in temple libraries and Hebrew schools across the country. What is so Jewish about it? The tree, who gives of herself to the boy she loves, is the embodiment of mitzvah. Looking for mitzvot is a broad but useful tool for identifying Jewish values in secular stories.
My initial approach was to treat the term mitzvah as the equivalent of good deed, and I found many secular stories about kindly, helpful characters who "do a mitzvah." The Rainbow Fish learns to be generous, the Little Engine helps pull the train over the mountain, and those who gather to pull up the Enormous Turnip cooperate admirably. The world of secular picture books offers many, many compelling examples of good deeds, of "being nice," far more numerous than what is available among Jewish titles.
I have found, however, that when I ask young children to think of ways to "be nice" they start coming up with a list of DON'Ts – "don't punch" "don't hit" "don't push." I wanted to give them a list of DO's. So I turned to a more in-depth definition of mitzvot to find examples of specific ways to "be nice."
My approach to sharing Jewish values with children was influenced by education expert Marilyn Gootman. Dr. Gootman was the keynote speaker at our local Jewish Early Childhood conference in Palm Beach County a few years ago (October, 2000). Her presentation was called "Fostering Developmentally Appropriate Jewish Classrooms" and she discussed ways to create a caring community by giving kids a vocabulary for "social competence." By labeling common classroom behaviors in Jewish terms we help them learn the subtle variations encompassed within "being nice." Thus my approach, like hers, is to go beyond the mitzvah=good deed equation, and to seek out examples of specific acts of respect, compassion, peace, hospitality, and so on.
How do you identify secular books that reinforce Jewish values?
In building a values-oriented collection, it is helpful to identify the particular values that you'd like represented in your books. Particularly useful in this regard is Chapter Two of Maxine Segal Handelman's Jewish Every Day (A.R.E. Publishing, 2000), particularly the chart on page 26 reprinted from the Machon L'Morim B'reshit program. Machon L'Morim is a professional development program that helps preschools integrate Jewish components into their everyday programs. (For more information, see www.machonlmorim.org/overview.html.) This chapter and chart provide descriptions and Hebrew terms for a variety of kid-friendly mitzvot, and make a great starting point for a librarian trying to link mitzvot with literature.
Let's use The Little Engine That Could as an example. What mitzvah can you see in this story? As a Pre-K class pointed out to me, there are two: 1) the little blue engine helps the train get over the mountain and 2) the train brings food and toys to give to the girls and boys on the other side of the mountain. Using the chart, we can see that the engine's act could be described as a "Righteous Deed" or Gemilut Chasadeem. The giving away of food and toys would, of course, be Tzedakah, described as "Righteous Justice (Charity)" on the chart. Any book in which you see characters behaving kindly and helpfully can be examined in light of a resource like this
2
chart, to identify the specific mitzvot being performed. If you already have secular story books in your library, you can create a Mitzvah Collection by simply reexamining what you've got.
What if you don't already collect secular books, but would like to buy some that support Jewish values? How do you find titles that fit this description? Translate a Jewish value into English keywords. For example, you can think about Tikkun Olam not only as "repairing the world" but also relate it to the terms "environment" "nature" "recycling" "pollution" "gardening" "cleaning up" and "Earth Day." Try plugging some of those terms into a search on Amazon.com or other literary databases. You'll be given relevant suggestions such as Dr. Seuss's The Lorax, Graeme Base's The Water Hole, and Lynne Cherry's The Great Kapok Tree.
Bibliographies can be helpful, although there are few that directly address Jewish values within secular works. A useful AJL publication is Hazel Karp and Rita Frischer's "Literature as a Means of Teaching Values to Children," from their 1999 convention session. There are several mitzvah and values bibliographies available from the AJL Bibliography Bank. However, by once again translating the values into secular terms, we can find a wide variety of bibliographies on "Values" and "Character Education" that address issues such as Responsibility, Honesty, Courage, Tolerance, and so on. Many of these are easily available on the Internet.
Now, before we discuss specific examples of books that represent some of these mitzvot, I'd like to talk about ways that you can promote secular books in your Judaic library.
How do you make sure your patrons see these books through "Jewish eyes"?
There are various ways that secular books can be used to reinforce Jewish themes, and I will admit that I have not yet tried all of the methods I will name. That does not, I believe, invalidate the ideas. Different library situations will call for different approaches. My main goal is to make you aware of some of the possibilities.
If you have a secular collection, you might choose to promote the books by mitzvah though booktalks to teachers and parents, or through bibliographies or newsletter articles. You might even choose to label or shelve books by mitzvah. If your collection is strictly Judaic you might add secular books to the collection under your mitzvah section (Elazar 136.7 and Weine 256).
Specific values can be used as storytime themes. For example, a great storytime on the concept of shalom would be easy to do. By using variations on the concept of peace, you can use stories on "peace and quiet" (Peace at Last by Jill Murphy) and on "not fighting" (I'm Not Going to Chase the Cat Today by Jessica Harper). You can mix secular and Judaic tales by adding one of the many versions of the "crowded house" story (It Could Always Be Worse by Margot Zemach, Too Much Noise by Ann McGovern, etc.) You could even play noisy/quiet games. By the end of the session, the children would have a clearer concept of what is meant by "Shalom."
A more subtle approach, but one that could be used more frequently, is to find the Jewish values present in secular themes. For instance, when reading about Community Helpers, you can point out the mitzvot being performed in various jobs: vets are kind to animals (tza'ar ba'alay chayim), doctors visit the sick (bikur choleem), bakers feed the hungry (ma'achil re'ayvim). You can tie seasonal themes to Jewish themes: winter can be related to the need to care for the homeless, spring can be related to spring cleaning/Earth Day/tikkun olam. A nice extension would be to help the children take action and perform some of the mitzvot being read about. For instance, a
3
theme about animals ties in nicely with the local zoo's adopt-a-critter program or with the pet shelter's collection of dog chow and blankets.
Once you've gotten the children familiar with the mitzvah concept, you can ask them to watch for mitzvot in the books they encounter. An idea I've had on the back burner for a while is the
awarding of a Mitzvah Medal to books identified by the children as deserving recognition. Ask the children to stop you when they see a mitzvah happening in the books you read together. If the group decides that the characters are acting like "menschen" you can place a Mitzvah Medal sticker, easily made on your computer, on the cover. You can invite teachers to do the same in their classrooms, and even offer the stickers to parents so that their children can identify mitzvot in their household storybooks. Not only does this provide an opportunity for deeper discussion as you are reading, but it gives you the chance to "pay it forward." The next time someone pulls that book off the shelf and sees the Mitzvah Medal, their Jewish consciousness is automatically raised, as they will be watching for the "hidden mitzvah" as they read. The example seen here was created on Microsoft Publisher and printed onto round Avery labels for use at Congregation B'nai Israel in Boca Raton, FL.
Secular books can also be helpful in fleshing out Jewish holiday storytimes. In this case, instead of looking for a core mitzvah, we look for the child's-eye-view of the holiday as our guide. Children do not think of Yom Kippur as the "Day of Atonement," but they can understand the idea of forgiveness and trying to fix mistakes. Stories such as Mama, Do You Love Me? by Barbara Joose and No, David by David Shannon work very well in this context. Sukkot, the harvest festival, is a nice time to read about fruits and vegetables and about the little houses (sukkahs) they decorate. The party atmosphere of Purim lends itself to tales of celebration and of craziness. Lag B'Omer is the perfect time for picnic stories. Shavuot is a great time to explore some of the commandments with stories about honoring parents, or about being happy with what you have.
When secular books are used in the context of Jewish learning and discussion, and are mixed in with Judaic books about these holidays, you can remain on-target with your holiday storytimes without having to read Sammy Spider over and over!
Specific examples of secular/Jewish books and online booklists are available on related handouts, or on the South Florida AJL web page at www.angelfire.com/fl/ajl.
For more information, please contact Heidi Estrin, Librarian, Congregation B'nai Israel, 2200 Yamato Road, Boca Raton, FL 33431, (561) 241-8118 ext. 206, Fax (561) 241-1701, e-mail email@example.com.
HANDOUTS
Character Education Bibliographies Online
About.com's Children's Books Section: childrensbooks.about.com/cs/valuescharacter/ TeachingValues.com: www.teachingvalues.com/childrensbooks.html
Action Alliance for Children: www.4children.org/books.htm
Character Counts!: www.charactercounts.org/booklist1.htm
Jane Addams Children's Book Award (books that promote peace, social justice, and world community): www.soemadison.wisc.edu/ccbc/addams/list.htm
The Christopher Award (books "which affirm the highest values of the human spirit"): www.ucalgary.ca/~dkbrown/christopher.html
Alibris Used & Rare Books – click on Values on the right-hand menu: www.alibris.com/subjects/childrens/fiction-home.cfm
Education World article "18 books for teaching about character across the grades": www.education-world.com/a_curr/curr281.shtml
Utah State Office of Education Character Education program: www.uensd.org/USOE_Pages/Char_ed/resc/bib1-6.html
Utah State Office of Education Character Building Booklist: www.usoe.k12.ut.us/curr/char_ed/stories/books.html
Scholastic article "Character Education by the Book": teacher.scholastic.com/professional/todayschild/charactered.htm
Teachers.net Character Education Literature List: teachers.net/lessons/posts/1155.html
Calvert County, MD Public Schools, linked booklists under each value: www.calvertnet.k12.md.us/instruct/characterdev.shtml
Michigan State University Extension "Character Development and Education Bibliography": www.msue.msu.edu/msue/cyf/youth/ccbiblio.html
Tikkun Olam Repairing the World
The Earth and I by Frank Asch Common Ground by Molly Bang Earth Sky Wet Dry by Durga Bernhard One Child by Christopher Cheng The Great Kapok Tree by Lynne Cherry The Earth is Good by Michael deMunn Brother Eagle, Sister Sky by Susan Jeffers
Home Sweet Home by Jean Marzollo I Love You Sun by Karen Pandell Our Earth by Ann Rockwell Each Living Thing by Joanne Ryder
Hachnasat Orchim Welcoming Guests
Loudmouth George and the New Neighbors by Nancy Carlson May I Bring a Friend? by Beatrice Schenck de Regniers This is the Bread I Baked for Ned by Crescent Dragonwagon Sitting Down to Eat by Bill Harley Just a Little Different by Mercer Mayer Tomas and the Library Lady by Pat Mora The Relatives Came by Cynthia Rylant Company's Coming by Arthur Yorinks
Shalom
Peace
Mean Soup by Betsy Everitt And to Think that We Thought that We'd Never Be Friends by Mary Ann Hoberman From a Distance by Julie Gold Ferdinand by Munro Leaf How Humans Make Friends by Loreen Leedy Tusk Tusk by David McKee Mole Music by David McPhail Loving by Ann Morris One Light, One Sun by Raffi
Tzedakah
Righteousness/Charity
The Berenstain Bears Think of Those in Need by Jan & Stan Berenstain Uncle Willie and the Soup Kitchen by Dyanne Desalvo-Ryan Glenna's Seeds by Nancy Edwards Stone Soup by Heather Forrest Giving by Shirley Hughes Tico & the Golden Wings by Leo Lionni The Best Night Out with Dad by Lisa McCourt The Braids Girl by Lisa McCourt
Tza'ar Ba'alay Chayim Kindness to Animals
I Love You Mouse by John Graham
My Dog Rosie by Isabelle Harper Puppy Love by Dick King-Smith Mr. Putter and Tabby Pour the Tea by Cynthia Rylant The Stray Dog by Marc Simont The Big Storm by Rhea Tregebov A Lion Named Shirley Williamson by Bernard Waber We Love Them by Martin Waddell Hunter and His Dog by Brian Wildsmith
Bikur Choleem Visiting the Sick
Farm Flu by Teresa Bateman Dr. Duck by H.M. Ehrlich A Visit from Dr. Katz by Ursula LeGuin Tucking Mommy In by Morag Loh Sick Day by Patricia MacLachlan Red Riding Hood by James Marshall Miss Bindergarten Stays Home From Kindergarten by Joseph Slate Feel Better, Ernest! by Gabrielle Vincent Sammy and the Robots by Ian Whybrow
Talmud Torah Love of Learning
Wolf! By Becky Bloom More Than Anything Else by Marie Bradby The Wednesday Surprise by Eve Bunting The Art Lesson by Tomie dePaola The Day of Ahmed's Secret by Florence Parry Heide School by Emily Arnold McCully Thank You Mr. Falker by Patricia Polacco Hooray for Diffendoofer Day! by Dr. Seuss Beverly Billingsly Borrows a Book by Alexander Stadler Morris Goes to School by B. Wiseman
Gemilut Chasadeem Deeds of Loving Kindness
Andy and the Lion by James Daugherty Dogger by Shirley Hughes I Like Your Buttons by Sarah Lamstein Lost! by David McPhail Because Brian Hugged His Mother by David Rice Horton Hatches the Egg by Dr. Seuss Mufaro's Beautiful Daughters by John Steptoe
Good Night, Good Knight by Shelly Thomas Do You Know What I'll Do? by Charlotte Zolotow
Kavod Respect, Honor
Manners by Aliki Piggybook by Anthony Browne The Sunshine Home by Eve Bunting Pass the Fritters, Critters by Cheryl Chapman The Meanest Thing to Say by Bill Cosby Metropolitan Cow by Tim Egan What Do You Say, Dear? by Sesyle Joslin This is Our House by Michael Rosen Hi! by Ann Herbert Scott Pierre by Maurice Sendak Horton Hears a Who by Dr. Seuss
The High Holidays
(Forgiveness, Fixing Mistakes)
I'm Not Going to Chase the Cat Today by Jessica Harper Jamaica's Find by Juanita Havill Mama, Do You Love Me? by Barbara Joose Be Gentle by Virginia Miller No, David by David Shannon David Goes to School by David Shannon Let's Be Enemies by Janice May Udry The Quarreling Book by Charlotte Zolotow
Sukkot
(Fruits/Vegetables; Houses)
What's for Lunch? By Eric Carle How Are You Peeling? By Saxton Freyman A House is a House for Me by Mary Ann Hoberman Growing Colors by Bruce McMillan We Were Tired of Living in a House by Liesel Moak Skorpen Harvest By Kris Waldherr Scarlette Beane by Karen Wallace
Lag B'Omer (Picnic, Field Day)
It's the Bear! By Jez Alborough Clifford's Sports Day by Norman Bridwell Norma Jean, Jumping Bean by Joanna Cole
Up to Ten and Down Again by Lisa Campbell Ernst Spot's Walk in the Woods by Eric Hill What Game Shall We Play by Pat Hutchins The Bear Went Over the Mountain by Rosemary Wells | <urn:uuid:02ce3450-d303-4285-a86d-52c0b6dbcb31> | CC-MAIN-2020-40 | http://databases.jewishlibraries.org/sites/default/files/proceedings/proceedings2002/estrin.pdf | 2020-09-29T08:57:43+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00615.warc.gz | 27,566,983 | 4,327 | eng_Latn | eng_Latn | 0.949983 | eng_Latn | 0.995911 | [
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Chanukah
Development, Globalization and the Miracle of the Maccabees
From The Sources Supplementary Resource
Introduction Introduction
The Chanukah From the Sources , explores globalization, and in particular, the fine line between working towards shared global values and imposing cultural values on those we seek to help. This supplementary resource will examine these issues in greater depth, and respond to the questions: What is globalization?; What are the challenges and opportunities globalization presents for pursuing global justice?; and How can we promote global values in a culturally diverse world?
Challenges Challenges and Opportunities and Opportunities and Opportunities
Globalization—or the growing interdependence and interconnectedness of markets, communication, ideas and people across borders—is a key feature of our world today. People around the world share cultural identifications (Michael Jackson and McDonalds) and participate in the same economic and trade systems. We communicate across thousands of miles with new technology (Facebook), and uphold mutual values and regulations (international human rights law).
One of the key features of globalization is the pursuit of economic growth through the expansion of capitalist markets. Instead of generating greater prosperity for everyone, this pursuit has translated into growing economic inequality. The income gap between the fifth of the world's people living in the richest countries and the fifth in the poorest was 30 to 1 in 1960; 60 to 1 in 1990; and 74 to 1 in 1997. 1 Access in today's world—to medical advances, technology and critical resources like food and shelter—largely depends on one's ability to purchase these goods and services. As a result, globalization has created a polarized world of haves and have-nots, increasingly isolating the have-nots from the technologies and systems that are transforming our world.
At the same time, globalization presents great opportunities to promote global justice and address issues such as poverty, health and human rights. As advances in medicine and technology spread around the world, doctors and farmers can share best practices to heal their patients or grow better crops. Our growing interconnectedness has implored us to re-evaluate our obligations to those outside our community, country and regional geographic area. Communities across the developed and developing world have taken up the shared language of human rights to address injustice. International human rights and environmental movements have proliferated in the past few decades, raising awareness and commitment to global issues such as climate change, international labor stands and women's rights. International human rights organizations and the media are also able to use new technologies to increase the visibility of human rights violations to better protect affected communities.
Impact on Impact on Culture Culture Culture
The economic institutions and processes of globalization have had an enormous impact on the ways of life and cultural expressions of communities around the world. As a result, many people feel that globalization has put cultural diversity at risk. Some of the backlash against globalization today has taken the form of cultural relativism—groups insisting on the distinction and isolation of their culture from Western culture.
1 United Nations Human Development Report, 1999.
Yet, cultures are not distinct and isolated; they reflect countless outside influences. For example, the Passover Seder, a ritual meal that Jews identify as distinctly Jewish, contains borrowed customs from a Greco-Roman symposium. When the Temple was destroyed in 70 CE and sacrifices were no longer possible, Jews adapted the traditional sacrificial meal. From the Greco-Roman symposium they incorporated reclining; eating a mixture of fruit, nuts and wine; holding a somewhat formal and organized meal; and creating opportunity for discussion around food. 2
Recognizing the hybrid and constantly-evolving nature of culture is an important challenge to cultural relativism. However, in many cases, developing countries have not been given an adequate voice in developing the economic, social and political processes that characterize globalization. The backlash against "Westernization" can be seen as a response to this disempowerment.
Responses Responses
How can we harness the potential of shared global values and institutions to address poverty and inequality without imposing, or seeming to impose, our own values on those we seek to help? First, global processes must be accompanied by local ownership. As governments, international institutions and international non-governmental organizations make decisions on trade, economic policy and development, it is critical that developing countries have an equal voice at the decision-making table.
Second, as we become more interconnected and intertwined through globalization, we need to allow space for cultural difference and sensitivity. For example, human rights or other shared values can provide a starting point for conversation but cannot provide the full picture. Just because the language of human rights is used around world does not mean that human rights mean the same thing everywhere. The Passover Seder may reflect certain customs of the Greco-Roman symposium, but these customs mean something different to Jews today. And, even the meaning of these customs differs depending on whose Seder table you visit. Similarly, when a particular community uses human rights in their struggle against injustice, the way human rights are expressed, understood and prioritized are deeply adapted and contextualized to make sense in that community. Interactions between people, governments, international institutions and non-governmental organizations need be guided by a respect for cultural difference, and an acknowledgement that the ways people experience and interpret shared values will differ across the world.
Conclusion Conclusion
Global values, such as human rights, provide an example of how global processes can be a positive force in this world. We can harness these positive forces to address the challenges of poverty and inequality that are also exacerbated by globalization. However, as we engage with a shared global framework of values and action, it is critical that we integrate respect for cultural difference and local ownership. Otherwise, we risk imposing our agenda and values and diminishing cultural diversity in our world today.
For more information on this and other educational resources from AJWS, please contact us at email@example.com. To subscribe to this resource, visit www.ajws.org/fts.
American Jewish World American Jewish World Service Service Service (AJWS) is an international development organization motivated by Judaism's imperative to pursue justice. AJWS is dedicated to alleviating poverty, hunger and disease among the people of the developing world regardless of race, religion or nationality. Through grants to grassroots organizations, volunteer service, advocacy and education, AJWS fosters civil society, sustainable development and human rights for all people, while promoting the values and responsibilities of global citizenship within the Jewish community.
©American Jewish World Service 2010
45 West 36th Street, New York, NY 10018
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2 Kulp, Joshua. "The Mystery of the Four Cups." CJ: Voices of Conservative/Masorti Judaism , Spring 2009.
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Farm Numbers
The 1997 Census of Agriculture indicates that Virginia had 41,095 farms, a decline of 1,127 farms (2.7 percent) from the 1992 Census. The decline is smaller in relative and absolute terms than any Census since 1982. From 1982 to1997 (Figure 1), Virginia lost on average more than 700 farms per year. However, from 1992-97, the Commonwealth lost only somewhat more than 200 farms per year. Although farm losses are not large in historical terms, the relative loss of farms still exceeded the U.S. average percentage decline. U.S. farm numbers declined by only 13,441 farms (0.7 percent) from 1992-97.
Changes in farm numbers by county varied widely across the state (Figure 2). In general, counties in the Southwest, Southside, and Southeast regions suffered the highest relative losses of farms. Consolidation or disappearance of small farm operations, primarily tobacco farms, was the principal cause of farm losses in Southwest and Southside. Farm losses in Southeast and other counties along the I-95 Corridor were likely to be associated with the impacts of rapid urbanization in these areas. Counties which suffered 10 percent or more loss in farms included many that are among Virginia's highest-ranking counties in terms of value of agricultural production. Southampton (fifth), Pittsylvania (sixth), and Washington (eighth) are among this group.
Table 2 shows the number and relative change in farm numbers by extension district. Central and Northeast Districts lost farms at a rate approximately equal to the state average. Northwest District, which produces a large proportion of the state's agricultural products, was relatively unchanged. Northern District shows a small increase of 139 farms (2.1 percent). The districts experiencing greatest losses were Southwest and Southeast. The former district lost farms at more than twice the state average and accounted for more than two-thirds of net farm losses. Washington County in Southwest lost 242 farms, more than any other county. Although losses in Southeast District were only 192 farms, Southeast farms are generally much larger than the average Virginia farm, and agriculture represents a critical non-urban land use for the region. The average size of Southeast farms increased dramatically between 1992-97. For example, the average Southampton farm increased from 542 acres to 670 acres in only five years.
Table 3 shows the number and relative change in farm numbers by planning district. Among planning districts that increased farms are Piedmont (PD14), Northern Virginia (PD8), Rappahanock-Rapidan (PD9) and Lord Fairfax (PD7). Relatively large losses in farm numbers can be observed in Peninsula (PD21), Southeastern Virginia (PD20), Lenowisco (PD1), and Southside (PD13). In general, farm number changes by planning district follow the same pattern as observed by extension district: the Southwest, Southside, and Southeast regions of Virginia lost relatively more farms than other regions. | <urn:uuid:6b19a030-36f4-4598-b499-541092dcb7b7> | CC-MAIN-2020-40 | https://www.pubs.ext.vt.edu/content/dam/pubs_ext_vt_edu/490/490-700/PDF_part3.pdf | 2020-09-29T08:43:57+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00614.warc.gz | 894,851,894 | 635 | eng_Latn | eng_Latn | 0.996801 | eng_Latn | 0.998049 | [
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62
What's Your Sound?
7 Tips For Developing A Unique Voice On The Drumset
by Marko Djordjevic
A ll of us are different from one another in many ways, so it seems to be a given that we will sound unique when playing the drumset, much in the way our speaking voice sounds different from everyone else's. But even though the sound of our voice gives us a measure of distinction, it's ultimately the things we say and how we say them that truly distinguish us from one another. The way I see it, music is a creative process that offers the opportunity to contribute something new and unique to the world.
Imitation is a huge part of growing up as a player. We inform our craft by attempting to faithfully re-create the music we like and are inspired by. Each of us is influenced by more people than we can consciously remember, but parts of our musical personality can clearly be traced to one influence or another. Music perpetuates itself through the ages, with each new generation stealing ideas from previous ones and then passing ideas on to the generations that follow.
If it all started and ended with imitation and re-creation, all music would sound the same. Thankfully, music is continually transformed on its way through time by the way it's interpreted by each person playing it. In fact, the most prominent performers of completely written out and specifically arranged classical pieces are recognized primarily for their unique ways of interpreting the same exact music. That's what keeps the music fresh, generation after generation.
On an instrument like the drumset, which always involves improvisation on some level, the opportunity to come up with a recognizable voice is practically built in. But how do you go about developing that voice? Here are a few tips from my experiences.
October 2010
MODERN DRUMMER •
1. Acknowledge that you are capable of making a unique musical contribution.
I remember a time when all I wanted was to sound like Dave Weckl, and I was not alone! Just about everyone from my generation went through a Weckl period. But does the world really need a Dave Weckl clone, or a clone of anyone for that matter? A good friend pointed this out to me and led me to dig deeper within myself to find out what I had inside, instead of spending my life trying to play someone else's stuff. This was one of the defining moments of my musical journey.
2. Consider why you decided to play the drums in the first place. For whatever reason, you had the desire to become a drummer. Zero in on those notions and feelings, and let them guide you.
3. Take a creative approach to transcription. Transcribing is a process where you do your best to understand and then play, as closely as possible, something you hear someone else do. But that's only half the
game. The creative part involves taking apart those licks, grooves, and patterns and altering things such as stickings, sound sources, rhythms, accents, and articulation so that the phrase no longer sounds like the one you started with. The more you do this, the less you will find yourself playing exact quotes from other drummers.
4. Practice tripping yourself up.
Start by playing a time feel or a flow of solo-oriented ideas. As you play, attempt to execute new phrases you hear in your head, and stay away from the stock things you already know. At first you may be at a loss as to what to play, or you may have difficulty instantly executing something you're hearing. When you make a mistake, stop and work on what caused you trouble. This process adds new musical words to your vocabulary. The more you try to trip yourself up, the better you become at executing your new ideas on the spot.
5. Work on your sound. This involves picking the drums, cymbals, sticks, and heads that will produce the right sounds for you. It also involves experi-
Reprinted by permission of Modern Drummer Publications, Inc. © 2012 •
www.moderndrummer.com
MAGAZINES • MULTI-MEDIA • ONLINE • EVENTS
menting with tuning to find sounds that suit the way you play and the way you hear your instrument, by itself and in an ensemble context. Also try adding unorthodox elements to your kit or using implements other than drumsticks, brushes, rods, and mallets. I've played with chopsticks on many occasions, and the sound is very interesting and unusual.
6. Listen actively and attentively to as much music as possible. The more music you are inspired by and the more influences you have to draw from, the lower the risk of ending up sounding like someone else.
7. Write original compositions.
I believe composing music is one of the most creative endeavors a human being is capable of. It's a wonderful way to broaden your awareness of some aspects of music that may get bypassed if you're always the performer and not the creator of the material you play. Developing a sense of composition will inevitably affect the way you play your instrument. The best improvisers often refer to their art as
composing on the spot, or spontaneous composition. So if you're at a loss for how to start composing, take a few minutes to improvise on your drums—or better yet, on another instrument, like piano or guitar.
Monk, and Ornette Coleman had to overcome many obstacles along the way. But the ultimate reward is the feeling you get when you're engaged creatively with whatever you choose to do, every day of your life.
Keep in mind that developing a unique voice on any instrument requires serious discipline and dedication. And it's not always an easy endeavor. There are countless stories about how visionary and uncompromising artists like Eric Dolphy, Elvin Jones, John Coltrane, Thelonious
Marko Djordjevic, who was born in Belgrade, Serbia, has performed with Aaron Goldberg, Matt Garrison, Eric Lewis, Jonah Smith, and many others. He is the bandleader of Sveti and is on the faculty at the Collective in New York City. Djordjevic's DVD, Where I Come From , is available through Alfred Publishing. For more info, visit myspace.com/svetimarko. | <urn:uuid:81996175-7142-4c7d-b8df-3a8a4a68e89a> | CC-MAIN-2019-09 | https://www.moderndrummer.com/wp-content/uploads/Marko_October2010.pdf | 2019-02-21T05:38:23Z | crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00107.warc.gz | 895,286,445 | 1,282 | eng_Latn | eng_Latn | 0.998617 | eng_Latn | 0.998657 | [
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Do literate women make better mothers?
Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts In public health accepted this idea decades ago, but until now no one has been able to show that a woman's ability to read in Itself Improves her children's chances of survival.
Most literate women learnt to read In primary school, and the fact that a woman has had an education may simply indicate her family's wealth or that It values Its children more highly. Now a long-term study carried out In Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained Illiterate, has a direct effect on their children's health and survival.
In 1979, the government of Nicaragua established a number of social programmes, including a National Literacy Crusade. By 1985, about 300,000 Illiterate adults from all over the country, many of whom had never attended primary school, had learnt how to read, write and use numbers.
During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health In Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health Interviewed nearly 3,000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all. The women were asked how many children they had given birth to and how many of them had died In Infancy. The research teams also examined the surviving children to find out how well-nourished they were.
The Investigators' findings were striking. In the late 1970s, the infant mortality rate for the children of Illiterate mothers was around 110 deaths per thousand live births. At this point In their lives, those mothers who later went on to learn to read had a similar level Of child mortality (105/1000). For women educated in primary school, however, the Infant mortality rate was significantly lower, at 80 per thousand.
In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those who remained illiterate and for those educated In primary school remained more or less unchanged. For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still Illiterate. The children of the newly-literate mothers were also better nourished than those of women who could not read.
Why are the children of literate mothers better off? According to Peter Sandiford of the Liverpool School of Tropical Medicine, no one Knows for certain. Child health was not on the curriculum during the women's lessons, so fie and his colleagues are looking at other factors. They are working with the same group of 3,000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modern childcare techniques more quickly, or whether they merely have more respect for themselves and their children.
The Nicaraguan study may have important implications for governments and aid agencies that need to know where to direct their resources. Sandiford says that there is increasing evidence that female education, at any age, is "an important health intervention
in its own right'. The results of the study lend support to the World Bank's recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health.
'We've known for a long time that maternal education is important,' says John Cleland of the London School of Hygiene and Tropical Medicine. 'But we thought that even if we started educating girls today, we'd have to wait a generation for the pay off. The Nicaraguan study suggests we may be able to bypass that.'
Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful. 'The crusade was part of a larger effort to bring a better life to the people,' says Cleland. Replicating these conditions in other countries will be a major challenge for development workers.
Questions 1-5
Complete the summary using the list of words, A-J, below.
Write the correct letter, A-J, in boxes 1-5 on your answer sheet.
NB You may use any letter more than once.
The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate 1..................... to read and write.
Public health experts have known for many years that there is a connection between child health and 2.....................
However, it has not previously been known whether these two factors were directly linked or not.
This question has been investigated by 3..................... in Nicaragua.
As a result, factors such as 4..................... and attitudes to children have been eliminated, and it has been shown that 5..................... can in itself improve infant health and survival.
A child literacy
Bmen and womenCan international research team
D medical care
E mortality
Fmaternal literacy
G adults and children H paternal literacy I a National Literacy Crusade
J family wealth
Questions 6-11
Do the following statements agree with the claims of the writer in Reading Passage 2? In boxes 6-11 on your answer sheet, write .
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
6..................... About a thousand of the women interviewed by the researchers had learnt to read when they were children.
7..................... Before the National Literacy Crusade, illiterate women had approximately the same levels of infant mortality as those who had learnt to read in primary school.
8..................... Before and after the National Literacy Crusade, the child mortality rate for the illiterate women stayed at about 110 deaths for each thousand live births.
9..................... The women who had learnt to read through the National Literacy Crusade
showed the greatest change in infant mortality levels.
10..................... The women who had learnt to read through the National Literacy Crusade had the lowest rates of child mortality.
11..................... After the National Literacy Crusade, the children of the women who remained illiterate were found to be severely malnourished.
Questions 12-13
Choose TWO letters, A-E.
Write the correct letters in boxes 12 and 13 on your answer sheet.
Which TWO important implications drawn from the Nicaraguan study are mentioned by the writer of the passage?
A It is better to educate mature women than young girls.
B Similar campaigns in other countries would be equally successful.
C The effects of maternal literacy programmes can be seen very quickly.
D Improving child health can quickly affect a country's economy.
E Money spent on female education will improve child health.
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STATE NATURE PRESERVES & STATE NATURAL AREAS DIRECTORY
KENTUCKY STATE NATURE PRESERVES COMMISSION
801 Teton Trail Frankfort, KY 40601
Tel: (502) 573-2886 Fax: (502) 573-2355
E-mail: email@example.com http://naturepreserves.ky.gov
September 2016
The Energy and Environment Cabinet does not discriminate on the basis of race, color, national origin, sex, age, religion, or disability and on request will provide accommodations and services, including auxiliary aids, necessary to afford an individual with a disability an equal opportunity to participate in all services, programs, and activities.
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Apple Valley Glades SNP
June 14, 2012
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Archer-Benge SNP
March 14, 2013
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OUR MISSION
It is the mission of the Kentucky State Nature Preserves Commission to protect Kentucky's natural heritage by: (1) identifying, acquiring, and managing natural areas that represent the best known occurrences of rare native species, natural communities, and significant natural features in a statewide nature preserves system; (2) working with others to protect biological diversity; and (3) educating Kentuckians as to the value and purpose of nature preserves and biodiversity conservation.
OUR VISION
The people of Kentucky recognize, appreciate, endorse, and actively support biodiversity conservation, including the acquisition and maintenance of a state nature preserves system that represents the best possible examples of native biological diversity and significant natural features within the Commonwealth.
THE STATE NATURE PRESERVES SYSTEM
The Kentucky State Nature Preserves Commission has preserved in perpetuity 27,121 acres of ecological communities and natural habitat for rare species throughout the state. With the assistance of other state and county government agencies, private organizations, foundations, and individuals, the Commission is able to acquire land, dedicate it, and manage it as a state nature preserves. A State Nature Preserve (SNP) is a legally dedicated area which is recognized by the state for its natural significance, established to protect rare native species and ecological communities, managed to enhance and perpetuate these elements of biodiversity, and protected by the highest form of land protection by statute. An area may also be dedicated for the purpose of environmental education. A State Natural Area (SNA) is a site jointly managed as a Wildlife Management Area (WMA) with the Kentucky Department of Fish and Wildlife Resources (KDFWR). These areas are also dedicated to protect them permanently. They are protected for the same purposes as State Nature Preserves (SNP), but a rule allowing hunting differentiates them from SNPs. The Commission manages a total of 62 places across the Commonwealth. Fifty-two are dedicated SNPs (nine of which are dedicated preserves on Kentucky state parks), four dedicated SNAs and four privately-owned conservation easements. Negotiations for acquisition of additional acres, often on land adjoining dedicated preserves, are ongoing.
PUBLIC ENJOYMENT
The majority of the preserves are open to the public (unless otherwise noted) throughout the year, sunrise to sunset, for non-consumptive recreation such as hiking, birding, photography, and nature study. Four State Natural Areas are open to wildlife-related recreation, including hunting and fishing in accordance with regulations established by Kentucky Department of Fish and Wildlife Resources (KDFWR). For the protection of sensitive species, visitation to the other preserves is restricted but guided tours are given periodically. Please contact the Commission for more information.
4
RULES FOR STATE NATURE PRESERVES AND STATE NATURAL AREAS
By observing these rules you will be helping to protect Kentucky's natural heritage.
- Preserves are open sunrise to sunset.
- Trails are open to foot traffic only. The established trail system is the safest and best way to travel through the preserve. Visitors must not re-route or shortcut the existing trail system.
- Horses, bicycles, climbing and rappelling are not permitted on State Nature Preserves/ State Natural Areas because of their destructive impacts to the trails and natural features.
- Motorized vehicles are not permitted.
- Possession of drugs or alcohol is prohibited.
- Collecting plants, animals, rocks, artifacts, or wood reduces those things that are needed to maintain nature's delicate balance. Therefore, collecting, hunting and trapping are prohibited on dedicated State Nature Preserves.
- Fishing is allowed ONLY at Metropolis Lake SNP and Six Mile Island SNP.
- Hunting is allowed ONLY at Stone Mountain State Natural Area (SNA), Martin's Fork SNA, Bissell Bluff SNA and Newman's Bluff SNA, in accordance with regulations established by KDFWR under KRS 150 and 300 KAR chapters 1 – 3.
- To ensure the natural beauty of each preserve and to promote visitor safety and enjoyment, camping, picnicking, building fires, audio equipment and pets are not permitted.
- Remember to carry out your trash.
Rules for State Nature Preserves are established by 400 KAR 2:090. Any person in violation of this regulation may be liable for a civil penalty of $1,000 per day and possible criminal prosecution as provided for in KRS 224.
APPLE VALLEY GLADES STATE NATURE PRESERVE
The preserve protects a unique dolomite-limestone glade and barrens system, now rare in Kentucky. Kentucky gladecress (Leavenworthia exigua var. laciniata), a state endangered species and federally threatened, occurs at Apple Valley Glade. It is endemic to Bullitt and Jefferson counties, growing nowhere else in the world. The gladecress was first protected under a 23-acre conservation easement on June 27, 2003. An additional 37 acres were purchased and dedicated as Apple Valley Glades State Nature Preserve on June 14, 2012. The small rocky glade openings scattered among cedar and oak woodlands contain many rare plant species, including Crawe's sedge (Carex crawei) and Ringseed rush (Juncus filipendulus). Access is by written permission only.
ARCHER-BENGE STATE NATURE PRESERVE
Dedicated on March 14, 2013, the Archer-Benge State Nature Preserve encompasses 1,864 acres on both the south and north faces of Pine Mountain in Whitley County. The preserve is named in honor of two individuals, Kentucky Natural Lands Trust Director, Hugh Archer who worked diligently on the creation of this preserve as well as working on many other state conservation projects throughout his long career. William Dennis Benge, who wished to see nature protected permanently for the benefit of Kentucky's wildlife left a generous contribution to help with the purchase of the preserve. The preserve also protects a significant portion of a large forest block located along Pine Mountain. Several unique community types can be found here that include small seeps and bogs, rock outcrops, caves, cliffs and small openings associated with numerous prairie species. Laurel Fork stream protects the federally threatened Cumberland arrow darter (Etheostoma susanae). The plants include several that are state listed such as filmy angelica (Angelica triquinata), golden club (Orontium aquaticum) and rock harlequin (Corydalis sempervirens). Access is by written permission only.
AXE LAKE SWAMP STATE NATURE PRESERVE
Dedicated February 20, 1991, 146 acres of Axe Lake Swamp in Ballard County, KY established the Axe Lake Swamp State Nature Preserve. An additional tract of 312 acres was dedicated December 11, 2001 increasing the size of the preserve to 458 acres. This preserve was acquired with the assistance of The Nature Conservancy and represents the first step for the Commission in assisting with the long term protection of the entire 3,000-acre Axe Lake Swamp wetlands complex which supports at least eight rare plant and animal species. Axe Lake Swamp State Nature Preserve is a portion of Kentucky's best-known example of a large, intact bald cypress-tupelo swamp. The 3,000-acre wetland contains a large great blue heron (Ardea herodias) rookery and is the only known nesting site for the great egret (Casmerodius albus) in Kentucky. Thousands of waterfowl, particularly wood ducks (Aix sponsa), roost here during the winter, and the site has been recognized as a priority wetland in the North American Waterfowl Management Plan. Access is by written permission only.
BAD BRANCH STATE NATURE PRESERVE
Initially 435 acres of land in Letcher County were dedicated September 26, 1985, establishing Bad Branch State Nature Preserve. Additional acreage owned by The Nature Conservancy was dedicated March 4, 1992. To date, 2,785 have been protected. The preserve contains Bad Branch Gorge and the majority of the Presley House Branch watershed. The preserve protects the scenic beauty of the gorge and one of the largest concentrations of rare and uncommon species known in the state. Kentucky's only known nesting pair of common ravens (Corvus corax) makes Bad Branch its home. Along the 7.5-mile trail system visitors may experience Bad Branch Falls, a 60foot waterfall plunging down the south face of Pine Mountain, and unparalleled views from High Rock. The Pine Mountain Trail runs along the crest of the mountain and joins the preserve trail system before crossing into the Jefferson National Forest. Kentucky Division of Water has designated Bad Branch as a Kentucky Wild River.
*Features - hemlock gorge, waterfall, high quality stream, numerous rare species, trail along mountain crest
*Access - foot trail and bridges, 7.5 miles of trail over uneven terrain, very strenuous
*Facilities - none
*Parking
- 10 cars, 1 bus. No overnight parking is allowed.
*Hazards - steep cliffs, falling ice in winter, venomous snakes (rare)
*
Activities
- hiking, birding, nature photography, research
*
Directions
- Letcher County. From the junction of KY 15 and US 119 in Whitesburg, follow US 119 south 8.0 miles. Turn left at the junction with KY 932 and travel east for 2.0 miles to the gravel parking area on the left side of KY 932.
BAT CAVE (ROGER W. BARBOUR) & CASCADE CAVERNS STATE NATURE PRESERVES
Dedicated December 16, 1981, Bat Cave/Cascade Caverns State Nature Preserves consist of two tracts totaling 146 acres located in Carter County within Carter Caves State Resort Park. Bat Cave was dedicated into the nature preserves system for the protection of the Indiana bat (Myotis sodalis). This federally endangered species' wintering numbers in Bat Cave are estimated at 28,000. The Cascade Caverns portion of the park was dedicated into the nature preserves system to protect two rare plant species, the mountain maple (Acer spicatum) and the Canadian yew (Taxus canadensis). To prevent disturbance of the bats in hibernation, the caves are closed to public visitation from October through May. However, hiking trails on the portion of the preserve that is above ground are open year-round.
*Features - 2 cave systems, rare bat winter roost, rare plants
*Access - cave tours (Bat Cave closed in between months of October and April), 1 mile of trails on surface
*Facilities - state resort park
*Parking - abundant
*Hazards
- steep banks above Tygarts Creek at Cascade Caverns
*Activities - hiking, geological study, birding
*Directions - Carter County. From the junction of I-64 and U.S. 60 N.E. of Olive Hill, follow
U.S. 60 east 1.5 miles. Turn left at the junction with KY 182 and drive east for 2.5 miles to Carter Caves State Resort Park entrance. Inquire about the preserve at the lodge.
BEARGRASS CREEK STATE NATURE PRESERVE
Dedicated February 17, 1982, Beargrass Creek State Nature Preserve is a 41-acre second growth forest located in close proximity to Joe Creason Park and the Louisville Zoological Gardens in Jefferson County. This urban green space is a popular birding area and offers passive recreation and nature education within the city limits of Louisville. The preserve is co-managed with the Louisville Nature Center and is also a Watchable Wildlife Site.
*Features
- wooded tract in urban Louisville, diversity of migrant birds
*
Access
- 1.0 mile of trails on ridgetop and bottomland, easy
*Facilities - Louisville Nature Center and adjacent Joe Creason Park
*Parking - abundant
*Activities
- birding, hiking, nature study
*Directions
- Jefferson County. From the Watterson Expressway (I-264), take Exit 14 to Poplar Level Road North. Take Poplar Level Road to Trevilian Way (1.0 mile). Turn Right on to Trevilian Way and go 0.2 mile to Illinois Avenue. Turn Left on to Illinois Avenue. Take Illinois Avenue to the Louisville Nature Center parking lot on your right (0.2 mile)
BLACKACRE STATE NATURE PRESERVE
Dedicated March 19, 1979, Blackacre State Nature Preserve is a tract of approximately 175 acres located in Jefferson County near Jeffersontown that is used as an environmental education center by the Jefferson County Public School System and the University of Louisville. Since it is located adjacent to a large metropolitan area, it offers a unique outdoor laboratory for environmental education to a large number of children who otherwise might not have the opportunity for this experience. Through an agreement with the Commission, the Jefferson County Public School System and the Blackacre Foundation, Inc. are currently managing this area. Visits are scheduled by contacting the director at Blackacre or the Jefferson County Public School System.
BLANTON FOREST STATE NATURE PRESERVE
On September 15, 1995, 1,075 acres of the south face of Pine Mountain in Harlan County were dedicated, protecting half of the largest old-growth forest in Kentucky. As the preserve has grown with additions in 1996, 1999, 2001, 2003, 2004, 2005, 2007 and 2014, Blanton Forest State Nature Preserve now protects 3,509 acres in total. As one of thirteen large old-growth tracts in the eastern United States, Blanton Forest is a diverse ecological treasure. Many of the trees are three to four feet in diameter, towering 100 feet above the forest floor. Blanton Forest contains several forest communities, including mixed-mesophytic deciduous forest. Many kinds of trees, such as sugar maple, tulip poplar, various oaks, hemlocks, beech and several magnolias make up the forest canopy. The preserve is open to the public.
*Features - largest old growth forest in Kentucky
*Access - loop foot trail (4 miles) up the south face of Pine Mt, foot trail (0.5miles) along Watts Creek.
*Facilities - none
*Parking - lot adjacent to Camp Blanton
*
Hazards
- steep slopes, venomous snakes, and hazard trees
*Activities - hiking, birding, nature study
*
Directions
- Harlan County, approximately five miles west of the city of Harlan. From Interstate 75, take exit 29 onto U.S. Hwy 25E at Corbin. Travel south on U.S. 25E to Pineville. Turn left on U.S. Hwy 119 (crossing the Cumberland River) and travel north for 23.5 miles. Turn left on KY 840 at a sign for Camp Blanton. Follow KY 840 for approximately 2 miles; the parking area for the preserve is adjacent to Camp Blanton.
BLOOD RIVER SEEPS STATE NATURE PRESERVE
This 193-acre preserve in Calloway County protects an example of the globally imperiled coastal plain forested acid seep natural community type. This community is found where water continually percolates through sands and gravels at the base of dry, hardwood-dominated slopes, and above more extensive wet to mesic bottomland hardwood forests which lie along the Blood River. Rare species known to occur along the Blood River include the gray bat, central mudminnow, western mud snake, three lined salamander, threadleaf mock bishop–weed, sweetscent ladies' tresses and Nuttall's oak. From the endemic populations of the Blood River crayfish to large nesting populations of great blue herons, the area's seeps, swamps, sloughs and streambeds are unmatched in Kentucky, supporting one of the most biologically rich areas in the state. Access is by written permission only.
BLUE LICKS STATE PARK NATURE PRESERVE
Blue Licks State Park Nature Preserve is located in Robertson County within Blue Licks Battlefield State Resort Park. The original 15-acre tract was dedicated on December 16, 1981. Today the preserve protects a total of 53 acres within the park's boundaries. These areas were dedicated into the nature preserves system for the protection of Short's goldenrod (Solidago shortii), an extremely rare species of plant known to exist in only two locations in the world and protected under the Federal Endangered Species Act.
*Features - globally rare plant, relict bison trail, glade
*Access - 0.25-mile foot path along buffalo trace, easy
*Facilities - state park
*Parking - abundant
*Activities - hiking, birding, nature study
*Directions
- Robertson County. From Maysville, take US 68 25 miles south to park entrance.
From Carlisle, take US 68 10 miles north to Blue Licks State Park entrance.
BOONE COUNTY CLIFFS STATE NATURE PRESERVE
Owned by the Boone County Fiscal Court, this preserve was originally acquired by The Nature Conservancy. It was dedicated November 5, 1987 as a state nature preserve to protect the unique glacial features and four forest community types that are present there. A total of 75 acres are protected within the preserve. The preserve protects a tributary to Middle Creek, and is named for the 20- to 40-foot conglomerate cliffs along the valley walls. The conglomerate is composed of gravel that was deposited as glacial outwash 700,000 years ago.
*Features - glacial outwash cliffs, spring wildflower display
*Access
- 2.4 mile trail over uneven terrain, moderate
*Facilities
- none
*Parking - 5 cars; 1 bus
*Hazards
- steep cliffs
*Activities - hiking, nature study, birding
*Directions -
Boone County. From the junction of I-75 and KY 18 near Florence, follow KY 18 west for 10.8 miles, then left on Middle Creek Road for 1.5 miles to gravel parking area on left side of road.
RESERVE
BOUTELOUA BARRENS STATE NATURE P
Bouteloua Barrens in Lincoln County is named for the beautiful side-oats grama grass (Bouteloua curtipendula) that grows there. Dedicated on September 8, 2004 this 260-acre preserve protects a native grassland that is the largest known in the Bluegrass Region and one of the largest in the entire state. The barrens communities consist of a patchwork of grassy cedar barrens and open glades with exposed gravel. Other rare species known from the site include state endangered hairy false gromwell (Onosmodium hispidissimum), and two species of special concern: Eggleston's violet (Viola septemloba var. egglestonii), and Crawe's sedge (Carex crawei). The preserve is not open to the public except by Commission-sponsored hikes. Research may be conducted by written permission.
BRIGADOON STATE NATURE PRESERVE
Brigadoon State Nature Preserve is located in Barren County adjacent to the Barren River Reservoir. With assistance from The Nature Conservancy, 92 acres of mostly mature forest were dedicated into the preserve system on March 14, 1985. Another 88 acres were dedicated on June 12, 2001. Today, a total of 184 acres are protected. The rich woodlands contain an impressive array of spring wildflowers including several species that are considered rare or uncommon. The preserve also provides habitat for many resident and migratory birds.
*Features - mature beech, maple, tulip poplar forest
*Access - one-mile foot trail through ridgetops, mature forest and scenic ravines, moderately strenuous
*Facilities - none
*
Parking
- 10 cars
*Hazards - steep cliffs, venomous snakes
*Activities
- hiking, birding, nature photography, research
*Directions
- Barren County - From Exit 43 on I-65, travel east on the Cumberland Parkway to its junction with US 31E in Glasgow. Follow US 31E south for 6.5 miles. Turn left onto Dover Church-Browning School Road and travel approximately 1.5 miles. Turn left onto Mutter Road. The parking area is approximately one-half mile on the left.
CHANEY LAKE STATE NATURE PRESERVE
Dedicated May 9, 1991, Chaney Lake State Nature Preserve consists of 169 acres of intermittently flooded low-lying fields and woodlands. The area was acquired with the assistance of The Nature Conservancy. Chaney Lake, located near Woodburn in Warren County, is one of two "transient" lakes in the area. The lake forms when heavy rains cause groundwater levels to rise and overflow onto the surface through several sinkholes located in the low-lying depression. The area is well known to birdwatchers for the abundance of migrant waterfowl and shorebirds that pass through the area in the spring. Access is by written permission only.
CROOKED CREEK BARRENS STATE NATURE PRESERVE
Crooked Creek Barrens State Nature Preserve was established when the original 60-acre tract was dedicated June 15, 1999. Today a total of 728 acres makes up this unique preserve in Lewis County. The preserve features a unique oak barrens community and adjacent oak-hickory forest. Prairie species such as big bluestem (Andropogon gerardii), little bluestem (Schizachyrium scoparium), and prairie dock (Silphium terebinthinaceum var. luciae-brauniae) occur in the barrens areas. This site also protects five rare plant species: starry false Solomon's seal (Maianthemum stellatum), white rattlesnake root (Prenanthes alba), slender blazing-star (Liatris cylindracea), earleaf foxglove (Agalinis auriculata), and scarlet Indian paintbrush (Castilleja coccinea). Access to this preserve is by written permission only.
CUMBERLAND FALLS STATE PARK NATURE PRESERVE
Dedicated September 26, 1983, Cumberland Falls State Park Nature Preserve encompasses approximately 1,294 acres in Cumberland Falls State Resort Park in McCreary and Whitley Counties. This preserve protects several species of rare plants and animals. Additionally, a number of waterfalls are located within the preserve including Cumberland Falls, which plummets 67 feet into a rocky gorge and is the highest waterfall in the eastern United States south of Niagara Falls. The Cumberland River, designated as a Kentucky Wild River, flows through the preserve.
*Features
- waterfalls, rare plant and animal species, scenic views
*Access
- 4.5 miles of trail over uneven terrain, moderate
*Facilities - state resort park
*Parking - limited at trailheads; parking areas within short walk
*Hazards
- steep cliffs, waterfalls, venomous snakes (rare)
*Activities - hiking, nature study, geological study, birding
*Directions
- Whitley and McCreary Counties. From the junction of I-75 and U.S. 25W southwest of Corbin, follow 25W for 14.5 miles. Turn right onto KY 90 for 8.8 miles to reach the Cumberland Falls State Resort Park Lodge area. Inquire at the lodge for information about the preserve.
CYPRESS CREEK STATE NATURE PRESERVE
Dedicated December 5, 1986, Cypress Creek State Nature Preserve consists of a 98-acre portion of bottomlands lying adjacent to Cypress Creek in Muhlenberg County. The preserve and adjacent areas contain a mosaic of natural communities including bald cypress (Taxodium distichum) swamp and bottomland hardwood forest complex, that support numerous rare species typically associated with wetlands. Access is by written permission only.
DINSMORE WOODS STATE NATURE PRESERVE
Dedicated May 16, 1990, Dinsmore Woods State Nature Preserve is a 105-acre area that protects a relatively undisturbed maple-oak-ash forest in Boone County. Purchased by The Nature Conservancy (TNC) in 1974, ownership was transferred to the Boone County Fiscal Court in 2010. Prior to TNC's ownership, the woods had been in the possession of one family dating back to the 1830s. The maturity and species composition of this woodland are attributed in part to the fact that it has never been commercially logged. The preserve is adjacent to the early 19 th century Dinsmore Homestead, a historical landmark. Populations of the federally endangered running buffalo clover (Trifolium stoloniferum) are also adjacent to preserve property.
*Features
- mature forest
*Access
- 1.7-mile trail, moderately strenuous
*Facilities
- none
*Parking
- limited
*Activities - hiking, nature study, birding
*Directions -
Boone County. From the junction of I-75 and KY 18 near Florence, follow KY 18 west for 11.3 miles, turn left into gravel parking lot for the county horsemen's area. Trailhead is across KY 18
E. LUCY BRAUN MEMORIAL STATE NATURE PRESERVE
The 609-acre E. Lucy Braun State Nature Preserve, formerly known as Pine Mountain Trail State Park Nature Preserve is located on the south slope of Pine Mountain in Harlan County. It contains a great variety of habitats and biological diversity. The preserve was dedicated into the state nature preserves system on June 13, 2007. Large sandstone outcrops found throughout the preserve feature gnarly old pitch pines (Pinus rigida) and Virginia pines (P. virginiana), colorful mosses and lichens. These openings offer striking views of Black Mountain across the valley to the south. Pine woodland, a rare community type recovering from the pine bark beetle outbreak in the late 1990s, fringes these outcrops to the north. An Appalachian bog, one of the rarest natural communities in the state, also is known from the property. The preserve provides habitat for rare plants such as showy gentian (Gentiana decora) and pale corydalis (Corydalis sempervirens), which are restricted to Pine Mountain. The only known state record of a globally rare club-moss occurs there as well. Facilities are planned for through-hiking on the Pine Mountain Trail on land adjoining the preserve. Hiking is available from sunrise to sunset.
EASTVIEW BARRENS STATE NATURE PRESERVE
Dedicated Sept. 17, 1997, Eastview Barrens State Nature Preserve is 119 acres of grassland and open woodland co-owned by The Nature Conservancy and the Commission. The presence of globally rare species at Eastview Barrens makes protection a critical priority. Numerous rare species, including prairie gentian (Gentiana puberulenta), barrens silky aster (Aster pratensis), frostweed (Helianthemum bicknellii), long-haired hawkweed (Hieracium longipilum), and spikemoss (Selaginella apoda) continue to survive on the fire-maintained grasslands. Due to the sensitivity of the preserve, Eastview Barrens State Nature Preserve is only accessible through guided tours with the Commission or The Nature Conservancy.
FLAT ROCK GLADE STATE NATURE PRESERVE
Dedicated Oct. 24, 1990, Flat Rock Glade State Nature Preserve was originally a 65-acre natural area in Simpson County. An additional four acres were acquired as buffer acreage and were dedicated March 11, 1994. The area was acquired with the assistance of The Nature Conservancy. On December 5, 2000, the Commission dedicated another 30 acres adjacent to the existing preserve. The preserve's name describes the large expanses of limestone bedrock that outcrop at the surface and form openings in the oak-hickory woods. The glades support seven rare plant species including limestone fameflower (Talinum calcaricum), which is only known from two sites in Kentucky. Access is by written permission only.
FLORACLIFF STATE NATURE PRESERVE
The late Dr. Mary Wharton, former Botany Professor and Biology Department Head at Georgetown College, established Floracliff as a nature sanctuary. Dr. Wharton began acquiring the Floracliff property in 1958. The property is located on the Kentucky River in Fayette County. The Floracliff Board of Directors owns the preserve and jointly manages it with the Kentucky State Nature Preserves Commission. This area was dedicated March 15, 1996. Floracliff consists of 287 acres of old field upland and second growth forest dominated by maple, oak and hickory. In addition to having a rich and diverse wildflower display, Floracliff also harbors a significant geologic feature. Below Elk Lick Falls is a tufa formation, which resembles a frozen waterfall. It is considered one of the best tufa formations in the eastern United States. Similar to stalagmites in caves, a tufa forms when minerals within dripping water are deposited on a surface. Travertine is the primary mineral composing this tufa. The formation is 61 feet high and 8-12 feet in diameter. The rich flora, ravines, cliffs and waterfalls of Floracliff make it one of the more scenic areas in central Kentucky. Visitation to the preserve is by appointment only and is restricted to small groups led by approved leaders.
FRANCES JOHNSON PALK STATE NATURE PRESERVE
Frances Johnson Palk State Nature Preserve was dedicated July 9, 2002 and is located in Pulaski County. Discovered in 1998 by KSNPC biologists, this 238-acre preserve contains a series of acid seep communities that can rarely be seen in Kentucky. These small wetlands are formed by seeps found at the heads of several small streams. Although much of the preserve is dominated by upland forest, over 70 species of plants occur within the bogs, several of which are considered rare. This preserve was acquired with a generous contribution from East Kentucky Power Cooperative, Inc. and the assistance of The Nature Conservancy. Access is by written permission only.
GOODRUM CAVE STATE NATURE PRESERVE
Dedicated Aug. 12, 1992, this preserve is a 51-acre area in Allen County containing one of the six most important maternity caves known in Kentucky. The site protects a maternity colony of approximately 13,000 gray myotis (Myotis grisescens) bats, one of three federally endangered bats found in Kentucky. The preserve includes a section of the wooded stream corridor and uplands surrounding the cave, which has been surveyed and mapped for a distance of approximately 6,200 feet. The acquisition of Goodrum Cave was the Commission's first purchase of a cave for the protection of an endangered bat species. Access is by written permission only.
HI LEWIS PINE BARRENS STATE NATURE PRESERVE
Hi Lewis Pine Barrens State Nature Preserve protects an outstanding example of an open pine-oak woodland, dominated by pitch pine (Pinus rigida) and chestnut oak (Quercus montana), on the steep, mid to upper south-facing slope of Pine Mountain in Harlan County. 164 acres were acquired with the assistance of The Nature Conservancy and dedicated into the State Nature Preserves System June 4, 1997. Today the preserve protects a total of 303 acres. Named for the branch that drains the area, this part of the mountain supports an extremely rare pine barrens community as well as a number of rare plants that are found in association with it. The open areas feature an unusual mix of plants typically thought of as prairie plants, such as little bluestem (Schizachyrium scoparium) and Indian grass (Sorghastrum nutans) and drought tolerant plants such as low-bush blueberries (Vaccinium sp.). Rare plants found at the site include diminutive screwstem (Bartonia virginica), frostweed (Helianthemum canadense), and the largest known Kentucky population of yellow wild indigo (Baptisia tinctoria). Spanning 1000 feet in elevation from the base of the mountain to the ridge crest, the preserve also protects flowering and fruiting American chestnut trees (Castanea dentata), hemlock-mixed mesophytic forest, and massive sandstone outcrops and cliffs. Access is by written permission only.
JAMES E. BICKFORD STATE NATURE PRESERVE
Dedicated June 30, 2003, James E. Bickford State Nature Preserve encompasses 348 acres on the north face of Pine Mountain in Harlan County. The preserve is named in honor of the former Natural Resources and Environmental Protection Cabinet Secretary James E. Bickford. The preserve is located on the grounds of the historic Pine Mountain Settlement School, a highly regarded community education facility founded in 1913. The preserve protects a relatively high quality mixed mesophytic forest, the typical natural community found on the north face of Pine Mountain. The preserve also protects Sawmill Hollow Cave, a small cave that developed in the limestone layer that is exposed on the north face of Pine Mountain. Additionally, the preserve supports a diverse invertebrate fauna including two rare beetles and two species new to science. Six rare plant species, including fetterbush (Leucothoe recurva) and golden saxifrage (Chrysosplenium americanum), are known to occur on the preserve. For access to the preserve, please contact the Pine Mountain Settlement School.
JESSE STUART STATE NATURE PRESERVE
Dedicated December 7, 1979, Jesse Stuart State Nature Preserve encompasses 714 acres located in Greenup County. The preserve was acquired through a gift-purchase arrangement with the internationally known author, Jesse Stuart. The area is used for passive recreation and environmental education. The preserve is also a Watchable Wildlife Site.
*Features - hills and hollows made famous in Stuart's writings
*Access - 3.0 miles of trail over uneven terrain, moderate
*Facilities - none
*Parking
- 6 cars; 1 bus
*Activities - hiking, birding, and literature study
*Directions - Greenup County. From the junction of I-64 and KY 1 north of Grayson, follow KY 1 north for 20 miles. Turn left onto W-Hollow Road. Drive 1.5 miles to parking area on right side of road.
JIM SCUDDER STATE NATURE PRESERVE
The Hardin County Fiscal Court dedicated 58 acres of county property September 2, 1987, initiating the Commission's first land protection partnership with local government. The Commission purchased 109 acres of additional glades and surrounding second growth forest which were dedicated March 2, 2005. Today the preserve protects a total of 231 acres, and within its boundaries is one of the best remaining examples of limestone glades in Kentucky. These glades are dry, rocky openings on otherwise forested south-facing slopes. They provide habitat for several rare plant species, including the Barrens Silky Aster (Symphyotrichum pratense). Public access is by guided hike only.
JOHN B. STEPHENSON MEMORIAL FOREST STATE NATURE PRESERVE
Dedicated December 10, 1996, John B. Stephenson Memorial Forest State Nature Preserve in Rockcastle County protects a 123-acre wooded gorge with two waterfalls and a rich spring floral display. The preserve honors John B. Stephenson, the former President of Berea College who enjoyed the area's beauty and solitude and worked hard to preserve the forest surrounding Anglin Falls. Long open to the public, the preserve will remain a significant source for education, interpretation, and inspiration for the people of Kentucky and the students and faculty of Berea College.
*Features - Anglin Falls (75 feet), Venable Falls (150 feet) spring wildflower display, Anglin Creek, forested gorge.
*Access - 1-mile foot trail over uneven terrain, moderate to strenuous
*Facilities - none
*Hazards
- cliffs at waterfalls, slippery rocks.
*Activities
*Directions
- hiking, nature study, birding
- Rockcastle County. From Exit 76 on I-75, go east 3.5 miles on KY 21 to the center of Berea. Turn right at the light (staying on KY 21), past the Boone Tavern and travel another 5 miles. Turn right (south) on to US 421 and travel 2.6 miles. Turn right on Burnt Ridge Road and travel .2 mile, then left on Hammonds Fork Road and travel 3.4 miles. Look for a red brick house on the right (box 919); approximately one-tenth of a mile past the house make a sharp left turn down a steep hill on to Anglin Falls Road. Travel .9 mile on Anglin Falls Road to a sign that says "Anglin Falls" next to a mailbox marked "542 R2". Turn left and travel .2 mile to the parking area/trail head.
JOHN JAMES AUDUBON STATE PARK NATURE PRESERVE
Located within John James Audubon State Park in Henderson County, the John James Audubon State Park Nature Preserve protects a mature mixed hardwood forest. More than 300 acres of the park was originally set aside as a bird sanctuary and memorial to the distinguished naturalist, John James Audubon. This area was dedicated September 19, 1979. Today a total of 339 acres have been protected in perpetuity. Rich displays of spring wildflowers and loess bluffs overlooking the Ohio River are some of the features to explore.
*Features - old growth trees, lake, spring wildflowers
*Access - 5.5 miles of trail over uneven terrain, moderate
*Facilities - state park
*Parking - abundant
*Activities - hiking, nature study, birding
*Directions - Henderson County. From the junction of US 60 and US 41 in Henderson, follow U.S. 41 north for 1.7 miles to the John James Audubon State Park entrance.
JULIAN SAVANNA STATE NATURE PRESERVE
Located in Franklin County, Julian Savanna protects 42 acres of remnant bluegrass savanna woodland. This globally imperiled community type is unique to the bluegrass region of Kentucky. The Commission will conduct research on methods to restore and enhance the woodland. Several other remnant sites in the region will benefit from the research results. Dedicated on October 22, 2002, this property is also privately owned and is accessible by written permission only. This preserve was made possible with the generous donation of a conservation easement by the owner.
KINGDOM COME STATE PARK NATURE PRESERVE
Dedicated March 4, 1992, Kingdom Come State Park Nature Preserve consists of 225 acres on the north face of Pine Mountain in Letcher County within the Kingdom Come State Park. This preserve protects Kentucky's third largest colony of the federally endangered Indiana bat (Myotis sodalis). Line Fork Cave, located in the preserve, is the winter roost for over 3,000 bats. Historically, 10,000 Indiana bats inhabited Line Fork Cave. This serious decline in bat population is due to human disturbance and vandalism to the cave. Consequently, cave visitation has been restricted to the days between May 1 and August 31 and can be arranged through the Kingdom Come State Park office.
*Features - cave system, rare bat winter roost
*Access - at your own risk, due to rugged terrain and absence of trail
*Facilities - state park
*Parking - limited
*Hazards - steep cliffs, venomous snakes
*Activities - caving, hiking, birding
*Directions
- Harlan and Letcher Counties. From junction of KY 160 and U.S. 119 in Cumberland, take U.S. 119 1.0 mile to the east. Turn left at entrance to Kingdom Come State Park and follow signs to the park office.
LIVINGSTON COUNTY WILDLIFE MANAGEMENT AREA AND STATE NATURAL AREA - BISSELL BLUFF
Dedicated into the preserve system in December 2004, management of this site is shared between the Livingston County Fiscal Court, the Kentucky Department of Fish and Wildlife Resources (KDFWR), and the Commission. The Livingston County Fiscal Court owns the property and agreed to dedicate the 563 acres they purchased along the Cumberland River in central Livingston County. It contains at least seven natural communities, including steep forested bluffs on both limestone and sandstone, mesic ravine forest, bottomland hardwood forest, bald cypress slough, and riparian forest. Although most of the forested areas are second growth, a small area of very mature mesic forest occurs in one of the ravines within the site and a portion of the bottomland hardwood forest is also quite mature. A great blue heron (Ardea herodias) rookery is located within the bottomlands along Bissell Creek, which is a slow, meandering tributary of the lower Cumberland River. Once facilities are completed, the area will be open for hiking, nature study, and wildliferelated recreation, including hunting and fishing in accordance with regulations established by KDFWR.
LIVINGSTON COUNTY WILDLIFE MANAGEMENT AREA AND STATE NATURAL AREA – NEWMAN'S BLUFF
Dedicated into the preserve system in December 2004, management of this site is shared between the Livingston County Fiscal Court, the Kentucky Department of Fish and Wildlife Resources (KDFWR), and the Commission. The Livingston County Fiscal Court agreed to dedicate the 169acre property that is part of a larger tract they own along Sugarcamp Creek and Newman's Bluff. The tract protects a federally threatened species as well as habitat along the forested slope of Newman's Bluff and the creek. Once facilities are completed, the area will be open for hiking, nature study, and wildlife-related recreation, including hunting and fishing in accordance with regulations established by KDFWR.
LOGAN COUNTY GLADE STATE NATURE PRESERVE
Dedicated October 24, 1990, Logan County Glade State Nature Preserve is the result of a cooperative effort between the Logan County fiscal court and the Commission to protect 42 acres of limestone glades in Russellville. The glades occupy the southwest facing midslope of an 810-foot high knob located within the city limits. The steep rocky slope is dominated by prairie grasses such as little bluestem (Schizachyrium scoparium) and side-oats grama (Bouteloua curtipendula). Rare plants include Carolina larkspur (Delphinium carolinianum), glade violet (Viola egglestonii), and limestone fameflower (Talinum calcaricum). The county and the Commission manage this preserve jointly.
*Features - high quality limestone glades
*Access - 0.5 mile trail over uneven terrain, moderate
*Facilities - none
*Parking - parking lot adjacent to preserve, space for 15 cars
*Hazards - steep slopes, loose rock, venomous snakes (rare)
*Activities
- birding, hiking, nature study
*Directions - Logan County. From the junction of the Green River Parkway and U.S. 68/KY 80
at Bowling Green, follow U.S. 68/KY 80 west for 24.4 miles to Russellville. Turn right into parking area between Health Department and old hospital.
LONE OAK BARRENS STATE NATURE PRESERVE
Lone Oak Barrens State Nature Preserve was dedicated on September 25, 2014. Located in Grayson County, the 34-acre preserve protects a unique limestone slope glade community with barrens and prairie remnants adjoining the glade. A state threatened plant, the hispid falsemallow occurs in the glades and Kentucky's best population of a globally rare invertebrate species has been documented on the preserve. At this time, access is by written permission for scientific research.
LOWER HOWARDS CREEK HERITAGE PARK AND STATE NATURE PRESERVE
228 acres surrounding Lower Howards Creek in southwestern Clark County that is owned by the Clark County Fiscal Court was dedicated into the Nature Preserves System January 22, 2001. A tributary to the Kentucky River, Lower Howards Creek flows through a deep, twisting gorge. Second growth forests cover the slopes and cliff tops, and a showy array of spring wildflowers grace the valley bottoms. The steep topography has left refuge for two rare plants, the federally endangered running buffalo clover (Trifolium stoloniferum) and state threatened water stitchwort (Stellaria fontinalis). Located downstream from Boonesborough, Lower Howards Creek valley was an industrial center for water powered stone milling in the 18 th and 19 th centuries. Five of the stone buildings that remain are on the National Register of Historic Places, and one can still find the rock fences and hike the historic wagon road winding down into the steep, forested gorge. Presently, access is by guided hike only.
MARTIN'S FORK WILDLIFE MANAGEMENT AREA AND STATE NATURAL AREA
Martin's Fork of the Cumberland River is a scenic, high quality mountain stream that originates in the higher elevations of Cumberland Gap National Historical Park in Bell County, Kentucky. Dedicated into the preserve system on March 8, 2006, this 1,601-acre site is located on Cumberland and Brush mountains in Harlan County. Management of this site is shared between the Kentucky Division of Water Wild Rivers Program, the Kentucky Department of Fish and Wildlife Resources (KDFWR), and the Commission. Martin's Fork and its watershed constitute a significant natural resource for Kentucky. Nine plants and three animals listed by the Commission as Endangered, Threatened, or Special Concern are known from the property. The property protects six natural community types and one new state record insect. Once facilities are completed, the area will be open for hiking, nature study, and wildlife-related recreation, including hunting in accordance with regulations established by KDFWR.
METROPOLIS LAKE STATE NATURE PRESERVE
Dedicated July 16, 1984, Metropolis Lake State Nature Preserve is a 123-acre tract in McCracken County, which contains 50-acre Metropolis Lake, one of only a few remaining natural lakes in the Ohio River floodplain. The area was acquired with the assistance of The Nature Conservancy. The lake is ringed with bald cypress (Taxodium distichum) and swamp tupelo (Nyssa aquatica) and provides habitat for five species of fish that are rare or uncommon in Kentucky. The preserve is also a Watchable Wildlife Site.
*Features - natural floodplain lake, rare species
*Access - 0.75 mile interpretive trail over uneven terrain, moderate
*Facilities
- none
*Parking
- 20 cars; 2-3 buses
*Activities
- birding, hiking, nature study
*Directions
- McCracken County. From the Junction of I-24 and US 60 in Paducah, follow US 60 west for 7.0 miles, then turn right on KY 996 for 5.5 miles. Turn right onto Stafford Road, drive past gate to lake parking area.
MUTTER'S CAVE
Mutter's Cave is located in Barren County, Kentucky. The cave is a high-priority maternity cave for the federally listed gray bat (Myotis grisescens). The 108-acre property protects the cave entrance, the land overlying the primary cave passage, and important travel corridors to foraging areas for the gray bats inhabiting the cave. Management efforts are focused on limiting unauthorized access to the cave, controlling exotic plant species and restoration and reforestation of the riparian corridor and associated uplands. Due to the extreme sensitivity of the federally listed species present, access is strictly limited to researchers and management personnel.
NATURAL BRIDGE STATE PARK NATURE PRESERVE
Dedicated December 16, 1981, Natural Bridge State Park Nature Preserve consists of approximately 1,188 acres and is located in Powell County within Natural Bridge State Resort Park. This area was dedicated into the nature preserves system to protect a significant geological system and rare species habitat. The rare Virginia big-eared bat (Corynorhinus townsendii virginianus), a federally endangered species, has been recorded from the preserve.
*Features - Natural Bridge, rare species, scenic views
*Access
- 13.7 miles of trail over uneven terrain, moderate to strenuous
*Facilities
- state resort park
*Parking
- abundant
*Hazards
- cliffs, venomous snakes (rare)
*Activities - hiking, nature study, geological study
*Directions - Powell County. From the junction of the Mountain Parkway and KY 11 at Slade, follow KY 11 south for 2.0 miles to the Natural Bridge State Resort Park entrance.
OBION CREEK STATE NATURE PRESERVE
This preserve in Hickman County protects a mosaic of wetland communities and upland slopes. The property includes shrub swamp, marsh, and bottomland hardwood forest and is part of one of the largest remaining tracts of wetland in Kentucky. The entire Obion Creek watershed is a haven for numerous rare plants and animals. The original 1,402-acre tract was acquired with the assistance of The Nature Conservancy in 1992. Murphy's Pond, a 175-acre tract owned by Murray State University, was dedicated into the State Nature Preserves system in October 2005. Additions dedicated June 13, 2007 brought the total acreage protected to 1,601. Access to the original tract is for scientific research only and requires written permission from KSNPC. Written permission from Murray State University is required for access to Murphy's Pond.
PILOT KNOB STATE NATURE PRESERVE
Pilot Knob State Nature Preserve protects 741 acres of natural area in Powell County. The original 308 acres were acquired with the assistance of The Nature Conservancy and dedicated September 26, 1985. Today the preserve encompasses 742 acres. A sandstone outcrop at the southeast end of the 730-foot high knob is considered to be the prominence upon which Daniel Boone first stood and looked out over the Bluegrass Region of Kentucky. The Pilot Knob trail is approximately 1.25 miles one-way to the top of the knob. Due to elevation gain it is considered very strenuous. The Sage Point Loop trail is approximately 2 miles and connects to the Pilot Knob Trail near the pinnacle. The Millstone Quarry trail is 1 mile round trip from the parking area.
*Features - cultural history, scenic views, historic millstone quarry
*Access - Pilot Knob trail to overlook, very strenuous; Sage Point Loop trail, strenuous; Millstone Quarry trail, moderate
*
Facilities
- none
*Parking - 7-8 cars; 1-2 buses
*Hazards - cliffs, poison ivy, venomous snakes (rare)
*Activities - hiking, nature study, birding, geological study
*Directions
- Powell County. From the junction of the Mountain Parkway and KY 15 at Clay City, follow KY 15 north for 2.7 miles. Turn right on Brush Creek Road for 1.5 miles to gravel parking area.
PINE MOUNTAIN STATE PARK NATURE PRESERVE
Dedicated September 26, 1983, Pine Mountain State Park Nature Preserve consists of two tracts of approximately 868 total acres within Pine Mountain State Resort Park in Bell County. This area contains an old growth forest of hemlock (Tsuga canadensis), tulip poplar (Liriodendron tulipifera), and white oak (Quercus alba), many of which are 200-300 years old. Within the preserve is a significant archaeological site now known as 'Rock Hotel', a large sandstone shelter that was inhabited by Native Americans. The Pine Mountain fault block is also one of the most prominent geological structures in the eastern United States.
*Features - old growth hemlocks, fault-block mountain, scenic views, rare species
*Access - 3.0 miles of trail over uneven terrain, strenuous
*Facilities - state resort park
*Parking
- abundant
*Hazards
- cliffs, venomous snakes (rare)
*Activities
- hiking, nature study, birding, geological study
*Directions
- Bell County. From Pineville follow U.S. 25E south for 1.5 miles. Turn right onto KY 190 for 1.5 miles. Then turn right on 1491 for 1.5 miles to the Pine Mountain State Resort Park Lodge parking lot.
UIET RAILS TATE ATURE RESERVE
QTSNP
Quiet Trails consists of 165 acres of ridges and ravines bordering the Licking River in Harrison County. Mr. and Mrs. W. G. Wiglesworth, Jr. donated the original 110 acres to the Commonwealth of Kentucky in 1992. For years the property was set aside as a private nature sanctuary and was utilized by local scout troops, schools and private organizations for nature study and as a place for quiet reflection. The diversity of birds, trees and wildflowers represent the richness of the Bluegrass fauna and flora. An additional 55 acres were purchased and dedicated in 1997. The Kentucky State Nature Preserves Commission manages this area primarily for environmental education and passive recreation. The preserve is also a Watchable Wildlife Site.
*Features - great diversity of birds, trees, wildflowers and mussels
*Access
- 3.1 miles of trail, moderate
*Facilities
- none
*Parking
- 4 cars
*Activities - hiking, nature study, birding
*Directions
- Harrison County. From Cynthiana, take US 27 north approximately 10 miles. Turn right onto KY 1284, which leads to Sunrise. Continue on Pugh's Ferry Road after crossing the four-way intersection. The preserve is located on the right, 1.8 miles from the intersection.
RAYMOND ATHEY BARRENS STATE NATURE PRESERVE
This preserve was named in honor of the man who discovered the site's significance as a natural area. Raymond Athey, a self-taught botanist, freely gave of his extensive knowledge to help in the protection of Kentucky's unique natural areas. Initially, 63 acres of land in Logan County were acquired with the assistance of The Nature Conservancy and dedicated October 24, 1990. Additional tracts were dedicated February 20, 1991 and March 11, 1994. Today the 156-acre preserve supports several plant communities with a high diversity of associated species. The barrens are typified by the open-grown post (Quercus stellata) and black jack (Quercus marilandica) oaks that dominate the woodland canopy. Glades occur as small openings within the woods. The soils are characteristically thin with bedrock at or near the surface. Several rare species are known from this preserve, including the prairie gentian (Gentiana puberulenta), a wildflower with vibrant deep blue petals. Access is by written permission only.
RIVER CLIFFS STATE NATURE PRESERVE
River Cliffs State Nature Preserve consists of 210 acres located along the Kentucky River palisades in northwest Franklin County. It was established October 22, 2002 by the generous donation of a conservation easement from the owner. The original 112-acre tract was one of the first privately owned tracts dedicated into the State Nature Preserves system. The preserve protects Lucy Braun's rockcress (Arabis perstellata), a federally endangered species. Access is by written permission only.
ROCKCRESS HILLS STATE NATURE PRESERVE
Dedicated June 13, 2007, Rockcress Hills SNP is 65 acres located in Franklin County. The preserve consists of steep wooded ravines and bluffs along the Kentucky River and its tributaries. The site contains occurrences of globe bladderpod (Lesquerella globosa), a species that is a candidate for listing under the federal Endangered Species Act. Lesquerella globosa is a diminutive plant that is covered with dense hairs that give its leaves a gray-green appearance. The small flowers have beautiful spoon-shaped petals that are displayed from April to early June. The name of the plant is derived from the globe-shaped fruits it produces. This species is restricted to the Kentucky River drainage within the Bluegrass Region. Also, the site possibly contains high quality occurrences of one of the Commonwealth's rarest plants, Braun's rockcress (Arabis perstellata), which was listed as an endangered species under the federal Endangered Species Act in 1995.
SHORT'S GOLDENROD STATE NATURE PRESERVE
Originally dedicated December 8, 2004, the 210-acre natural area in Fleming County protects the northernmost known occurrence of the federally endangered Short's goldenrod (Solidago shortii). Other than a recently discovered population near the Blue River in southern Indiana, all documented occurrences of this endemic species are from a two square mile area around Blue Licks Battlefield State Resort Park covering portions of three counties (Fleming, Nicholas and Robertson) in Kentucky. The preserve is managed to enhance habitat for the goldenrod. Access is by written permission only.
SIX MILE ISLAND STATE NATURE PRESERVE
Dedicated June 24, 1979, Six Mile Island State Nature Preserve is an 81-acre island located in the Ohio River in Jefferson County near Louisville that is noted for its variety of water birds. This island was protected so that it would be allowed to return to its original natural state. With time, this island will allow researchers and citizens the unique opportunity to study the ecology of riverine island systems.
*Features - undeveloped riverine island
*Access - by boat
*Facilities - none
*Hazards - barge and motorboat traffic
*Activities - nature study, birding
*Directions
- Jefferson County. From the junction of I-71 and Zorn Avenue, turn right onto Zorn Avenue for 0.2 mile. Then turn right on River Road for 0.5 mile to the Cox Park boat ramp. Island is 1.5 miles upstream from landing.
SPRINGHOUSE BARRENS STATE NATURE PRESERVE
Springhouse Barrens is located roughly a half-mile north of the Eastview Barrens State Nature Preserve in western Hardin County. Dedicated September 8, 2004, the 54-acre preserve contains a highly significant limestone barrens and glade community and supports a wide variety of grassland species including the state-endangered Prairie gentian (Gentiana puberulenta). An occurrence of the federally threatened Eggert's sunflower (Helianthus eggertii) is present on the preserve. This site is privately owned and is not open to the public except during a Commission-sponsored event. Research may be conducted by written permission.
STONE MOUNTAIN WILDLIFE MANAGEMENT AREA AND STATE NATURAL AREA
This 1,025-acre property located in Harlan County was dedicated December 8, 2004 and is jointly managed by the Kentucky Department of Fish and Wildlife Resources (KDFWR) and the Commission to protect rare species and high quality examples of the natural communities occurring on Stone Mountain's north face. Public ownership also provides opportunities for wildlife and nature-related recreation and education. Dedication and management of this area helps to protect at least nine rare plant species that have been documented there including Appalachian sedge (Carex appalachica), rock harlequin (Corydalis sempervirens), Fraser's sedge (Cymophyllus fraserianus), tufted hairgrass (Deschampsia caespitosa), showy gentian (Gentiana decora), variable-leaved heartleaf (Hexastylis heterophylla), jointed rush (Juncus articulatus), southern bog clubmoss (Lycopodiella appressa), and mountain decumbent goldenrod (Solidago caesia L. var. curtisii). Once facilities are completed, the area will be open for hiking, nature study and wildlife-related recreation, including hunting and fishing in accordance with regulations established by KDFWR.
TERRAPIN CREEK STATE NATURE PRESERVE
The Terrapin Creek drainage in Graves and Calloway counties is a highly significant aquatic system that supports an unusual diversity of fishes including several species found nowhere else in Kentucky. The area is characterized by extensive wetlands, springs and spring runs unlike any other in Kentucky that are home to a broad array of plants and animals. The Commission's goal is to protect this important system from future modifications that could result in the loss of a unique Kentucky resource. With the assistance of The Nature Conservancy, 22 acres of land in Graves County were dedicated June 3, 1992 establishing Terrapin Creek State Nature Preserve. With the addition of several tracts, today the preserve encompasses a total of 268 acres. Acquisition of land in this area is the first step for the Commission in the long-term protection of the Terrapin Creek wetlands complex. Access is by written permission only.
THOMPSON CREEK GLADES STATE NATURE PRESERVE
Thompson Creek Glades State Nature Preserve is a high quality limestone glade complex located in Larue County. Several hill glades occur on thin-bedded Salem limestone outcroppings on southand west-facing slopes above Thompson Creek. These areas are characterized by shallow, rocky soils and a number of showy prairie/glade plant species that are able to survive the harsh, dry conditions. This preserve is managed to maintain the glade openings from encroaching woody vegetation. The original 64 acres were acquired with the assistance of The Nature Conservancy and dedicated March 4, 1992. Today the preserve protects a total of 169 acres. Access is by written permission only.
THREE PONDS STATE NATURE PRESERVE
Originally dedicated June 12, 2001 and with an addition dedicated June 13, 2007, Three Ponds State Nature Preserve protects 528 acres of loess bluff, bottomland hardwood forest, and coastal plain slough communities on the Mississippi River floodplain. Bald cypress (Taxodium distichum) and buttonbush (Cephalanthus occidentalis) surround a series of three small ponds, which have a surface area of about 20 acres, and which drain into Obion Creek. The preserve currently encompasses the upper two ponds. Sugarberry (Celtis laevigata), green ash (Fraxinus pennsylvanica) and sweetgum (Liquidambar styraciflua) dominate the bottomland hardwood forest, while sugar maple (Acer saccharum) dominates the bluff. Access is by written permission only.
TOM DORMAN STATE NATURE PRESERVE
Dedicated as the Kentucky River Authority Palisades State Nature Preserve on December 20, 1996, this preserve was renamed in 1999 to honor Thomas Dorman for his service as former director and commission chairman of the Kentucky River Authority, and his efforts to acquire this site. With additional acreage dedicated September 25, 2001, October 22, 2002, December 2, 2003 and March 24, 2011, the preserve now protects a total of 908 acres, including spectacular 220-foot palisades along the Kentucky River in Garrard and Jessamine counties. Several rare plants are located in the thin soils on the limestone cliffs including starry cleft phlox (Phlox bifida ssp. stellaria) and Eggleston's violet (Viola septemloba var. egglestonii). Due to hazardous cliffs, fragile habitat and limited access on the Jessamine County tract, the preserve is open to the public on the Garrard County side of the Kentucky River only.
*Features - 220-foot limestone palisade walls, rare plants, Kentucky River
*Access - Foot trail through the forest and to the river, 2-mile loop.
*Facilities - None
*Parking - 8 cars
*
Hazards
- Extremely high cliffs
*Activities
- hiking, nature study, birding
*Directions -
Garrard County. From Nicholasville, follow Rt. 27 south for approximately 9 miles. After crossing the Kentucky River into Garrard County, continue for an additional 1-1/4 miles. Turn right on Rt. 1845 and follow it for 1 mile. At the road next to Lambert's Chapel turn right. Follow this road for approximately ¾ mile (go straight, do not take the fork to the left). Park in the gravel parking lot at the end of this road.
VERNON-DOUGLAS STATE NATURE PRESERVE
Dedicated August 12, 1992, Vernon-Douglas State Nature Preserve is located within a rugged, steep forested section of Hardin County. This 730-acre preserve protects one of the most mature second growth forests in the Knobs Physiographic Region. Hall Hollow, a north-facing valley in the preserve, supports a rich array of spring wildflowers. A trail system passes through the valley bottom to the dry ridges above Hall Hollow. A spur trail takes hikers onto a narrow point locally known as "the pinnacle", which provides a bird's-eye view of the Younger Creek valley.
*Features
- stands of sugar maple, beech and tulip poplar, spring wildflower display
*Access
- 4.5 miles of trail over uneven terrain, moderate to strenuous
*Facilities - none
*Hazards
- venomous snakes (rare), steep slopes
*Activities
*Directions
- hiking, nature study, birding
- Hardin County. Nine miles east of Elizabethtown on the Bluegrass Parkway. Eastbound (from E'town): Take Exit 8 (KY 583), turn right on KY 583 and take an immediate right on Audubon Trace Road. Westbound (from Lexington): Take Exit 10 (KY 52), turn right on to KY 52, turn left on US 62, turn left on KY 583, cross over the Parkway and turn right on Audubon Trace Road. The parking lot for the preserve is approximately 0.5 mile on the left.
WOODBURN GLADE STATE NATURE PRESERVE
Acquired with the assistance of The Nature Conservancy and dedicated March 15, 1996, this 20acre tract in Warren County consists of several rocky glade openings. Six rare plants occur in these openings: Carolina larkspur (Delphinium carolinianum), upland privet (Forestiera ligustrina), Butler's quillwort (Isoetes butleri), necklace glade cress (Leavenworthia torulosa), Gattinger's lobelia (Lobelia appendiculata var. gattingeri), and eastern eulophus (Perideridia americana). This is the only known population of Gattinger's lobelia in Kentucky. Access is by written permission only. | <urn:uuid:89ed50f3-5294-4a73-bed3-5827a38bb8d3> | CC-MAIN-2019-09 | http://naturepreserves.ky.gov/naturepreserves/Documents/snpsna_directory.pdf | 2019-02-21T06:11:01Z | crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00107.warc.gz | 181,050,192 | 14,645 | eng_Latn | eng_Latn | 0.960637 | eng_Latn | 0.993224 | [
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Bullying Policy and Procedures
Issa Issa
Bright Education Centre
Date of Policy: June 2017
Review of Policy: June 2018
Bullying Policy and Procedures
At Bright Education Centre we are committed to providing a caring friendly and safe environment for all members of the Centre community.
Bullying of any kind is unacceptable at BEC and will be dealt with promptly and effectively.
Definition of Bullying
Bullies have been defined by pupils at the Centre as "people who are cruel deliberately to living things" and those "who pick on or hurt people for fun", "people who are cowardly", "people who feel bad themselves and want to make others feel bad too", "Often bullies themselves".
The Centre definition of bullying is therefore. The deliberate desire to hurt, threaten or frighten someone else.
Bullying is now declared illegal.
Bullying can take many different forms and can include:
* excluding others;
* Black Mail
* graffiti;
* vandalism;
* damage to property;
* Harassment
* borrowing without permission;
* silent pressure
* refusal to sit next to;
* ignoring;
* group pressure;
* name calling;
* invasion of privacy;
* rumours / malicious gossip;
* note passing;
* heckling;
* physical violence;
* intimidation;
*
incitement;
* text messages
* cyber bullying (email)
* dirty looks
* Racial Abuse
* Discrimination
* Sexuality
Threats
* Sexual innuendo/ Pressure
*
Bright Education Centre's formal and informal curriculum is an important vehicle for combating bullying and equips students with the skills, knowledge and understanding to recognise and challenge it.
Procedures
The Centre aim is to provide a secure environment where students can report incidents confidently, knowing that they will be taken seriously.
* All incidents of bullying should be reported to a member of staff.
* Serious incidents of bullying will be referred to a senior member of staff and recorded on a Bullying Incident Sheet.
* Parents should be informed of any recorded incidents of bullying.
* All staff should ensure that reported incidents of bullying record the evidence of both victim and bully.
* Where necessary (in cases of physical assault) the police will be contacted.
* All incidents will be dealt with in accordance with the Centre Behaviour Policy.
*
Victim Support
Victims of bullying must be fully supported and in order for the Centre to create a climate in which the victims of bullying feel able to report incidents, all staff, students and other members of the Centre community should be encouraged to report all incidents of bullying.
Effective action to support victims could include:
* explaining what action, the Centre will take;
* speaking separately to support and reassure the victim and give them the opportunity to discuss the incident;
* investigating the background to the incident;
* informing parents of incidents.
* recording serious incidents using the appropriate form;
Effective action for bullies could include:
* investigating the background of circumstances which led to the incident;
* speaking separately to the bully explaining clearly and calmly why the behaviour was wrong;
* where appropriate referring to a senior member of staff and reporting using appropriate form;
* considering the use of positive strategies to discourage bullying;
* contacting parents in order to make it clear that such behaviour is unacceptable;
In serious incidents the police should be contacted.
Follow up on bullying:
* inform staff where appropriate to keep on eye on the victim for future incidents;
* monitor bullies behaviour;
consider discussing the issue in assembly or group time
Date of Policy: June 2017
Review of Policy: June 2018 | <urn:uuid:277c837b-3038-4d94-a4e4-b32a9bffb2e9> | CC-MAIN-2019-09 | https://www.brightap.co.uk/wp-content/uploads/2018/04/BEC-bullying-policy-1.pdf | 2019-02-21T06:31:55Z | crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00107.warc.gz | 762,233,793 | 729 | eng_Latn | eng_Latn | 0.961604 | eng_Latn | 0.998259 | [
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Contents:
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Welcome
At Future Super Stars ELC (Early Learning Centre) we would like to extend a warm welcoming to you and your family, as you are thinking about joining our family.
The first five years are an integral part of every child's life, with 80% of their brain development occurring during this time, making choosing the right childcare and early learning centre an extremely important decision you as parents will have to make.
We understand that today's busy and high-demanding society puts a lot of stress on parents to give their child the best of everything, that's why we strive in creating an environment that will encourage your child to develop holistically while being supported and guided by our educators.
Our Mission
Our mission is to provide a loving, nurturing environment that will help your child become a confident, independent learner who has a strong sense of self-worth, enabling them to make positive life choices.
Our Vision
Our vision is to:
∗ Create an aesthetically pleasing environment that is free-flowing, calming and positive.
∗ Encourage positivity, imagination, and emotional, intellectual and physical growth.
Future Super Stars Childcare and Early Learning Centre Philosophy
At Future Super Stars ELC we strive to provide a high quality service that meets the individual needs of each child through a Reggio Emilia inspired approach.
The Reggio Emilia Approach puts the natural development of children and the close relationship they share with their environment at the forefront of this philosophy. With a program that is based in the principles of respect, responsibility and community through exploration and discovery in an environment that is supportive, enriching and based on the children's interests.
We view each child as an individual who is strong, powerful, rich in potential, and is driven by a power of wanting to grow. This drive to grow makes children curious, wanting to question and explore all that surrounds them.
For this reason, we believe it is integral to nurture and guide children through their development, while inspiring them to continue to develop their potential holistically.
We believe in supporting each child through their learning by:
∗ Acknowledging and respecting their strong sense of identity.
∗ Helping them feel safe, secure and supported in order to reach their full potential.
∗ Developing confident self-identities and resilience.
∗ Recognising and respecting their strengths, interests and abilities.
∗ Allowing them to have control over the direction of their learning and interactions with their peers.
∗ Offering them endless opportunities to express themselves.
∗ Encouraging positive practices in their play, interactions with people around them, the environment, and towards everyone's efforts in what they do.
∗ Empowering them to become deep thinkers.
∗ Celebrating diversity, cultures and our beautiful country.
We believe that working collaboratively with families towards their child's learning and development plays a pivotal role in helping their child reach their full potential.
For this reason, we believe in:
∗ Building a relationship with families that include respect, trust, communication, consultation, information sharing and understanding.
∗ Creating a homely environment by incorporating families' interests, beliefs and values.
∗ Inviting families to participate in and contribute towards their child's learning and development.
Our aim at Future Super Stars Childcare and Early Learning Centre is to create a centre where families feel welcomed and children are learning continuously in an enjoyable and enriching environment.
'The wider the range of possibilities
we offer children, the more intense
will be their motivations and the
richer their experiences.'
Loris Malaguzzi
'The wider the range of possibilities we offer children, the more intense will be their motivations and the
richer their experiences.'
Loris Malaguzzi
Our Curriculum and Program
Our belief is that children are capable beings, and we need to nurture and guide them in developing their knowledge and skills. Thus our curriculum and program is designed around the interests of the children attending our centre and their developmental needs. By designing our curriculum and program around the children's interests and needs we are able to encourage more learning and interest through play-based learning. Throughout this process our educators are ensuring that the Early Years Learning Framework is still a key component of our program, and that we are achieving the outcomes set out in the Early Years Learning Framework, which are:
1. Children have a strong sense of identity.
2. Children are connected with and contribute to their world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
Our educators are continuously reviewing and reflecting upon their program, as well as what your child requires to further develop them holistically.
What is Play-based Learning?
Children learn best when they are allowed to play freely and learn at their pace, optimizing their ability to learn and retain their new knowledge and skills they have gained.
Play-based learning is where children have opportunities to play various activities and games. These activities are specifically chosen according to the children's interest and their developmental requirements, and will help them gain various knowledge and skills through their play.
Even though children are given the freedom to choose the activity or game they wish to be a part of, they still have rules and routine to follow. Such as the times we eat and may nap during the day, and how to play a game or activity.
During these 'play' experiences the teachers are 'playing' with the children. This 'playing' time gives the teacher the opportunity to extend their knowledge and skills of those children they are interacting with.
The advantages of play-based learning are:
* Providing opportunities to develop and improve fine and gross motor skills (i.e. holding a pencil correctly and writing, or catching a ball)
* Providing an environment in which children can practice their social skills
* Long periods of uninterrupted play helps build children's concentration and inner motivation to take responsibility for their own learning.
Implementation of programs and routines
Our educators plan a diverse range of activities and experiences that focus on the physical, emotional, social, sensory and cognitive developmental areas of each child. These activities and experiences can be both structured and spontaneous, and are run indoors and outdoors, allowing the children to experience them in different environments.
Routines may vary according to the age group. All meal times are set according to the age groups, and are as follows:
Nap times are as follows:
Group (meeting) times are a time where the whole age group will get together and read books, sing songs and discuss projects. These times may vary from each age group, and will need to be checked with each room leader.
Individual Child Portfolio
When your child starts at our centre, a portfolio will be created for them. This portfolio will contain their routine and other important information about your child and family, as well as a developmental checklist.
These portfolios are a way for us to show families your child's journey through play, and how they develop over time they are a part of our centre's family.
They will include observations and records of their experiences as they grow and develop.
Fees
Method of payment
It is a policy of the Centre that all fees are paid via direct debit (An Ezidebit form is included in your pack) on either a weekly or fortnightly basis.
If an unforeseen event happens and you may be having difficulty paying your fees, please contact your Centre Director to discuss the matter as soon as possible.
Late payment of fees
For every day your account is in the arrears you will charged an additional $2 per day. The Centre Director has the authority to terminate an enrolment where fees remain outstanding for one week and no agreement to pay is in place.
Your child's placement may also be terminated where they are absent from the Centre for two weeks without prior written notice given and fees are in arrears.
Continual or habitual lateness in payment of fees may jeopardise your child's placement at the centre.
Child Care Benefit
The Child Care Benefit (CCB) is financial assistance provided by the Commonwealth Government to approved child care centres, family day care schemes, registered carers, outside of school hour's programs and occasional care services. This subsidy is 'means tested' and managed by the Family Assistance Office (FAO). Parents should contact Centrelink to discuss their eligibility.
The CCB is then subtracted from full fees owing to leave a gap fee which is the amount families pay to the centre for childcare.
CCB entitlement will be taken from the date the Centre is notified by Centrelink. Full fees are charged if you do not have a current assessment.
Child Care Benefit and Immunisation
To receive the CCB your child must meet the immunization requirements or have an exemption from these requirements.
To meet the requirements, your child must be fully immunized according to the 'National Immunisation Program Schedule' or be on a catch-up vaccination schedule. We require written proof that the child is immunized appropriately for his/her age prior to commencement.
Child Care Rebate
The CCR is additional assistance if you are using approved child care for work, study or training–related reasons. The CCR covers 50 per cent of your out–of– pocket cost for approved child care, and it does have a limit. To learn more about CCR, please contact the Family Assistance Office or visit the website at www.familyassist.gov.au.
Days of Absence
Allowable Absences
CCB is paid for up to 42 absence days for each child per financial year. Absence days are referred to as 'Initial 42 days of absence' in the family assistance law.
Please note that each child receives a new quota of 42 absence days at the beginning of July
Additional Absence Days
Once initial absence days have been used CCB will also be payable for absences taken for the following reason where supporting documentation is supplied:
* Illness
* Rotating shift work
* Rostered days off
* Temporary closure of a school
* Shared cared arrangements due to a court order, parenting plan or parenting order
* Periods of local emergency
* Exceptional circumstances
Holidays
Each family is entitled to two weeks (booked days) at a discounted fee for holidays per calendar year (non accumulative).
This entitlement is permissible providing that a written notice is received two weeks prior to holidays being taken and that all accounts are paid up to date.
Notification can be arranged by completing a Holiday Request Form available from the Centre Director.
Public Holidays
It is our policy that fees are payable for the days that your child is booked into our Centre. If a public holiday falls on one of the days your child is booked in, fees are still payable even though the centre is not open.
Please refer to the Childcare Handbook at www.deewr.gov.au
Late pick-up fees
We request for all our families' co-operation in dropping off and picking up their child/ren within our operating hours, and that parents arrive at least 10 minutes prior to the Centre closing to ensure you have sufficient time to collect your child's belongings and exchange any daily communication.
If at any time you have an emergency and are going to be delayed, please contact the Centre to inform them. This will allow educators to reassure your child's concerns and make plans for their own commitments.
A late fee of $20 for the first 10 minutes and $1 per minute thereafter will apply if your child is left at the centre after closing time.
The late fee is not subject to Child Care Benefit and is payable on collection or will be added to your next account.
Children who are left at the Centre 30 minutes after closing time will be taken to the nearest local police station if we have not received any communication from the parents.
Enrolling your child at a Future Super Stars ELC Centre
Orientation
It is our policy that all new children complete 2 orientations. The first one being 1 hour and the second being 2 hours, and to be completed before your child officially starts care at our Centre.
This orientation time allows the child to be introduced to the educators and have an opportunity to feel more comfortable. It allows parents to interact with their child, to show that they are coming to a place that is safe, and to interact with your child's educator.
These orientations are free but require for a parent to stay on the premises during this time.
What to bring
Please may you provide the following for your child:
* A family photo
* Drink bottle for water only
* At least one complete set of clothes to change, more if your child is toilet training
* A comfort item if your child has one
If your child is still having a bottle, please also supply the following:
* If they are on formula to either bring:
o A single measured container with a bottle containing the correct amount of cooled, boiled water or,
o Bottles with pre-made formula.
Please ensure all clothes, bottles and comfort items are clearly labelled with your child's name.
What to wear
Please dress your child in accordance with the climate, in non-restrictive clothing that is easily removed for toileting and suitable for running, climbing, painting and playing in areas with sand and water.
We recommend comfortable safe shoes to be worn that can be easily managed by your child to encourage their independence.
Items not to bring
The following items are strictly prohibited to be left in children's bags:
* Plastic bags
* Sharp objects
* Medication
* Mobile phones
* Precious items
* Items made of glass
* Food of any kind
Lost property
A container with lost property is placed in each room. It would be appreciated if parents check this container regularly. The items not collected after one month will be disposed of.
Settling In
Settling in may be a difficult time, both for the child and parents. A few recommendations we have to help your child settle are:
* To ensure your child has their comfort item, if they have one.
* Always say 'good-bye' to your child, this helps develop feelings of trust that you will return to collect them.
* Speaking to your child's educators if you have any concerns or apprehensions, and for suggestions to help you and your child cope with this new transition.
* To feel free to call the Centre to see how your child is settling in.
Comfort Items
Comfort items are things that help your child feel more relaxed and calm such as a blanket, dummy or teddy. These items help children feel little more at ease with this new change in their life.
Please ensure all comfort items are clearly labeled with your child's name.
Treasures from Home
Please refrain from bringing toys and activities from home, except for comfort items, as we do not wish for any items to be broken or lost.
Birthday Celebrations
If your child has a birthday coming up and you wish for them to celebrate it a care, we request that you fill in a Birthday Cake request form and we will arrange for the cake. This is to ensure that it is safe for all the children to eat in your child's room, due to some children having allergies to certain food.
Special Cultural Celebrations
We value and respect all cultural diversity and differences at Future Super Stars ELC, and would love to teach all the children about your celebrations. If there is a Cultural Celebration coming up please could you inform our staff, and maybe tell them a bit about the Celebration too, so that we could make it part of everyone's learning and environment too.
Parent Responsibilities
Arrival and Departure
On arrival and departure please ensure that an Educator is aware that your child has arrived or is leaving. It is also a requirement that your child is signed in and out.
Please also check if there are any notices on the notice board for all the parents.
Persons to Collect a Child
Children may only be collected from the Centre by those people who have been nominated on their 'Enrolment Form' or by prior notice by the parent directly to the
Nominated Supervisor or Director. If it is the first time the person is collecting your child, we will request identification from them to confirm who they are.
Please not it is a legal requirement that educators do not release a child to people who have not been authorized to collect a child.
The person collecting a child from the centre must be over 18 years.
Parents with custody orders must provide a copy to the Director. In the case of a noncustodial parent arriving to collect a child, the Director or Nominated Supervisor will contact the police and provide a copy of the order for the police to enforce. At no time will a child be allowed to leave with a parent/guardian in contravention of a custody/court order held at the Centre. However, in the event of a non-custodial parent gaining access to a child, the Centre cannot be held liable.
Changes to your regular days
When a parent wishes to change, increase or reduce your child's days at the Centre, the parent needs to give two weeks written notice.
If you are wishing to change your days or increase your days, the Director will try their best to try and give you the days you have requested, but if the room is full to capacity then your request will be delayed until such a time that the request can be made. If you wish to decrease your days, and your child does not attend the Centre during this the two-week notice period, your fees are still payable for this period.
Cancellation of Care
If you wish to cancel your child's care at any point, we require two full weeks written notice. Please note if your child does not attend the last day/s of care then you will be charged full fee. If your child is withdrawn without notice, two weeks' full fees must be paid regardless.
If fees have been paid in excess of the 2-week notice period, then the balance will be refunded.
Health and Safety
Emergency Contact
Parents are required to supply the Centre with at least 2 other emergency contacts including their names, contact numbers and addresses. They are only contacted in cases of emergency where the parents are not available and must be able to collect your child.
Child Health
If your child becomes unwell while at the Centre, the Centre Director or their delegate will contact you and request your child be taken home as soon as possible. Parents will be contacted if the child exhibits any of the following:
* A need for medical attention
* The child is not participating in the daily routine and expresses a feeling of being unwell
* Educators suspect the child may be contagious
* The child is running a temperature of 38° or above
Exclusion Due to Illness
It is not possible to prevent the spread of all infections or viruses within a Centre, however some can be prevented.
10
We request that parents to keep their child home if they are showing any signs of illness until they are well enough to participate in the daily routine or at the discretion of the Director. This is for the health and wellbeing of all children, educators and families within our Centre community.
A child will not be able to attend the Centre for any period of time during which:
* The child is suffering from a disease or condition which is contagious through normal social contact
* A medical practitioner has recommended the child not attend childcare
* If a child has been unwell prior to arriving at the Centre, this includes a temperature of 38° or above, vomiting or an upset stomach.
* If a child requires paracetamol four hourly
* During the first 24 hours of receiving an antibiotic
Children who have had a contagious illness or an unspecified rash must produce a doctor's certificate stating the details of the illness and they are no longer contagious and fit to return.
* If a child has been hospitalized in the last 48 hours
'No Jab, No Play' Legislation
If your child is not immunized, you are no longer eligible for family assistance unless you have an approved exemption.
We also hold the right to exclude your child from the Centre if a condition usually prevented by immunization occurs within the Centre.
Medication
If your child requires medication the following procedure is to be followed:
* The parent/s must inform the Director or child's educator
* The parent/s must complete 'An Administration of Medication Form' which includes the name of the medication, expiry date, time it was last administered and when to be administered next, dosage and how to administer this dosage, and to be signed by the parent
* All medication is required to be:
o To be in its original bottle
o Labelled with your child's name and instructions given by your doctor
* This medication is to be given to the Director or your child's educator to be stored either in the Fridge or in a safe place
Please note:
* Medication will not be administered if:
o If a child becomes distressed about receiving the medication, parents will be notified of this
o The form is incomplete or not signed by a parent/guardian
o If it is paracetamol (Panadol) or Nurofen as these may mask more serious issues
o If it is not clearly labeled
Emergency Paracetamol
It is our Centre's policy that if your child is running a temperature above 38°, then with telephonic permission from either a parent or emergency contact we may administer only 1 dose of emergency paracetamol.
Parents will still be required to collect their child as soon as possible thereafter.
11
Medical Action Plans
Children who have been declared to have asthma or any allergies by a medical doctor are required to have an action plan completed by their doctor. This plan will outline actions to be taken if a reaction occurs and what medication to use during these reactions. The director will also create a Medical Communication Plan with the parents, which outlines what may cause reactions and ways to prevent reaction, as well as any communication that may occur between educators and parents about the child and their medication.
These medications are required to be clearly labeled and at the Centre whenever your child is in attendance or it may be left here.
If your child has asthma, the medication may only be administered every 4 hours. If they require it more than this, they should be home as they are not well enough to be at care.
If the child has an attacks (asthma or allergic), parents or emergency contacts will be notified immediately.
Accident/Incident
In the event that an accident or incident occurs, first aid will be administered to the child. If the accident or incident occurs above the shoulders, then parents will be notified as soon as practical about the injury.
All accident/incidents will be recorded on an Accident/Incident report form and will require parents to sign upon the collection of their child.
If at any time you seek medical attention due to an incident incurred at the Centre, please notify the Director as we are obliged to notify the Department.
Sun Protection
Future Super Stars ELC is registered as Sun Smart.
We promote sun safety and request all parents to follow the sun safety protection advice given by Sun Smart. This advice requires your child to follow the following during Sun Smart times:
* Wearing a broad brimmed hat, that shades their face and neck.
* Preferable wear short sleeved tops during this time, this means no tops with straps.
* Have water resistant sunscreen with a SPF30+ applied at home, and throughout the day at care
* May bring sunglasses for outside, but must be clearly labeled with their name
* If UV ray levels are between 4 and 6, then the child will be taught to play in shaded areas.
* Will not be permitted to play outside if the UV ray levels are a 7 or higher.
Evacuation Procedures
Educators practice the Centre's 'Evacuation Procedure' with the children on a regular basis.
The educators and children evacuate the service and assemble in a designated area. The daily roll is marked to ensure all children have been identified as present. The group would wait until the building is deemed safe to enter or in case of a real evacuation, educators would ring families to notify them of the emergency.
12
Governance Issues
Confidentiality and Privacy
Future Super Stars ELC respects every family's right to privacy of their personal information. Our educators are required to follow policies and procedures to ensure that all personal information, is handled sensitively, securely and in accordance with the Privacy Act 1988.
Child Protection
All forms of child abuse are an act that endangers a child's physical and emotional health or development. Should an educator have reason to suspect abuse of a child they will work with the Centre Director to determine the validity of the concern. If the situation identifies that abuse may be taking place, the Director is required by law to refer the situation to the appropriate authorities.
Exclusion Policy
At all times the rights and dignity of each child is respected. Educators will endeavor to offer positive guidance to children with behavioural problems. However, Future Super Stars ELC reserves the right to refuse or withdraw a child from care, temporarily or permanently, for the following reasons:
* Non-payment of account
* Inappropriate behavior on part of a child
* Inappropriate behavior on the part of a parent or representative
* Child with contagious or communicable disease
* Child who is visibly unwell or has a temperature of or exceeding 38°
* Child who has not been immunized
* If it has been less than 24 hours since a child has been vaccinated
Complaints and Grievances
If you have any concerns whatsoever regarding the Centre or the actions of educators, please do not hesitate to contact the Room Leader or Director.
If you feel the matter has not been resolved to your satisfaction please contact our Operations Manager at firstname.lastname@example.org.
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August 2017
Did You Know?
* Talking with Children About Dental Visits
ºº Tips for Head Start Staff to Share with Parents to Prepare Children for Dental Visits
* Cook's Corner: Strawberry Watermelon Popsicles
* Children should have their first dental visit by age 1.
* During a child's dental visit, the dental team will:
ºº Check the child's teeth and look for tooth decay or other problems.
ºº Clean the child's teeth and provide tips for daily care.
ºº Assess the need for fluoride.
Talking with Children About Dental Visits
It's understandable that children sometimes get nervous about their first few dental visits. Going to the dental office or clinic is a new and unfamiliar experience for them. For young children who are not used to oral health care yet, having their teeth and mouths examined can feel intrusive. What young children hear about dental visits affects what they think an upcoming visit will be like. If they are told that bad things may happen during a dental visit, they might feel afraid.
Tips for Head Start Staff to Share with Parents to Prepare Children for Dental Visits
* Be positive. Dental visits are easy and painless for most children. Suggest that parents use positive statements about what will happen during a visit. For example, say:
º º "The dentist will see what a good job you do taking care of your teeth."
º º "When you leave the dental office, your teeth will be nice and clean."
* Keep it short and simple. If children ask what will happen during the dental visit, advise parents to give a short, simple answer. For example, parents can say, "the dental hygienist will count how many teeth you have." Sharing too much information about dental visits may confuse and worry children.
* Don't bring up shots or possible pain. Many children worry about getting shots or having their teeth drilled during a dental visit. Oral health providers use "sleepy juice" to numb the gum before giving a shot, so the child barely feels it. If the child asks whether he or she will get a shot, a good answer for parents to give is "I don't know, but we can ask the dentist or dental hygienist."
* Tell parents to keep their fears to themselves. If parents have fears about dental visits, tell them not to share their feelings with their child. Hearing about adults' fears can make children afraid of dental visits too.
* Role-play visiting the dentist and dental hygienist. Tell parents to have children dress up and pretend that they are dentists or dental hygienists. Children can use white shirts as lab coats, paper napkins as patient bibs, and coffee filters and yarn as masks. Advise parents to let children pretend to examine and count their parents', sisters', or brothers' teeth.
* Read books or watch videos together. Encourage parents to use age-appropriate books and videos about dental visits. Remind parents to preview them before reading or watching them with their child. Books and videos with words like hurt, pain, shot, drill, or any other words that may frighten children should not be used. Tell parents to ask a children's librarian, dentist, dental hygienist, or early childhood education expert to suggest one or two good books and videos about dental visits.
The Sesame Workshops Healthy Teeth, Healthy Me has many materials in English and Spanish that can help prepare children for dental visits in a positive way. The PBS Parents webpage Talking with Kids About Health has useful tips in English and Spanish on what to say to children before and during a dental visit.
* Make dental visits fun. Encourage parents to have children bring a favorite stuffed animal or blanket to the dental visit. Let children wear a special outfit or costume to the visit. Also, suggest that parents plan a fun activity after the visit.
Cook's Corner: Strawberry Watermelon Popsicles
Here's a delicious healthy snack that staff and children can make in a Head Start classroom or at home with their families.
Ingredients
* 3 cups of cubed watermelon
* 1 cup of strawberries with green leafy top removed (fresh or frozen)
* Zest and juice of 1 lime
Directions
1. Put all ingredients in a blender and blend until completely smooth.
2. Pour into popsicle molds or paper cups.
3. If using paper cups, place a popsicle stick in each paper cup.
4. Freeze 3–4 hours, or until very solid.
Makes 10 servings
Safety tip: An adult should slice the ingredients and supervise use of the blender.
Contact Us
The National Center on Early Childhood Health and Wellness welcomes your feedback on this issue, as well as your suggestions for topics for future issues. Please forward your comments to firstname.lastname@example.org or call 866-763-6481.
Subscribe or view all issues of Brush Up on Oral Health on the Early Childhood Learning and Knowledge Center.
This issue was developed with funds from grant #90HC0013 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, Office of Child Care, and Health Resources and Services Administration, Maternal and Child Health Bureau by the National Center on Early Childhood Health and Wellness. This resource may be duplicated for noncommercial uses without permission.
This publication is in the public domain, and no copyright can be claimed by persons or organizations.
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Hugh Sheridan McDONALD 12-4-1890 to 20-10-1980
& Stella McDONALD, nee WOMERSLEY
Biography as published in 1985 & 1995
Hugh Sheridan was the eldest child of Jack and Jessie McDonald and was born at West Wail. Four of his first cousins were also born that year: Norma S. M. McDonald at Noradjuha, Angus Lloyd Raggatt at Carchap, Edwin Harold McDonald at Nurrabiel and Harold A. E. Mott in New South Wales. His grandparents were Rachel and Ewen McDonald and great-grandparents were Christina and Donald McLean.
Current events of the time included the accession of Queen Wilhelmina to the throne of Holland, the start of free elementary education in England, and the birth of the French statesman Charles de Gaulle.
Hugh was nearly 9 years before he began his formal education at the Wail West State School No 3329. Leaving school he worked with his father on the family farms until joining the Victorian Railways in 1914. He became a guard and a shunter. Hugh retained vivid memories of his early life in the house on the river bank: bagging salt from the lake; people pinching sheaves of hay from paddocks to fill bog holes in wet winters; a pair of pet black swans killed by shooters while the family was at lunch; stone axes and other Aboriginal artefacts found on the property; the Aborigines' big kitchen midden on the river bank just north of the house; hearing the whistle as the train passed through Pimpinio six to seven miles away on a clear frosty night; cooking snipe shot on the lake, and the fat turning pink. Children would pick wild flowers in the springtime and exhibit them at the Dimboola Show. Hugh found a previously unknown variety and took a party of interested people to where it grew.
In 1915 Hugh enlisted in the 1st AIF and became Private H. S. McDonald, 29th Battalion. While stationed in Egypt he was camped so close to the Suez Canal that he could almost step from his tent into the water. lt was here that they would drag a spreader drawn by camels, smoothing the surrounds so that sand would reveal enemy tracks. Also in Egypt, he recalls men breaking ranks to embrace the trunks of thriving gum trees — overwhelmed by this reminder of home. From Egypt they were sent via Marseilles to the trench fighting in northern France. During the battle of Fleur Baix, Hugh was injured in the face by a shell blast, subsequently losing the sight of one eye. He was taken to a London hospital - and for the first time in his life he wore pyjamas. During, his hospitalisation the Army changed its system of marking leave in pay books. Hugh was issued with a new book but retained the old and scored two lots of leave. He spent his second leave touring Scotland and was fortunate enough to take a boat trip on Loch Lomond on a rare sunny day. Snow-capped Ben Lomond was perfectly reflected in the loch. They called at a village on the shore for lunch, caught a train from Glasgow to Fort William and hired a bike to visit Ben Nevis, and saw several good herds of wild deer on the moors.
On his return to Australia, to his parents at Nerrin Nerrin, the owner of the property gave him a party and it was here that he met his future wife, Stella. Her father managed the racing stud attached to Nerrin Nerrin. On June 7, 1918 Hugh was married to Stella Womersley at St Paul's Church of England, Ascot Vale, Melbourne, by the Reverend Gason. Stella was born on July 21, 1887, the daughter of Samuel J. and Sarah Jane Womersley, and attended the Dunkeld State School No 183. After the marriage Hugh undertook further study and became a land valuer with the Victorian Taxation Department. Hugh and Stella lived most of their married life in the Melbourne area, first at Surrey Hills until 1923, then 23 MacCiowan Avenue, Glenhuntly until I940, Heatherdale and Blairgowrie. They had three children.
Hugh and Stella and their family were members of the Church of England, and Hugh was a vestryman. About 1953 he and Stella retired to Blairgowrie on the southern shore of Port Phillip Bay. They lived there for fifteen years before seeking a warmer climate in Queensland. They lived at Maroochydore for five years and returned to Melbourne early in 1974. Hugh received a TPI pension due to his war wound but for many years still had enough sight to play bowls and tend his vegetable garden.
Stella died, aged 86 years, at Camberwell Private Hospital, Melbourne, on June 25, 1974, and was buried at Springvale lawn cemetery. Supported by his family, Hugh lived alone in his unit at 105 Wattle Valley Road, Camberwell, until his sight failed completely. For the last eighteen months of his life he was a patient in the nursing home attached to the Villa Maria Society for the Blind Centre at Wanlirna, Melbourne. Hugh died on October 20, 1980, aged 90 years, and was buried at Springvale lawn cemetery.
Children of Hugh and Stella :-
1. Norman Wormersley McDonald
Born 9-8-1919
2. Jessie May McDonald
Born 22-11-1921
3. William Hugh McDonald
Born 27-11-1923
- SOURCE : This biography was from page 199 of "History of Ewen & Rachel McDonald & Descendants" by Jill McDonald which was originally published in 1985. It was republished as part of "The History of Donald & Christina McLean and Their Descendants" in 1995.
- COLONIALISTS : Christina and Donald McLean and their ten children migrated from Argyllshire to South Australia in 1837. This was in the earliest years of the colony. The McLeans initially settled near Adelaide where they grew the first wheat crop in SA. Then in about 1840 they pioneered the Strathalbyn area. There are now well over 20,000 descendants spread across Australia and elsewhere.
- CHANGES : Please contact us with additions, corrections or suggestions about any part of this family tree.
- CONTACT : Visit our website www.christinaanddonaldmclean.com or Strathalbyn Museum phone 08 8536 2656 to discover more about your family – and about privacy and copyright. | <urn:uuid:89d4d4c7-785a-4a1a-b239-4608cf7a8e47> | CC-MAIN-2019-09 | https://christinaanddonaldmclean.com/Stories/1985%20-%205181%20-%20Hugh%20Sheridan%20McDonald%20&%20Stella%20Womersley.pdf | 2019-02-21T06:17:22Z | crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00111.warc.gz | 526,752,464 | 1,441 | eng_Latn | eng_Latn | 0.997021 | eng_Latn | 0.998549 | [
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Bank Street College of Education Educate
Graduate Student Independent Studies
Spring 5-1-2017
Play as a Social Justice Issue in Early Childhood Education
Britt Kroll Bank Street College of Education, email@example.com
Follow this and additional works at: https://educate.bankstreet.edu/independent-studies
Part of the Early Childhood Education Commons, and the Other Education Commons
Recommended Citation
Kroll, B. (2017). Play as a Social Justice Issue in Early Childhood Education. New York : Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/independent-studies/193
This Thesis is brought to you for free and open access by Educate. It has been accepted for inclusion in Graduate Student Independent Studies by an authorized administrator of Educate. For more information, please contact firstname.lastname@example.org.
Play as a Social Justice Issue in Early Childhood Education
By
Britt Kroll
Early Childhood General and Special Education
Mentor:
Nilda Bayron-Resnick
2
Abstract
Play is a vital part of the early childhood experience to develop in cognitive and social-emotional realms. Schools are taking away an important tool for children to process new information and build skills needed for lifelong problem-solving by allowing less time for play in early childhood classrooms. This research combines data gathered to show the unique benefits of play in both cognitive and social-emotional areas, as well as qualitative data collected in a play-based and a non-play-based classroom.
The research defends the importance of play-based learning in early childhood and equips teachers with rationale to use play as a tool for learning. The research provides information for teachers who must follow early childhood curriculum that does not engage or challenge children as whole people who progress through play and relationships. The larger implications of the findings are to challenge families, administrators, and policy-makers to also value and support the experiences and relationships that teachers can build through playful learning.
Play as a Social Justice Issue in Early Childhood Education by Britt Kroll
Table of Contents
"Education is not the filling of a pail, but the lighting of a fire." - W.B. Yeats
Introduction
I am interested in play as a social justice issue in early childhood education because of my teaching experiences. I have taught in three settings as a pre-kindergarten and kindergarten teacher. The classrooms were all in public charter elementary schools in urban neighborhoods with 80-97% of the student population qualifying for free or reduced lunch. The three schools varied in prioritization of developmentally appropriate practice and approaches to academic growth, particularly in curriculum and daily schedules.
I grew up in a rural setting of the United States in a family of academics and enjoyed a relatively experiential public school education. As an adult I moved to more urban settings where I began teaching pre-kindergarten. As I developed relationships with the children who were from a very different place, I recognized pieces of my own childhood in theirs. They delighted in our occasional free afternoon on a large open field - discovering twigs and insects, rolling down a grassy hill, or bringing plucked flowers to their teachers. They were lost in a well-told story, produced an elaborate meal in a minikitchen, could describe each feature of their block towers, and were constantly seeking out a good listener. In each of my students I met the performer, the director, the painter, the architect, the chef and the author that I was as a child.
But there was a foreign piece of their early childhood that I did not recognize - it was hard work. The educators around me frequently spoke the language of Common Core Standards, test prep, and a school's "core values" to make each child fit a favored
set of social skills. This language communicated these educators' focus on hard work from an adult perspective. This contradicted my recollection of early childhood growth, which was acquired through my chosen concentration on an imaginary story I crafted with playmates, or a project with friends. I was told that this focus on work was to give these children justice - to give an equal playing field by "closing the achievement gap." However, I knew there was another way to help children develop while giving them space to be whole, expressive people.
When I discovered Bank Street, I was searching for fellow educators who were passionate about teaching children by interacting with them as people with preferences, original ideas, and unique skills. It was affirming to be surrounded by people who used play to build community and an understanding of the world. I was grateful that my classmates and co-workers were primarily talking about developmentally appropriate practice instead of formal assessment data.
Additionally, in the following years of teaching I continued to observe the ways these children were just like my past self or any other young child, craving more creativity and social interaction in their days. As I continued my teaching career I learned the language of schools who used direct teacher-led instruction, pushing time for play out of school schedules, and I avoided them. In 2015, I chose to teach in a public prekindergarten that allowed children to learn in a play-based setting with short communitycentered meetings that did include developmentally appropriate levels of academic instruction. I knew that I did not want to teach in a setting where I had to explain to educators that children learn best through play-based learning that gave them freedom to explore.
This conviction was confirmed when I decided to teach in another public school as a kindergarten teacher in 2016. I believed inaccurately that the school supported a more experiential curriculum for its students when I accepted the job. As the year progressed I noticed that my five- and six-year-old students were to spend eight-hour school days at desks studying a very precise curriculum, with transitions to a very short and structured recess, lunch, or specials class to break up the day. They had their share of worksheets or homework, with no free play or no choice time at school. While I tried to help my students grow in that setting, I knew my best teaching happened when I did not closely follow school routines or curriculum. I did decide to stay for the entire school year, but learned about more teacher-led traditional education and how unnatural it is for young children as they grow.
The following year I returned to teach in a pre-kindergarten classroom, and the contrast of students' growth was evident. Children experienced play-based learning throughout the day - developing language, storytelling skills, fine- and gross-motor movement, social-emotional awareness, and many other skills. This was based on a developmentally appropriate schedule and flexible curriculum. I was able to compare the benefits of the play-based program to the very structured and teacher-led learning environment.
Reflecting on my experience, I wondered why many early childhood classrooms are using similar curriculum that is not play-based. Schools who want to help students from lower income communities often translate overall cognitive growth to eliminating play. This ignores the facts that children are fully engaged when playing, developing selfregulation through movement and choice, social-emotional skills by negotiating and
building ideas together, and practicing what works in language. Free play should not be seen as a "reward" for young children's hard work - play is the work of a young child. Early childhood educators must use play as a tool for cognitive and social-emotional growth.
As a Bank Street graduate student, I've learned from many progressive classrooms and fellow educators, extending what I know and would like to practice in my classroom. I noticed schools that model these ideas and support play and child-centered practices in the classroom are often different from the schools where I want to work. They are mostly private schools or public schools in affluent neighborhoods.
The children from poor or middle class families who I wanted to teach were stuck behind desks when their feet didn't even touch the floor. They were focusing on discussions or worksheets, and anxious about state exams from an early age. Their peers from more affluent families were moving around their classrooms with the knowledge that their ideas were valuable, sharing in the democratic experiential learning of John Dewey discussions in my classroom. At some point a line was drawn - between an elite form education and a lower class form of education.
I plan to support the idea that the absence of play is a social justice issue in today's early childhood classrooms through research. I will cite research that shows how valuable play is to the cognitive and social-emotional development of young children. I will research where play is used creatively in classrooms and where play is minimal or absent in a school setting. I will then name the benefits of play from observations in my own teaching experience, comparing student growth from the traditional year of teaching versus the more progressive year of teaching.
Biases I bring to the study include my own lens of positive or negative perceptions from each work environment, reflecting personal preferences of teaching or administrative support. I also bring the bias of growing up in a different setting and time, with needs that differ from my students' needs. Additionally, I am focused on public school children receiving high-quality play-based education, but acknowledge that children who can attend private schools deserve an excellent school experience as well. I will do my best to reflect research that supports the necessity of play in early childhood education, cite where all young children do not have equal access to play-based learning, and note data that compares growth from my two teaching experiences.
There are a few terms specific to my research that require definition. "Early Childhood Education" includes children in school from birth through second grade. For the purpose of play-based learning in this research, "play" can be defined as, "unstructured, self-chosen, and self-directed" (Rhea, 2016). "Developmentally appropriate practice" or DAP will be defined as, "an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education" (NAEYC). Because I am comparing two years of my teaching experience, that portion of research will reflect data from urban public schools in the United States. These classrooms were Pre-K, with four- and five-year-olds, and kindergarten, with five- and six-year-olds.
Research Methodology
For my research, I will review a variety of research that reveals the cognitive and social-emotional benefits of play for young children. My research will also show that these benefits are absent in many children's lives because play is no longer a central part
of many early childhood programs, or is altogether missing from their school days. In the final part of my research I will compare how my own students were able to grow through the play-based program where I currently teach versus the program that was focused on academics alone.
In the first part of my research, I will discuss research that shows why children need play to grow in the cognitive and social-emotional realms. The research for this section was found in scholarly articles by education professors, educational psychologists, and researchers of early development. Each piece of literature highlights specific instances of children's cognitive or social-emotional development through play.
Rhea (2016) examines children's whole-person growth through free play, especially in outdoor settings. Berk, Golinkoff, Hirsh-Pasek, and Singer (2009) present research that shows the integrated development of cognition and social-emotional skills because of the meaningful experiences that children internalize as they play. Frost and Steele (2004) show data that illustrates how play can build social-emotional resilience required in response to trauma or challenging situations.
Dennis (2015) collect qualitative research on teachers who use play to effectively support children with language delays. Bergen and Mauer (2000) report the ways that children use symbolic play to understand the symbolism required to develop early reading skills. Hall (2000) researches direct links to literacy through play and authentic experiences. The research of Golinkoff, Hirsh-Pasek, Weisburg, and Zosh (2013) points to early language development that occurs through play.
Next in my research, I will cite evidence that shows that play is not accessible in many public school classrooms, and this is a problem that is increasing. Children in early
childhood classrooms who need free play, outdoor experiences, and gross motor exercise have recess or other play times cut short in order to add "academic" time to their school schedule. The reasoning behind this usually comes from demands for high scores on standardized state tests.
Kamenetz and Nadworny (2016) report research of educators who have increased time in the classroom because of the complexity of academic skills expected at grade levels as low as kindergarten. Rhea and Strauss (2015) cite research that shows the benefits of regular play in places such as Finland, and the necessity of free play for young children who are processing new information. Rhea and Strauss (2015) defend play the idea that "kids are built to move, and having more time for unstructured, outdoor play is essentially like a reset button. It not only helps to break up the day, but it allows kids to blow off steam and apply what is taught in the classroom to a play environment where the mind-body connection can flourish." Kohn (2015) uses research from psychologists and educators to argue that children are missing valuable learning opportunities by taking away play.
In the final part of my research, I will show from my own experience how children benefitted in the cognitive and social-emotional realms from a public play-based program. I will use Common Core Standards to discuss early learning standards and what they look like in prekindergarten and kindergarten. I will then examine the levels of growth that my prekindergarten students experienced through play versus my kindergarten students who were in a more traditional learning program. The prekindergarten children were formally and informally assessed in the school year 2016-
2017 and the kindergarten children and formally and informally assessed in the school year 2015-2016.
Research Findings
Children develop necessary social-emotional skills through play. These skills support growth in every area of their development. As Cambridge psychologist David Whitebread reports, children must have play to "learn to persevere, control attention, and control emotions. Kids learn these things through playing. It's essential to their development" (Kohn, 2015). Play is the natural way that children are invested in their own learning as a whole person. Through play children develop a sense of focus and meaning in their learning, practice choice that empowers them as individuals and selfregulators, understand the importance of social relationships, and increases flexible or symbolic thinking.
Children realize a broad range of social-emotional concepts as they engage naturally with peers and teachers through play. "Research has found that developmentally appropriate play and guided play offer rich contexts for children's learning, possibly because they engage children. Playing children are motivated children" (Berk, et. al, 2009, p. 35). When children are engaged in their environment through play, they are able to naturally invest in a daily routine of learning connections and socializing at their own pace.
As children move from one play activity to the next, they naturally make dozens of choices. "Where should I play? How can I get there? What can I say to this person in the way? What color should I choose? I want that toy. How can I get it?" Each movement and sensory experience involves decision-making that is important to the child, and often
includes interaction with others to reach a goal. Play allows children to "regroup and refocus their energies. It is when children learn to make choices, organize their own activities, negotiate with peers, solve their own problems, and take charge of their lives" (Rhea, 2016, p. 1). Children who are intrinsically motivated to play identify preferences, take steps to pursue goals, and express their choices independently. This build executive functioning, self-regulation, and self-confidence.
As research by Dennis and Stockall (2015) show, "Play is the primary context in which children build their emergent social communicative skills and social competence … Children need opportunities to engage in social interactions as a means to practice and perfect their social strategies. Preschool years are a critical time for the development of many skills that are essential for long-term school success" (p. 2). Children must have an opportunity for play in early years of school because play authentically builds social skills that positively contribute to every area of development.
Rhea (2016) discusses over three years of research in public and private schools that reveals how 15 more minutes of free play and character development, "shows social development (empathy, communication, resiliency), cognitive development (attentional focus, retention, critical thinking, problem solving), physical development (agility, endurance, healthy body fat percentage), and emotional development (learn the value of risk, less anxious/distressed)" (p. 2). Young children apply the lessons of free play to every domain of development as integrated people who cultivate empathy, critical thinking, and risk-taking all in the same engaging activity.
Children also develop conversational and relationship building skills as they play. Children use play to engage their social communication skills to "satisfy their needs and
desires, control the behavior of others, participate in a social exchange, express opinions or feelings, engage in fantasy, obtain information, and provide information to others" (Dennis, 2015, p. 2). As Golinkoff, et al. (2013) found, "language thrives" within playful interactions because it involves the motivation and modeling of peer and adult conversation (p. 39).
Dennis (2015) also notes the ways that play builds social language skills useful for growth in other areas of life, "Play helps young children learn about their intellectual, social, symbol, and language world. When children participate in play, they enrich their social communication as they use different conversation patterns, flexible and expressive tones, and apply the language rules. Social communication nurtures social and symbolic play. Symbolic play promotes social communication, allowing children to make predictions and test out solutions to problems" (p. 2).
Children experience unique cognitive growth through play. Cognitive growth is inseparable from the social and emotional development of play. The Whole Active child Learning Theory suggests that, "The brain is an integrated instrument. To most people the brain means intelligence. But the brain mediates social and emotional development. Emotion and cognition are constantly interwoven in the lives of children" (Berk et al., 2009, p. 19). Playing children are not only motivated, they are challenged to engage in an array of learning opportunities.
The cognitive benefits of play increase as researchers get to know its overall effect the functions of the brain. "Play can advance a child's ability to develop purposeful, goal-directed behavior or executive functioning. Play can foster growth in such skills as attention, memory, and cognitive flexibility … Play can nurture particular
processes such as awareness, exploration, and problem solving … Levels of play move from simple to more complex processes and serve to organize executive functioning." (Dennis & Stockall, 2015, p. 2)
Children instinctively come to understand concepts of science and mathematics through free play and teacher-scaffolded exploration. Rhea's (2016) research shows that, "through unstructured, outdoor play, STEM activities are promoted naturally. In a 15minute unstructured play environment, research has shown children will spend a third of this time engaged in spatial, mathematical, and architectural activities. Focusing on the natural environment with a more unstructured approach allows children to develop key principles in math and geometry without adult input and through the interests of children" (p. 4).
The research of Berk et al. (2009) offer several examples of science and math concept development through play: "Children learn about space, geometry, and even architecture as they play with simple logs, tracks, blocks, and Legos … Children experiment with shape, space, measurement, and magnitude" (p. 33). Seo and Ginsburg observe in their research that "46% of children's natural play [includes] roots of mathematical learning [such as] shape play … magnitude … and enumeration (Berk et al., 2009, p. 33-34).
Berk et al. (2009) continue, pointing out that free play and learning through guided play are important for math concept development. "Play builds cognitive knowledge by offering countless opportunities for sustained attention, problem solving, symbolic representation, memory development, and hypothesis testing. Children use play to disentangle ambiguities they find in the world and to test their incipient hypotheses
about how things work" (p. 36-37). For example, a control group of "children who played a linear board game such as chutes and ladders outperformed their peers on four diverse mathematical tasks: numerical magnitude, number line estimation, counting, and numerical identification" (Berk et al., 2009, p. 35-36).
There is also a strong correlation between frequency of play and cognitive development in language and literature. Again, "Researchers found clear and consistent relationships between child's talk during play and their later literacy outcomes. The conversations children had during the course of the preschool day during free play were related to a broad range of skills in oral language and print at the end of kindergarten" (Berk et al., 2009, p. 30). Bergen and Mauer (2000) explain a Piagetan-based theory of the strong connection between pre-reading skills and play: "As children play with toys in pretend ways they symbolize their ideas and convey signified meaning to others. Why children are learning to read they begin to replace the toy symbols with social designated signs (such as letters and numbers) that then represent internal ideas" (p. 47).
Bergen and Mauer (2000) present further research supporting literacy development through play such as, "Relationships between literacy measures and play were found: positive relationship between percent of pretend play and TALS [language segmenting] … positive relationship for total symbolic play percentage and score on rhyming task" (p. 52). Along with phonological awareness such as word segmentation and rhyming, play also helps to develop early reading and writing skills. In a first grade classroom, "Literacy related play showed a positive relationship to the early test of reading ability (TERA-2). There was a positive difference noted on the test of early
written language (TEWL) for the group who had the higher initial percent of symbolic play" (Bergen & Mauer, 2000, p. 54-55).
Playing children also build language skills through storytelling, character development, and creative expression. Children can "build upon early play routines, expanding and adapting the play by adjusting to different rules systems, and relating new information to prior knowledge" (Dennis & Stockall, 2015, p. 4). As they play, children organically learn new vocabulary through peer or teacher modeling that applies to the materials or scenario. "Words embedded in in playful contexts are learned better and faster. Young children eagerly incorporate literacy props into their dramatic play and engage in increased amounts of narrative, emergent reading and writing" (Berk et al., 2009, p. 31).
Without regular free play, a child's progress is neglected, negatively affecting opportunities for social-emotional and cognitive growth. As Frost (2004) observed in his own research, "Creative free play has therapeutic powers. The child's make-believe play gives children a sense of control over traumatic life experiences" (p.343). Berk et al. (2009) also point out how important play is for all children in every life circumstance when they observe that, "The centrality of play can be seen in its universality. Children play even in the most onerous situations, such as in hospitals or war zones" (p. xi).
Frost (2004) studied children who were deprived of play and were given a wide range of play opportunities in early childhood. Through this research, he discovered the important growth that occurs within play, especially considering brain development. "The range and complexity of play quickly increase as neurons start hard-wiring connections at
a remarkable rate. Play programs neural structure and resulting, increasingly complex neural structures influences ever more complex play (Frost, 2004, p. 395).
Frost (2004) also identified executive functioning and physical development that occurs within play, "The early games of humans equip them for the skills they will need in later life. They learn flexibility, inventiveness, and versatility. They practice motor, language, and negotiation skills. They engage in social and culturally mediated task analysis and problem solving during their play … Children who don't play much or are rarely touched develop brains 20 to 30 percent smaller than normal for their age" (p. 345). Without frequent play times in their early years, children miss opportunities to build skills that equip them for life.
Rhea's (2016) research shows the negative impact a lack of play can have on children. Children do not develop problem-solving skills applicable to future needs if they do not engage in child-led free play, which presents conflict in a safe place. When "the adult steps in to make things better for the child children don't know how to react or interact in schools or in jobs" (Rhea, 2016, p. 1). Rhea's research also reveals that play allows children to grow in the area of mental health. "When play is missing, the maladaptive issues present are … a rise in narcissism, extrinsic control, lack of direction, anxiety, stress, void of self. When play is available, the positive aspects are self-control, self-direction, intrinsic control, rise in empathy, calm, relaxation, failure is seen as part of growth, a peace with self and identity" (Rhea, 2016, p. 2).
Beginning to improve these skills through play supports children's school success. Berk et al. (2009) show evidence that educators believe children are most ready for school when they "can self-regulate and communicate" (p. 21). Kindergarteners
predicted high levels of achievement when they showed "prosocial styles, made new friends, gained peer acceptance, formed warm bond with teachers" (Berk et al., 2009, p. 21). These skills of self-regulation, social communication, and forming relationships are developed through play. "Positive relationships with others are built upon solid language skill development that fosters children's abilities to understand and comply with the behavioral expectations of the school environment." (Dennis & Stockall, 2015, p. 2).
Young children are increasingly receiving a public school education with little to no play in their day. This is a social justice issue because it is not providing children with the support needed to process opportunities for growth in social-emotional and cognitive realms. "Programs like No Child Left Behind and Race to the Top have contributed to more testing and more teacher-directed instruction" (Kohn, 2015). However, other countries such as Finland outperform our students (DeSilver, 2017) and have ample amounts of play. "In Finland, students take a 15-minute break for outdoor play after every 45 minutes of classroom time … Here in the United States, however, the average first grader spends seven hours a day at school, sometimes without any recess, much less one outdoors and unstructured" (Rhea & Strauss, 2015).
As Berk et al. (2009) found, "Play has been dramatically reduced, [according to] three studies that examine the prevalence of social pretend play in low-income, community based child-care centers from 1982-2002. Social pretend play for 4.5 yearolds dropped from 41% to only 9% of the observed time" (p. 20). Additionally, early childhood researchers Bedrova and Leong, found they were "witnessing the disappearance of play from early childhood classrooms" (Berk et al., 2009, p. 20). Early
Childhood researcher Edward Zigler also discovered in Head Starts that "play is under siege" (Berk et al., 2009, p. 20).
Kamenetz (2016) reports educators' observations of less play and more work in early childhood classrooms, feeling the stress of testing affect each grade level. Researchers at UVA surveyed public kindergarten teachers from 1998 & 2010 finding a concentration on more advanced skills in 2010. "With focus on reading and math … 'we saw drops in time they were spending on art activities, music activities, applied experiences, and also science activities like dinosaurs or outer-space [themes]" (Kamenetz, 2016).
In comparison, the 2010 kindergarten teachers from the Kamenetz (2016) study also increased expectations regarding letter identification and counting before the school year, and being able to read by the end of the year. However, "Twenty years ago, only 30% of kindergarten teachers said reading was important in their classroom" (Kamenetz, 2016). While counting and knowing the alphabet are not negative expectations, an academic focus does appear to devalue play because teachers have little time to include it. Early childhood educators told Kamenetz (2016) about guided reading groups that required textual evidence and complete sentences, in classrooms that do not include dramatic play.
As Jay Giedd, a neuroscientist at the University of California, San Diego who has researched brain development in every stage of life through adolescence declares, "Kids younger than seven or eight are better suited for active exploration than didactic explanation. 'The trouble with over-structuring is that it discourages exploration" (Kohn, 2015). Children develop necessary skills in cognitive and social-emotional realms
Children experience growth through developmentally appropriate school experiences involving play, as I observed in my own teaching career. I will compare the development of the two student groups in the play-based Pre-K program and the teacher-led, highly structured Kindergarten program. I will compare specific areas of cognitive and socialemotional development within each classroom. I will use Common Core State Standards (National Governors Association for Best Practices, Council of Chief State School Officers, 2011) objectives for pre-kindergarten and kindergarten to examine individual social-emotional, mathematics, and literacy skills from each classroom.
Prekindergarten and kindergarten children must develop skills of counting and cardinality, which requires counting each object one at a time in the correct number sequence and knowing that the total is the last number counted. This is a building block to problem solving with addition and subtraction, which children will be expected to conceptualize in prekindergarten and practice in kindergarten. Children begin counting objects in a line, develop strategies to organize previously counted objects, and then learn to transfer similar strategies to counting non-linear or scattered objects.
The prekindergarten Common Core objective relating to counting and cardinality is, "CCSS Math PK.CC.4: Count to answer 'how many?' questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or as any as 5 things in a scattered configuration; given a number from 1 – 10, count out that many objects" (National Governors Association for Best Practices, Council of Chief State School Officers, Mathematics, 2011, p. 9) The kindergarten Common Core objective relating to counting and cardinality is, "CCSS Math K.CC.5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or
as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects" (National Governors Association for Best Practices, Council of Chief State School Officers, Mathematics, 2011, p. 11).
In my prekindergarten class I am able to track students' progress on this through one-on-one games or activities during centers with child-selected materials; small groups with games, a "counting jar," or story problems; and informally with whole group routines throughout the day such as calendar. The mid-year assessment is a standardized test created by the school's curriculum team and administered individually by teachers three times a year. According to our mid-year assessment, 100% of our students are meeting the end-of-year counting and cardinality standard.
In my kindergarten class we tracked students' math progress through a formal assessment at the end of each unit and performance during a story problem each day. Students did not have math small groups scheduled into their day. The unit assessments were a paper-and-pencil format while the story problem involved strategies such as drawing, finger-counting, or unifix cubes. According to our final assessments 60% of our students were meeting the end-of-year counting and cardinality standard.
Examining cognitive growth in areas of language and literacy, the two classes have differed in the development of writing skills as well. One important prekindergarten Common Core State Standards objective addressing writing is, "CCSS ELA Literacy PK.W.6: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened" (National Governors Association for Best Practices, Council of Chief State School Officers, English Language Arts, 2011, p. 12).
The correlating kindergarten Common Core State Standards objective is, "CCSS ELA Literacy K.W.3: With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened" (National Governors Association for Best Practices, Council of Chief State School Officers, English Language Arts, 2011, p. 26).
While letter formation and connection to sound varies from prekindergarten to kindergarten, I was able to assess these skills at both grade levels. In my prekindergarten classroom I assess this objective in a weekly journal writing during small group instruction and during centers with writing materials in a dramatic play or art setting. 100% of children in the prekindergarten classroom can draw and dictate a single event or loosely linked events, while 68.75% can write letter sounds or sight words relating to words in the story.
In the kindergarten classroom, writing was assessed formally through projects produced at the end of each unit. Writing was assessed informally through whole group routines like the morning message or in guided reading groups with quick sight word formation. Children in the kindergarten classroom met this objective mainly through the unit writing projects. These had a structured format within the curriculum, were often written independently at a table, and had specific guidelines for what to produce. In the kindergarten classroom, 60% of the children could draw, dictate, or write events of a story by the end of the year.
In relation to social-emotional growth, I will compare the progress of skills like related to listening to one another and respecting classmates' ideas. Prekindergarten Common Core State Standards use objectives noting motivation to communicate such as,
"CCSS ELA Literacy SL.PK.1: With guidance and support, participate in collaborative conversations with diverse partners about prekindergarten topics and texts with peers and adults in small and large groups. 1a. Engage in agreed-upon rules for discussions. (National Governors Association for Best Practices, Council of Chief State School Officers, English Language Arts, 2011, p. 13). Kindergarten Speaking and Listening Common Core State Standards objectives similarly state, "CCSS ELA Literacy SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion)" (National Governors Association for Best Practices, Council of Chief State School Officers, English Language Arts, 2011, p. 32).
Opportunities to assess social-emotional growth within these objectives are available in my prekindergarten classroom within morning meeting, mealtimes, free play activities like recess, solving conflicts that naturally arise during free play, sharing ideas within a small or whole group lesson, or planning play in centers like the kitchen or blocks area. It is developmentally appropriate to expect children at this age to learn to wait their turn to talk. With this consideration, students are given support, routines, and reminders to take turns sharing ideas. In our Morning Meeting share circle, 75% of students wait their turn to participate and attend to the speaker in 80% of share circles.
In my kindergarten class I was able to assess students' growth in the Speaking and Listening objectives during morning meeting, group projects, sharing findings from independent work time. From similar observations during morning meeting, I was able to note how students listened to one another share and waited to respond appropriately. 40%
of students were able to listen and respond with classroom protocol 80% of the time. Another 25% of students were able to listen and respond with classroom protocol 50% of the time.
Conclusions and Recommendations
As the research shows, young children need play in order to develop full, healthy cognitive and social-emotional lives. Play helps young children develop literacy skills in a unique way by engaging with language, creating stories, and building an understanding of symbolism. Play also helps children expand STEM-related knowledge as they problem solve, interact with spatial and numeric concepts, and test new hypotheses. Children build resilience, confidence, physical abilities, and relational skills as they engage in play with meaning.
Play is defended as a necessity in school by researchers, psychologists, and educators who work with young children. Play is increasingly pushed out of children's daily lives in school due to pressure on teachers to perform and prepare for tests at earlier ages. As scientists and educators grow in their understanding of play's importance in early childhood education, they must continue to inform teachers who can prioritize play in school. Teachers must communicate to governments that regulate testing, to school administration, and to families how important play is and the ways they will use it in their classroom to help children develop important skills.
The issue of missing play in schools is essential for educators to address as children continue to grow in stressful situations, requiring the unique supports that development through play offers. Children who experience a play-based early education
are empowered as confident people with tools for healthy development in every area of their lives. Play is a tool that educators must use to honor children's needs as they learn and grow.
References
Bergen, D., Mauer, D. (2000). Symbolic play, phonological awareness, and literacy skills at three age levels. In J.F. Christie & K.A. Roskos (Eds.), Play and literacy in early childhood (45-62). Mahwah, NJ: Laurence Erlbaum Associates, Inc.
Berk, L.E., Golinkoff, R.M., Hirsh-Pasek, K., Singer, D.S. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York, NY: Oxford University Press.
Dennis, L.R., Stockall, N. (2015). Using play to build the social competence of young children with language delays: Practical guidelines for teachers. Early Childhood Education Journal, 43, 1-7.
DeSilver, D. (2017, February 15). U.S. Students' academic achievement still lags that of their peers in many other countries. Pew Research Center Retrieved from http:// www.pewresearch.org/fact -tank/2017/02/15/u-s-students-internationally-mathscience/
Frost, J., Steele, C. (2004). Play deprivation and juvenile violence: Neuroscience, play, and child development. In R.L. Clements & L. Fiorentino (Eds.) The child's right to play: A global approach (343-346). Westport, CT: Praeger Publishers.
Golinkoff, R.M., Hirsh-Pasek, K., Weisberg, D.S., Zosh, J.M. (2013). Talking it up: Play, language development, and the role of adult support. American Journal of Play, 6(1), 39-54.
Hall, N. (2000). Literacy, play, and authentic experience. In J.F. Christie & K.A. Roskos (Eds.), Play and literacy in early childhood (189-205). Mahwah, NJ: Laurence Erlbaum Associates, Inc.
Kamenetz, A., Nadworny, E. (2016). Why kindergarten is the new first grade. [Radio broadcast episode]. Retrieved from http://www.npr.org/sections/ed/2016/01/08 /462279629/why-kindergarten-is-the-new-first-grade
Kohn, D. (2015, May 16). Let the kids learn through play. The New York Times. Retrieved from https://mobile.nytimes.com/2015/05/17/opinion/sunday/let-thekids-learn-through-play.html?smid=fb-share&_r=1&referrer=
National Governors Association for Best Practices, Council of Chief State School Officers (2011). New York State P-12 common core learning standards for English language arts & literacy. Washington, DC.
National Governors Association for Best Practices, Council of Chief State School Officers (2011). New York State P-12 common core learning standards for Mathematics. Washington, DC.
Rhea, D. (2016). Imagine a child as a tree: Fertilize with unstructured, outdoor play, and character development. Camping Magazine. Retrieved from http://www.acacamps.org/resource-library/imagine-child-tree-fertilize unstructured-outdoor-play-character- development
Rhea, D., Strauss, V. (2015, August 21). Why young kids need less class time - and more playtime - at school. The Washington Post. Retrieved from https://www. washingtonpost.com /news/ answer-sheet/wp/2015/ 08/21/why-young-kids-needless-class-time-and-more- play-time-at-school/?utm_term=.83c990868fec | <urn:uuid:1b776379-a379-4ec9-af90-8671137529b6> | CC-MAIN-2019-09 | https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1194&context=independent-studies | 2019-02-21T06:35:53Z | crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00111.warc.gz | 560,935,798 | 8,728 | eng_Latn | eng_Latn | 0.983129 | eng_Latn | 0.998494 | [
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PNW 662 • September 2014
Western corn rootworm in eastern Oregon, Idaho, and eastern Washington
Alexzandra F. Murphy, Silvia I. Rondon, Carrie H. Wohleb, and Steve Hines
Western corn rootworm (WCR), Diabrotica virgifera virgifera LeConte (Chrysomelidae), is a notorious pest of corn throughout much of the continental United States (U.S.), particularly in the Corn Belt (Figure 1). This insect has consistently damaged corn in the U.S. for over a century. Western corn rootworm was first found in sweet corn in 1909 in Colorado and spread from there across the Midwest, becoming known as the "billion-dollar pest." In the Pacific Northwest (PNW), WCR has been found in corn crops in eastern Oregon, Idaho, and eastern Washington. Though it is not as abundant in the PNW as it is in the Midwest, WCR still has the potential to damage corn in the region.
Currently, WCR is a sporadic pest in the PNW, though isolated infestations can be relatively severe. As corn acreage increases in the region, the potential for WCR to become a serious pest also increases. It is important to identify and manage small outbreaks of WCR now to prevent larger, more significant pest problems in the future.
Identifying WCR
WCR gets its name from the damage the larvae ("worms") cause to corn roots. These larvae can be difficult to locate and identify, but they may be observed feeding on or around corn roots. The mature larvae are white or cream-colored "worms," approximately 0.5 in (12 mm) long. They are extremely soft-bodied with a red-brown head and a distinctive dark patch on the tail end, called an anal plate. There are several similar beetle larvae that live in the soil, including some other agricultural pests known as wireworms. Wireworms are cream-colored or yellow larvae that develop into click beetles. In contrast to WCR, they are not soft-bodied, and they do not have a dark anal plate (Figure 2, page 2).
The adult beetle is the easiest life stage to identify. WCR is a small beetle (about 0.25 in, or 6 mm) in the family Chrysomelidae (leaf beetles). Males are black with a small yellow patch on the end of the abdomen and have extremely long antennae. Females are slightly larger and yellow with three longitudinal black stripes (Figure 3, page 2). Both sexes have solid black or brown legs. Males usually emerge before females, though they are smaller and more elusive.
There are only a few other beetles in the PNW that resemble WCR, and they are rarely associated with corn (Figure 4, page 2).
Alexzandra F. Murphy, postdoctoral scholar in entomology; and Silvia I. Rondon, Extension entomology specialist; both of Oregon State University; Carrie Wohleb, area Extension educator, Grant and Adams counties, Washington State University; and Steve Hines, Extension educator in crops, Jerome County, University of Idaho
Photo: Frank Peairs, Colorado State
* The spotted cucumber beetle (Diabrotica undecimpunctata Mannerheim), also called the southern corn rootworm, is a bright yellow-green beetle (about 0.25 in or 6 mm) with eleven black spots (Figure 4). Spotted cucumber beetle is more common in western Oregon and Washington than it is in eastern Oregon, Idaho, and eastern Washington.
* The western striped cucumber beetle (Acalymma trivittatum Mannerheim) does not feed on corn, but it closely resembles WCR. Western striped cucumber beetles are larger (0.33 in or 8 mm) than WCR, and the three yellow stripes extend all the way to the tip of the abdomen. Also, western striped cucumber beetle has a solid black head and red thorax that may be used to distinguish it from the female WCR.
* The elm leaf beetle (Xanthogaleruca luteola Müller) does not feed on corn either, but it could be mistaken for WCR in the PNW if collected near corn. Elm leaf beetle has a lighter, yellow-brown head and thorax with black spots. There are two short, extra stripes on the back of the elm leaf beetle, making five stripes
Photos © Alexzandra F. Murphy
Photos: (A) © Charles Lewallen. (B) © Ron Hemberger. (C) Whitney Cranshaw, Colorado State University, Bugwood.org
Figure 4. Beetles that resemble western corn rootworm. (A) spotted cucumber beetle (also called southern corn rootworm); (B) western striped cucumber beetle; (C) elm leaf beetle
total. Elm leaf beetles have solid yellow legs, in contrast to the solid dark legs of WCR.
Hosts
All types of corn (Zea mays L.—sweet, field, silage, and seed corn) are suitable and preferred hosts for WCR. Several potential weed hosts include green foxtail (Setaria viridis L.), yellow foxtail (S. pumila Poiret), and wheatgrass (Agropyron spp., Thinopyrum spp., and Elymus spp.) (Figure 5, page 3). These weed hosts should be managed in fields intended for corn production.
While other crops, including wheat and barley, may serve as low-quality hosts for WCR, they are not considered true hosts. Grass species may serve as holdover or temporary hosts, but larvae feeding on these plants usually do not reach adulthood. WCR adults frequently feed on the foliage and flowers of cucurbits (i.e., pumpkins, squash, and cucumbers) during the summer, but the larvae cannot feed and develop on the roots of these plants.
Figure 6. Western corn rootworm eggs, magnified. The "honeycomb" pattern helps identify them as WCR.
Figure 5. Alternative weed hosts for western corn rootworm. (A) green foxtail; (B) yellow foxtail; (C) wheatgrass
Life Cycle
Rootworms overwinter as eggs buried in the soil. WCR eggs may be identified by a specific "honeycomb" pattern on their surface (Figure 6). In the spring, the eggs hatch and the tiny larvae go in search of corn roots. The larvae must find a suitable host plant relatively soon after hatching, or they will die. Larvae that find suitable roots feed and develop until late spring or early summer, when they pupate in the soil and then emerge as adult beetles.
Male beetles emerge from the soil first, and begin feeding on corn silks or tassels. The females begin emerging a week or two later and often mate within hours after emergence. Although females mate only once, they will continue to feed and lay eggs until they die, which is usually at the first frost in the fall. Eggs are laid almost exclusively in the soil around currentseason corn plants. Female beetles produce an average of 500 eggs during their lifetime.
Damage
Most damage is caused by the larvae ("worms"), not the adult beetles. Western corn rootworm larvae feed on corn roots, which decreases root mass, interferes with water and nutrient uptake, and weakens the plant so it is more susceptible to infection by other organisms (Figure 7, page 4). Severely damaged roots may not be able to anchor the plant in the soil, resulting in the corn lodging (falling over) in strong winds. Lodged corn is equivalent to lost yield.
When WCR populations are extremely high, beetles feeding on the silks (called "silk clipping") can interfere with pollination of the ears. Adult beetles may also feed on exposed ears or foliage if tassels and silks are unavailable (Figure 8, page 4). These two forms of damage have been observed in the PNW, but they cause minimal yield loss and do not warrant any chemical control.
Photo © Alexzandra F. Murphy
Figure 8. Western corn rootworm feeding on corn kernels. This kind of damage usually does not warrant insecticide application and is uncommon in the Pacific Northwest.
Photo © Alexzandra F. Murphy
Rootworm Management
Crop rotation
In the PNW, the most effective and highly recommended method of WCR control is crop rotation. Rootworms are almost entirely dependent on corn roots as a food source in the larval stage. If corn roots are not available, they will most likely starve and die. The eggs are always laid in current-season cornfields; thus, as long as corn is grown in rotation with other crops, no significant damage will occur. (However, adult WCR beetles are extremely mobile, so it is not uncommon to see them migrating through and feeding in first-year, rotated corn fields.) While WCR usually thrive in a continuous corn cropping system, they generally do not require any additional control measures in a rotational system in the PNW.
There are documented cases of a rotation-resistant WCR in the Midwest. This rotation-resistant form is known as the "WCR variant." Rather than laying its eggs only in corn, it also lays eggs in soybeans, oats, and alfalfa. The WCR variant is not present in the PNW, and it is not anticipated to become a problem in this region. The PNW has a diverse agricultural landscape that prevents development of the WCR variant and rotation resistance.
Monitoring
Scout for adults during the current growing season to determine the management needs for current and future crops. While the beetles can sometimes be seen feeding along field edges, they are often elusive, so
the use of regular, quantifiable monitoring techniques is recommended. Monitor WCR adults by placing unbaited, yellow sticky cards along the edges of the field (Figure 9). Check traps weekly throughout the season, as WCR populations can build quickly and are relatively mobile.
Insecticides
There are many insecticides available for controlling rootworm larvae. Some are applied as a seed treatment, but most should be applied at planting, either in-furrow or over the row in a band. Applications for adult beetle control are not recommended. They are less effective, and adults usually do not cause significant yield loss. In the Midwest in the 1990s, insecticidal baits were developed for adult WCR, but these proved to be ineffective and impractical.
As with any insecticide, it is important to read the label and follow the recommendations precisely. Consult the Pacific Northwest Insect Management Handbook (http://insect.pnwhandbooks.org/) or your local Extension agent for current insecticide rates and recommendations.
Use pesticides safely!
* Wear protective clothing and safety devices as recommended on the label. Bathe or shower after each use.
* Read the pesticide label—even if you've used the pesticide before. Follow closely the instructions on the label (and any other directions you have).
* Be cautious when you apply pesticides. Know your legal responsibility as a pesticide applicator. You may be liable for injury or damage resulting from pesticide use.
Genetically-modified, rootworm-resistant hybrids
Some of the more recent and most effective control options are genetically-modified (GM), rootwormresistant corn hybrids, which first became available in 2003. These GM plants produce one or more specific proteins (called Bt, Cry3Bb1, or Cry34/35Ab1) that are toxic only to the tiny rootworm larvae and kill them when they feed. A few rootworms feeding on these GM plants may survive because they are naturally resistant to the toxin, but most will die.
However, continuous use of rootworm-resistant corn can result in further selection pressure for resistant beetles, so that the proportion of susceptible rootworms in the population decreases, and eventually the resistant insects become the dominant form in the population. To slow the development of resistance to GM corn in WCR populations, it is important to plant a refuge of non-GM plants that sustains and promotes susceptible rootworm populations. Refuges are required by law and defined by the EPA for each hybrid as a way of diluting and delaying resistance. See "What is a refuge?", below, for more information about refuges and how they work.
New rootworm-resistant hybrids are being developed that use novel technologies, including RNA interference (RNAi). This new RNAi technology produces a kind of "fake virus" that kills only rootworms when they feed on the plants. These new hybrids are expected to be available from several companies by or before 2020.
Resistance Management
In the Midwest, western corn rootworm has developed resistance to several insecticides and other control tactics. For example, in 1961 WCR was reported to be resistant to aldrin (which was banned in the 1970s). In Illinois and Indiana, most WCR populations have been resistant to crop rotation since 1995. More recently, in 2009, a population of WCR was documented to be resistant to GM rootworm-resistant corn in Iowa.
To avoid creating WCR resistance in the PNW, it is important to follow responsible pest management practices, including:
* Crop rotation
* Rotating between chemical classes that have different modes of action
* Rotating between different control methods (e.g., chemical control, GM corn)
* Planting refuges along with rootworm-resistant corn when using GM hybrids
What is a refuge?
As with all insect control methods, GM rootwormresistant corn does not kill 100 percent of the rootworms. A few rootworms always survive to become resistant beetles: the "super bugs." A refuge is a portion of the field that is planted with crops that do not have the Bt rootworm-resistant protein. The idea is to sustain just enough beetles in the refuge (that are susceptible to rootworm-resistant corn) to mate with any resistant beetles that may emerge from the GM crop. The resulting offspring will be a mixture of susceptible and resistant larvae; therefore, the resistant genes are "diluted." All rootworm-resistant varieties on the market today require the use of a refuge.
Refuges may be planted in many configurations, including blocks, strips, and seed mixes (refuge plants
will be randomly distributed) (Figure 10). In most regions of the U.S. and Canada, the refuge in GM corn is required to be approximately 20 percent of the total acreage. Refuge size requirements differ by region and hybrid, so it is important to consult the seed label and your seed dealer if you have any questions.
Many hybrids come with a refuge already incorporated into the seed (known as refuge-in-the bag, seed mix, or seed blend). A seed-mix refuge is one of the better options for two reasons:
1. It is easy to plant, since the required amount of refuge (non-GM) corn seed is pre-incorporated.
2. It makes it easier for the susceptible beetles to "dilute" the resistant beetles (because susceptible and resistant beetles will already be mixed together).
Natural enemies
There are several natural enemies of WCR. Most general predators such as spiders, ground beetles, predatory mites, and ants have been reported to attack WCR. Ants are exceptionally good at feeding on rootworm larvae. Pathogenic nematodes also infect and kill WCR larvae.
A fungal pathogen, Beauveria bassiana (Balsamo), was demonstrated to reduce WCR adult beetle populations by as much as 50 percent. There are also some less common predators of rootworm beetles, such as birds.
Many of these natural enemies are present in the PNW and may contribute to natural WCR control. However, the ability of natural enemies to control WCR has not been effectively evaluated in this region.
Challenges with continuous corn
Continuous corn is sometimes practiced in the PNW, particularly where corn supports a local industry (such as dairy). While planting corn in the same field each season has some immediate economic advantages and appeal, those incentives are counteracted by longterm risks and challenges. Where WCR is concerned, continuous corn systems are at a substantially higher risk for large outbreaks and development of resistance to a variety of tactics. In fact, continuous corn is one of the factors that contributed to WCR resistance to GM hybrids in the Midwest.
For this reason, it is extremely important to monitor WCR populations using yellow sticky cards (see "Monitoring," page 4) in a continuous corn system, particularly if GM rootworm-resistant hybrids are a major method of WCR control and/or fields are clustered in one region. In a continuous corn system, it is even more crucial to practice good resistance management:
* Plant a refuge with rootworm-resistant GM corn.
* Rotate between chemical classes when applying insecticides.
* Rotate between insecticides and GM crops for WCR control.
* Avoid planting corn in the same field for more than 2 or 3 consecutive years.
Report severe or unexpected WCR outbreaks to your local Extension agent.
Is the PNW at risk of WCR resistance to crop rotation?
Populations of WCR in the Midwest are extremely large compared to those in the PNW. Corn is grown there on a large percentage of the landscape (frequently over 75 percent). In contrast, only a small percentage of the PNW is planted to corn every season (approximately 1 percent of all farmland in Oregon, Idaho, and Washington). Farming practices in the PNW (that is, minimal corn acreage in a diverse landscape) prevent the WCR from developing resistance to crop rotation, and make controlling WCR in the PNW relatively easy compared to the Midwest.
In spite of the advantages for managing WCR in the PNW, it is still extremely important to rotate between chemical classes and use the prescribed refuges for rootworm-resistant corn hybrids. Practicing responsible integrated pest management will ensure that rootworms remain easy to control in the PNW for years to come.
For More Information
OSU Extension publications
Find the OSU Extension publication listed below, and other pest management publications, in the OSU Extension Catalog.
http://extension.oregonstate.edu/catalog/
Pacific Northwest Insect Management Handbook http://insect.pnwhandbooks.org/
References
Edwards, C.R. 2011. Western corn rootworm distribution. West Lafayette, IN. http://extension. entm.purdue.edu/wcr/ Accessed 19 November, 2013.
O'Neal, M.E., C.D. DiFonzo, and D.A. Landis. 2002. Western corn rootworm (Coleoptera: Chrysomelidae) feeding on corn and soybean leaves affected by corn phenology. Environmental Entomology 31: 285–292.
Rice, M.E. and J.J. Tollefson. 2006. The variant western corn rootworm in Iowa. Integrated Crop Management News: 53–54. http://www.ipm.iastate. edu/ipm/icm/2006/3-13/variant.html
NASS. 2013a. Corn Acreage by State. Washington, DC. http://quickstats.nass.usda.gov/ Accessed 20 December, 2013.
Trade-name products and services are mentioned as illustrations only. This does not mean that the participating Extension Services endorse these products and services or that they intend to discriminate against products and services not mentioned.
© 2014 Oregon State University
Published and distributed in furtherance of the Acts of Congress of May 8 and June 30, 1914, by the Oregon State University Extension Service, Washington State University Extension, University of Idaho Extension, and the U.S. Department of Agriculture cooperating. The three participating Extension services offer educational programs, activities, and materials without discrimination based on age, color, disability, gender identity or expression, genetic information, marital status, national origin, race, religion, sex, sexual orientation, or veteran's status. The Oregon State University Extension Service, Washington State University Extension, and University of Idaho Extension are Equal Opportunity Employers.
Pacific Northwest Extension publications are produced cooperatively by the three Pacific Northwest land-grant universities: Washington State University, Oregon State University, and the University of Idaho. Similar crops, climate, and topography create a natural geographic unit that crosses state lines. Since 1949, the PNW program has published more than 650 titles, preventing duplication of effort, broadening the availability of faculty specialists, and substantially reducing costs for the participating states. | <urn:uuid:79e87fd5-f2d3-4411-91a5-57f80be7bef5> | CC-MAIN-2019-09 | https://catalog.extension.oregonstate.edu/sites/catalog/files/project/pdf/pnw662.pdf | 2019-02-21T07:01:25Z | crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00111.warc.gz | 518,048,972 | 4,273 | eng_Latn | eng_Latn | 0.981985 | eng_Latn | 0.995363 | [
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Scenario: Business and Employment
Investigate the impacts of robots on business. Research then briefly explain:
* Some of the areas where robots can be used in business or industry
* The reasons for using robots (the positive impacts)
* The potential problems of using robots
Think (don't research) about the following, then present your answers:
* The possible consequences of increased robot use in our daily lives (cover at least two)
Scenario: Business and Employment
Investigate the boom in e-commerce (electronic commerce) and online shopping. Research then briefly explain:
* The benefits of online shopping (cover at least two stakeholders)
* The potential problems of online shopping (cover at least two stakeholders)
Think (don't research) about the following, then present your answers:
* Why some people might still be reluctant to shop online
* Whether online shopping could ever fully replace traditional ("bricks and mortar") shops
Scenario: Environment
Investigate the extent of the problem of electronic waste (e-waste), and the impacts it has on the stakeholders. Research then explain:
* Where e-waste originates, and where it goes
* Some recent statistics about the amount of e-waste produced
* Harmful effects (impacts) of e-waste and the stakeholders affected
Think (don't research) about the following, then present your answers:
* Why do LEDCs accept e-waste imports?
* What might be some viable solutions to the problem? (cover at least three stakeholders who could implement solutions)
Scenario: Health
Investigate the impacts of the latest developments in "cybernetic" prosthetic devices, such as the DEKA Arm. Research then briefly explain:
* The types of devices available
* The systems they use to interact with the wearer and perform their job
Think (don't research) about the following, then present your answers:
* The significance of the benefits of these devices
* The possible future areas of development for these devices
Scenario: Politics and Government
Investigate the use of information technology (specifically the Internet) by politicians and political candidates, and the impact this has. Research then briefly explain:
* Recent examples of politicians using IT during campaigning
* The types of technologies used
* The benefits (positive impacts) on at least two stakeholders
Think (don't research) about the following, then present your answers:
* Some of the potential problems to using IT in this way
* The people who are likely to be most affected (either positively or negatively)
Scenario: Politics and Government
Investigate the use of information technology during the voting process. Research then briefly explain:
* How IT can be used during voting (two main ways)
* The potential benefits (positive impacts) this brings
* Some specific examples of problems with electronic voting
Think (don't research) about the following, then present your answers:
* The main ITGS issues which are raised whenever e-voting takes places.
* Some potential solutions to these problems.
Scenario: Home and Leisure
Investigate computer and video games. Research then briefly explain:
* Some of the common criticisms of computer games (cover at least four)
* Some (alleged) examples of negative impacts of games
* Some (alleged) examples of positive impacts of games
Think (don't research) about the following, then present your answers:
* What solutions are there to address the problems? How feasible are they?
* Which is more significant, the potential benefits or the potential problems?
Investigate the impact of the One Laptop Per Child project, also known as the $100 laptop and the XO laptop. Research then briefly explain:
* The specifications of the OLPC laptop compared to a normal laptop
* The special features of the OLPC laptop
*
The goals of the OLPC project and Nicholas Negroponte
Think (don't research) about the following, then present your answers:
* Do you think the OLPC project's goals are achievable?
* Do you think laptops should be a priority for developing nations? Why or why not?
Image sources:
Robot: KUKA Roboter GmbH / PD
Shopping: Ralf Roletschek CC-NC-ND
E-waste: Curtis Palmer CC-BY
Health / prosthetic arm: US Navy / PD
Obama: Obama-Biden Transition project CC-BY
Video game image: Wikimedia CC-BY-SA
OLPC: OLPC Project CC-BY-SA
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CHM 152LL, Determination of the Concentration of a Colored Solution ⎯ Beer's Law & Graphing Exercises
Introduction
In this experiment, you will be using the colorimeter similar to the one shown in the figure below.
In this device, light from a light emitting diode (LED) will pass through a solution placed in a cuvette in the colorimeter. The light that passes through the solution will strike a photo cell. A higher concentration of the colored solution absorbs more light and transmits less light than a solution of lower concentration. The computer interfaced colorimeter monitors the light received by the photo cell as either a percent transmittance or an absorbance value.
The amount of light that penetrates the solution and strikes the photocell is used to compute the absorbance of each solution (Absorbance = 2 – log (%transmittance)). When a graph of absorbance vs. concentration is plotted for a series of standard solutions, a direct relationship should result, as shown in the figure on the right above. This direct relationship between absorbance and concentration for a solution is known as Beer's law.
In the experiment, you will generate a standard plot of absorbance vs. concentration using a standard CuSO4 solution. When a graph of absorbance vs. concentration is plotted for the standard solutions, a linear relationship should result, which is the calibration curve. After that, you can measure the absorbance of some CuSO4 solution of unknown concentration and determine their concentrations using the calibration curve.
Besides achieving the above main purposes, you will also be graded on how accurately you dilute the standard solutions. 20% of the lab grade will be based on the correlation (R 2 ) value (how close it is to 1) and Y-intercept (how close it is to 0).
This lab is limited to 2 ~ 3 students per group. (We have 7 sets of the equipment.)
Procedure
Part A: The Calibration Curve
1. Add about 30 mL of 0.40 M CuSO4 stock solution to a 100-mL beaker. Add about 30 mL of deionized water to another 100-mL beacker.
2. Label four clean, dry, large test tubes 1 through 4.
3. Pipet 2, 4, 6, and 8 mL of 0.40 M CuSO4 stock solution into test tubes 1 through 4, respectively.
4. With a second pipet, deliver 8, 6, 4, and 2 mL of distilled water into Test Tubes 1 through 4, respectively.
5. Thoroughly mix each solution. If you use a stirring rod, clean and dry the stirring rod between stirrings.
6. Keep the remaining 0.40 M CuSO4 in the 100 mL beaker to use for the fifth solution.
Volumes and concentrations for the test tubes are summarized below:
7. Connect the Vernier Lab Pro interface to the computer and turn on the interface. Connect the DIN plug of the calorimeter to Analog Channel 1 on the interface.
8. Open the Logger Pro file titled as 11 Beer's Law inside the Chemistry with Vernier folder.
9. The document gives a Graph display of the Absorbance versus Concentration (Molarity), a Table display of Concentration, Transmittance and Absorbance, and a Digits display of Absorbance. (The Colorimeter needs to be powered about 5 minutes before calibrating in Step 10.)
10. Press the < or > button on the Colorimeter to 635 nm (Red LED color. Why red?) Perform a sensor calibration with the colorimeter as follows:
a. Prepare a blank by filling a cleaned cuvette at least ¾ full with distilled water. Wipe the outside of the cuvette dry with Kimwipe. Remember to only handle any cuvette only by the top edge of the ribbed sides and the solution in the cuvette should be free of bubbles.
b. Open the Colorimeter lid. Insert the cuvette in the slot. Making sure that the smooth sides of the cuvette is lined up with the arrow at the top of the cuvette slot. Close the Colorimeter lid.
c. Press the CAL button to begin the calibration process. Release the CAL button when the read LED begins to flash. The absorbance reading should now be 0.000 or 0.001.
11. Remove the cuvette from the calorimeter and empty the water from it. Use the solution in Test Tube 1, rinse the cuvette twice with approximately 1 mL amounts of the solution from the test tube, and then fill the cuvette ¾ full with solution.
12. Wipe the outside of the cuvette with a Kimwipe and place the cuvette in the colorimeter. Close the lid.
13. Click the "Collect" button. Monitor the Absorbance value displayed in the Digits display. (Notice that a data point will also appear on the graph.)
14. Wait for the Absorbance value displayed in the Digits display stabilized, Click on the "Keep" button. (DO NOT STOP SAMPLING). Then enter "0.08" in the Concentration box that pops up after.
15. The data pair you just collected should appear on the Graph and in the Table display of Concentration, Transmittance and Absorbance.
16. Remove the cuvette from the calorimeter and empty the cuvette into a heavy metal waste bottle. Rinse the cuvette twice with approximately 1 mL amounts of the solution in Test Tube 2 and then fill the cuvette ¾ full of the solution from Test Tube 2. Wipe the outside with a Kimwipe and place the cuvette in the colorimeter. Close the colorimeter lid.
17. When the Absorbance value displayed in the Digits display stabilizes, repeat steps of 13 to 14 and enter the new concentration, 0.16, as before.
18. Continue with each of your other samples entering concentrations of 0.24, 0.32, and 0.40 respectively for solutions 3, 4, and 5.
19. Click "Stop" to end data recording for the calibration curve.
20. Click on the Graph display to make it active. Click on the auto-scale, " " button to resize the graph to fit the data. Obtain a linear curve fit for the graph using " " button.
21. Print a copy of the graph for your lab report.
Part B. Unknown Concentration Determination
1. Obtain a CuSO4 solution with unknown concentration from your instructor.
2. Measure about 7 mL of the unknown CuSO4 solution into a clean, dry, test tube. Rinse your cuvette twice with approximately 1 mL amounts of deionized water and then unknown solution. Then fill the cuvette ¾ full of the unknown solution.
3. Monitoring the absorbance data. When the Absorbance value displayed in the Digits display stabilizes, record the value of the Absorbance in the Data Table of your notebook as the value for the unknown solution. (Record all raw experimental data in your laboratory notebook.)
4. Using your graph, or the equation obtained from the linear curve fit, you can determine the unknown concentration form its absorbance value.
5. Discard all solutions in the heavy metal waste bottle. Clean and carefully dry all glassware and the cuvette.
6. On a separate blank sheet of paper or on the printed Absorbance vs. Concentration graph itself, report your experimental data for the calibration curve and the unknown solution in a tabulated format. Do also remember to report the unknown identification number and give your name and section number.
III. Graphing Exercise:
(http://www.molsci.ucla.edu/pub/explorations.html#GraphLab)
Notice that Linear Regression Analysis (Least Square Fit) is extensively used in this experiment. Your pre-lab exercise gave you extensive practice in this area. We will discuss the lessons learned and how it relates to our experiment at the end of the lab. | <urn:uuid:25a14fc6-fd14-4a86-b03b-b94ecbf769d4> | CC-MAIN-2019-09 | http://www.pjmcelligottcom.com/152Exp3BeerLaw.pdf | 2019-02-21T06:15:46Z | crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00113.warc.gz | 403,307,952 | 1,688 | eng_Latn | eng_Latn | 0.993723 | eng_Latn | 0.99351 | [
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Hispanic Heritage
(National Hispanic Heritage Month Sept-Oct)
Teaching Resources Center, Joyner Library A Selective Annotated Bibliography
Titles in the Teaching Resources Center are cataloged with Dewey call numbers and are preceded by Curric. Please ask someone at the Teaching Resources Service Desk if you need any assistance.
590L
N/A
Flood, Pansie Heart.
It's Test Day, Tiger Turcotte
. Minneapolis: MN, 2004.
Already so worried about the big second grade test that his stomach is upset, seven-year-old Tiger Turcotte, whose parents are African American, Meherrin Indian, and Hispanic, gets stuck on the question about race.
Garza, Xavier.
The Great and Mighty Nikko! A Bilingual Counting Book.
El Paso, TX: Cinco Puntos Press, 2015.
Nikko's mother wants him to stop jumping on his bed, but he's not jumping on his bed, as he tried to convince her. Instead there are luchadors, masked wrestlers, trying to fight him one at a time. In the end, of course, Nikko is the winner: the great and mightly Nikko!
AD610L Hudes, Quiara Algería. Welcome to My Neighborhood! A Barrio ABC. New York: Arthur A. Levine Books, 2010.
A young girl takes a walk through her urban neighborhood, observing items representing every letter of the alphabet, from her abuela to loud, zooming cars.
310L Jules, Jacqueline. Picture Perfect. North Mankato, MN: Picture Window Books, 2015.
Sofia feels that because she looks so much like her older sisters, nobody notices her--so when school picture day comes around she comes up with a way to stand out.
N/A Lozano, José. Little Chanclas. El Paso, TX: Cinco Puntos Press, 2015.
Lily Lujan is known as Little Chanclas because she wears her chanclas, or flip flops, wherever she goes, especially to parties, so when the chanclas come apart while she is dancing at a family barbecue and Chewcho the bulldog eats one, Lily is inconsolable until Granny Lola arrives with a solution.
390L
Klein, Adria F.
Max Goes to the Fire Station.
Minneapolis, MN: Picture
Window Books, 2009. (Other titles from series: Max and the Adoption Day Party, Max Celebrates Chinese New Year, Max's Fun Day, Max Goes to the Farm, Max Goes to the Farmer's Market, Max Goes to the Nature Center, Max Goes to the Recycling Center, Max Goes to School, Max Goes Shopping, Max Goes to the Library, Max Goes to the Zoo, Max Learns Sign Language)
Max and his class are excited to visit the local fire station. They find out all about firemen
E
F6595I
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G1998G
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H8665W
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470L McNamara, Margaret. Class Mom. New York: Aladdin Paperbacks, 2009.
Nia is afraid to tell her mother, who is shy because she speaks little English, that Nia volunteered her to organize a party for the first-graders of Robin Hill School.
870L Medina, Juana. Juana and Lucas. Somerville, MA: Candlewick Press, 2016.
A spunky young girl from Colombia loves playing with her canine best friend and resists boring school activities, especially learning English, until her family tells her that a special trip is planned to an English-speaking place.
AD560L Medina, Meg. Mango, Abuela, and Me. Somerville, MA: Candlewick Press, 2015.
Mia's abuela has left her sunny house with parrots and palm trees to live with Mia and her parents in the city. The night she arrives, Mia tries to share her favorite book with Abuela before they go to sleep and discovers that Abuela can't read the words inside. So while they cook, Mia helps Abuela learn English ("Dough. Masa"), and Mia learns some Spanish too, but it's still hard for Abuela to learn the words she needs to tell Mia all her stories. Then Mia sees a parrot in the pet-shop window and has the perfecto idea for how to help them all communicate a little better.
AD650L Mora, Pat. Doña Flor: A Tall Tale About a Giant Woman with a Great Big Heart. New York: Knopf, 2005.
Doña Flor, a giant lady with a big heart, sets off to protect her neighbors from what they think is a dangerous animal, but soon discovers the tiny secret behind the huge noise.
AD280L Nikola-Lisa, W. My Teacher Can Teach – Anyone! New York: Lee & Low Books, 2004.
An alphabet story in verse about a Latino boy and his remarkable teacher who can teach an astronaut how to float in space and instruct a ballet dancer how to land with grace.
N/A Rivera-Ashford, Roni Capin. My Tata's Remedies = Los Remedios de mi Tata. El Paso, TX: Cinco Puntos Press, 2015.
Tata Gus teaches his grandson Aaron how to use natural healing remedies, and in the process helps the members of his family and his neighbors.
E
M2325CL
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AD480L Thong, Roseanne. Green is a Chile Pepper. Mankato, MN: Amicus Illustrated, 2015.
Children discover a world of colors all around them. Many of the featured objects are Latino in origin, but all are universal in appeal. A short glossary explains the cultural significance of the colored objects featured in this book.
FICTION
HL630L Córdova, Zoraida. Labyrinth Lost. Naperville, IL: Sourcebooks Fire, 2016.
Alex is a bruja and the most powerful witch in her family. But she's hated magic ever since it made her father disappear into thin air. When a curse she performs to rid herself of magic backfires and her family vanishes, she must travel to Los Lagos, a land in-between as dark as Limbo and as strange as Wonderland, to get her family back.
720L Hernandez, David. Sucker Punch. New York: HarperTeen, 2008.
Shy, seventeen-year-old Marcus and his sixteen-year-old brother, Enrique, accompanied by two friends, drive from their home in southern California to Monterey to confront the abusive father who walked out a year earlier, and who now wants to return home.
850L Littman, Sarah. Life, After. New York: Scholastic Press, 2010.
When poverty forces her family to leave their home in Buenos Aires, Argentina, Dani has a hard time adjusting to life in New York City, where everything is different except her father's anger, but an unlikely bond she forms with a wealthy, spoiled girl at school helps heal both of their families.
HL690L Older, Daniel José. Shadowshaper. New York: Arthur A. Levine Books, 2015.
When the murals painted on the walls of her Brooklyn neighborhood start to change and fade in front of her, Sierra Santiago realizes that something strange is going on. Then she discovers that her Puerto Rican family are shadowshapers, and she finds herself in a battle with an evil anthropologist for the lives of her family and friends.
E T388GR
F C8124L
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OL17S
750L Osa, Nancy. Cuba 15. New York: Delacorte Press, 2003.
Violet Paz, a Chicago high school student, reluctantly prepares for her upcoming "quince," a Spanish nickname for the celebration of an Hispanic girl's fifteenth birthday.
HL770L de la Peña, Matt. We Were Here. New York: Delacorte Press, 2009.
Haunted by the event that sentences him to time in a group home, Miguel breaks out with two unlikely companions and together they begin their journey down the California coast hoping to get to Mexico and a new life.
780L Quintero, Sofia. Efrain's Secret. New York: Alfred A. Knopf, 2010.
Ambitious high school senior and honor student Efrain Rodriguez makes some questionable choices in pursuit of his dream to escape the South Bronx and attend an Ivy League college.
NONFICTION
Cruz, Bárbara C.
Triumphs and Struggles for Latino Civil Rights
. Berkeley
Heights, NJ: Enslow Publishers, 2008.
Looks at the different ways that Hispanic Americans have fought for their civil rights in the United States throughout the past few centuries.
Tonatiuh, Duncan.
Separate is Never Equal: Sylvia Mendez and Her
Family's Fight for Segregation
. New York: Abrams Books for Young
Readers, 2014.
Years before the landmark U.S. Supreme Court ruling Brown v. Board of Education, Sylvia Mendez, an eight-year-old girl of Mexican and Puerto Rican heritage, played an instrumental role in Mendez v. Westminster, the landmark desegregation case of 1946 in California.
Barner, Bob.
The Day of the Dead = El Diá de los Muertos
. New York:
Holiday House, 2010.
With sugar skulls, sweet-smelling marigold petals and joyful songs, Hispanic families welcome back ancestors on this holiday.
N/A
AD870L
500L
F OS11C
F P3706W
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Q459E
323.119468073
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N/A
840L
N/A
950L
350L
1120L
Ada, Alma Flor.
Tales Our Abuelitas Told: A Hispanic Folktale Collection.
New York: Atheneum Books for Young Readers, 2006.
Presents the authors' retellings of more than ten traditional tales accompanied by information on origins and different versions.
Durango, Julia.
Under the Mambo Moon
. Watertown, MA: Charlesbridge
Pub., 2011.
Contains poems about the different people who stop by Marisol's father's music store on a hot summer night, looking for just the right songs to make their hearts fly home.
Herrera, Juan Felipe.
Portrait of Hispanic American Heroes
. New York: Dial
Books for Young Readers, 2014.
Twenty Hispanic American artists, scientists, athletes, activists and political leaders are profiled in this stunning picture book, complete with inspirational quotes and distinctive expressionist portraits.
Ollhoff, Jim.
Conflicts and Independence
. Edina, MN: ABDO, 2012.
Discusses conflicts arising from the throwing off of Spanish colonial rule and the loss of land to the United States. Major conflicts such as the SpanishAmerican War and the Mexican-American War are introduced. Also includes key figures such as Simon Bolivar, Miguel Hidalgo, Vicente Guerrero, Santa Anna, and David Glasgow Farragut.
BIOGRAPHIES
Hansen, Grace.
César Chavez: Latino American Civil Rights Activist.
Minneapolis, MN: Abdo Kids, 2016.
Presents an account of the life of the Mexican American labor activist who helped organize the migrant farm workers and establish a union to fight for their rights.
Engle, Margarita.
Enchanted Air: Two Cultures, Two Wings. A Memoir.
New York: Atheneum Books for Young Readers, 2015.
In this poetic memoir Engle, the first Latina woman to receive a Newbery Honor, tells of growing up as a child of two cultures during the Cold War. Her heart was in Cuba, her mother's tropical island country, a place so lush with
398.2
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English III Grammar Programme 2
nd Trimester School Year 2018-2019 Morning Shift
Unit 4 Who's watching? Unit 5 Mirror, mirror Unit 6 Techno-victims!
GRAMMAR
READING
SPEAKING
-Uses of will
-Conjunctions in the future
-Future continuous &
future perfect
-Second & third conditionals (Follow
and write instructions for a brief experiment)
-Expressing regret
-Third conditional inversion
-Uses of could
-Uses of be able to
-Modal perfects
Unit 4
Surveillance: capture, biometric, information, closed circuit television, computer chip, detect, identify, identity card, iris recognition, monitor, radio frequency identification, scan, scrutinize, spy on, survey
Collective and partitive nouns: bar, bit, bunch, drop, flock, group, herd, packet, pair, part, piece, slice, speck, swarm, tribe
Verb zone: hear about, hear from, hear of, listen in on, listen out for
Face to face: out of my mind, phew!, pretty sure
Words which mean 'increase' and 'decrease': decline, mushroom, nosedive, plunge, plummet, sky-rocket, soar, tumble
-Police state
-Will life really be like this?
-Facing up to a new life
-The ugly duckling
-A thousand pound bill – and she never made a call!
-Are you connected? You may be in danger
(Read texts and interpret the general idea, important facts and details)
-
Describing people and places
Comment about habits from different places
Speculating with a degree of certainty/ with uncertainty
Asking for or offering more information
Pron. asking for clarification
-Resolving a conflict
Expressing astonishment/ strong feelings Trying to calm someone down (Share emotions and reactions caused for a TV programme.
Pron. wish & if only -Making a complaint Making a mild complaint/ strong complaint Apologizing and placating
Pron. Modal perfects
VOCABULARY
Unit 5
Medicine and surgery: anaesthetic, cosmetic, cure, enlarge, ethical, incision, infection, inject, intervention, needle, operating theatre, perform, pin back, procedure, reconstruct, recover, reduce, remove, replace, reshape, scalpel, scissors, stitches, syringe, surgeon, treat, undergo
Compound adjectives with –ing
Verb zone: fit in, look like, put up with, stand
out, take after
Face to face: gosh yes, I've seen it all now!, shoot
Expressions with get: get a cup of tea, get an e-mail, get an impression, get a present (for someone), get a tattoo, get a visa, get bigger, get breakfast, get bullied, get cold, get cosmetic surgery, get facts, get fined, get here, get home, get ill, get locked out, get nightmares, get tickets
REFERENCE
Achievers B2 Student's Book pages…
Unit 4: 40-42 & 44-48
Unit 5: 50-52 & 54-58
Unit 6: 60-62 & 64-68
Reader Explorer
Unit 9-
Unit 10-
Unit 6
Connection problems: access, account, be infected (with a virus), be corrupted, buffer, delete, freeze, get a signal, hack into, password, software, spam email, sync, top up (a phone), webcam
Nouns ending in –y and their adjectives: clarity, democracy/democratic, electricity/electric/electrical, family/familiar, history/historical, industry/industrious, library, luxury/luxurious, mystery/mysterious, psychology/psychological, remedy/remedial, supply, technology/technological, tendency, theory/theoretical
Use of adverbs
Verb zone: be taken in, hack in/into, log on/onto, pay off, set up
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NATURAL CHOICE Coffee and chocolate
What's the connection between your morning coffee, wintering North American birds and the cool shade of a tree? Actually, unite a lot, says Simon Birch.
When scientists from London's Natural History Museum descended on the coffee farms of the tiny Central American republic of F.l Salvador, they were astonished to find such diversity of insect and plant species. During 18 months' work on 12 farms, they found a third more species of parasitic wasp than arc known to exist in the whole country of Costa Rica. They described four new species and are aware of a fifth. On 24 farms they found nearly 300 species of tree when they had expected to find about 100.
El Salvador has lost much of its natural forest, with coffee farms covering nearly 10% of the country. Most of them use the 'shade-grown' method of production, which utilises a seminatural forest ecosystem. Alex Munro, the museum's botanist on the expedition, says: 'Our findings amazed our insect specialist. There's a very sophisticated food web present. The wasps, for instance, may depend on specific species of tree.'
It's the same the world over. Species diversity is much higher where coffee is grown in shade conditions. In addition, coffee (and chocolate) is usually grow n in tropical rainforest regions that are biodiversity hotspots. 'These habitats support up to 70% of the planets plant and animal species, and so the production methods of cocoa and coffee can have a hugely significant impact,' explains Dr Paul Donald of the Royal Society for the. Protection of Birds.
So what does 'shade-grown' mean, and why is it good for wildlife? Most of the world's coffee is produced by poor farmers in the developing world. Traditionally they have grown coffee (and cocoa) under the shade of selectively thinned tracts of rain forest in a genuinely sustainable form of farming. Leaf fall from the canopy provides a supply of nutrients and acts as a mulch that suppresses weeds. The insects that live in the canopy pollinate the cocoa and coffee and prey on pests. The trees also provide farmers with fruit and wood for fuel.
Bird diversity in shade-grown coffee plantations rivals that found in natural forests in the same region.' says Robert Rice from the Smithsonian Migratory Bird Center. In Ghana, West Africa. - one of the world's biggest producers of cocoa - 90% of the cocoa is grown under shade, and these forest plantations are a vital habitat for wintering European migrant birds. In the same way. the coffee forests of Central and South America are a refuge for wintering North American migrants.
More recently, a combination of the collapse in the world market for coffee and cocoa and a drive to increase yields by producer countries has led to huge swathes of shade-grown coffee and cocoa being cleared to make way for a highly intensive, monoculture pattern of production known as 'full sun'. But this system not only reduces the diversity of flora and fauna, it also requires huge amounts of pesticides and fertilisers. In Cote d'Ivoire, which produces more than half the world's cocoa, more than a third of the crop is now grown in full-sun conditions.
The loggers have been busy in the Americas too, where nearly 70% of all Colombian coffee is now produced using full-sun production. One study carried out in Colombia and
Mexico found that, compared with shade coffee, full-sun plantations have 95% fewer species of birds.
In LI Salvador. Alex Munro says shade-coffee farms have a cultural as well as ecological significance and people are not happy to see them go. But the financial pressures are great, and few of these coffee farms make much money. 'One farm we studied, a cooperative of 100 families, made just S 10,000 a year S100 per family and that's not taking labour costs into account.'
The loss of shade-coffee forests has so alarmed a number of North American wildlife organisations that they 're now harnessing consumer power to help save these threatened habitats. They are promoting a 'certification' system that can indicate to consumers that the beans have been grown on shade plantations. Bird-friendly coffee, for instance, is marketed by the Smithsonian Migratory Bird Center. The idea is that the small extra cost is passed directly on to the coffee farmers as a financial incentive to maintain their shadecoffee farms.
Not all conservationists agree with such measures, however. Some say certification could be leading to the loss not preservation of natural forests. John Rappole of the Smithsonian Conservation and Research Center, for example, argues that shade- grown marketing provides 'an incentive to convert existing areas of primary forest that are too remote or steep to be converted profitably to other forms of cultivation into shade-coffee plantations'.
Other conservationists, such as Stacey Philpott and colleagues, argue the case for shade coffee. But there are different types of shade growing. Those used by subsistence farmers are virtually identical to natural forest (and have a corresponding diversity), while systems that use coffee plants as the understorey and cacao or citrus trees as the overstorey may be no more diverse than full-sun farms. Certification procedures need to distinguish between the two. and Ms Philpott argues that as long as the process is rigorous and offers financial gains to the producers, shade growing does benefit the environment.
Questions 1-5
Do the following statements agree with the information given in Reading Passage 2? In boxes 1-5 on your answer sheet write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1..................... More species survive on the farms studied by the researchers than in the natural El Salvador forests.
2..................... Nearly three-quarters of the Earth's wildlife species can be found in shade- coffee plantations.
3..................... Farmers in El Salvador who have tried both methods prefer shade-grown plantations.
4..................... Shade plantations are important for migrating birds in both Africa and the
Americas.
5..................... Full-sun cultivation can increase the costs of farming.
Questions 6-9
Look at the following opinions (Questions 6-9) and the list of people below.
Match each opinion to the person credited with it.
Write the correct letter A-E in boxes 6-9 on your answer sheet.
NB You can write any letter more than once.
6..................... Encouraging shade growing may lead to farmers using the natural forest
for their plantations.
7..................... If shade-coffee farms match the right criteria, they can be good for wildlife.
8..................... There may be as many species of bird found on shade farms in a particular area, as in natural habitats there.
9..................... Currently, many shade-coffee farmers earn very little.
A
Alex
Munr oe
B Dona
Paul
ld
C rt Rice
Robe
D
John
Rapp
ole
E
Stac ey
Philp
ott
Questions 10-13
Classify the features described below as applying to
A the shade-grown method
B the full-sun method
Cboth shade-grown and full-sun methods
Write the correct letter A-C in boxes 10-13 on your answer sheet.
10..................... can be used on either coffee or cocoa plantations
11..................... is expected to produce bigger crops
12..................... documentation may be used to encourage sales
13..................... can reduce wildlife diversity
Solution:
E
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Online Professional Learning with Refresh.ED
Refresh.ED is designed to support teachers from Kindergarten to Year 10 to integrate content on food, nutrition, healthy eating and food preparation skills into a range of learning areas in the Australian Curriculum. You may have already searched the teaching units, which contain detailed lesson plans, background information, a unit overview, clear links to the Australian Curriculum, black-line masters and links to songs, stories, current affairs and online video clips. But have you checked the online professional learning?
For teachers who want to know more food and nutrition content or how to teach it, Refresh.ED online professional learning is also available on the website. This includes an array of general nutrition information sheets, videos and information on best-practice pedagogy.
Check out Refresh.ED professional learning
at http://www.refreshedschools.health.wa.gov.au/professional-learning/
Nutrition news
In May 2014, the Australian Bureau of Statistics (ABS) released first data from the 2011-12 National Nutrition and Physical Activity Survey (NNPAS). Key findings included:
* Over one-third (35%) of total energy consumed was from 'discretionary foods'. The proportion of energy from discretionary foods was highest among the 14-18 year olds (41%)
* Discretionary foods favoured by young
* Discretionary foods are those that aren't strictly necessary to provide the nutrients the body needs, but add variety to the diet. These foods often have high levels of saturated fats, sugar and salt.
Hands on food
Here's a simple healthy, recipe to get children involved in food preparation.
Strawberry yoghurt pops
Serves 6 Ingredients
2 small ripe bananas 3/4 cup frozen strawberries or 1 cup frozen blueberries 2 cups non-fat plain yoghurt
Cooking utensils
Cutting board Knife Measuring cups and spoons Food processor or blender Spatula Paper cups or plastic molds Popsicle sticks
children surveyed included biscuits, cakes or muffins, and for teenagers it included confectionery and cereal bars.
* Fruit intake of teenagers and young adults was relatively low. Around 40 per cent of males and 50 per cent of females consumed fruit compared with 60 per cent of the whole population.
For teaching ideas using these data see: http://www.refreshedschools.health.wa.gov.au/k10-curriculum-materials/using-refreshed/teaching-ideas/
Method
1. Peel and slice your banana and put it into a food processor or blender with the frozen berries and yoghurt.
3. Divide the mixture between 6 paper cups or plastic molds
2. Blend on a low setting until really smooth.
4. Place the pops in the freezer for 10 minutes, then gently poke a popsicle stick into the center of each one.
5. Place back in the freezer for at least 3 hours, or until frozen solid.
For more statistics from the ABS National Nutrition and Physical Activity Survey, Click here
This recipe links to the "Safe in the kitchen" Kindergarten and Pre-primary unit. To access, please register or log in to the Refresh.ED website here.
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Starting the Early Years Foundation Stage
An Introduction Booklet for Parents and Carers
Welcome
Welcome to Meole Brace C of E Primary School and Nursery. Our School is a welcoming school that aims to reflect a warm, caring Christian ethos where everyone is valued.
We will:
- offer an excellent education within a framework of Christian values and beliefs
- be an inclusive community in which everyone feels happy, valued and secure
- build strong relationships with our families, carers, church and wider community
- promote an environment where children of all abilities can reach their full potential
- foster a desire for independent and life-long learning.
The Foundation Stage Unit
Our Foundation Stage unit is full of love, care, fun and excitement providing a wonderful learning environment for children.
In our Foundation stage you will find that:
- happiness shines through
- children learn through practical activities
- challenging activities are provided for all children
- respect for the child as an individual is of paramount importance
- the individual child is catered for both in the planning of the curriculum and assessment
- each child's progress is carefully monitored, recorded and passed on to the next teacher
- strong links are formed between home, school, church and the wider community
What is the Early Years Foundation Stage (EYFS)?
The EYFS (Early Years Foundation Stage) is the Early Years Curriculum which supports children's development from birth to 5. At Meole Brace C of E Primary School, we provide education for children from the term after they are 3 years of age. Our Foundation Stage unit is designed for children from 3-5 years of age. The unit is divided into 2 stages, Foundation Stage 1 (Nursery) and Foundation Stage 2 (Reception). We work closely together as a unit catering for the individual needs of all children.
Why is the EYFS important?
The EYFS gives children secure foundations for later learning. Early experiences affect children's attitude to learning and so it is vitally important we get it right. All children learn best from experiences that are suitable for their later stage of development. Play is fundamental to the way young children learn. Through play children can develop the confidence needed for learning, the social skills needed for personal development and the skills needed for reading and writing. We encourage independence from an early stage to aid problem solving skills. Taking all this into account, the children will be given the opportunity to learn through a carefully planned, well-balanced Curriculum.
What does it involve?
There are 7 areas of learning in the EYFS. These consist of 3 prime areas and 4 specific areas:
1.Personal, Social and Emotional Development (Prime Area)
The development of confidence and independence, making relationships and managing feelings and behaviour,
2.Communication and Language (Prime Area)
Developing skills in speaking, understanding and listening.
3.Physical Development (Prime Area)
Developing control and coordination of the body in large and small movements such as climbing, running and using tools such as pencils and scissors, as well as the development of self-care skills.
4.Literacy (Specific Area)
Developing early reading and writing skills.
5.Maths (Specific Area)
Developing early counting and understanding of number, alongside skills in shape, space and measures.
6.Understanding the World (Specific Area)
Investigating and beginning to understand the things, places and people around them.
7.Expressive Arts and Design (Specific Area)
Using imagination through a variety of media and materials.
Throughout the EYFS learning will be introduced through practical, fun, stimulating and challenging activities. The children will be given opportunities to build upon their existing skills and interests to aid their development.
Life Before School
As parents, carers and family you are the most influential teachers in a child's life. With you, your child will have been watching, listening, touching, copying and generally experimenting with day-to-day experiences. They will have acquired amazing skills from you already. They will be learning about relationships and will be beginning to make sense of their feelings and emotions.
At School
Whilst they are with us we make further, more specific observations about their learning and progress. These are recorded in a Learning Journey. We encourage parents and carers to add any learning, events or experiences the children have outside of nursery. We assess children's progress regularly against and share this information with you at parents meetings each term.
We have an 'Open door Policy' in the Foundation Stage Unit. Please feel free to approach a member of the team if you have any questions, concerns or private issues that you would like to discuss.
The Role of the Key Worker
When starting in Foundation Stage 1 (Nursery), the children will be linked with a key worker in the setting. Our current core hour (9am to 3pm) key workers are:
Miss Louise Morris: (Foundation Stage Co-ordinator and Teacher in charge of Nursery)
Mrs Kathy Bridgwater (Teaching Assistant)
Mrs Lizzie Hulme (Teaching Assistant)
As a key person, it is our main role to:
- Get to know the child and their family, developing a close bond
- make time for each key child during the day/session
- help them to feel safe and secure in the setting
- liaise with parents and carers
- help children to develop friendships with other children
A Typical Day in Nursery (Foundation Stage 1)
Planning and teaching is shared between the teacher and the teaching assistants. We try to be as responsive to the children's interests and needs as we can, so no two days are the same!
8:50 am – The doors to the unit open and children hang up their own coats and have time to change their books from the book box. Parents and children are then invited to take part in a range of quiet activities to help the children settle. This might include helping the children to self-register, share a book or make a jigsaw together.
9:20 am – Parents leave the unit and the children meet together on the carpet to say hello to friends and meet with their key person.
9:25 am – Children work in an adult-led group based on the children's interests or particular needs.
10:00 am – The children have time to plan their own learning experiences in Child Initiated Play. This is an opportunity for the children to explore, investigate and develop their own interests. The children can choose to work with peers, adults or alone. They also have the option to work inside and outside, or a little bit of both! We have a café style snack bar, where the children are invited to help themselves to a drink of milk or water and a piece of fruit.
11:00 am – The children all help to tidy the nursery, both inside and outside.
11:10 am – Children work in an adult-led group based on the children's interests or particular needs.
11:35 am – We review the session. The children talk about what they have enjoyed doing, what they have created and share their achievements with the group. We also give opportunity for the children to talk about what they would like during the next session. This time may also be used for sharing a story, singing or circle time.
11:50 am – Parents and carers can collect children from 11:50-12:00 if their child is not staying for lunch.
12:00 am – The children who are staying for lunch club, wash their hands and the lunchtime supervisors take them over to our demountable building, 'Treasure Island'. Children either eat a hot lunch from the school kitchen or eat their own packed lunch from home. The children eat their lunch in a small, quiet setting and have an outdoor area to play in when they have finished eating.
1:00 pm – Afternoon welcome and registration, followed by story.
1:20 pm – The children work in an adult-led group activity based on the children's interests or particular needs.
1:50 pm – During this time, the children also have a child initiated session, where they are encouraged to explore, investigate and plan their own learning experiences, indoors and outside. Once again, the children have access to the snack bar throughout the session, where we encourage independence.
2:40 pm – After helping to tidy the nursery, the children come together for some whole group time. This may include music activities, story time and a review of the session.
2:50 pm -3:00pm – Parents may collect their children and talk about what has been happening in Foundation Stage 1 today.
Important to note: If someone different is collecting your children at the end of the session, please mention this to an adult in the setting.We are unable to let your child leave with someone else unless you have informed us beforehand .
Weekly newsletters are given out on a Friday, unless your child has an older sibling within school. If your child is not in Nursery on a Friday you can find the Newsletters in the Nursery entrance.
Parent and Carer Partnership
We have already acknowledged the importance of you in your child's development. You are welcome to stay in the morning for as long as your child needs in order to help them settle. We welcome visits from any parents/carers who have some expertise they could share or some interesting hobbies they could tell us about. We encourage strong links between home and Nursery and encourage you to contribute to your child's Learning Journey. These are kept in Nursery and are available for you to take home whenever you would like.
Health Matters
If you have any concerns about your child's health or if he/she has a medical condition that we should be aware of, please let us know before he/she starts Nursery. We can then discuss the matter with you and be fully aware of and prepared for any possible difficulties. Staff are able to administer prescribed medicines such as antibiotics as long as a form has been completed by you to enable us to do so. Those children with ongoing medical conditions such as asthma or diabetes are allowed to have inhalers or emergency medication in school. If your child has an inhaler and/or asthma we will need you to complete the School Asthma Health Care Plan. We also have an emergency inhaler in school that we can use if needed and you can give permission for this by completing a red consent form. If your child has an allergy please inform the school so that we can provide the best possible care. If your child has a bout of sickness and/or diarrhoea, please keep your child off school for 48 hours after the symptoms have stopped to minimise the spread of infection. This type of illness spreads so quickly and easily amongst children and staff!
Nursery Breakfast Club (8-9am)
We offer a Nursery Breakfast Club, as part of wrap-around care, where children can be dropped off from 8am. This can be taken from within a child's free hours or additionally at a cost of £4 per hour and includes a breakfast.
Sandcastles (3-6pm)
As part of our wrap-around care, we offer an after Nursery club called Sandcastles which runs until 6pm. This can be taken from within a child's free 15 hour entitlement/ 30 hour extended entitlement (for working parents), or bought additionally at a cost of £4 per hour.
Dinners
Children are invited to stay for our lunch club. (12.00 -1.00 pm). Currently, we charge £4 for this service if it is not included in your free 15 hours provision/ 30 hours extended provision. A hot school dinner is £2.20 or your child may bring a healthy packed lunch.
Hot school lunches are cooked to order on the day so you will need to see the member of staff taking orders each morning to make a choice from the menu. Children not arriving until 12:00 will need to have ordered their choice of hot school meal in advance, for example, the day or week before. A copy of the menu can be located in the Nursery entrance or ask a member of staff.
You can pay for lunches, Nursery breakfast Club, Sandcastles, or additional sessions through an online payment facility at www.schoolmoney.co.uk or by debit or credit card in school with Mrs Holloway, School Business Manager. We have an information leaflet about setting up an online school money account in the Nursery reception area.
Our school is a 'Healthy School' so please encourage your children to choose healthy options for their lunch boxes. i.e. cereal bars, yogurts and fruit rather than chocolate and crisps.
Additional Sessions
In addition to your child's free 15 hour entitlement in Nursery/ 30 hours extended entitlement (for working parents), extra sessions may be purchased at a cost of £12 per half day/ £24 per whole day, subject to availability.
Snack Time
We provide children with a piece of fruit/vegetable and a choice of milk or water for their snack. The range of fruit/vegetables varies from day to day.
Water
Children are encouraged to bring in drinking water from home in a secure plastic, named bottle, to access at any time.
Uniform
Uniform is not compulsory in Foundation stage 1, but if you wish to send your child in uniform jumpers and cardigans can be bought from Mrs Holloway. We would suggest that parents send their children in clothes which make it easy for them to use the toilet and which are not too special, as we encourage the children to enjoy messy play activities. Please ensure your child's name is written in their belongings. In the interests of safety for all of our children, items of jewellery should not be worn please.
Spare Clothes
Please help us by ensuring your child brings a bag to nursery each day, labelled with their name on the OUTSIDE, containing a set of spare clothes, as spills and accidents often happen. All items of clothing and shoes/boots should also be clearly labelled with your child's name please. Thank you for your co-operation.
Please contact me on 01743 351027. You will also find information on the school website www.meolebraceceprimary.co.uk
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Infectious Agents and Cancer
Since the start of the 20th century, it's been known that certain infections play a role in cancer in animals. More recently, infections with certain viruses, bacteria, and parasites have been recognized as risk factors for several types of cancer in humans.
Worldwide, infections are linked to about 15% to 20% of cancers. In the United States and other developed countries, less than 10% of all cancers are thought to be linked to infectious agents. But in developing countries, infections can account for as many as 1 in 4 (25%) of all cancers.
Infections might raise a person's risk of cancer in different ways. Some infections can cause long-term inflammation, suppress a person's immune system, or directly affect a cell's DNA. Any of these changes might lead to a higher risk of cancer.
Even though the infections described here can raise a person's risk of certain types of cancer, most people with these infections never develop cancer. The risk of developing cancer is also influenced by other factors. For example, infection with Helicobacter pylori (H pylori) bacteria might increase your risk of stomach cancer, but what you eat, whether or not you smoke, and other factors also affect your risk.
The infections that influence cancer risk may be contagious, but cancer itself is not. A healthy person cannot "catch" cancer from someone who has it.
Viruses
Viruses are very small organisms; most can't even be seen with an ordinary microscope. They are made up of a small group of genes in the form of DNA or RNA surrounded by a protein coating. Viruses need to enter a living cell and "hijack" the cell's machinery to reproduce and make more viruses. Some viruses do this by inserting their own DNA (or RNA) into that of the host cell. When the DNA or RNA affects the host cell's genes, it may push the cell toward becoming cancer.
Several viruses are linked with cancer in humans. Our growing knowledge of the role of viruses as a cause of cancer has already led to the development of vaccines to prevent certain human cancers. But the vaccines can only help prevent the infections if they are given before the person is exposed to the cancer-promoting virus.
Human papilloma viruses (HPVs)
Human papilloma viruses (HPVs) are a group of more than 100 related viruses that can cause warts on the skin, mouth, genitals, and larynx. Some types of HPV only grow in skin, while others grow in mucous membranes such as the mouth, throat, or vagina.
All types of HPV are spread by contact (touch). More than 40 types of HPV can be passed on through sexual contact, and are very common in sexually active people. At least a dozen of these types are known to cause cancer.
There are no effective treatments for HPV other than removing or destroying cells that are known to be infected. But in most people, the body's immune system controls the HPV infection or gets rid of it over time.
HPV and cervical cancer
Just a few types of HPV are the main causes of cervical cancer, which is the second most common cancer among women worldwide. Cervical cancer has become much rarer in the United States because the Pap test has been widely available for many years. This test can show pre-cancerous changes in cells of the cervix that might be caused by HPV infection. These changed cells can then be treated or removed, if needed. Treatment can keep cancer from developing. Doctors may now also test for HPV, which can tell them if a woman might be at higher risk for cervical cancer.
Nearly all women with cervical cancer show signs of HPV infection on lab tests, but most women infected with HPV will not develop cervical cancer. Even though doctors can test women for HPV, there is no treatment directed at HPV itself. If the HPV causes abnormal cells to start growing, these cells can be removed or destroyed.
Women who are found to have HPV infection may be checked for abnormal cells more often than those who are not. Our document Human Papilloma Virus (HPV), Cancer, HPV Testing, and HPV Vaccines – Frequently Asked Questions has more information on this topic.
HPV and other cancers
HPVs also have a role in causing some cancers of the penis, anus, vagina, and vulva. They are linked to some cancers of the mouth and throat, too. Again, although HPVs have been linked to these cancers, most people infected with HPV never develop cancer.
Smoking, which is also linked with these cancers, may work with HPV to increase cancer risk. Other genital infections may also increase the risk that HPV will cause cancer.
Vaccines against HPV
Two vaccines are now being used against cancer-causing types of HPV. Gardasil ® and Cervarix ® have been shown to help protect against infection from the main cancer- causing HPV types. The vaccines are approved for use in females aged 9 or 10 and into their mid-20's. Gardasil has also been approved for use in boys and young men.
Because the vaccines are still fairly new (first approved in 2006), and it often takes decades for cancer to develop, it's not yet known how well they will protect against it, or exactly which types of cancers it might help prevent. These vaccines and others like them are being studied further.
Epstein-Barr virus (EBV)
EBV is a type of herpes virus. It is probably best known for causing infectious mononucleosis, often called "mono" or the "kissing disease." In addition to kissing, EBV can be passed from person to person by coughing, sneezing, or sharing drinking or eating utensils. Most people in the United States are infected with EBV before the age of 20, although not everyone develops the symptoms of mono.
As with other human herpes viruses, EBV remains in the body throughout life even though most people have no symptoms after the first few weeks of infection. EBV infects and stays in certain white blood cells in the body called B lymphocytes (also called B cells).
EBV infection increases a person's risk of getting nasopharyngeal cancer (cancer of the area in the back of the nose) and certain types of fast-growing lymphomas such as Burkitt lymphoma. It may also be linked to Hodgkin lymphoma and some cases of stomach cancer. EBV-related cancers are more common in Africa and parts of Southeast Asia. Overall, very few people who have been infected with EBV will ever develop these cancers.
Hepatitis B virus (HBV) and hepatitis C virus (HCV)
Both HBV and HCV cause viral hepatitis, a type of liver infection. Other viruses can also cause hepatitis (hepatitis A virus, for example), but only HBV and HCV can cause the long-term infections that increase a person's chance of liver cancer. In the United States, about one-third of liver cancers are linked to HBV or HCV infection. This number is much higher in some other countries, where both viral hepatitis and liver cancer are much more common.
HBV and HCV are spread from person to person in much the same way as HIV (see the section on HIV below) — through sharing needles, unprotected sex, or childbirth. They can also be passed on through blood transfusions, but this is rare in the United States because donated blood is tested for these viruses.
Of the 2 viruses, infection with HBV is more likely to cause symptoms, such as a flu-like illness and jaundice (yellowing of the eyes and skin). Most people recover completely from HBV infection within a few months. Only a very small portion go on to become chronic HBV carriers. These people have a higher risk for liver cancer.
HCV is less likely to cause symptoms than HBV. About 75% of the estimated 3.2 million people in the United States who have chronic HCV infection don't even know they have it. To try and pinpoint some of these unknown infections, the Centers for Disease Control and Prevention recommend that all people born between 1945 and 1965 be tested once for HCV. Most people with HCV develop chronic infections, which are more likely to lead to liver damage or even cancer. Once the infection is found, treatment and preventive measures can be used to slow liver damage and reduce cancer risk.
Hepatitis B or C can be treated with drugs. Treating chronic hepatitis C infection for about 6 months to a year can get rid of HCV in many people. Although they do not cure the disease, a number of drugs can be used to treat chronic hepatitis B. They lower the risk of liver damage and might lower the risk of liver cancer as well.
There is a vaccine to prevent HBV infection, but none for HCV. In the United States, the HBV vaccine is recommended for all children. It's also recommended for adults who are at risk of exposure. This includes people who have sex with more than one partner, injection drug users, prisoners, people in certain group homes, and those with certain medical conditions and occupations (such as health care workers).
For more information, see our document Liver Cancer.
Human immunodeficiency virus (HIV)
HIV, the virus that causes acquired immune deficiency syndrome (AIDS), doesn't appear to cause cancers directly. But HIV infection increases a person's risk of getting several types of cancer, especially some linked to other viruses.
HIV is spread through semen, vaginal fluids, blood, and breast milk from an HIVinfected person. Known routes of spread include:
* Unprotected sex (oral, vaginal, or anal) with an HIV-infected person
* Injections with needles or injection equipment previously used by an HIV-infected person
* Prenatal and perinatal (during birth) exposure of infants from mothers with HIV
* Breastfeeding by mothers with HIV
* Transfusion of blood products containing HIV (blood has been tested since 1985)
* Organ transplants from an HIV-infected person (donors are now tested for HIV)
* Penetrating injuries or accidents (usually needlesticks) in health care workers while caring for HIV-infected patients or handling their blood
HIV is not spread by insects, through water, or by casual contact such as talking, shaking hands, hugging, coughing, sneezing, or from sharing dishes, bathrooms, kitchens, phones, or computers.
HIV infects and destroys white blood cells known as helper T-cells, which weakens the body's immune system. When the body is less able to fight off infections, other viruses such as HPV may be able to cause more damage to the cells. This damage may trigger cancer.
Many scientists believe that the immune system is also important in attacking and destroying newly formed cancer cells. So a weak immune system might let new cancer cells survive long enough to grow into a serious, life-threatening tumor.
HIV infection has been linked to a higher risk of developing Kaposi sarcoma and invasive cervical cancer. It's also linked to certain kinds of lymphoma, especially nonHodgkin lymphoma and central nervous system lymphoma. Taking anti-HIV drugs may reduce the risk of getting these cancers.
Other types of cancer that may be more likely to develop in people with HIV infection include:
* Anal cancer
* Hodgkin lymphoma
* Lung cancer
* Cancers of the mouth and throat
* Skin cancers (basal cell, squamous cell, and Merkel cell)
* Liver cancer
For more information, see our document HIV Infection, AIDS and Cancer.
Human herpes virus 8 (HHV-8)
HHV-8, also known as Kaposi sarcoma–associated herpes virus (KSHV), has been found in nearly all tumors in patients with Kaposi sarcoma (KS). KS is a rare, slowgrowing cancer that often appears as reddish-purple or blue-brown tumors just underneath the skin. In KS, the cells that line blood and lymph vessels are infected with HHV-8. The infection makes them divide too much and live longer than they should. These types of changes may eventually turn them into cancer cells.
KS has been known to exist in central Africa and the Middle East for some time, but was rare in the United States until it started appearing in people with AIDS in the early 1980s. The number of people with KS has dropped in the US since peaking in the early 1990s, most likely because of better treatment of HIV infection.
HHV-8 is transmitted through sex and appears to be spread other ways, such as through blood and saliva, as well. Studies have shown that fewer than 10% of people in the US are infected with this virus.
HHV-8 does not appear to cause disease in most healthy people. Because many more people are infected with HHV-8 than ever develop KS, it's likely that other factors are also needed for it to develop. Having a weakened immune system appears to be one such factor. In the US, almost all people who develop KS have other conditions that have affected their immune system, such as HIV infection or immune suppression after an organ transplant.
HHV-8 is related to other herpes viruses, such as the viruses that cause cold sores and genital herpes, Epstein-Barr virus (EBV), and cytomegalovirus (CMV). But these other viruses are not the same as HHV-8 and do not cause KS. Like other herpes virus infections, HHV-8 infections never go away, even when there are no signs of disease.
For more information on KS, see our document, Kaposi Sarcoma.
HHV-8 infection has also been linked to some rare blood cancers, such as primary effusion lymphoma. The virus has been found in many people with multicentric Castleman disease, an overgrowth of lymph nodes that acts very much like and often develops into cancer of the lymph nodes (lymphoma). (For more information, see our document Castleman Disease.) Further study is needed to better understand the role of HHV-8 in these diseases.
Human T-lymphotrophic virus-1 (HTLV-1)
HTLV-1 has been linked with a type of lymphocytic leukemia and non-Hodgkin lymphoma called adult T-cell leukemia/lymphoma (ATL). This cancer is found mostly in southern Japan, the Caribbean, central Africa, parts of South America, and in some immigrant groups in the southeastern United States.
In addition to ATL, this virus can cause other health problems, although many people with HTLV-1 don't have any of them.
HTLV-1 belongs to a class of viruses called retroviruses. These viruses use RNA (instead of DNA) for their genetic code. To reproduce, they must go through an extra step to change their RNA genes into DNA. Some of the new DNA genes can then become part of the chromosomes of the human cell infected by the virus. This can change how the cell grows and divides, which can sometimes lead to cancer. Retroviruses have long been known to cause leukemia in some animals.
HTLV-1 is something like HIV, which is another human retrovirus. But HTLV-1 cannot cause AIDS. In humans, HTLV-1 is spread in the same ways as HIV, such as unprotected sex with an HTLV-1-infected partner or injection with a needle or injection equipment after an infected person has used it. Mothers infected with HTLV-1 have about a 10% to 30% chance of passing on the virus to their children, although this risk can be reduced if the mother doesn't breastfeed.
People who are at low risk of blood-borne infections tend to show HTLV-1 infection rates below 1%, while those at high risk (such as injection users) can have much higher rates. Since 1988, all blood donated in the United States has been screened for HTLV-1.
This has greatly reduced the chance of infection through transfusion, and has also helped control the potential spread of HTLV-1 infection.
Once infected with HTLV-1, a person's chance of developing adult T-cell lymphoma can be up to about 5%, usually after a long time with no symptoms (20 or more years).
Merkel cell polyomavirus (MCV)
MCV was discovered in 2008. It was found in tissue samples from several cases of a rare and aggressive type of skin cancer called Merkel cell cancer. Many people are infected with MCV, which usually causes no symptoms. But in a few people with this infection, changes in the viral DNA can lead to Merkel cell cancer. About 8 out of 10 Merkel cell cancers are now thought to be linked to this infection.
It is not yet known how this virus is transmitted, but it has been found in a number of places in the body, including normal skin and saliva. Studies show that this common virus can be picked up in early childhood.
Viruses with uncertain or unproven links to cancer in humans
Simian virus 40 (SV40)
SV40 is a virus that usually infects monkeys. Some polio vaccines prepared between 1955 and 1963 were produced from monkey cells and were found to be contaminated with SV40.
Some older studies seemed to suggest that infection with SV40 might increase a person's risk of developing mesothelioma (a rare cancer of the lining of the lungs or abdomen), as well as some brain tumors, bone cancers, and lymphomas. The accuracy of these older tests for SV40 are now being questioned.
Scientists have found that some lab animals, such as hamsters developed mesotheliomas when they were intentionally infected with SV40. Researchers have also noticed that SV40 can make mouse cells grown in the lab become cancerous, and asbestos increases the cancer-causing effect of SV40 on these cells.
Other researchers have studied biopsy specimens of certain human cancers and found fragments that look like SV40 DNA. But not all researchers have found this, and fragments much like these can also be found in human tissues that show no signs of cancer.
So far, the largest studies looking at this issue have not found any increased risk for mesothelioma or other cancers among people who got the contaminated polio vaccines as children. For example, the recent increase in lung mesothelioma cases has been seen mainly in men aged 75 and older, most of whom would not have received the vaccine. Among the age groups who were known to have gotten the vaccine, mesothelioma rates have actually gone down. And even though women were just as likely to have had the vaccine, many more men continue to be diagnosed with mesothelioma.
The bottom line: even though SV40 causes cancer in some lab animals, the evidence so far suggests that it does not cause cancer in humans.
Bacteria
Helicobacter pylori
Stomach cancer is fairly rare in the United States, but it's the fourth most common cancer worldwide. Long-term infection of the stomach with Helicobacter pylori (H pylori) may cause ulcers. It can also inflame and damage the inner layer of the stomach. Some of these changes could lead to cancer over time, especially cancer in the lower part of the stomach. H pylori infection is also linked with some types of lymphoma of the stomach.
More than half of all cases of stomach cancer are thought to be linked to H pylori infection. Still, most people who have these bacteria in their stomachs never develop cancer. There is also some evidence that people with H pylori have a lower risk of other types of cancer, although it is unclear exactly what role the bacteria plays in this.
About 1 in 3 adults has evidence of infection with H pylori, and the rate of infection is higher in older age groups. It's likely spread in a couple of ways. One is the fecal-oral route, such as through contaminated food or water sources. In fact, contaminated well water has been linked to H pylori infection in the United States. It can also be transmitted from one person to another, mouth to mouth.
Other factors also play a role in whether or not someone develops stomach cancer. For example, nitrites are substances commonly found in cured meats, some drinking water, and certain vegetables. They can be converted by certain bacteria, such as H pylori, into compounds that have been found to cause stomach cancer in animals.
Antibiotics and other medicines can be used to treat H pylori infections. Doctors have given antibiotics to patients who have had superficial stomach cancers removed in order to get rid of H pylori infection. This seems to have helped prevent new stomach cancers in those patients. Patients with H pylori who have had ulcers or cancer in the lower part of the stomach should be treated to get rid of the bacteria, as should people at high risk for this type of stomach cancer.
Chlamydia trachomatis
Chlamydia trachomatis is a very common kind of bacteria that can infect the female reproductive system as well as other parts of the body in both men and women. It is spread through sex.
Although infection of the reproductive organs may cause symptoms in some people, most women have no symptoms. This means that women with chlamydia usually don't know they're infected unless samples are taken during a pelvic exam. These samples are then checked for this type of bacteria. It's a common infection in younger women who are sexually active, and can persist for years unless it's detected and treated.
Some studies have shown that women whose blood tests showed past or current chlamydia infection may be at greater risk for cervical cancer than women with negative blood test results.
Studies have not shown that chlamydia itself causes cancer, but it might work with HPV in a way that promotes cancer growth. For example, chlamydia may affect how long cancer-promoting HPV stays in the cervix. Researchers have found that women who had chlamydia along with HPV are more likely to still have HPV when they are re-tested later than women who have not had chlamydia. Although more studies are needed to confirm these findings, there are already good reasons to be checked for chlamydia infection and have it treated with antibiotics if it is found.
In women, long-term chlamydia infection is known to cause pelvic inflammation that can lead to infertility, mainly by building up scar tissue in the Fallopian tubes. Like other infections that inflame or cause ulcers in the genital area, chlamydia can also increase the risk of becoming infected with HIV during exposure to an HIV-infected sexual partner.
Parasites
Certain parasitic worms that can live inside the human body can also raise the risk of developing some kinds of cancer. These organisms are not found in the United States, but they can be a concern for people who live in or travel to other parts of the world.
Opisthorchis viverrini and Clonorchis sinensis are liver flukes (a type of flatworm) that have been linked to increased risk of developing cancer of the bile ducts. The bile ducts are tubes that connect the liver to the intestines. These infections come from eating raw or undercooked freshwater fish. This disease is found mostly in East Asia and is rare in other parts of the world.
Schistosoma haematobium is a parasite found in the water of developing countries of the Middle East, Africa, and Asia. Infection with this parasite (an illness called schistosomiasis) has been linked to bladder cancer. Possible links to other types of cancer are now being studied as well.
To learn more
More information from your American Cancer Society
Here is more information you might find helpful. You also can order free copies of our documents from our toll-free number, 1-800-227-2345, or read them on our Web site, www.cancer.org.
Castleman Disease
HIV Infection and AIDS (also available in Spanish)
Kaposi Sarcoma
Liver Cancer (also available in Spanish)
Non-Hodgkin Lymphoma (also available in Spanish)
Stomach Cancer (also available in Spanish)
Thinking About Testing for HPV?
What Women Should Know About Cervix Cancer and the Human Papilloma Virus (also available in Spanish)
National organizations and Web sites*
Along with the American Cancer Society, other sources of information include:
Centers for Disease Control and Prevention (CDC)
Toll-free number: 1-800-311-3435
Web site: www.cdc.gov
Offers current information on infectious diseases and vaccines.
National Cancer Institute
Toll-free number: 1-800-4-CANCER (1-800-422-6237)
Web site: www.cancer.gov
Has information on cancer and viruses as well as vaccines and research.
*Inclusion on this list does not imply endorsement by the American Cancer Society.
No matter who you are, we can help. Contact us anytime, day or night, for information and support. Call us at 1-800-227-2345 or visit www.cancer.org.
References
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Anttila T, Saikku P, Koskela P, et al. Serotypes of Chlamydia trachomatis and risk for development of cervical squamous cell carcinoma. JAMA. 2001;285:47–51.
Armstrong GL, Wasley A, Simard EP, et al. The prevalence of Hepatitis C Virus infection in the United States, 1999 through 2002. Ann Int Med. 2006;144;705–714.
Ault KA. Epidemiology and natural history of human papillomavirus infections in the female genital tract. Infect Dis Obstet Gynecol. 2006;Suppl:40470.
Bialasiewicz S, Lambert SB, Whiley DM, et al. Merkel cell polyomavirus DNA in respiratory specimens from children and adults. Emerg Infect Dis [serial on the Internet]. 2009 Mar. Accessed at www.cdc.gov/EID/content/15/3/492.htm on February 6, 2013.
Bonnet F, Lewden C, May T, et al. Malignancy-related causes of death in human immunodeficiency virus-infected patients in the era of highly active antiretroviral therapy. Cancer. 2004;101:317–324.
Borges JD, Souza VA, Giambartolomei C, et al. Transmission of human herpesvirus type 8 infection within families in American indigenous populations from the Brazilian Amazon. J Infect Dis. 2012;205:1869-1876.
Brown LM. Helicobacter pylori: epidemiology and routes of transmission. Epidemiol Rev. 2000;22:283–297.
Buchschacher GL Jr, Wong-Staal F. RNA Viruses. In DeVita VT, Lawrence TS, Rosenberg SA (eds). Cancer: Principles & Practice of Oncology, 9 th ed. Philadelphia: Lippincott Williams & Wilkins; 2011: 186–192.
Caskey MF, Morgan DJ, Porto AF, et al. Clinical manifestations associated with HTLV type I infection: a cross-sectional study. AIDS Res Hum Retroviruses. 2007;23:365−371.
Centers for Disease Control and Prevention. Viral Hepatitis Statistics and Surveillance. Accessed at http://cdc.gov/hepatitis/Statistics/index.htm on February 6, 2013.
Chen T, Hedman L, Mattila PS, Serological evidence of Merkel cell polyomavirus primary infections in childhood. J Clin Virol. 2011;50:125−129.
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Colvin HM, Mitchell AE, Editors; Committee on the Prevention and Control. Hepatitis and Liver Cancer: A National Strategy for Prevention and Control of Hepatitis B and C 2010. Accessed at www.cdc.gov/hepatitis/PDFs/IOMHepatitisAndLiverCancerReport.pdf on February 14, 2013.
Cote TR, Biggar RJ, Rosenberg PS, et al. Non-Hodgkin's lymphoma among people with AIDS: incidence, presentation and public health burden. Int J Cancer. 1997;73:645–650.
Engels EA, Atkinson JO, Graubard BI, et al. Risk factors for human herpesvirus 8 infection among adults in the United States and evidence for sexual transmission. J Infect Dis. 2007;196:199−207.
Feng H, Shuda M, Chang Y, Moore PS. Clonal integration of a polyomavirus in human Merkel cell carcinoma. Science. 2008;319:1096–1100.
Heymann DL (Ed.) Control of Communicable Diseases Manual, 19th ed. Washington DC: American Public Health Association; 2008:393–402.
Holzinger F, Z'graggen K, Buchler MW. Mechanisms of biliary carcinogenesis: a pathogenetic multi-stage cascade towards cholangiocarcinoma. Ann Oncol. 1999;10:122– 126.
Howley PM, Ganem D, Kieff E. DNA Viruses. In DeVita VT, Lawrence TS, Rosenberg SA (eds). Cancer: Principles & Practice of Oncology, 9 th ed. Philadelphia: Lippincott Williams & Wilkins; 2011: 173−185.
Lanoy E, Dores GM, Madeleine MM, et al. Epidemiology of nonkeratinocytic skin cancers among persons with AIDS in the United States. AIDS. 2009;23:385–393.
Lambert PF, Sugden B. Viruses and Human Cancer. In: Abeloff MD, Armitage JO, Niederhuber JE, Kastan MB, McKenna WG, eds. Abeloff's Clinical Oncology. 4th ed. Philadelphia, Pa: Elsevier Churchill Livingstone; 2008:153–169.
Lowy DR, Schiller JT. Preventive Cancer Vaccines. In DeVita VT, Lawrence TS, Rosenberg SA, eds. Cancer: Principles and Practice of Oncology. 8th ed. Philadelphia, Pa: Lippincott Williams & Wilkins; 2008:548−555.
Manfredi JJ, Dong J, Liu WJ, et al. Evidence against a role for SV40 in human mesothelioma. Cancer Research. 2005;65:2602–2609.
Montaño DE, Kasprzyk D, Carlin L, Freeman C. Executive Summary Results from: HPV Provider Survey: Knowledge, Attitudes, and Practices About Genital HPV Infection and Related Conditions, 2005. Accessed at www.cdc.gov/std/hpv/HPVProviderSurveyExecSum.pdf on February 13, 2013.
Mork J, Lie AK, Glattre E, et al. Human papillomavirus infection as a risk factor for squamous-cell carcinoma of the head and neck. N Engl J Med. 2001;344:1125–1131.
Nagachinta T, Duerr A, Suriyanon V, et al. Risk factors for HIV-1 transmission from HIV-seropositive male blood donors to their regular female partners in northern Thailand. AIDS. 1997;11:1765–1772.
National Cancer Institute. Helicobacter pylori and cancer Fact Sheet. Accessed at www.cancer.gov/cancertopics/factsheet/Risk/h-pylori-cancer on February 13, 2013.
National Cancer Institute. Simian Virus 40 and Human Cancer: Fact Sheet. Accessed at www.cancer.gov/cancertopics/factsheet/simian-virs-40 on August 29, 2011. Content no longer available.
National Cancer Institute. Studies find no evidence that SV40 is related to human cancer. Accessed at http://www.cancer.gov/newscenter/pressreleases/2004/sv40 on February 13, 2013.
Poiesz BJ, Papsidero LD, Ehrlich G, et al. Prevalence of HTLV-I-associated T-cell lymphoma. Am J Hematol. 2001;66:32–38.
Qu L, Jenkins F, Triulzi DJ. Human herpesvirus 8 genomes and seroprevalence in United States blood donors. Transfusion. 2010;50:1050–1056.
Sahasrabuddhe VV, Shiels MS, McGlynn KA, Engels EA. The risk of hepatocellular carcinoma among individuals with acquired immunodeficiency syndrome in the United States. Cancer. 2012;118:6226–6233.
Samoff E, Koumans EH, Markowitz LE, et al. Association of Chlamydia trachomatis with persistence of high-risk types of human papillomavirus in a cohort of female adolescents. Am J Epidemiol. 2005;162:668–675.
Silins I, Ryd W, Strand A, et al. Chlamydia trachomatis infection and persistence of human papillomavirus. Int J Cancer. 2005;116:110–115.
Smith BD, Morgan RL, Beckett GA, et al; Centers for Disease Control and Prevention. Recommendations for the identification of chronic hepatitis C virus infection among persons born during 1945-1965. MMWR Recomm Rep. 2012 Aug 17;61(RR-4):1–32.
Strickler HD, Goedert JJ, Devesa SS, et al. Trends in U.S. pleural mesothelioma incidence rates following simian virus 40 contamination of early poliovirus vaccines. J Natl Cancer Inst. 2003;95:38–45.
Talley NJ, Fock KM, Moayyedi P. Gastric Cancer Consensus Conference Recommends Helicobacter pylori Screening and Treatment in Asymptomatic Persons From High-Risk Populations to Prevent Gastric Cancer. Am J Gastroenterol. 2008;103:510–514.
Trinchieri G. Inflammation. In DeVita VT, Lawrence TS, Rosenberg SA (eds). Cancer: Principles & Practice of Oncology, 9 th ed. Philadelphia: Lippincott Williams & Wilkins; 2011: 193–202.
Verteramo R, Pierangeli A, Mancini E, et al. Human papillomaviruses and genital coinfections in gynaecological outpatients. BMC Infect Dis. 2009;9:16.
Vilchez RA, Kozinetz CA, Butel JS. Conventional epidemiology and the link between SV40 and human cancers. Lancet Oncol. 2003;4:188–191.
Last Medical Review: 2/20/2013
Last Revised: 3/7/2013
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Stories From Our Clinic: The Traveling Flea Circus
Drs. Foster & Smith Educational Staff
or every single flea you spot hopping around, there are nearly 100 more that you don't see, either as an egg, larva, juvenile, or adult.
Pam had just gotten back from a trip she had taken across the country with her Border Collie, Allie. On the way home, she stopped at a dear friend's house in Florida, where she let Allie play with her friend's dogs. All was well for a few days after she came home, until Allie started biting the area around her tail and scratching more than usual. Pam didn't think it was dry skin because she was feeding a quality food and had been giving Allie Vitacaps® for the past two years, so Pam decided to have Allie checked. That's where we came in.
We examined Allie and did our usual test for fleas – combing her with a flea comb and then placing what we collected on a moist paper towel. The test turned out positive: the brown specks we had seen became reddish when moistened. While Pam was relieved that it wasn't something more serious, she was afraid that she had brought these pests to her house, her pets, and her roommate's pets. We told her that she may have caught the infestation in the early stages, and that if she were lucky, she would not have to fog the house and inconvenience everyone.
We explained the flea life cycle to Pam. We told her there are four stages in the development of fleas: eggs, larvae, pupae, and adults – and that the eggs are often laid on the pet, although they fall into the environment. We also explained that about two days after the egg is laid, it hatches into a larva before it passes through several developmental stages, which takes about a week. At that time, the larva starts spinning a cocoon – called a pupa – that is sticky and can be found deep in carpet or crevices. The pupa develops into an adult and emerges from the cocoon when it senses vibrations, carbon dioxide, or warmth, which tells it an animal host is near. The entire life cycle takes about 15 days.
First, we told Pam to vacuum the whole house and to make sure she disposed of the vacuum bags outside immediately after she vacuumed. We suggested that she spray areas where Allie spent the most time with an
Stories From Our Clinic: The Traveling Flea Circus - Page 1 of 2
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environmentally safe flea spray. We recommended a product that kills adult fleas and also stops the development of eggs and larvae – something that contained both an adulticide and an insect growth regulator (IGR), for instance.
Repellents are the cornerstone of prevention. Pyrethrins and permethrin have flea repellent activity. (NOTE: Permethrin should NOT be used on cats.) Using products containing these insecticides help keep fleas away and prevent a flea problem from developing. We gave Pam a topical for Allie and her roommate's pets and showed her how to continue to check for fleas on Allie.
Pam soon reported that she had found no more fleas on Allie and the other pets had not scratched at all.
Recommended Flea Control Products
Dog bioSpot Home
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Ohio's Fourth-Year Modeling and Quantitative Reasoning Course
Rationale: One purpose of secondary education in the United States has always been preparing students for their roles as citizens, as well as preparing them for future study and the workplace. Today numbers and data are critical parts of public and private decision making. Decisions about health care, finances, science policy, and the environment are decisions that require citizens to understand information presented in numerical form, in tables, diagrams, and graphs. Students must develop skills to analyze complex issues using quantitative tools.
In addition to a textbook, teachers will want to use on-line resources, newspapers, and magazines to identify problems that are appropriate for the course. Students should be encouraged to find issues that can be represented in a quantitative way and shape them for investigation. Appropriate use of available technology is essential as students explore quantitative ways of representing and presenting the results of their investigations.
Course Description: This course prepares students to investigate contemporary issues mathematically and to apply the mathematics learned in earlier courses to answer questions that are relevant to their civic and personal lives. The course reinforces student understanding of
percent
functions and their graphs
probability and statistics
multiple representations of data and data analysis
This course also introduces functions of two variables and graphs in three dimensions. The applications in all sections should provide an opportunity for deeper understanding and extension of the material from earlier courses. This course should also show the connections between different mathematics topics and between the mathematics and the areas in which applied.
Student projects should be incorporated throughout the course to explore data and to determine which function best represents the data. These projects may be done individually or in groups and should require collecting data, analyzing data and presenting the results to the class. Technology will be an important tool for students to use in their investigations of the data and in their presentations of results and predictions to the class. Such projects require all students to be actively involved and help them become independent problem solvers.
Topic List
4M.1 – Use of Percent
The mathematics includes deepening the student understanding of percentages and the uses and/ or misuses in business, media, school, and consumer applications. Include exploration of the effects of compounding the percentages in these applications.
Percentages used as fractions, to describe change, and to show comparisons (e.g., sale prices, inflation, cost of living index and other indices, tax rates, and medical studies).
Compound percents used in financial applications (e.g., savings and investments, loans, credit cards, mortgages, and federal debt).
4M.2 – Statistics and Probability
The mathematics in this unit includes an extension of the statistics and probability topics previously covered in the model.
The Probability section includes systematic counting, simple probability, combining probabilities in problem situations, conditional probability and the difference between odds
and probability (e.g., insurance, lottery, backup systems, random number generator, weather forecasting, and data analysis).
The Statistics section includes collecting, organizing, and interpreting data (e.g., margin for error, sampling bias within surveys and opinion polls, correlation vs. causation).
4M.3 – Functions and Their Graphs
This unit forms the core of the course. The mathematics includes reviewing functions that students have previously studied and using the functions and their graphs to analyze familiar but complex problem settings.
Linear functions describe constant rates of change, unit conversions, linear regressions, and correlation. Many applications can be illustrated (e.g., gas bills, temperature unit conversions, hourly wage, straight line depreciation, and simple interest).
Exponential functions model many problems from school, work and consumer settings (e.g., population growth, radioactive decay, inflation, depreciation¸ periodic drug doses, and trust fund). The concepts of " doubling time" and " half life" should be included.
Logarithmic functions, their graphs, and logarithmic scales describe data from familiar problem settings (e.g., real population growth, investment time, earthquakes, and noise levels).
Periodic functions include trigonometric functions and introduce the concept of cyclic behavior (e.g., sound waves, amount of sunlight per day over days of a year, behavior of springs).
Exponential and trigonometric functions can be combined by considering damped harmonic motion (e.g., motion of a bouncing ball or spring when friction is considered).
4M.4 – Functions of More Than One Variable
The mathematics curriculum in grades 9–12 generally focuses on functions of one variable. Real world applications, however, often require consideration of more than one variable. This unit provides opportunities for students to work with functions of more than one variable.
Most problem settings in this unit will be represented by functions of two variables so that students can represent data with graphs in three dimensions (e.g., topographic maps, car loans, weather maps with colors representing temperature ranges, and other 3-dimensional media graphics).
4M.5 – Geometry
The mathematics in this unit reviews the basics of Euclidean geometry and uses properties of solid geometry to model and solve problems in three dimensions. Two-dimensional geometry is extended using vectors and linear transformations. Fractal geometry is introduced and explored.
Problem solving in this section will include dimension, surface area, volume, and measurement of angles in three-dimensions (e.g., capacity, surface areas in consumer applications, latitude, longitude, and optimization problems). The solid geometry can be extended to equations of planes and lines in 3-space.
Use vectors as a tool to describe the geometry leading to linear transformations of plane figures and compare areas (e.g., animation in graphic design).
Fractal geometry is introduced by defining fractal dimensions and using this dimension and iteration in problem solving situations in nature (e.g., measuring an islan d coast line, the length of meandering stream, area of a square leaf with holes in a fractal pattern or the volume of a cube cut from a rock that contains cavities forming a fractal pattern). | <urn:uuid:a8a5dc61-679b-44b7-91b2-32240d057be1> | CC-MAIN-2013-48 | http://www.ohio.edu/education/college-offices/office-of-the-dean/morton-fellowship/loader.cfm?csModule=security/getfile&PageID=2171882 | 2013-12-10T10:23:26Z | crawl-data/CC-MAIN-2013-48/segments/1386164014919/warc/CC-MAIN-20131204133334-00038-ip-10-33-133-15.ec2.internal.warc.gz | 471,654,317 | 1,211 | eng_Latn | eng_Latn | 0.995636 | eng_Latn | 0.996147 | [
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Biblical Animal Scavenger Hunt
This activity developed with the help of Eastview Baptist Church
Biblical Animal Scavenger Hunt Grades 7-12 Leader's Guide
APPROXIMATE TIME: 60 minutes
Suggestions for leaders:
1. Review the scavenger hunt and bible passages with your group before you come to the Zoo. They can find many of the answers on the exhibit signs for each animal or for the animal area in general.
2. It is recommended that the scavenger hunt be done in small groups and students share roles and responsibilities.
3. The scavenger hunt is organized by animal areas and each group should get a Zoo map to help them find each animal area or building. The animal areas include the Herpetarium and Bird House on Historic Hill and Big Cat Country and adjacent Red Rocks. Remind the groups that they need to find the four animals in the first section – Throughout the Zoo – as they complete the hunt.
4. Because the animals at the Zoo are living creatures with very special needs, at certain times some of the animals referred to in this scavenger hunt may not be on public display. Please remind your students to do their best to complete the hunt by carefully observing the animals they find and not to worry about any that are off display.
Answer Key
Throughout the Zoo
1. (Answers will vary for Animal Adaptations/Traits)
2a-c. Possible answers include: Armenian vipers, hellbender, Grevy's zebra, Addax, horned guan. Grevy's zebra and Armenian vipers are found near the Middle East.
3a.-c. Possible answers include: Field research, health studies, conservation programs, teaching programs, surveys, captive breeding programs, reduce causes of decline, protecting habitats, improving fisheries industry, seed dispersal, recovery programs
Sheep – Naiveté: stays in groups, easily scared and are watched over by a shepherd.
Snake – Deceit: elusive, and associated with treachery and scary
Dove – Peace: beautiful and gentle
Lion – Bravery/Strength: majestic, predator above all others, king of jungle
Herpetarium
1. Possible answers include: air and water pollution, forest homes being cleared, acid rain hampers egg development, agricultural pesticides and fertilizers poison the food they eat, frog legs, UV rays. Save Energy and reduce pollution.
2. Mountain Chicken – over hunting, habitat loss, introduction of alien predators
Red Rocks
1. Bongo
2a. Overhunting
2b. Competition with livestock for limited grazing ground and water sources
3. Answers will vary: Animals kept from crossing borders that are fenced, animals are hunted for food, reserves are no longer protected, etc.
4. Ostrich, Struthio camelus
Females combine eggs into one large nest which is protected by the dominant male and female.
5. Camel Long eyelashes to protect eyes from sand storms
Broad feet to keep from sinking in soft sand Can go without water for long periods of time Nostrils can close to keep out blowing sand False – The hump stores fat.
6. Camel (U) no hard covered divided hoof
Babirusa (U) does not chew cud Somali Wild Ass (U) no divided hoof and does not chew cud Speke's Gazelle (C) both hard covered divided hoof and chews cud
Leopard (U) a predator that do not have hooves nor eat plants
7. Many possible answers including cows, horses, pigs, sheep, camel
8. Transportation, food, performs work, pets, etc.
9. Competition over food and water resources, Inter-breeding, Disease transmission between species.
Bird House
1. Answers will vary depending on which birds they choose.
Grades 7-12
The world is filled with many wonderful animals. Many of these animals appear in the Bible. This scavenger hunt is designed to familiarize you with some of those animals and how their populations and habitats have changed since the Bible was written. As you complete this scavenger hunt, think about your role in the survival of all animal species.
Psalm 104 God the Creator and Provider
1
Bless the Lord, O my soul.
O Lord my God, you are very great.
5You set the earth on its foundations, so that it shall never be shaken.
10You make springs gush forth in the valleys;
They flow between the hills, 11 giving drink to every wild animal;
The wild asses quench their thirst.
12By the streams the birds of the air have their habitation;
They sing among the branches.
16The trees of the Lord are watered abundantly, the cedars of Lebanon that He planted.
17In them the birds build their nests;
The stork has its home in the fir trees.
18The high mountains are for the wild goats;
The rocks are a refuge for the coneys.
20You make darkness, and it is night,
When all the animals of the forest come creeping out.
21
The young lions roar for their prey, seeking their food from God.
22When the sun rises, they withdraw and lie down in their dens.
24
O Lord, how manifold are your works!
In wisdom you have made them all;
The earth is full of your creatures.
31May the glory of the Lord endure forever;
May the Lord rejoice in His works.
Throughout the Zoo
1. As you complete this scavenger hunt, keep an eye out for these animals found in the Bible (Dove, Lion, Sheep, and Snake). See if you can list some adaptations (physical or behavioral) that might have lead Biblical authors to identify these animals with these characteristics? Match the Animal to the characteristic it represents:
Genesis 1:26:
26 Then God said, "Let us make man in our image, after our likeness. And let them have dominion over the fish of the sea and over the birds of the heavens and over the livestock and over all the earth and over every creeping thing that creeps on the earth."
This "dominion" given to humans by God was not meant to be the exploitation of nature that is so prevalent today. God set us in position to be good stewards of creation, to take care of it and sustain it for future generations.
Our Zoo has developed The Saint Louis Zoo Wildcare Institute to help conserve animals and their habitats. As you tour the grounds you will see special large signs that give information about each of these twelve Conservation Centers and the animals they help.
2. Find three species for which the Saint Louis Zoo has developed Conservation Centers. One of the animals should be found near the Middle East (Look in Antelope area of Red Rocks or Herpetarium).
a.
____________________________________________
b. ____________________________________________
c. ____________________________________________
3. Give three examples of how the Zoo is helping these animals through the WildCare Institute.
a. _________________________________________________________________________________
b. _________________________________________________________________________________
c. _________________________________________________________________________________
Herpetarium
Exodus 8
1Then the LORD said to Moses, "Go in to Pharaoh and say to him, 'Thus says the LORD, "Let my people go, that they may serve me. 2 But if you refuse to let them go, behold, I will plague all your country with frogs. 3The Nile shall swarm with frogs that shall come up into your house and into your bedroom and on your bed and into the houses of your servants and your people, and into your ovens and your kneading bowls. 4The frogs shall come up on you and on your people and on all your servants."'
God used an overabundance of frogs as one of the ten plaques against Egypt to free the Israelites from slavery. Today we are experiencing an extreme shortage of many amphibian species. The Saint Louis Zoo has partnered with other institutions to create the Amphibian Ark. This project works to breed and protect amphibian species that are on the brink of extinction with hopes of releasing them back into the wild when their habitats are once again suitable.
1. Find the "Disappearing Amphibian" graphic. Give two reasons amphibians are disappearing and one thing you can do to help.
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
2. Find the frog that has the name of a bird and describe how its population is threatened.
_________________ - ______________________________________________________________________
______________________________________________________________________
Red Rocks
Genesis 6:19-20:
19And of every living thing of all flesh, you shall bring two of every sort into the ark to keep them alive with you. They shall be male and female. 20 Of the birds according to their kinds, and of the animals according to their kinds, of every creeping thing of the ground, according to its kind, two of every sort shall come in to you to keep them alive.
1. In the Bible, God had Noah conserve the animals of the world on the Ark while their habitat was unsuitable. In much the same way, zoos are refuges for animals whose wild populations are in danger of extinction. Three animals that are or once were extinct in the wild but have been conserved in zoos are the Arabian Oryx, Wyoming Toad and Partula Snail. Likewise the Saint Louis Zoo has participated in repatriation projects which return animals to regions that they previously inhabited. Find one such animal in the Red Rocks area that has "gone home to Kenya."
_____________________________________________
2. Name two factors that contributed to the reduction of the Somali Wild Ass' range.
a. _______________________________________________________________________________________
b. _______________________________________________________________________________________
3. Political unrest and wars frequently occur in this region. How could fighting between two countries affect animal populations? For example: The Arabian Oryx re-introduction into S. Negev failed because they would cross into Jordan and were not protected.
__________________________________________________________________________________________ __________________________________________________________________________________________
4. The deserts of the Middle East were once occupied by this large flightless bird which was hunted to extinction by the middle of the 20 th century. It now is found on the Savannahs of Africa. List this animal's common and scientific names.
__________________________________________ __________________________________________
How does this bird protect its eggs? ___________________________________________________________ __________________________________________________________________________________________
5. Matthew 19:24 says, "It is easier for a ______________ (large animal used for transport in the desert) to pass
through the eye of a needle, than it is for a rich man to enter the kingdom of God." Go to this animal's habitat.
Although the Saint Louis Zoo is home to a different species of Camel than spoken of in the Bible, the Bactrian and Dromedary camels share some adaptations for life in the desert. Go to the Camel's habitat and look at the following characteristics then write down how they might be useful in a desert environment.
Feet -______________________________________________________________________
Eyelashes - _________________________________________________________________
Nostrils - ___________________________________________________________________
True or False: Camels store water in their humps.
Leviticus 11:
2Speak unto the children of Israel, saying, These are the beasts which ye shall eat among all the beasts that are on the earth. 3 Whatsoever parteth the hoof, and is clovenfooted, and cheweth the cud, among the beasts, that shall ye eat. 4 Nevertheless these shall ye not eat of them that chew the cud, or of them that divide the hoof: as the camel, because he cheweth the cud, but divideth not the hoof; he is unclean unto you. 7 And the swine, though he divide the hoof, and be clovenfooted, yet he cheweth not the cud; he is unclean to you.
In Judaism, Kosher is the set of dietary laws governing what can or cannot be consumed. Some of the reasons proposed for these laws include avoiding animals associated with pagan practices, preserving the Israelites' separateness from others and prevention of the spread of infectious diseases. Clean mammals are those that chew the cud and have cloven hooves. "Chewing the cud" or rumination is when the animal brings the food back up from the stomach to be chewed again. This helps the animal more efficiently digest the grasses it eats. Cows, sheep and antelope are ruminants. Animals with cloven hooves have a hoof with a hard outer covering split into two toes such as in pigs, sheep and antelope.
6. According to the above specifications, would these animals be unclean (U) or clean (C)? Also list your reasons.
___ Camel ________________________________________________________________________________ ___ Babirusa ______________________________________________________________________________ ___ Somali Wild Ass ________________________________________________________________________ ___ Speke's Gazelle ________________________________________________________________________ ___ Leopard _______________________________________________________________________________
Genesis 7:14
With them in the boat were pairs of every kind of animal—domestic and wild, large and small—along with birds of every kind.
Matthew 9:36
36When he (Jesus) saw the crowds, he had compassion for them, because they were harassed and helpless, like sheep without a shepherd.
7. The previous passages show that people kept animals for domestic purposes in Biblical times. Find two examples of animals whose relatives are domesticated today.
a. _______________________________________________________________________________________
b. _______________________________________________________________________________________
8. What are some ways we are helped by domestic animals?
__________________________________________________________________________________________ __________________________________________________________________________________________
9. What are possible problems when domestic animals share the same territory as wild animals?
__________________________________________________________________________________________ __________________________________________________________________________________________
Bird House
Isaiah 34:15a:
There the owl will make her nest and lay her eggs. She will hatch her young and cover them with her wings.
1. There are many variations in nest types among the birds. List three different kinds of nests and the birds that make them.
a.
Nest type__________________________________
Name_____________________________________
b.
Nest type__________________________________
Name_____________________________________
c.
Nest type__________________________________
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Chinook Jargon (Chinuk Wawa)
According to our best information, the name "Chinook" (pronounced with "ch" as in church) originated in one Native village on the north bank of the Columbia River, near its mouth. When American and British seafarers came to the Columbia River in 1792, they quickly incorporated the lower river into the international fur trade. They adopted the name "Chinook" early to refer both to the Columbia River and the lower river's indigenous inhabitants, who for the most part closely resembled the people of Chinook village in appearance, language, and culture.
When referring to the people and their original tribal languages, the name usually appears today as Chinookan. "Chinook" came into early general currency also for a local hybrid language alternatively termed "(the) jargon" (hence, also, Chinook Jargon or, following local Native usage, Chinuk Wawa) that early traders used in preference to Chinookan languages, which were reputedly exceptionally difficult to learn.
Local Natives had more options for communicating with Chinookans, inasmuch as many of the latter also spoke neighboring tribal languages. At the same time, few local non-Chinookan Natives could speak Chinookan. Before English came into general regional currency, Chinook Jargon was the lingua franca of the lower Columbia, linking Natives of different tribes as well as Natives and foreigners.
Scholars have spilled a good deal of ink debating the origin, historical development, and linguistic description of Chinook Jargon. A relatively small but grammatically and semantically central portion of the Chinook Jargon lexicon comes from the Nootkan languages of Vancouver Island, some 200 miles north of the lower Columbia. Linguistic analysis of this part of the lexicon reveals grammatical and phonetic distortions that are consistent with adoption by European-language speakers. This is confirmation that these words were introduced by seafaring traders who had been at Vancouver Island before first entering the Columbia River.
Altogether, the seafarers and English-speaking resident traders and settlers who followed them contributed as much as 20 percent of the Chinook Jargon words used on the lower Columbia during the nineteenth and early-twentieth centuries. Roughly 15 percent of them were derived directly from English and 5 percent from seafarer-pronounced Nootkan.
Yet, it cannot be taken for granted that early foreign traders created Chinook Jargon. While sometimes missing Chinookan grammatical markers, virtually all of Chinook Jargon's Chinookan-contributed words show intact Chinookan word-forms, although whites tended to drop certain features of pronunciation that were retained by Indians.
So far, scholars have been unable to agree on when and how Chinook Jargon originated. Some have argued that it arose as a direct or indirect result of contact with the seafarers. Others believe that it is rooted in indigenous trade and slavery far predating foreign contact. What can be said with some certainty is that Chinook Jargon's strongly Chinookan character points to the crucial participation of Chinookans in its formation, whenever that took place. And there is no disagreement that the land-based fur trade in the Columbia River region, commencing with the founding of Astoria in 1811, was key to the dissemination of Chinook Jargon beyond the lower Columbia into the Pacific Northwest at large.
An important role in the development and spread of Chinook Jargon during this period was played by the Métis offspring of local Indian women and fur-company employees. One legacy of those families is the approximately 15 percent of the Chinook Jargon lexicon derived from French, the predominant language of the fur-company rank-and-file.
page 1 / 2
During its heyday in the late nineteenth and early twentieth centuries, Chinook Jargon was spoken throughout the Pacific Northwest, from northern California to the Alaskan panhandle and from the coast well into the interior plateaus of the Fraser and Columbia rivers. During this period, the language acquired an embryonic written literature, composed primarily by missionaries who resorted to it as a way around the diversity and forbidding complexity of Northwest tribal languages.
While long since displaced by English as the region's lingua franca, Chinook Jargon survived for many generations in the Métis and Indian communities of the lower Columbia. For some modern descendants of those communities, it retains positive symbolic associations with indigenous identity.
Recently, the language has been revived, notably at the Grand Ronde Indian Community, Oregon, where it is taught as a community heritage language.
Written by Henry Zenk
Further Reading:
Demers, Modeste, F.N. Blanchet, and L.N. St. Onge. Chinook Dictionary, Catechism, Prayers, and Hymns. Montreal, 1871.
Gibbs, George. A Dictionary of the Chinook Jargon, or Trade Language of Oregon. Washington, D.C.: Smithsonian Institution, 1863.
Jahr, E. H., and I. Broch. Language Contact in the Arctic: Northern Pidgins and Contact Languages. Berlin and New York: Mouton de Gruyter, 1996.
www.grandronde.org/ikanum/index.html. "Ntsayka Ikanum, Our Story: A virtual experience." Clicking on the Wawa / talk icon accesses text, audio, and video related to Chinuk Wawa (Chinook Jargon) in general and the Chinuk Wawa language program of the Confederated Tribes of Grand Ronde in particular.
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RWANDA
City Overview
Kigali, capital city of landlocked Rwanda is home to a population of around 880,000 . In coming years, the city is expected to grow at a fast rate of 6 percent a year, in part due to migration from densely populated rural areas. The city sprawls across four ridges; these ridges are divided by wetland valleys, where some industrial, commercial and residential uses are at risk of flooding. Residents are highly dependent on wood and charcoal for fuel, which creates deforestation pressures in the hinterlands. Over the course of the 21th century, the impacts of climate change will create various stresses. The Fourth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC) reports that projected increases in annual global temperatures of 1.5 to 2.0 degrees C will likely impact fisheries in East African lakes, affecting food security. Further, analysts expect that parts of Rwanda that previously were malaria-free will become "highly suitable" for transmission of this disease by the 2080s. Rwanda's National Adaptation Plan of Action to Climate Change (NAPA) lists several priorities for adaptation in urban areas, including improving access to drinking water, sanitation, and energy from alternative sources.
ENVIROMENTAL RISKS & VULNERABILITIES
Due to climate change, Rwanda has to face different challenges. These will include longer dry seasons causing droughts, mostly in the eastern part of the country; and shorter wet seasons with higher intensity, more likely in the northern and southern region. Heavy rains, coupled with a loss of ecosystems services resulting from deforestation and poor agricultural practices, have resulted in soil erosion, rock falls, landslides and floods which destroy crops, houses and other infrastructure (roads, bridges and schools) . Mostly rural population and farmers are affected by these events.
Within this background Rwanda launched the National Adaptation Plan of Action to Climate Change (NAPA) in 2006. This action plan highlighted several urban activities. It called for an increased adaptive capacity of grouped habitats ("Imidugudu") located in vulnerable regions by improving drinking water and sanitation, and supplying alternative energy services. The NAPA also proposes to create nonagricultural job opportunities to lower the dependency on agricultural resources.
Regarding these policies, coupled with the higher urban growth rate compared to the overall national growth rate, one of the biggest projected changes will be an increasing population pressure towards urban centers. Furthermore the functions of the wetland valleys are threatened by some industrial, commercial and residential uses despite legal prohibition. Likewise high demand for brick making, coupled with sand-mining due to construction needs, has led to further degradation of wetlands. One such example is the
Kigali Conceptual Masterplan, 2008
Rwanda State of Environment and Outlook, 2009
Rwanda Population: 10.5 million (2009)
Kigali population: 880,000 (2005)
Kigali expected growth rate 2007 – 2012: 6.0% (2008)
Density Kigali: 2150 hab/km 2
Kigali area: 730 km 2 (2005)
Climate indicators
Rwanda is located in the African Sub-Sahara. Because of its high altitude, its temperature and rainfall are more moderate than the surrounding hot and humid equatorial regions.
Mean annual temperature: 21.64 °C (2005)
4
Average Annual Rainfall: 903.52 mm (2005) 4
Seasons: Four seasons, a short rainy season from September to November and a longer season between March and May. Two dry periods, a short one between December and February and a long one from June to August 2 .
Relative Humidity: 66.76% (2005)
Gikondo valley. At present only parts of this valley still function as wetland; large parts have been degraded through drainage and compaction for development.
POTENTIAL ACTIVITIES WITHIN CCCI
1. Share knowledge through supporting and strengthening existing Climate Change networks on a local government level and increase synergies between national and local climate change policies and programmes.
population is 10.5 million (2009) 3 . With a density of 408 hab/ km 2 (2008) 3 Rwanda is the most populated, but one of the less urbanized countries in Africa. Since the end of the Genocide 1994, economic growth rates have averaged 5.8% per annum. This economic success has enabled significant progress in the fight against poverty, with poverty rates dropping from over 70% at the end of the war to 56.8% today (with a national target of 23.8% by 2015).
2. Research and education on building policies & urban strategies towards resource friendly and energy saving urban development.
3. Promotion of these tools with local governments, civil society and private sector.
THE NATIONAL CONTEXT
Rwanda is a landlocked country, situated in central Africa and covers an area of 22,336 sq km. The estimated actual
CIA Factbook, 2008
4 Kanombe International Airport Weather Station.
UN-HABITAT'S CITIES IN CLIMATE CHANGE INITIATIVE
UN-HABITAT launched the Sustainable Urban Development Network (SUD-Net), an innovative network of global partners, promoting inter-disciplinary approaches to sustainable urban development.
The Cities in Climate Change Initiative (CCCI) is the flagship programme of SUD-Net. The initiative aims to strengthen the climate change response of cities and local governments. Cities are key drivers of climate change due to their high energy consumption, land use, waste generation and other activities that result in the release of the vast majority of greenhouse gases. At the same time, it is cities, and in particular the urban poor, in the developing world, that are most vulnerable to and have the least resilience against, for example, storms, floods, and droughts. Cities need to respond to Climate Change by cutting their greenhouse gas emissions (mitigation). The negative impact of climate change seems however unavoidable and for most cities in developing countries adaptation to the risks is a must.
Although the majority of the people in Rwanda currently live in rural areas, it is one of the fastest urbanizing countries in the region. In 2000, the urban population was estimated at 12%, which rose to 18% 3 by 2009. Projections suggest that the urban population will rise to stand at 30% by 2020.
So Rwanda is facing an accelerated urbanization due to the rural exodus, a population growth rate of 2.78% 3 , economic growth and returnees from the 1994 civil war. This pressure on urban areas will be accelerated by the promotion of non agricultural jobs, poor agricultural productivity and lack of land to sustain an expanding rural population.
The Cities in Climate Change initiative brings together local and national governments, academia, NGOs and international organizations with the aim to alert cities to the action they can take and by strengthening capacities of cities and their partners to respond to Climate Change. The key components of the Cities in Climate Change initiative are:
* Advocacy, policy dialogue and policy change
* Tool development and tool application
* Piloting climate change mitigation and adaptation measures
* Knowledge management and dissemination, through, amongst others, the UN-HABITAT partner universities and the partnership with UN-HABITAT's Local Government Training Institutes Network.
Initially four cities, Esmeraldas in Ecuador, Kampala in Uganda, Maputo in Mozambique and Sorsogon in the Philippines participated in the Cities in Climate Change Initiative as key partner cities. An additional 5 cities from Africa, Bobo Dioulasso in Burkina Faso, Kigali in Rwanda, Mombasa in Kenya, Saint Louis in Senegal and Walvis Bay in Namibia have joined the initiative since July 2009. Cities in 9 Asian Countries are preparing to join CCCI.
For more information, contact:
UN-Habitat Global Division Urban Environmental Planning Branch P.O. Box 30030 00100 Nairobi, Kenya Tel : +254 20 7625405 • Fax : +254 20 7623715 Email : email@example.com • www.unhabitat.org/sudnet
Regional Office for Africa and Arab States P.O. Box 30030 GPO Nairobi 00100, Kenya Tel: +254 20 762 4717 • Fax: +254 20 762 3904 Email: firstname.lastname@example.org • www.unhabitat.org
UN-Habitat Programme Manager for Rwanda c/o UNDP Country Office Kigali P.O. Box 445 Kigali – Rwanda Tel: +250 590 518 • Fax: +250 576 263
Waste Management - Kigali
©UN-HABITAT
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Heat Exchangers
Heat exchangers are common components in many everyday devices. Car engines, refrigerators, air conditioners, central heating boilers and radiators all contain heat exchangers. Their purpose is to transfer heat from a hot liquid or gas to a colder one.
In industry, steam is often used for heating and cold water for cooling. A variety of heat exchangers have been designed to suit the range of heating or cooling applications.
The animation shows a "shell and tube" heat exchanger. When operating to heat up a liquid, hot water or steam will be pumped through the tank. This comes into contact with the pipes passing through the tank which contain the liquid that is to be heated. The arrangement of pipes gives a large surface area to conduct heat from the steam into the liquid inside the pipes.
The same arrangement can be used to cool a liquid passing through the pipes. In this case, cold water is pumped through the tank to carry away the heat from the liquid inside the pipes.
The tubes allow a large surface area for heat to be transferred. To improve the exchange of heat, the fluids flow in opposite directions. Baffles can direct the flow of fluid inside the tank to improve heat exchange however this design can be prone to damage due to the expansion and contraction of the fixed tubes.
Another type of heat exchanger has a single tube which is bent into an S-shape. Once again, the fluids flow in opposite directions to improve the heat transfer.
An example of a heat exchanger.
Cooling water (blue) enters at the bottom and flows in a jacket around the pipe containing the hot water (red) which enters at the top.
A hot jacket could be used to heat up a cooler liquid flowing in the pipe.
Classroom contexts
These questions may provoke some discussion, or suggest further activities, within the classroom. Scroll down below the curriculum links for some suggested answers.
* Where are heat exchangers found in the home or car?
* What materials are the best heat insulators?
* What materials would be the best to make a heat exchanger.
* How are domestic heating radiators designed to be good heat exchangers?
Links to the Primary Science National Curriculum
Key stage 2
Where are heat exchangers found in the home or car?
The most obvious examples are car radiators and heating radiators. Both have large, flat surfaces to increase the area in contact with the air. Car radiators have many pipes and fins to increase the surface area even further. The car radiator works to cool the water passing through it while the heating radiator uses warm water inside to heat air in the room.
What materials would be the best to make a heat exchanger.
The best heat exchangers will be made out of materials that conduct heat efficiently. These are usually metals. There will be other issues, such as strength and cost, which will decide on the type of metal. Copper is an excellent conductor of heat but it is expensive and so heating radiators are made out of steel. Expensive cooking pans will have a copper bottom to conduct the heat evenly to the food.
What materials are the best heat insulators?
The Space Shuttle has ceramic tiles on its surface to act as a heat shield and prevent it burning up during re-entry into the earth's atmosphere. More common insulators are polystyrene, cotton wool and bubble-wrap.
How are domestic heating radiators designed to be good heat exchangers? Radiators have a large surface area and are thin. Apart from standing neatly against a wall, this shape provides a large warm surface that is in contact with the air in the room. Some radiators may have more than one section and fins to increase the area even more. | <urn:uuid:7ce3cefd-9065-49ed-a496-fed9842694c5> | CC-MAIN-2019-04 | http://industry-animated.org/teachers%20notes/heat_exchanger_pdf.pdf | 2019-01-24T11:11:34Z | crawl-data/CC-MAIN-2019-04/segments/1547584520525.90/warc/CC-MAIN-20190124100934-20190124122934-00095.warc.gz | 105,513,692 | 759 | eng_Latn | eng_Latn | 0.999499 | eng_Latn | 0.999531 | [
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Sweetpotato cropping guide
Putri E. Abidin, Edward Carey, Sarma Mallubhotla and Keith Sones
Sweetpotato cropping guide
By Putri E. Abidin, Edward Carey, Sarma Mallubhotla and Keith Sones.
© CAB International 2017
Please cite this publication as: Putri E. Abidin, Edward Carey, Sarma Mallubhotla and Keith Sones (2017) Sweetpotato cropping guide. Africa Soil Health Consortium, Nairobi.
This publication is licensed under a Creative Commons Attribution 3.0 Unported License.
Creative Commons License
You are free to:
* share — to copy, distribute and transmit the work
* remix — to adapt the work
* to make commercial use of the work.
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* Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).
With the understanding that:
* Waiver — Any of the above conditions can be waived if you get permission from the copyright holder.
* Public domain — Where the work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
* Other rights — In no way are any of the following rights affected by the license:
* Your fair dealing or fair use rights, or other applicable copyright exceptions and limitations;
* The author's moral rights;
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Notice — For any reuse or distribution, you must make clear to others the license terms of this work
(http://creativecommons.org/licenses/by/3.0/).
Limits of liability
Although the authors have used their best efforts to ensure that the contents of this book are correct at the time of printing, it is impossible to cover all situations. The information is distributed on an 'as is' basis, without warranty.
Neither the authors nor the publisher shall be liable for any liability, loss of profit, or other damages caused or alleged to have been caused directly or indirectly by following the guidelines in this book.
About the publisher
The Africa Soil Health Consortium (ASHC) mission is to improve the livelihoods of smallholder farmers through adoption of integrated soil fertility management (ISFM) approaches that optimize fertilizer use efficiency and effectiveness.
ASHC books are available at special discounts for bulk purchases. Special editions, foreign language translations and excerpts can also be arranged.
ISBN (paperback): 978-1-78639-314-2
ISBN (e-book): 978-1-78639-315-9
Typeset by Sarah Twomey
Addresses of authors
Putri E Abidin
International Potato Center (CIP), c/o CSIR-SARI, PO BOX 52, Tamale, Ghana
Edward E Carey
CIP, c/o CSIR-CRI, PO BOX 3785, Kumasi, Ghana
Sarma Mallubhotla
eHealth Africa, 4/6 Independence Rd, Kano, Nigeria
Keith Sones
CABI, P.O. Box 633-00621, Nairobi, Kenya
Acknowledgements
The production of this cropping guide was supported by the Bill & Melinda Gates Foundation through a grant to the CABI-Africa Soil Health Consortium.
The authors are also grateful to the International Potato Centre (CIP) for permission to reproduce photos and figures, and for generous access to their publications and other information. This document draws heavily on information from a number of documents including Stathers et al., 2013. Everything you ever wanted to know about sweetpotato: Reaching Agents of Change ToT Training Course. International Potato Center, Nairobi, Kenya, which along with others may be found at the Sweetpotato Knowledge Portal http://www.sweetpotatoknowledge.org
Photo credits:
Photo 1, 9 Erna Abidin, CIP
Photo 2 Sweetpotato planting material leaflet NRI/CIP
Photo 3, Figure 6, 7 Schulte-Geldermann, E., Agili, S., Ndolo, P. and Low, J. 2012. Net tunnels to protect sweetpotato planting material from disease a guide to construct and maintain tunnels. International Potato Center (CIP).
Photo 4, 5, 6, 7, 8 Daniel Akansake, CIP
Photo 10, 11 T. Ames, N.E.J.M. Smit, A.R. Braun, J.N. O'Sullivan and L.G. Skoglund. 1996. Sweetpotato: Major Pests, Diseases, and Nutritional Disorders. International Potato Center (CIP). Lima, Peru. 152 p.
Simon Ndonye for the illustrations.
Contents
1. Introduction
This cropping guide is one in a series being produced for extension workers by the African Soil Health Consortium (ASHC). The series also covers banana-coffee, cassava, maize-legumes, sorghum and millet-legumes, groundnuts and rice systems but this guide is focused on sweetpotato.
Rural extension workers will find this handbook particularly useful for guiding their clients as they shift from producing sweetpotato under traditional cropping systems for subsistence to more market-oriented enterprises through sustainable intensification.
The guide aims to provide, in a single publication, all the most important information needed to design and implement effective systems including those that combine sweetpotato with a range of other crops, either as intercrops or in rotations, but with the primary focus on sweetpotato.
Although ASHC's work is focused on the needs of smallholder farmers in Africa, emerging and established commercial farmers will also find the contents relevant and useful.
The ASHC mission is to improve the livelihoods of smallholder farmers through adoption of Integrated Soil Fertility Management (ISFM) approaches that optimise fertilizer use efficiency and effectiveness. The overarching framework for the guide is therefore provided by ISFM.
The overall objective of the handbook is to provide simple guidance and useful tips on how farmers with small to medium-sized farms can benefit from more efficient and profitable sweetpotato production and utilisation. By following the recommendations in this guide, smallholders should be able to increase production from around 5 tonnes fresh roots per hectare to 20 tonnes per hectare or even more.
2. Sweetpotato cropping systems
Why grow sweetpotato?
The sweetpotato is primarily a starchy root crop but the leaves can also be eaten as a leafy green vegetable.
It can be grown as a staple food but is more often grown as an alternative foodstuff for household consumption or, increasingly, as a cash crop.
The area in which sweetpotato is grown in Sub-Saharan Africa is expanding faster than for any other food crop. Between 1996 and 2006, it increased by over 70% to about 12 million hectares.
There are several reasons for this, including:
* The development of sweetpotato value chains: this provides the means for moving the food product into commercial and institutional markets.
* Many smallholders have turned to sweetpotato in response to severe disease outbreaks affecting other staples, especially cassava brown streak virus and bacterial wilt diseases of banana.
* Growing recognition of the superior micronutrient content of sweetpotato compared to other crops, especially the role of orange-fleshed varieties of sweetpotato in addressing widespread vitamin A deficiency.
* The need for crops, such as sweetpotato, that are more drought tolerant than maize.
* In some countries, such as Malawi, the government has actively promoted the crop to smallholder farmers as part of the strategy to diversify away from maize following devastating drought in the 1990s. In Malawi, annual consumption has
increased twenty-fold from just 12 kg per person in the 1970s to 240 kg per person in 2012.
The sweetpotato has a number of beneficial features:
* It is a low input crop that is robust and fast maturing, producing reliable yields even under adverse conditions and on marginal soils.
* The deep (up to 0.9 m) and branching root system of sweetpotato enables the plant to absorb water in deeper soil layers than occurs in most crops. Once roots are established they can survive reduced soil moisture, resuming growth when the rains occur.
* It is among the most productive crops with regard to production per unit area and time.
* Depending on the variety and production zone, sweetpotato can be ready for harvesting from 3 to 8 months after planting.
* Sweetpotato can provide food during the hunger gap, before cereals and other crops are ready for harvest.
* Unlike a cereal crop, which all has to be harvested at the same time, the roots can be harvested as they are needed by the farming household (piecemeal/staggered harvesting).
* Sweetpotato offers greater flexibility around planting and harvesting times, requires lower management compared to grain crops and makes less demand on labour. This is especially important where availability of adult labour has been reduced due to HIV.
* Sweetpotato is nutritious. All varieties are good sources of iron, zinc and potassium, B vitamins and also vitamins K, C and E. The orange-fleshed varieties of sweetpotato are also
rich sources of beta-carotene. The body turns beta-carotene into vitamin A, which is required for healthy skin and mucus membranes, an effective immune system and good eye health and vision. In 2013, nearly half of all children under 5 years of age in Sub-Saharan Africa had vitamin A deficiency (VAD), a risk factor for blindness and for mortality from measles and diarrhoea. Just 125 g of boiled, mashed orange-fleshed sweetpotato (OFSP) provides the recommended daily intake of vitamin A for children.
* In addition to the roots, fresh leaves can be eaten as a nutritious green leafy vegetable. They are a good source of protein, niacin (vitamin B3), calcium and iron, and a very good source of dietary fibre, vitamin A, vitamin C, thiamine, riboflavin (B2), vitamin B6, folate, magnesium, phosphorus, potassium and manganese. The sweetpotato leaf is also an excellent source of lutein which appears to have a role in maintaining healthy eyes. They are especially useful during the dry season when few other fresh vegetables are available.
* Sweetpotato vines, which can be very productive, are a nutritious, highly digestible and palatable feed that can be fed to cattle, goats, sheep, pigs and rabbits, fresh, dried as hay or made into silage.
* Sweetpotato flour or puree can be used as wheat flour substitute in breads, cakes and other bakery products. It can contribute towards household and national food and nutrition security, as well as offering the potential for cash income from sales and creates employment and business opportunities, such as through commercial production of clean planting material.
Sweetpotato varieties
There are many varieties and local cultivars of sweetpotato and plant breeders are developing new varieties with desirable qualities to meet today's needs, such as earliness of maturing, drought tolerance, resistance to pests and diseases, and high yields of attractively shaped roots with desired qualities for diverse end uses.
The flesh of sweetpotato can be white, cream, yellow, purple or orange depending on variety.
Sweetpotato varieties can be spreading, semi-erect or erect. They also range from early maturing (3 months after planting) through to late maturing (up to 10 months after planting).
While most varieties are grown primarily for roots, the leaves are also valued as a green vegetable by many communities and some varieties are grown primarily for the vines, which are fed to livestock, with root production being of secondary consideration.
Towards better yields
Using high-input systems and under excellent management, commercial growers in South Africa routinely achieve yields of over 50 tonnes of fresh roots per hectare. Average production in the rest of Sub-Saharan Africa is much lower at less than 5 tonnes per hectare. This is due to poor agronomic practices and challenging production conditions, such as late planting, inadequate weeding, incorrect spacing and inadequate soil fertility and water management.
A major constraint is the use of disease and pest-infected planting material.
Experts suggest that sweetpotato yields can be increased in three main ways:
1. Adoption of better agronomic practices can increase yields by around 60%; if mineral fertilizers are used this can increase to 100%.
2. Use of clean, healthy planting material – free from sweetpotato virus – can increase yields by around 40%.
3. Finally, better control of sweetpotato weevils can increase yields by 10-20%.
Some smallholders regard sweetpotato as a poor man's crop; however, successful promotional campaigns, such as the one in Malawi, have helped change attitudes. Increasingly it is now recognised as a high-value crop, which can play an important role in food security and increasing cash income.
By following the recommendations in this cropping guide, smallholders should be able to increase yields from around 5 tonnes of fresh roots per hectare to 20 tonnes or more and avoid post-harvest losses.
3. Site selection, land preparation, production of planting
material and planting
Requirements for sweetpotato
Soils: Sweetpotato can be grown in a wide range of soils but does best in well drained, deep, moderately fertile sandy loams with a pH of 4.5 to 7.0 (slightly acidic to neutral).
If the soil pH is less than 5, agricultural lime needs to be applied to the soil.
The sweetpotato is moderately tolerant to aluminium toxicity, although this varies amongst different varieties. Liming is recommended in soils where aluminium toxicity could be a problem.
Because adequate drainage and aeration is important sweetpotato is usually grown on mounds or ridges; the crop is not tolerant of water-logging and a loose soil structure helps the roots to develop.
Climate: Growth is optimal at day-time temperatures of 2530°C and night-time temperatures of 15-20°C. Sweetpotato can, however, be grown at between 15 and 33°C. In less ideal conditions the crop takes longer to be ready for harvest.
Annual rainfall of between 750-1,000 mm per year is required with a minimum of 500 mm falling during the growing season. The crop is especially sensitive to drought at establishment and from 20 to 30 days after planting when the storage roots start to develop. There is considerable variation among cultivars with regard to sensitivity to environmental conditions, including drought and variation in soil fertility.
Elevation: Sweetpotato grows well from sea-level to 1,700 metres above sea-level (masl), although some varieties can grow up to 2,500 masl.
Inputs: In Africa, sweetpotato is usually grown without the use of mineral fertilizers or irrigation, although many commerciallyoriented farmers recognize the need to use fertilizers.
Market access: If smallholders increase production beyond their household requirement they will need access to markets for the surplus and/or will need to invest in improved storage technologies. Currently, however, there is very little use of controlled storage in Sub-Saharan Africa, though efforts are under way to develop appropriate technologies, including in-ground, improved pit storage and cold storage. Commercially important varieties are marketed quickly following harvest and may also be somewhat resistant to rots and shrinkage that occur during transportation and marketing.
Land preparation
Sweetpotato can be grown on mounds, ridges or flat beds.
Growing on mounds or ridges ensures good drainage and aeration of the soil, makes it easier to harvest the roots and gives higher yields than growing on flat beds. They are especially beneficial on land prone to water logging. Mounds and ridges require more labour for land preparation than flat beds.
Mounds are usually made by hand using a hoe. The mounds should be about 30 cm high and 30 cm wide with between about 60 cm (erect varieties) to 1 metre (spreading varieties) between mounds. One metre between mounds gives 10,000 mounds per hectare.
Ridges are usually made by ox-drawn ploughs or tractors. The ridges should be about 30 cm high with between about 60 cm (erect varieties) to 1 metre (spreading varieties) between the top of adjacent ridges (Figure 1).
When making either mounds or ridges the soil should be heaped up over the residues of the previous crop or vegetation from a fallow period. This provides nutrients and also loosens compacted soil which helps root formation. Farmyard manure, poultry manure, compost or green manure can all be beneficial and if available should be incorporated at this time. Incorporation of organic matter contributes to soil quality, including fertility and water holding capacity.
Rotations: To avoid build-up of pests and diseases, sweetpotato should not be grown on the same plot every year, though there are instances where this is successfully done. A three-crop rotation with cereals, legumes and sweetpotato is ideal, for example
sweetpotato grown in year 1, cereal or legume in years 2 and 3, then sweetpotato in year 4.
If sweetpotato has to be grown on the same plot in successive years, sanitation is important, with old roots and vines being incorporated into the soil or removed to prevent carry-over of pests and diseases to the new crop.
Smallholders rarely apply mineral fertilizer to their sweetpotato crops. If sweetpotato is grown as part of a rotation system they can, however, benefit from nutrients associated with the previous crop. So, sweetpotato does well after cereals and legumes as the crop can benefit from fertilizer applied to cereals and nitrogen fixed by the legume crop.
Sweetpotato should not be planted after other root crops, especially cassava, which has similar nutrient requirements.
Sweetpotato is also well suited as the first crop after a fallow period as it leaves the soil easy to prepare for the next crop.
Intercropping
Intercropping means growing two crops at the same time in the same plot.
Benefits of intercropping sweetpotato with other crops, such as maize or legumes, include:
* Increased diversity of crops and foods grown
* Increased efficiency of labour
* Increased productivity per unit of area
* Reduced risk of total crop failure compared to when just one crop is grown
* Increased soil fertility due to fertilizer application to the intercrop, for example, maize, or nitrogen fixation by legumes
* Decreased impact of weeds as the two crops outcompete the weeds for space, light, water and nutrients
* In some cases, reduced threat of pests and diseases.
Some examples of successful intercrops with sweetpotato include:
Sweetpotato and maize: Experience from Malawi suggests that the best productivity is obtained with a strip intercropping planting pattern of two rows of sweetpotato with one row of maize. Local farmers preferred to grow two rows of maize with one row of sweetpotato because of the value they attached to the maize crop (Photo 1).
maize
A relay intercropping system in which sweetpotato is planted as the maize approaches harvest has proved to be effective in Ghana. Such a system needs a long rainy season.
Sweetpotato and beans or soybeans: A row of common bean or soybean can be intra-cropped together with the sweetpotato in the same ridge. Experience from Malawi suggests that the best productivity is obtained with a planting pattern that has a repeat pattern along the ridge of three sweetpotato plants followed by six soybean or bean plants.
Sweetpotato and pigeonpea: Two rows of sweetpotato alternated with two rows of pigeonpea has proved to be an effective planting pattern in Nigeria. In addition to fixing nitrogen, pigeonpea has some other beneficial features: it grows slowly at first and therefore does not compete strongly with sweetpotato. It is also deep-rooted and can therefore continue to grow after the sweetpotato has been harvested, during the dry season and when nothing else can be planted.
Sweetpotato alley cropping: Sweetpotato can also be grown in alley cropping systems. Here rows of shrubs and trees, many of which are legumes, are grown 4–8 metres apart with between 4–8 rows of sweetpotato grown in between.
The shrubs and trees are pruned regularly and the prunings used as a green manure, releasing nutrients, acting as a mulch and improving the structure of the soil. Alternatively, the prunings are fed to livestock and their manure can be applied to the soil.
Species of trees and shrubs grown will vary locally but common species include: the river bean tree (Sesbania sesban); the ear leaf acacia (Acacia auriculiformis); the kassod tree (Cassia cajan); pigeonpea (Cajanus cajan); mother of cocoa or Nicaraguan cacao (Gliricidia sepium); and elephant ear tree (Enterolobium cyclocarpum).
Planting vine cuttings
Sweetpotato are not grown from seed in the way that cereals, legumes and vegetables are. Instead they are grown from fresh vine cuttings, usually about 30 cm long, consisting of 3–5 nodes, taken from vigorously growing plants (Figure 2). The best results are obtained with tip cuttings, but often the cuttings are taken from the length of a vine. Cuttings from the base of the vine should be avoided as these may harbour weevils and will also result in the least vigorous plants.
303030
A major challenge for smallholders growing sweetpotato is to have enough pest- and disease-free planting material available ready for planting: planting soon after the rain begins is necessary to ensure a high yield. This is especially difficult in regions with unimodal rainfall (one rainy season a year followed by a long dry season).
Cuttings are quite bulky: to plant a one hectare plot using the mound/ridge system requires about 30,000 cuttings which weigh about 600 kg – 30 large sacks full.
Cuttings are also perishable: the cuttings need to be planted soon after they have been taken from the parent plants.
Vine cuttings should have at least 3–5 nodes (the place where the leaves are attached – see Photo 3): depending on the variety this can vary between 20 and 30 cm long.
To plant, a small hole is made with a stick, hoe or machete and the cutting inserted so that at least two nodes are under the soil with just the tip sticking out. It is not necessary to remove the leaves. The cutting is then firmed in. To plant one hectare takes about 32 person-hours of labour.
For mounds, three cuttings are usually planted towards the top of each mound with the cuttings evenly spaced: with 10,000 mounds per hectare around 30,000 vines are needed per hectare.
For ridges, cuttings are planted along the top of the ridge (or in rows on flat beds), either upright or at a slant, with 30 cm between cuttings in a row and between 60 cm and one metre between rows: 33,333 cuttings are needed per hectare when rows are spaced one metre apart (Figure 3).
Erect growing varieties can be planted more closely, from 60 cm between rows or mounds, and spreading varieties more widely, up to one metre.
Some farmers like to place two cuttings per hole but this needs twice as many cuttings. It is better to use just one cutting per hole and then fill any gaps after about two weeks.
Source of planting material
To ensure a good yield, farmers need to have access to sweetpotato planting material at the start of the rainy season: planting at the beginning of the rainy season compared to a few months later can result in double the yield, particularly if the rainy season is short.
In areas with two rainy seasons a year (bimodal rainfall) farmers can usually obtain planting material from the previous season's crop.
In areas with one rainy season a year (unimodal rainfall) followed by a long dry season, planting material can easily be lost between crops.
There are several options to obtain planting material in the unimodal areas including:
* A small area of sweetpotato can be maintained through the dry
season in a damp area: a shady area near the homestead, such as under the canopy of a banana plant, or a washroom drainage area. The rapid multiplication method, in which 3 node vine cuttings are planted at spacings of 10 cm by 20 cm would be suitable (see below).
* Roots left in the field, accidently or deliberately, will sprout when the rains begin and planting material can be gathered a few weeks later.
* Roots can be stored and planted out in nursery beds a few weeks before the rain is expected to start. The roots sprout and rapidly produce large amounts of planting material (see Triple S: Storage in sand with sprouting), below.
* Cuttings can be purchased from neighbouring farmers who have good access to water and who grow sweetpotato planting material as a business.
Before taking the vine cuttings, any plants showing signs of virus disease should be pulled up and destroyed. This technique is usually called the 'negative selection method'. Cuttings should be taken from the tip of the vine. Each cutting should contain three to five nodes (places on the vine where the leaves grow from). If the vine is long enough, several cuttings can be taken but all cuttings should be taken at least 30 cm above soil level to avoid weevil eggs, larvae or pupae, or stemborer eggs.
Triple S: Storage in sand and sprouting
The Triple S system is a simple and inexpensive way for smallholders in unimodal rainfall areas to ensure they have planting material available at the start of the rainy season.
1. At the end of the rainy season, small to medium sized roots (which have little market value) are selected from parent plants
that are healthy looking and that are free from weevil or other damage.
2. The roots are carefully placed in layers in a container about 30 cm deep, such as a large plastic bowl lined with newspaper. Starting with a layer of sand, layers of roots are added, each covered with dry sand. Ideally the roots should not touch. About 30–40 roots will fit in a large bowl with two layers of roots (Figure 4). Tip: Sand can be obtained for free by sweeping roads and around the house. Sand should be thoroughly dry and cool before use.
3. The container is stored in a cool, dry, safe place away from animals and children.
4. The roots will sprout but usually the sprouts remain short. If they get very long the shoots can be removed and planted out in the garden/nursery while continuing to store the roots in dry sand.
5. 6–8 weeks before the rains are expected, the sprouted roots are planted in a garden near the house. The site should have fertile
soil and be fenced or hedged to keep out animals. The roots are planted in shallow depressions spaced 50 cm apart each way with the root about 5 cm below the soil surface (Figure 5). Some long spouts may protrude above the soil surface. A plot for 40 roots will be about 3.5 metres long and 2 metres wide. They need to be watered at planting and then every 3-4 days.
6. By the time the rains begin the roots will have produced lots of vines which can be cut for planting material (Photo 2). Forty roots can produce around 1,600 cuttings. These can either be planted out for root production or, if more cuttings are needed, planted in a rapid multiplication nursery (see below). Once initial sprouts are removed from the bedded roots, they will re-sprout, producing more cuttings.
Rapid multiplication nursery
Often smallholders will not have enough planting material available at the start of the rainy season, even if they have maintained a nursery to keep sweetpotato growing throughout the dry season. In this case, additional planting material can be produced using a rapid multiplication nursery. There is also an opportunity for farmers to specialise in producing cuttings for sale as a business; farmers can either focus only on producing cuttings or operate a dual system in which they produce both cuttings and roots although, because the vines have been cut, the roots will be smaller than usual.
The rapid multiplication nursery consists of beds each about 1 metre wide and 5 metres long with 50 cm between beds. Available
cuttings are planted in flat beds with 10 cm between cuttings in a row and 20 cm between rows. This is equivalent to 50 cuttings per square metre or 250 cuttings per 5-metre-long bed.
The nursery needs to be sited close to a reliable source of water as the beds need frequent watering. The soil is prepared as a loose bed with mineral fertilizer (see below), compost or manure added: for manure this should be added at least 2 weeks before planting to allow it to start to decompose. The bed should be raised 20 cm above ground level and situated on level ground to avoid run-off of water. If the nursery is established in the dry season, beds may be sunken as opposed to raised, in order to reduce requirements for watering.
If it is very hot and dry, a light shade structure can be erected to protect the cuttings, for example using sticks and dry grass. The shade must not be too dark or kept on for more than 2 weeks otherwise the cuttings will grow too long and be pale in colour and weak.
The nursery needs to be protected from livestock and wild animals.
Weed control is important to prevent weeds competing with the cuttings for nutrients, water and light.
Any gaps need to be filled and cuttings showing signs of virus disease need to be removed and destroyed.
At the start, at least two-thirds of each cutting need to be kept covered in soil. If the soil is washed away during watering it needs to be replaced.
After 6–8 weeks, the cuttings will have grown into vines which
can be harvested. Each vine should provide about three 30-cmlong cuttings, but the last 10 cm from the ground should be left to regrow and also to minimise the risk of infestation with weevils.
The cuttings should be cut either early in the morning or late in the afternoon to avoid exposing the delicate cuttings to the hot sun. The cuttings can then be left in the shade to wilt for 2 hours; they will then take less space and be easier to transport.
A second batch of cuttings can be cut after an additional 6-8 weeks and a third batch 6-8 weeks after that. The cuttings can be planted out in the production field as they become available.
Alternatively, the first batch of cuttings can be replanted and these in turn can then be harvested as cuttings. In this way, the amount of planting material available can be increased dramatically: for example, in a 12-16-week period, for every one cutting at the start of the process the farmer can have 14 at the end. So, if the farmer starts with 4 beds each containing 250 cuttings, at the end of the process they can have 14,000 cuttings, enough for about half a hectare grown using the mound or ridge system.
After wilting for a few hours, cuttings are most conveniently transported by tying them in bundles of about 200 secured with sisal twine. The bundles can then be placed in jute sacks, taking care not to squash them. The cutting should be labelled with the variety name. If inspected and passed by the relevant officials under a system of quality declared planting material, which is being established in a number of countries, they should be declared as 'disease free planting material'. With 50 cuttings weighing about 1 kg, depending on variety, a sack weighing 20 kg will contain around 1000 cuttings.
Sweetpotato needs nitrogen to encourage vine production and
so the nursery beds need to be well-fertilized with compost or manure to begin with and also a nitrogen fertilizer applied after harvesting the vines. Options for providing nitrogen from mineral fertilizers include:
Urea: Urea is a mineral fertilizer that supplies only nitrogen (N). The recommended rate of application for sweetpotato vine production nurseries is between 13 and 50 g per square metre. This should be applied to wet soil as a band after harvesting cuttings: to do this a shallow furrow should be prepared 10 cm away from and parallel to the row of cuttings. After applying the urea, the fertilizer should be covered in soil. 50 g per square metre of urea is equivalent to 10 g per row of 10 cuttings. A farmerfriendly way of applying this would be to use a locally available measure, such as a discarded plastic water bottle lid. Assuming the lid had a volume of 8 ml (the extension worker should check this and adjust the recommendation accordingly), a full lid would hold about 10 g urea - so one lid full of urea should be spread along 1 metre of row (10 cuttings with 10 cm spacing).
NPK: A fertilizer blend that contains phosphorus (P) and potassium (K) in addition to N can also be used; often NPK fertilizers are the most readily available fertilizers. Application of 25 g per square metre of NPK 25:5:5 or 42 g per square metre of NPK 23:21:0:4S at planting have proven to be successful for vine production. Ideally the NPK fertilizer should be applied in a band 10 cm from the row of cuttings and covered with soil, but it can also be broadcast and incorporated into the bed.
NPK and urea: Application of an NPK fertilizer at planting can be followed by later application of urea at 13 g per square metre when the first batch of cuttings is being harvested. Applying fertilizer following vine harvest is important to stimulate rapid re-growth of vines.
Tip: With NPK fertilizers, the numbers refers to the amount of N, P and K they contain. The first number is the percentage of N the fertilizer contains, so the higher the first number, the more N the NPK fertilizer contains. NPK 25:5:5 contains 25% N; NPK 15:15:15 contains 15% N.
Net tunnels for production of disease-free planting material
Research stations often use large, expensive screen houses covered in fine but strong insect-proof netting to produce diseasefree planting material.
The netting keeps out weevils, the larvae of which damage vines and roots, and also aphids and whiteflies, which can infect sweetpotato with serous viral diseases, thus maintaining a high quality 'mother plant' which is used to produce disease-free cuttings for further multiplication in the field. These pests and disease have a major impact on the productivity of sweetpotato and the market value of the roots.
This technology has now been adapted to make it suitable for some smallholder farmers: simple and effective net tunnels can be built for around USD 120 and their use has been shown to be highly profitable. Using the net tunnels, smallholders can produce pest- and disease-free planting material – just like the research stations.
The net tunnels offer smallholders the opportunity to establish themselves as suppliers of disease-free planting material to their local communities. This is beneficial to:
* local farmers, who can buy disease-free planting material from a knowledgeable neighbour
* the net tunnel owner, who can operate a profitable new business
* research stations, which can disseminate their improved varieties more widely.
In some countries, systems are being developed in which the planting material will be inspected and certified by trained inspectors. When established, these systems will mean that smallholders can buy quality declared planting material (QDPM) in the same way that they can buy quality assured seeds for maize and other crops in some countries.
A typical net tunnel suitable for smallholders, measuring 3 metres long, 1.8 metres wide and 1.4 metres tall, can be built using:
* Locally available bendable wooden poles, each 3.6 metres long and about 4 cm in diameter. If shorter poles have to be used, they should overlap by around 50 cm where they join. Threequarter inch (20 mm) PVC pipe can also be used as a substitute where flexible poles are not available.
* 20 square metres of 50 mesh multi-fibre netting, such as Optinet 50 mesh (small enough to keep out aphids and whiteflies; '50 mesh' means 50 strands of multi-fibre per inch). Suitable netting is usually made from polyester, a tough manmade fibre, which has been treated to make it long lasting in tropical conditions.
* 5 metres of binding wire.
The construction details for the framework for the net tunnel are shown in Figure 6 and the mesh in Figure 7. Figure 3 also shows one option for the spacing of cuttings.
Although not visible in the diagram, along each side of the tunnel, where the netting meets the soil, an additional pole is secured to the netting and buried 20 cm deep to make it more storm-proof (see Photo 3).
This size of tunnel was selected because it proved to be very stable to wind and other adverse weather conditions.
The net tunnel should be sited on fertile, easy to work and welldrained soil, and near a permanent source of water. Fields recently used for sweetpotato should be avoided as these can be sources of pests and diseases. If the soil is poor, about five wheelbarrows full of well-rotted manure should be incorporated into the bed. If manure is not available, mineral fertilizer can be used - see below for recommendations. Cover bed with a mulch of dry grass to help retain water and deter weeds.
Planting material for use in the tunnel must be pest and disease-free; a research station is the most likely source of such clean material. The station may also be able to supply recently developed varieties with improved characteristics that are well suited to the locality, such as improved drought tolerance.
Pest and disease-free vines obtained from the research station can be cut into cuttings, each of which has 2 or 3 nodes. These are planted with one or two nodes below the soil. If the tunnel is going to be harvested for cuttings every 80 days, the spacing can be closer than shown in Figure 3: 10 cm between plants and 15 cm between rows. With the closer spacing 360 cuttings are needed for one tunnel; with the wider spacing 270.
After planting, seal the netting with binding wire to keep out all insects. Except for harvesting and other essential tasks the net tunnel is kept closed.
Remove weeds growing around the tunnel and any weeds that appear in the tunnel.
If it does not rain, water twice a day. Avoid overwatering and waterlogging, but also do not allow the beds to dry out, especially soon after planting. Watering, with a watering can or sprinkler irrigation, can be done through the netting.
Keep livestock away from tunnel to avoid damage to netting.
Harvesting of planting materials can take place about every 45–60 days, with up to six harvests before replanting with fresh material. Fresh planting material should again be obtained from the research station to ensure it is pest and disease free.
To harvest, cut 25–30 cm lengths of vine, ensuring each has 3–5 nodes. Leave at least 10 cm of vine above soil level to allow rapid regrowth.
After harvesting, apply NPK 17:17:17 fertilizer at the rate of 200 g per tunnel (this is equivalent to 34 g N), or any other available fertilizer to provide around 34 g N, for example 74 g urea per tunnel. Apply in shallow furrows alongside the rows of plants and then cover with soil. Spray the tunnel with an insecticide, such as a natural or synthetic pyrethroid, taking care to follow the manufacturers' recommendations to ensure safety and efficacy. After harvesting, carefully seal up the netting again.
A trial in Kenya showed that the tunnels produced more cuttings than an equivalent area not protected by netting. Also, when the cuttings produced in the tunnels were planted out they produced much higher yields than from cuttings that had not been protected. For an initial investment of about USD 120 to construct the net tunnel, over a 3-year period the benefit of increased production was worth an additional USD 839 compared to cuttings produced under normal unprotected conditions. In the trial, on average, each tunnel produced about 1,200 vine cuttings, each 30 cm long, every 6–8 weeks.
When the cuttings are harvested from the tunnel, they can be further multiplied by planting out in unprotected rapid multiplication beds (see above). The cuttings produced from the unprotected beds are then planted out in the production fields or sold to other smallholders for planting out, or used for further multiplying.
4. Sweetpotato management
Weeding
Weeding is especially important during land preparation and during the first two-months after planting. If weeds are not controlled at these times, they compete with the sweetpotato plants for nutrients and water, and may harbour pests and diseases. After two months, the sweetpotato vines will have joined up, covering the ground, which leaves little space for weeds.
There are three main types of weed that impact on sweetpotato:
* 414 grasses such as spear grass, Imperata species – the roots can pierce and damage the sweetpotato roots
* Sedges such as Cyperus species
* Broad leaved plants such as Lantana camara and nightshade (Solanum incanum)
When the mounds or ridges are being prepared stubborn perennial weeds and annual weeds need to be pulled up. Annual weeds that have not yet set seed can be buried under the soil.
The sweetpotato plot will need to be weeded again 4-6 weeks after planting.
In very wet areas additional weeding may be needed, especially hand pulling of stubborn, vigorous perennial weeds. If a hoe has to be used, this needs to be done with care to prevent damage to the developing sweetpotato roots.
Weeds can also be controlled by mulching: slashing weeds and leaving them on the soil surface during soil preparation can help prevent more weeds emerging in the future.
Crop rotation can help prevent the build-up of weeds and also
helps prevent build-up of pests and diseases.
Intercropping can also help reduce the impact of weeds: growing two types of plants together, such as maize and sweetpotato, provides less room for weeds, out-competing them for light, water and nutrients.
Many farmers also use pre-planting herbicides, such as glyphosate. Suitable post-emergence herbicides are less widely used and are unlikely to be appropriate for most smallholder farmers who will find them both too expensive and difficult to apply correctly and safely.
Vine lifting and hilling-up
If the stem of the sweetpotato vine touches moist soil it will form roots, which can grow into small storage roots that cannot be marketed. To prevent this happening, some producers lift the vines to raise them above the soil surface (Photo 4). Care should be taken when doing this to ensure that the vine is lifted but not turned over as this will cause the leaves to rot.
As the storage roots grow, especially during hot, dry weather, cracks appear in the soil. Also, as rain runs down the mound or ridge and washes soil away from the crown of the plant, this exposes the storage roots to sunshine, which may cause discolouring and expose roots to weevils. Weevils enter the soil via cracks, or access the exposed roots, and lay their eggs. The larvae which hatch from these eggs burrow through the storage roots, causing damage and reducing their market value due to the damage caused and also because of a bitter-tasting chemical that the plants produce in response to the weevil infestation. To prevent these problems, the crop needs to be regularly inspected; where exposed roots or cracks are seen, hilling up – that is carefully hoeing soil back over the root and to fill in cracks – is necessary. This task is often done during piecemeal harvesting (Photo 5).
Nutrient management
Sweetpotato does well in marginal soils but, like all crops, nutrients are removed from the soil with the harvest. Root crops, such as sweetpotato, remove more potassium (K) but less nitrogen (N) and phosphorus (P) than cereals such as maize.
Nutrients can be added to the soil by the application of organic materials, such as farmyard manure, poultry manure, compost or crop residues, or by the application of mineral fertilizers.
Residual fertilizer from rotations and intercrops
Application of mineral fertilizer to sweetpotato has not been traditionally practiced, but is increasingly common in commercial crops, particularly where soil fertility is low. If sweetpotato is intercropped or follows a well-fertilized crop in rotation, it can benefit from fertilizer applied to the previous crop or intercrop.
Maize: If local recommendations for fertilizer application to maize are available then these should be followed. In case these are not available, Table 1 gives some recommendations for fertilizer options for maize grown in acidic soils as a sole crop. These recommendations could be used for maize grown in a rotation with sweetpotato or as a strip or relay intercrop. The basal fertilizer should be applied when the maize is planted and the topdressing when the maize is knee-high. The fertilizer can be applied by spot application – that is applied in the planting hole when the seed is sown (taking care the fertilizer and seed do not touch) or for topdressing, applied in a small hole close to the plant with fertilizer covered with soil.
Table 1: Examples of basal and top-dressing fertilizer options for maize grown in acidic soils (pH of 6.5 or less)
Fertilizer recommendations for sweetpotato
It is difficult to provide detailed recommendations for fertilizer application that will be applicable throughout sub-Saharan Africa: results from trials and published recommendations vary widely.
Some general principles and rules for applying fertilizer to sweetpotato include:
* Sweetpotato and other root crops take up more potassium but less nitrogen and phosphorus than cereals.
* On many soils in Africa, sweetpotato responds well to application of potassium (K) fertilizers, such as muriate of potash (MOP).
* Ash is rich in K and can be used as a low-cost source for K for sweetpotato, especially when mineral fertilizers such as MOP are not available. Ideally about 500 g wood ash should be applied per mound (equivalent to 150 kg K per hectare; 5,000 kg ash per hectare).
* Applying potassium during the second half of the crop's growth cycle helps promote development of a strong skin.
* Too high levels of nitrogen (N) fertilizer, such as urea, can cause excessive growth of vine and reduced root development; too
low levels of N, however, result in limited vine growth and low yields.
* Farmers could run their own mini on-farm trials, applying fertilizer to part of their crop and leaving the rest untreated. By comparing how the crops grow and the yields obtained, and bearing in mind the cost of the inputs and the additional value of the outputs, they can decide whether it is worthwhile to apply mineral fertilizer in their own circumstances. Some options for applying fertilizer include:
* NPK 15:15:15 applied at 400 kg per hectare (60 kg N and 30 kg K per hectare). This is equivalent to about 13 g of fertilizer per mound or 120 g per 10 metres of row (ridge or flat bed). This should be applied at planting. This is a relatively low rate of K fertilizer.
* MOP applied at 400 kg MOP per hectare (120 kg K per hectare). This is equivalent to 13 g of MOP per mound or 120 g MOP per 10 metres of row (ridge or flat bed). This should be applied as a top dressing: a shallow furrow should be made in the valley between ridges or 15 cm from the row on a flat bed, the MOP applied and then the furrow covered with soil. This should be done at 6 weeks after planting when the roots are bulking. This is a higher rate of K fertilizer.
* Observing the sweetpotato crop for signs of nutrient deficiencies, especially N and K, can be a useful way of deciding which mineral fertilizers should be applied.
Deficiencies of N and K
Signs of N deficiency in sweetpotato include:
* Leaves become light green to yellowish and dull in appearance (Photo 6)
* Reduced growth of the vine
* Old leaves become reddish at the edges, yellowish in the middle, then reddish to brown all over
* Stems of old plants become reddish
* Short petioles, that is the stalk that joins a leaf to the vine stem
* Symptoms develop at the base of the plant first, then spread towards the top
If these symptoms are seen, an N fertilizer, such as urea, should be applied at a rate of 65 kg urea per hectare (30 kg N per hectare): this is equivalent to about 2 g urea per mound or 20 g urea per 10 metres of ridge or row. It should be banded, that is applied in a furrow alongside the ridge or row, or around the mound, and then covered with soil.
Signs of K deficiency in sweetpotato include:
* Short vines with short internodes (stem between where two sets of leaves emerge) and small leaves are the first symptoms
* Leaves are of a darker colour (dark green), especially at the edges
* Short and pale petioles
* Small, shiny brown spots emerge on the leaves, first on the bottom of the leaves and on old leaves
* Old leaves become yellowish or reddish, starting at the top of the leaves and developing via the edges to the leaf base
* Plants wilt faster and leaves easily fall off
* When experiencing heavy deficiency, the whole leaf becomes yellow except the leaf base and the leaf tissue just next to the veins which becomes dark green
* Low number of storage roots
* Storage roots are long and thin
* Storage roots are more easily infected by root rots and nematodes.
If these symptoms are seen, a K fertilizer, such as MOP, should be applied at a rate of 160 kg per hectare (80 kg K per hectare): this is equivalent to about 5 g MOP per mound or 48 g MOP per 10 metres of ridge or row. It should be banded, that is applied in a furrow alongside the ridge or row, or around the mound, and then covered with soil.
Harvesting
Extending the period when fresh roots are available
Sweetpotato varieties differ in the time taken from planting to harvest. Early maturing varieties can be ready in just 3 months while later maturing varieties can be ready after 4-4.5 months or longer. The late maturing varieties can be left in the ground and harvested a few storage roots at a time to meet the households need for the next few days, namely piecemeal harvesting; once harvested, fresh roots deteriorate quickly unless special measures are taken to store them. So, fresh sweetpotato roots can be harvested from 3-8 months after planting, or even longer, depending on variety and environment.
One benefit of piecemeal harvesting is that the crop is regularly inspected in the field; if cracks appear in the soil, which would enable weevils to attack the roots, these can be filled. If roots become exposed to the sun they can be covered in soil to prevent damage occurring. Piecemeal harvesting can also result in higher yields as the remaining roots have more room to bulk up.
The period over which sweetpotato can be harvested can be increased by growing several varieties that have different maturing periods and also by staggering the planting time as planting material becomes available, although this is dependent on adequate rainfall during the growing season.
However, unlike cassava, which can be left in the ground throughout the dry season, sweetpotato roots tend to deteriorate if left in the soil during the dry season: as the soil cracks, weevils can access the roots and considerable damage can be caused as the larvae make tunnels through the roots.
Experience from mid-elevation sites in Malawi suggests that when intercropping sweetpotato and maize, the sweetpotato can continue growing in the field up to 7 months after planting and still produce clean storage roots and vines clear from sweetpotato weevils at harvest.
However, leaving sweetpotato roots in the ground after they are ready for harvesting, even during the growing season, can be risky as the roots are vulnerable to being taken by monkeys, porcupines and other wild animals, and also to theft by people.
Alternatively, some smallholders will want to harvest their entire field at one time, for example if they have sold the crop to a trader.
When and how to harvest
If sweetpotato is harvested too early the roots will be too small.
If harvested too late the roots may have become fibrous and unpleasant to eat, depending on variety, and there is a higher risk of damage due to weevils.
Smallholders need to be aware how long the variety they are growing is likely to take to reach maturity and they also need to check the crop regularly.
The skin of sweetpotato roots is thin, delicate and easily damaged. Care needs to be taken, therefore, when harvesting roots as damage to the skin makes the roots less attractive and increases the risk of rots, both of which will reduce the market value of the crop and the length of time they can be stored. Roots are often
harvested using a simple homemade digging stick, machete or hoe.
Two weeks to a few days before harvesting sweetpotato the vines may be cut off at ground level. These are nutritious and can be fed to livestock including cattle, sheep, goats, pigs and rabbits. The vines and leaves can be fed fresh, dried or made into silage. Cutting the vines helps the skin of the sweetpotato to become firmer and less easily damaged – this process is called in-ground curing.
Post-harvest handling
Fresh roots should not be exposed to the hot sun any longer than necessary as this causes sun burn and reduces post-harvest shelf life, hastening shrinkage and shrivelling.
The most common way of packing sweetpotato roots for transporting them is in polypropylene or jute sacks. Care should be taken when doing so; if the sacks are either over- or under-filled the roots can easily be damaged, which will reduce their market value. A better option is to pack the roots in cardboard, plastic or wooden boxes if these are available. However, this is not yet standard practice, and the additional costs need to be justified. Avoiding bruising the skin of sweetpotato roots will enable them to be stored for longer.
Adding value to fresh roots
Taking care when harvesting, packing and transporting sweetpotato roots will help ensure they attract higher prices at market.
Other ways of increasing the value of the roots are to wash them and then sort by grade and size. This is usually only done directly before marketing.
Washing should involve gentle rinsing not scrubbing, which could damage the delicate skin.
A small quantity of liquid bleach (one tablespoon full per gallon (4.5 litres) of water) added to the rinse water can help to prevent the roots rotting.
Storing fresh roots
Left in the open, fresh sweetpotato roots deteriorate quickly, particularly if damaged during harvesting and transport to the market. For this reason, traders like to sell their roots within 3–4 days after they receive them to avoid losses due to rot.
There are simple technologies available that can be used to store fresh roots so they stay in good condition longer – for 3–5 months or even longer. Storing fresh roots means that smallholders can benefit from the higher prices that sweetpotato attract in some markets in the off season. Alternatively, it means that households can enjoy fresh sweetpotato roots throughout all or most of the year, enhancing household food and nutritional security.
Controlled storage techniques are used by commercial growers in temperate climates where sweetpotatoes must be stored during the cold winter months. The first step for good storage is curing which heals wounds and allows for long-term storage at cool temperatures. This is done by maintaining roots at warm temperatures (30°C) and high relative humidity (85 to 90%) for 3–5 days. Then roots are stored at 13°C and high relative humidity (85%) with good ventilation and can keep for over six months. In the tropics, curing and cool storage are rarely practiced, due to unreliable and expensive electric supply. However, the warm, humid conditions required for curing are relatively easy to create under tropical conditions, and alternatives to cold storage can, in some cases, be used for medium-term storage.
The traditional method for storage in Sub-Saharan Africa has been in pits, but these are not very reliable, being prone to total loss due
to rots and weevil infestations if not closely monitored. Recently, the technique of sand storage for planting material production (described above) was successfully adapted for storage of sweetpotato for consumption. While not suitable for commercial quantities, storage in sand in pits or in earthen 'boxes' in buildings has proven successful for home consumption.
For pit storage, a hole should be dug in an area of dry ground, which is not prone to flooding, and in a location that is safe from attack by wild animals or thieves, such as near the house. The hole should be large enough to take the roots that the smallholder wishes to store, or for large quantities several pits may be needed. A pit design with steps cut into the ground was preferred by women in Malawi, as it permits easy access to the roots deeper in the pit as roots are removed.
Two to four days before harvesting the roots, the vines should be cut off at ground level. This 'cures' the skin, making them harder and less easily damaged. In Bawku, Ghana, harvested roots are piled in the field and completely covered with a thick layer of sweetpotato vines for a few days after harvest. This creates the warm, humid environment required for curing.
Stores are packed by placing a layer of sand on the floor and then placing a single layer of roots, covering them with sand, and then adding another layer of sand. For the sand box method, an adobe (clay) 'box' is constructed in a thatched hut and the roots are layered, covering each layer with dry sand.
Finally, a simple roof should be built to cover the pit. This can be made of locally available poles, sisal twine or wire, and grass for thatching. A gap should be left between the top of the pit and the bottom of the roof to allow ventilation. The roof provides shade and shelter from the rain.
The pits can be reused in subsequent seasons but should first be sterilized by lighting a small fire in them or by spreading ash.
Experience in Malawi suggests the storage roots can be kept up to seven months in pits, while in Ghana they could be stored up to four months in sandboxes or pits (Photo 8).
Storing sweetpotato as dried chips and flour
Most people prefer to eat sweetpotato as fresh roots – roast, boiled, mashed, fried or cooked in other ways. Sweetpotato can also be processed and stored as dried chips, an indigenous food in regions with a long dry season. Four kilograms of fresh roots make about one kilogram of dried chips.
Although the chips will keep for up to 6 months in strong, black (to exclude sunlight), airtight plastic bags, the nutritional value deteriorates so it best not to keep them longer than 2 months.
To use, the dried chips are boiled in water until they become soft
and can be mashed and incorporated into other foodstuffs.
The chips can also be milled to produce flour. This can be used as a wheat substitute in baked products or alone or mixed with millet and/or cassava flours to make porridge.
To make dried chips:
1. Carefully select healthy fresh sweetpotato roots.
2. Clean and peel the roots. The peel can be fed to livestock.
3. Wash the roots in clean water (a washing drum can be used for large-scale production).
4. Dry the roots on a clean surface in the sun for 10 minutes.
5. Cut the roots into slices about 5 mm thick using a clean sharp knife, or into thinner chips using a mechanised slicer or chipper for large-scale production.
6. Sun-dry the slices on a raised tray. A solar drier covered with black plastic can protect the beta-carotene in orange-fleshed varieties from degradation during drying.
7. The dried slices can then be stored in clean opaque or black polypropylene sacks, or milled into flour and stored in opaque polythene bags.
Storing dried chips
Dried chips can be stored in sacks placed in houses or stores, or in traditional woven and mud-plastered granaries.
Before use, storage facilities should be thoroughly cleaned. The previous year's produce should be removed to prevent carry-over of any pests.
Only good quality chips should be stored.
If using sacks in buildings, the sacks must not touch the walls and they should be raised off the floor to prevent moisture coming up from the ground and to allow good ventilation. Rodent traps should be placed along the walls and be regularly checked: if rodent poisons are used, extreme care should be taken to prevent accidental poisoning of children or domestic animals; the manufacturer's instructions for safe and efficient use should be fully observed.
For granaries, ideally these should be raised one metre off the ground, have rodent guards fitted to the legs and be protected from sun and rain by a thatched roof.
The stored chips should be inspected regularly for signs of dust due to insect attack, rodent damage or droppings, strange smells and signs of rotting or dampness.
Options for protecting chips from insect damage during storage include adding table salt at the rate of 20-30 g per kg fresh chips and/or to place the chips in sealed clay pots. Parboiling the sliced sweetpotato for 5 minutes prior to sun-drying will make the resulting chips harder and less attractive to insect pests.
Mashed sweetpotato (puree) as wheat flour substitute
An alternative to making chips and flour from sweetpotato is to use boiled, mashed sweetpotato as a wheat flour substitute. It takes 1.25 kg fresh roots to make 1 kg of mash.
Mashed sweetpotato, also called puree, has both advantages and disadvantages compared to sweetpotato flour. Puree is easier to make and, in the process, loses less nutrients, but when used in recipes in place of wheat flour the dough or batter is harder to work, the relative amounts of different ingredient needs to be changed and the final product has a different texture – which some consumers prefer.
Mashed sweetpotato has been used to substitute 45% wheat flour in bread, 40% in mandazi and up to 45% in biscuits.
Recipe: Sweetpotato mandazi
Ingredients:
½ cup sweetpotato mash or sweetpotato flour
2 tablespoons sugar
2 cups wheat flour
Pinch of salt
1 tablespoon baking powder
2 cups cooking oil
Adequate lukewarm water
Procedure:
1. Put the sweetpotato mash in a mixing bowl and sift in the dry ingredients.
3. Knead the dough well while adding 2 tablespoons of oil.
2. Add water and mix into a dough.
4. On a floured surface, roll the dough to about 1 cm thickness.
6. Deep fry while turning till golden brown all over.
5. Cut into desired shapes.
7. Remove from oil, drain and serve warm or cold.
Sweetpotato as animal feed
Sweetpotato vines, which can yield as much as the fresh roots, can be fed to cattle, goats, sheep, pigs and rabbits. They can be fed fresh, dried or made into silage.
Vines can be harvested 3-4 times during the growing season, with up to half of the stems being harvested each time: harvesting
stems will, however, reduce the yield of roots and harvesting more than this will severely reduce yields.
Large amounts of vines and leaves become available in systems where these are cut off a few days before harvesting: doing so helps to strengthen the skin on the roots (cure) which reduces the risk of damage during handling.
Untreated, the vines will decay in a few days, before they can be consumed by livestock, but they can be dried to form a good quality hay or made into silage. Making hay is difficult, however, because the vines have a high water content, so making silage may be the best option, except in very dry regions.
Silage made from sweetpotato vines is a high-quality feed rich in protein, carbohydrate and vitamins. It can be stored for months if it well made. It can therefore be used as an animal feed during the dry season when fresh feeds and forages are scarce. It also has the potential to be a tradable commodity; smallholders with no livestock of their own could sell it to neighbours with cows, pigs or other livestock.
To make silage from the vines:
1. Chop the vines and leaves into small pieces, ideally about 2.5 cm lengths.
2. Wilt in the sun for up to 4 hours. Do not over-dry. To check if ready, squeeze a handful of vines; if they spring back to the original shape when released they are ready.
3. Mix wilted material with 10-30% sliced fresh sweetpotato roots and 0.5% salt. Tip: For every 10 containers (such as a large plastic bowl) full of chopped vines, add 1, 2 or 3 containers of sliced roots and salt equivalent to one-twentieth of a container.
4. Mix well.
5. Place mixture in air-tight plastic bags or in a pit sealed to make it air-tight with plastic sheeting.
6. The silage should be compacted to remove all the air. This should be done by adding a layer and then compacting it well, for example by standing on it.
7. The silage is ready in 40-45 days and lasts for several months.
5. What can go wrong?
Pests and diseases Sweetpotato weevils
Sweetpotato weevils are the main pest of this crop. Female weevils lay their eggs in holes they bite in the vines and roots. The weevil cannot dig and so can only access roots when these are exposed; this can happen when soil is washed from ridges and mounds by rain and also when the soil is dry and cracks appear.
The weevil eggs hatch and the larvae feed, forming holes and extensive tunnels in the vines and storage roots. These lower the market value. When attacked by the larvae the roots produce a bitter-tasting chemical.
Measures which can be taken to help prevent damage from weevils include:
Use clean planting material: It is important to use planting material that is not infested with weevil eggs or larvae. Cutting should only be taken from healthy looking plants. Cuttings should be taken from the tip of the vine: the bottom 30 cm, near the base of the vine, should be avoided.
Resistant varieties: So far plant breeders have not been able to develop varieties that are resistant to weevils. However, deeprooting varieties tend to be less attacked than shallow rooting varieties. Also, early maturing varieties can be harvested before the onset of the dry season, when cracks appear in the soil.
Mulching: Mulching the plot soon after planting has two benefits: helping to retain moisture and preventing the soil cracking. Mulching can be done using chopped weeds and residues of the previous crop.
Hilling up: The threat of weevil damage means that, unlike cassava, sweetpotato cannot be stored in the ground until needed, unless the smallholder invests time and effort in hilling up. This means mounding soil around the base of the plant and around the side of ridges and mounds to fill in any cracks and bury exposed roots which could give weevils access to the storage roots. This is most often done during piecemeal harvesting of roots.
Field hygiene: Old vines and roots need to be removed from the field and destroyed either by burning, composting or feeding to livestock. Any volunteer plants, that is sweetpotato plants that grow from vines and roots accidently left in the field, should be removed and destroyed.
If vines from the previous crop are used to improve the soil fertility and structure, they should be left on the surface where they are exposed to the hot sun until they are dead before being incorporated into the soil.
Other wild plants that can act as hosts for the weevils, such as morning glory (which is related to sweetpotato), should also be removed and destroyed.
Separate new and existing crops: In regions where two or more crops can be grown in a year, new plantings of sweetpotato should be as far as possible from existing crops.
Barrier crops can also be used. This means planting strips 3-5 metres wide of a different crop, such as cassava, maize, banana, sorghum or onion, between the existing crop and the new sweetpotato crop. This can help reduce the number of weevils moving from the previous to the new crop. These non-host crops can also reduce weevil populations and help produce clean sweetpotato storage roots and planting material.
Chemical control: In some countries cuttings are dipped in an appropriate insecticide prior to planting. This can delay infestation by weevils by several months. Expert local advice should be sought about which locally available pesticides can be used and the manufacturers' recommendations should be carefully followed to ensure safety and efficacy.
Weevils have many natural enemies such as ants and spiders, which are naturally present in smallholders' fields. Avoiding the use of pesticides will help maintain high levels of these natural weevil predators, which can help keep weevil populations in check.
Sweetpotato virus disease
Sweetpotato virus disease (SPVD) is the most serious disease of sweetpotato. It can reduce yields by up to 90%.
The disease occurs when plants are infected by two types of virus at the same time. One of these viruses is spread by whitefly, the other by aphid.
Symptoms of SPVD include stunted vines, narrow yellow leaves with deformed edges and yield reductions in roots; yields are especially reduced if infection occurs early in the growing season.
Measures to reduce the chance of a crop becoming affected by SPVD include:
Growing resistant varieties: Some varieties are rarely affected by SPVD.
Using clean planting material: Planting material should only be taken from healthy looking plants. Cuttings should be taken from either young or mature crops (3-4 months after planting).
Rather than collecting planting material from the field, growing cuttings in nurseries or net tunnels and planting these out only after checking for signs of the disease can be effective. Alternatively, if available, quality declared planting material can be used.
Field hygiene: During growth of the crop, check regularly for signs of the disease. Remove and destroy any infected plants – this is called rogueing.
After harvest, collect all vines and discarded roots and remove and destroy by burning, composting or feeding to livestock.
Separate new and existing crops: In regions where two or more crops can be grown in a year (bimodal rainfall areas), new plantings of sweetpotato should be sited as far as possible from existing crops – at least 15 metres and preferably more than 100 metres.
Avoid planting new crops where old crops were grown. Practice rotation: grow cereals, legumes or vegetables – any crop except sweetpotato or another root crop – or have a fallow period for two years after a sweetpotato crop.
Fungal disease
Various fungal diseases can cause problems for sweetpotato, both during production and post-harvest through storage rots.
Alternaria diseases, also known as blight, cause spots on leaves, leaf stalks and stems, causing leaves to fall and vines to die (Photo 10).
Alternaria leaf and stem blight can be a serious problem in moist, highland environments but is not usually a problem at lower altitudes.
Java black rot (Diplodia gossypina) causes affected tissue to first turn yellowish to reddish brown, then black as the decay progresses (Photo 11). The decayed area is firm and moist. Infected roots often completely decay within 2 weeks and subsequently dry out.
Soft rot (Rhizopus stolonifer) causes watery, soft rot inside the storage root, often starting at the tapered end of the root. White tufts growing out of the root are another sign.
Measures to prevent fungal diseases of sweetpotato include:
Growing resistant or tolerant varieties if available.
Use clean planting material, collected from healthy looking plants.
Field hygiene: After harvest, collect all vines and discarded roots and remove and destroy by burning.
Rotation: Practice rotation of sweetpotato with other non-roots crops grown for 2 years before growing sweetpotato again on the same plot.
Post-harvest curing: Curing at high temperature (30°C) and 85 to 90% relative humidity for 3 to 5 days after harvest can heal wounds and help to reduce incidence of post-harvest rots.
Damage caused by wild and domestic animals
A wide range of wild and domestic animals are attracted to sweetpotato and can damage the crop by eating vines and storage roots. These include porcupines, monkeys, baboons, elephants, goats, cattle and guinea fowl amongst others.
Some measures to reduce losses due to these animals include erecting thorn fences and planting hedges, and tethering domestic animals.
Rats and mole rats cause severe damage to roots either in the ground or during storage.
Rat control depends on community action as control is more effective if done over a wide area. Measures to control rats include:
Keeping fields and their surroundings clean and free from rubbish.
Setting traps, taking care so that children do not get harmed.
Destroying burrows.
Mole rat can be a serious problem in East Africa and control measures include:
Placing repellents in burrows, such as leaves of some plants, fermented cow urine, human faeces, and burning cow dung and chilli pepper.
Digging a ditch around the field.
Planting sesame around the field.
Planting the small tree Tephrosia vogelii (also known as fish bean) throughout the field and along the borders as it is believed to be a repellent. Care must be taken when disposing of this plant as it is poisonous to fish.
6. Economics of sweetpotato systems
Many of the changes required for improved production require use of scarce resources like fertilizer, manure, seeds and labour. It is important to have an idea of whether a new farming practice will be profitable (before introduction) and whether the technology is actually profitable (after introduction). The likely benefits of a new practice are calculated based on estimated data while actual benefits are based on actual data collected on introduction of the new farming practice.
It may not be easy to assess whether investments in sweetpotato system are worthwhile due to the complexity of farming systems. However, simple calculations that can provide useful insights into the likely costs and benefits, which only need a minimal amount of data/information, can be done.
The minimum increase in yield required to recover expenses incurred while implementing the new technology can give an idea of whether the new practice could be worthwhile. For example, if a farmer who has been growing sweetpotato with no added fertilizer would now like to apply 400 kg per hectare of MOP as a top dressing 6 weeks after planting, the increase in yield required to recover the additional cost of fertilizer (if price of MOP is USD 50 per 50 kg bag and price of sweetpotato is USD 1,000 per tonne) can be calculated as:
So, in this case, an additional 400 kg per hectare of sweetpotato would need to be produced to pay for the additional cost of 8 bags of MOP.
The extra costs incurred with use of a new technology can be compared with the additional benefits got by use of the technology (cost/benefit analysis). For example, if in the above example the previous yield was 500 kg per hectare but with MOP topdressing the yield has increased to 1.5 tonnes per hectare, the value of additional yield with fertilizer compared with the cost of fertilizer, i.e. the value/cost ratio (VCR), also known as the benefit cost ratio, is calculated as:
So, in this case for every USD 1 invested in the new fertilizer regime (the cost) the farmer would generate an additional USD 2.5 (the benefit).
A VCR of 1 means that the additional benefits are equal to the additional costs (break-even point). In general, a VCR needs to be 2 or more to make the investment worthwhile. So, in this example the benefit gained is sufficiently attractive to justify the investment in fertilizer.
7. Key references
Stathers, T., Low., J., Mwanga, R., Carey, T., David., S., Gibson, R., Namanda, S., McEwan, M., Bechoff., A., Malinga, J., Katcher, H., Blakenship, J., Andrade, M., Agili, S., Abidin, E., (2012). Everything You Ever Wanted to Know about Sweetpotato: Reaching Agents of Change ToT Manual. International Potato Center, Nairobi, Kenya. pp293+ vii
Abidin, P. E., E. Dery, F. K. Amagloh, K. Asare, E.F. Amoaful, and E. E. Carey (2015). Training of trainers' module for orange-fleshed sweetpotato (OFSP). Utilization and processing. International Potato Center (CIP); Nutrition Department of the Ghana Health Service, Tamale (Ghana). 32pp.
Appendix: Guidelines for safe use of agricultural chemicals
1. Place of purchase
* Purchase chemicals from licensed/registered dealers.
* Pesticide should be accompanied by an information leaflet on guidelines on proper use and handling of chemical.
* Do not use banned or prohibited chemicals. If unsure, consult your local agricultural agent, or buyers of your produce.
2. Choice of chemical
* Use the correct chemical for crop and pest. Follow information leaflet on crop and pest.
* Use recommended chemicals that are accepted in the market. Confirm with your local extension agent or buyer of coffee.
3. Correct timing
* Follow guidelines. Check how many days you must allow between spraying and harvesting.
4. Correct quantity
* Apply the recommended quantities.
5. Correct mixing
* Follow guidelines on compatibilities.
6. Correct application
* Follow guidelines on correct application method.
7. Correct handling
* Wear protective clothing covering body, head and face to prevent contact with skin, eyes, or inhaling. Do not face into the wind when spraying.
* Keep materials for handling spillages ready for use if needed.
* Wash off chemical that comes into contact with body with water and soap.
* Wash your hands with soap and water before eating, smoking or going to the toilet.
* Bathe and change clothes after spraying.
* Wash containers used to mix and spray chemicals.
* Visit doctor if sick after spraying. Provide doctor with name of chemical and the information leaflet for chemical to read.
8. Disposal of chemicals and containers
* Dispose excess diluted chemical as per manufactures' guidelines.
* Do not leave empty containers lying around.
* Follow manufacturers' instructions on disposal.
9. Storage and storage period
* Store pesticides away from human and animal food, away from children, in locked place, with warning signs.
* Keep chemicals in their original containers.
* Storage for period recommended by manufacture. Do not use after expiry date.
10. Records
* Keep records of chemicals used, when used, where used.
Africa Soil Health Consortium – improving soil fertility, improving food production, improving livelihoods
Africa Soil Health Consortium (ASHC) works with initiatives in sub-Saharan Africa to encourage the uptake of integrated soil fertility management (ISFM) practices. It does this primarily by supporting the development of down to earth information and materials designed to improve understanding of ISFM approaches.
ASHC works through multidisciplinary teams including soil scientists and experts on cropping systems; communication specialists, technical writers and editors; economists; monitoring and evaluation and gender specialists. This approach is helping the ASHC to facilitate the production of innovative, practical information resources.
ASHC defines ISFM as: A set of soil fertility management practices that necessarily include the use of fertilizer, organic inputs and improved germplasm combined with the knowledge on how to adapt these practices to local conditions, aiming at optimizing agronomic use efficiency of the applied nutrients and improving crop productivity. All inputs need to be managed following sound agronomic and economic principles.
The Integrated Soil Fertility Management Cropping Systems Guide series is an output of the Africa Soil Health Consortium (ASHC), which is coordinated by CABI.
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All Around the State: 6 th -8 th Grade
Big Ideas & Major Themes
Museum Manners
Please review these guidelines with your students before your visit to the museum.
Here's some information relating to your program to review with your students before visiting the museum.
- Touching can permanently damage works of art. Please don't touch the art or lean on the walls in the galleries.
- Food, drinks, and gum are not permitted in the galleries.
- Be careful where you walk! Try to stay at least arms-length from any work of art.
- No pens, backpacks or large bags are allowed in the galleries.
- Different facets of life in South Carolina are reflected in its art—whether showcasing everyday occurrences or reflecting nationwide trends.
- Newspapers historically incorporate both images and text to convey information both of which can be powerful tools to inform and persuade. Edmund Yaghjian. Coal Car. 1953
Standards Addressed
VA 6-1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2; 71.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2; 8-1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2 De.C.1H.7, C.AL.7, C.NM.8, CR NH.3, NH.4, P NH.5 ELA I.3, P.7, C.1.1, 1.2 SS 6-2.1, 2.2, 2.6; 7-2.2, 3.4, 4.3; 8-1.1, 1.4, 2.4, 2.5, 4.6, 5.5, 5.6, 5.8, 6.2, 6.4, 7.1, 7.4
In the Classroom
Prepare students for your visit with one or more of these activities.
- Look at some examples of South Carolina periodicals from various eras (LoC's online database is searchable by state, date, etc.; see resources) and analyze various components—text, images, political cartoons, ads.
- Discuss various objects from a given historical era, analyzing what they can tell us about life in South Carolina at that time. Alternately, gather a number of object images (NMAH has extensive online collections that you can search by keyword; see resources) and have students guess the era they came from.
Resources
- Gather a variety of South Carolina photographs from various periods (see SCSM's digital collection; refer to resources) and ask students to organize them chronologically based on what they can see/infer. Consider using a historic photo as a writing prompt.
Want to explore more? Use these references to learn and share information with your students.
- Chronicling America: Library of Congress https://chroniclingamerica.loc.gov/
- Collections by Subject: Nat'l Museum American History http://americanhistory.si.edu/collections/subjects
- SCSM Digital Collection. http://digital.tcl.sc.edu/cdm/search/collection/ufp/order/title/ad/asccosuppress/1 | <urn:uuid:bd03de89-af74-48bf-8983-518b7fc83eeb> | CC-MAIN-2019-04 | https://www.columbiamuseum.org/sites/default/files/pdfs/all_around_the_state_6-8_pre-visit_guide-2.pdf | 2019-01-24T11:11:28Z | crawl-data/CC-MAIN-2019-04/segments/1547584520525.90/warc/CC-MAIN-20190124100934-20190124122934-00096.warc.gz | 716,758,579 | 853 | eng_Latn | eng_Latn | 0.986758 | eng_Latn | 0.986758 | [
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Roanoke Valley Governor's School for Science and Technology
Python Coding Competency List, 2018-2019
Python Coding is an introduction to object-oriented software development using the Python programming language. The major themes include: decision making structures, functions, various looping structures, objects, and graphical user interface design. Each student will design, develop, and test a computer application as part of a research project. This research project will include a research paper and a class presentation.
This course is taught using best practices in gifted education. Each competency is aligned with Hockett's five principles of gifted education:
Gifted Education Principles:
( Hockett, J.A. (2009) "Curriculum for Highly Able Learners That Conforms to General Education and Gifted Education Quality Indicators." Journal of Education for the Gifted. Vol. 32, No. 3, p. 394-440)
1. High-quality curriculum for gifted learners uses a conceptual approach to organize or explore content that is discipline based and integrative.
2. High-quality curriculum for gifted learners pursues advanced levels of understanding beyond the general education curriculum through abstraction, depth, breadth, and complexity.
3. High-quality curriculum for gifted learners asks students to use processes and materials that approximate those of an expert, disciplinarian, or practicing professional.
4. High-quality curriculum for gifted learners emphasizes problems, products, and performances that are true to life, and outcomes that are transformational.
5. High-quality curriculum for gifted learners is flexible enough to accommodate selfdirected learning fueled by student interests, adjustments for pacing, and variety.
COMPETENCY I
Students will learn the basics of working with the Python programming language Enabling Objectives:
1. Create and compile simple programs
2. Use simple math operation to perform calculations
3. Declare and utilize variables of different types
4. Display output using concatenation
5. Insert helpful comments into code
COMPETENCY 2
Students will develop programs that make use of conditional statements and loops
Enabling Objectives:
1. Use different types of inequalities
2. Construct decisions structures
3. Utilize for loops and while loops
COMPETENCY 3
Students will develop programs that use lists
Enabling Objectives:
1. Name and define lists
2. Access elements in a list
3. Modify elements in a list
4. Add items to a list
5. Sort a list
6. Remove an item form a list
7. Make use of tuples
COMPETENCY 4
Students will create and use functions in programs
Enabling Objectives:
1. Learn what functions are and how they are programmed
2. Write program that make use of functions
COMPETENCY 5
Students will develop programs that use recursion
Enabling Objectives:
1. Learn what recursion is and how it is programmed
2. Examine the role of recursion with functions
COMPETENCY 6
Students will be write classes in Python
Enabling Objectives:
1. Learn about the concept of classes in programs
2. Learn how to define classes
3.
Learn about class attributes and behavior
4. Learn about the keyword self
5. Learn how to write and use constructors
6. Create the getters and setters for a class.
COMPETENCY 7
Students will create computer programs in Python that contain graphics
Enabling Objectives:
1. Work with colors
2. Create a Graphical User Interface
3. Program Lines, Points, Circles, Rectangles, Ovals, and Polygons
4. Insert text into a program
5. Insert images into a program
COMPETENCY 8
Gather and analyze relevant background information.
Enabling Objectives:
1. Identify relevant library, database, and web resources for specific research problems.
2. Effectively use relevant library, database, and web resources for research and information.
a. Use search engines to find information on various topics.
b. Explain strengths and weaknesses of various search engines.
c. Demonstrate proficiency using advanced search engines.
d. Properly use and cite information taken from a variety of sources.
e. Recognize and distinguish between different types of websites.
3. Use professionals in industry or academia as resource people for research project information as necessary and document these contacts.
4. Obtain the most relevant articles and books found in library and internet searches.
5. Analyze articles and books for information relevant to a specific research problem and take notes from them, using proper documentation.
COMPETENCY 9
Complete the steps necessary to design, implement, and analyze a complex experiment or engineering goal.
Enabling Objectives:
1. Design a complex experiment which includes repeated measures over time or subjects, one or more independent variables, and correlation of variables.
2. Successfully meet the established time lines for the performance objectives.
3. Maintain a current, organized, and accurate laboratory logbook.
4. Construct appropriate data tables and graphs for data derived from your experiment.
5. Apply concepts of inferential and descriptive statistics to support conclusions from the experiment.
6. Participate in the RVGS Project Forum and, if appropriate, in the district, regional, state, and international science fairs, and the annual VJAS meeting.
COMPETENCY 10
Create a project display board or poster to depict the work done on the project for use at Project Forum.
Enabling Objectives:
1. All content should be easily read on the board and free of spelling and grammatical errors.
2. All components of the board should be clearly labeled with appropriate headings (Introduction, Purpose, etc.).
3. All graphs and photographs should be clearly labeled with appropriate annotations and citations when necessary.
4. The name of the student should not appear anywhere on the display.
5. Size specifications for project display board (ISEF regulations) are followed.
COMPETENCY 11
Construct a formal research paper following the format approved by the Virginia Junior Academy of Science.
Enabling Objectives:
1. Create an integrated document.
2. Use information obtained from research to write an introduction and bibliography for the paper.
3. Write a methods and materials section that outlines the procedures followed in the project.
4. Write a results section that includes appropriate tables, graphs, statistics and diagrams. Include a narrative of the results obtained.
5. Analyze the results obtained in the discussion and conclusions section. Relate the project's work to already published work.
6. Submit the research paper, in VJAS format, to the elective teacher.
COMPETENCY 12
Create a presentation of the research project and present the research to classmates or at a scientific meeting.
Enabling Objectives:
1. Incorporate text and graphics into a presentation.
2. Add appropriate transitions between elements in a slide and transitions between slides.
3. Effectively use color for backgrounds and text to add visual value.
4. Organize key points so that the presentation flows logically and is easy to follow.
5. Use proper enunciation, pronunciation, pace, and volume in communicating the research to one's peers. | <urn:uuid:8a93fc88-e8ff-40c9-afdd-132a37d24377> | CC-MAIN-2019-04 | https://www.rvgs.k12.va.us/site/handlers/filedownload.ashx?moduleinstanceid=182&dataid=76&FileName=PythonCodingComps.pdf | 2019-01-24T11:38:56Z | crawl-data/CC-MAIN-2019-04/segments/1547584520525.90/warc/CC-MAIN-20190124100934-20190124122934-00095.warc.gz | 896,447,985 | 1,450 | eng_Latn | eng_Latn | 0.992411 | eng_Latn | 0.993682 | [
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Bandicoot
Common Name: Southern Brown Bandicoot
Scientific Name: Isoodon obesulus
Description: The Southern Brown Bandicoot has brown fur with distinct golden streaks that cover most of its body. The fur underneath is often dull white or cream colour. The bandicoot is a small and quick marsupial that varies in size and weight. The adult males can grow up to 45 centimeters and adult females 41 centimeters. The average weight for males is around 850 grams and females are around 700 grams. Males are almost always bigger and heavier than the females.
Breeding: The availability of food, the temperature, rainfall and even the length of sunlight in a day can influence the number of young bandicoots a mother has each year. On average the female bandicoot will have around three young in each litter and between two and five litters per year. Unfortunately less than half of these young babies will make it to adult life. The most common time of year for breeding is between June and December.
Habitat: The bandicoot prefers areas that have a dense ground and shrub environment including the under-story in forests, woodlands, scrub and heathlands and grasslands. The vegetation cover provides the bandicoot with protection from predators and ideal nesting sites. Nests are made into distinct mounds from the surrounding leaf litter and soil. Some nests have even been located in rabbit warrens.
Woodland– ideal bandicoot habitat
Bandicoot
Diet: The bandicoot is an omnivore meaning they eat both meat and plants. Some of the plant matter includes seeds, berries, grasses, clover roots, mosses and fungi. Bandicoots also eat spiders, flies, centipedes, millipedes, worms, beetles, fleas, moths, butterflies even wasps and ants! The scats or 'bandicoot poo' can help the researchers to understand which foods the bandicoot likes to eat. This information can assist us in any re-vegetation projects.
Southern Brown Bandicoot Photo courtesy of N. Haby
Distribution: In South Australia the bandicoot is known to occupy areas of the Mt. Lofty Ranges, Kangaroo Island and small area in the South East. These are the last remaining species of bandicoot that is naturally occurring in South Australia. Two species have been re-introduced while all other species have become extinct.
Southern Brown andicoot Distribution
Conservation Status: Nationally endangered.
Threats: The major threats to the bandicoot include;
Habitat loss and fragmentation (where patches of vegetation have been isolated like islands with no way for the bandicoots to move safely between them).
Habitat degradation
(the destroying or changing of vegetation through grazing, erosion, or introduction of weeds and pests).
Predation by foxes, cats and dogs.
Competition with rabbits for food and nesting areas
Bush fires
Road traffic
And Diseases (often spread by other animals).
Monitoring bandicoot population Photo courtesy of N. Haby
Action Plan: Restoring habitat for food, nesting and protection. Planting corridors to link fragmented vegetation. Controlling weed and pest invasions. Fire management. Researching and monitoring the population and habitat including breeding programs. Raising community awareness and involvement. There are many ways the community can become involved to help ensure the survival of the Southern Brown Bandicoot.
Colour Me In !
…………………
What are the bandicoots
main predators.
…………………
…………………
PDF created with FinePrint pdfFactory trial version http://www.pdffactory.com
Circle the animals that look similar to the bandicoot.
Draw in a nest and some food for the Bandicoot.
Can you find the Bandicoot?
Bandicoot: Activity Sheet 2
Activity: Nature Foundation SA and the Southern Brown Bandicoot Recovery Program want to alert motorists to the presence of bandicoots in the area and stop the number of accidental road kills. Motorists often mistake bandicoots for large rats or rabbits. This can cause a high road kill rate in populated areas such as yours. We would like your class to design a Road Warning Sign to help drivers recognize there are bandicoots crossing the road in your area. Students at Scott Creek Primary School have designed a road sign (pictured below). The class then petitioned their local council to produce the sign to be erected on the road around their local national park. It is now positioned near their school.
Scott Creek Primary School bandicoot road sign. Photo courtesy of Ryan Incoll
Sign Ideas:
A representation of a bandicoot (outline or drawing) or a picture of a bandicoot.
(Photo's are attached on the Education Pack CD ROM)
A catchy slogan to catch the eye of passing motorists. A mention of both Nature Foundation SA and the Mt Lofty Ranges Southern Brown Bandicoot Recovery Program and it's sponsors, Jensen Planning & Design and The Yurrebilla project (Logos are attached on CD ROM). A mention or logo of your School.
Native vegetation which is ideal habitat for bandicoots Photo courtesy of N Haby
Classroom Activities: Conduct a competition where everyone votes on which road sign is the best. With this chosen sign, lobby your local council or a local business for the money to produce the sign. Please feel free to contact Andrew Taylor (1300 366 191) to
develop your ideas or school project.
Bandicoot: Activity Sheet 4
Activity: Answers can be found from the information in the Southern Brown Bandicoot fact sheets. Students should test their skills and memory by trying to complete the crossword after reading the fact sheets.
Suggestion: Run a competition and time the class.
Across:
1. Bandicoots are nationally ………..
Down:
2. Bandicoots are ……….
4. Bandicoots eat ….s of many small soft plants
8. (What) Brown Bandicoots?
11. Bandicoots prefer ….. vegetation
12. Habitat …. is a major threat
13. Bandicoots searching for food cause these?
15. Bandicoots can grow up to 45 what?
16. Small black animals that is food for the bandicoot
17. Bandicoots eat these long animals
3. Green food for bandicoots?
5. Average number of young in each litter
6. One vegetation food bandicoots eat
7. The term used when bandicoots are under threat by other animals
9. Another major threat to bandicoots
10. Mt Lofty ……
13. Breeding is common between June & D……..
14. Bandicoots eat these creepy creatures.
14. A domestic predator of the bandicoot
Bandicoot: Activity Sheet 5
Which photograph is of the Southern Brown Bandicoot? Circle the right one.
What makes a bandicoot look different to other animals?
………………………………………………………………..
………………………………………………………………..
Make your own story or play using any combination of these characters and settings.
Characters
Settings
Borris the bandicoot Chino the cat Digger the dog Rawnsley the ranger Flora the farmer School children
PDF created with FinePrint pdfFactory trial version
A school
The Australian Bush
A dairy
A backyard
A car park
The zoo http://www.pdffactory.com | <urn:uuid:fedc2f5c-957c-481d-acd0-c0fc0aa097ca> | CC-MAIN-2019-04 | http://www.projectnatureed.com.au/web%20library/Bandicoot%20Education%20Factsheet_2010.pdf | 2019-01-24T10:53:37Z | crawl-data/CC-MAIN-2019-04/segments/1547584520525.90/warc/CC-MAIN-20190124100934-20190124122934-00096.warc.gz | 343,158,830 | 1,573 | eng_Latn | eng_Latn | 0.991032 | eng_Latn | 0.995731 | [
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Vegetation management in Queensland
1. Farmers manage vegetation to sustainably produce food and fibre.
Farmers manage vegetation and clear land to grow pasture for cattle and sheep to eat, and to plant crops such as sorghum, sugar cane, and a range of fruit and vegetables.
If we are to meet growing demand from consumers here in Australia and overseas for our high-quality food and fibre - and create more jobs in agriculture, farmers need to be able to manage vegetation on their land.
2. Vegetation was cleared on just 0.23 per cent of Queensland's land area in 2015/16 – that's less than one quarter of one per cent. And that doesn't factor in how much vegetation grew during the same period.
Despite alarmist analogies about the number of football fields cleared, the Statewide Landcover and Trees Study puts the figure into context, revealing that just 0.23 per cent of Queensland's land area was cleared in 2015/16 (SLATS 20/15/16 report, page 21).
Eight Fast Facts
3. Two-thirds of the vegetation management carried out on farmers' properties is to control regrowth and for routine farm maintenance.
Two thirds of the clearing occurring in Queensland is to manage areas that have previously been cleared and for routine vegetation management practices such as:
* Native forest practices – removal of high value timber for wood products such as furniture and houses;
* Maintenance work – constructing fences, firebreaks and access tracks;
* Thinning – selective removal of thickening trees to promote native grass growth;
* Removal of weeds, including non-native species.
* Encroachment – controlling the movement of trees and shrubs into naturally open grassland areas; and
4. Science-based self-assessable codes help farmers carry out the routine vegetation management practices necessary to sustainably produce food and fibre.
The self-assessable codes help farmers ensure trees and grass stay in balance, avoid soil erosion and feed animals in drought. Farmers are not required to obtain permits for work done under the self-assessable codes, but they are required to notify the Queensland Government.
The codes are tightly regulated, regularly audited and approved by the Queensland Herbarium.
5. Farmers harvest mulga trees to feed cattle and sheep during drought, and to sustainably manage the landscape.
Mulga provides valuable feed for sheep and cattle, particularly during dry times. Cutting mulga branches and leaving them on the ground assists pasture recovery because it reduces water runoff and soil erosion.
Mulga is also managed so that it readily and sustainably regenerates, allowing landholders to better prepare for future droughts.
6. The Queensland Government can measure vegetation clearing rates, but they do not know how to accurately measure how much vegetation has grown over the same period.
A Right to Information request by The Australian newspaper revealed the Queensland Government admitted its vegetation management data is flawed and only looks at half the picture.
The Statewide Land and Trees Cover Study examines the amount of woody vegetation removed, but not the amount of vegetation gained through regrowth, encroachment on to grasslands and thickening.
A Ministerial briefing note stated: "we have accurate information on losses, but not accurate information on gains." (The Australian, 22 May 2017, p 4)
7. The State Government has 'eyes in the sky' watching what farmers are doing, and the vast majority are doing the right thing.
The Department of Natural Resources monitors land use changes throughout Queensland via satellite every 16 days, and in 2016/17, there were just three prosecutions of illegal clearing. (Source: Brisbane Times, 23 January 2018)
8. Agriculture is the fastest growing industry in the country and Queensland is now the number one agricultural state in Australia. Harsh and unnecessary vegetation management restrictions put that at risk.
Australian agriculture was the largest contributor to national GDP growth in 2016-17, contributing 0.5 percentage points of national total 1.9 per cent growth. (Source: Australian Bureau of Agricultural and Resource Economics and Sciences)
In addition, Queensland edged out Victoria and New South Wales as the nation's most valuable agricultural state last year. (Source: Australian Bureau of Statistics Agricultural Census)
For Queensland agriculture to maintain our number one status and reach our full potential, we need governments to adopt balanced policy settings that help us move forward, not hold us back. | <urn:uuid:60a55773-d61e-4fdb-adf0-a74ed8661fe7> | CC-MAIN-2019-04 | https://agforceqld.org.au/intranet/file.php?id=5446 | 2019-01-24T10:37:16Z | crawl-data/CC-MAIN-2019-04/segments/1547584520525.90/warc/CC-MAIN-20190124100934-20190124122934-00099.warc.gz | 424,696,482 | 897 | eng_Latn | eng_Latn | 0.997204 | eng_Latn | 0.99714 | [
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Type 1 diabetes the hopeful news
of which can result in hypos in the night.
The artificial pancreas
Research funded by the Juvenile Diabetes Research Foundation has shown that an 'artificial pancreas' can be used to regulate blood glucose levels at night in children with Type 1 diabetes and reduce the risk of hypoglycaemia. The artificial pancreas combines a real-time sensor measuring blood glucose levels with a pump which delivers the right amount of insulin, so insulin is delivered in response to the blood glucose test.
Seventeen children and teenagers spent 54 nights in hospital and their blood glucose levels were measured using the artificial pancreas and when using their standard pump which delivers insulin at a fixed rate. Different situations were used, such as when the children went to bed after a large evening meal or after early evening exercise, both
The results showed the artificial pancreas
- Halved the time blood sugars dropped below 3.9 mmols/l [mild hypoglycaemia].
- Kept the blood sugars in the normal rage for 60% of the time compared with 40% of the time with the standard pump.
- Prevented blood sugars dropping below 3.00 mmols/l [significant hypoglycaemia] compared with 9 times in those using the standard pump.
- Increased the time blood sugars were between 3.9 and 8.00mmols/l without altering the average rate of insulin infusion.
This is the first study to show the potential benefit of the artificial pancreas. Apart from the potential to offer better overall control of blood sugars and reducing the risk of complications, if the artificial
Registered Charity No 1058284 - Issue No. 64
pancreas reduces night hypos, it could greatly improve the quality of life for many people with diabetes and their families who have to cope with worrying night hypos.
...........................................
Type 2 diabetes – the surprising news! Minimum and maximum HbA1c targets for Type 2 diabetes
The results of a 22-year long study at Cardiff University indicate that the safest blood glucose level for people with Type 2 diabetes is HbA1cs of 7.5%. [Lancet, Feb 11, 2010] The study tracked 48,000 people with Type 2 diabetes aged 50 and over from 1986 to 2008. They found that people with highest and the lowest HbA1cs were at greater risk of death from all causes and heart problems than those with average HbA1cs of 7.5% who had the lowest death rates.
The surprise is that this conflicts with the targets recommended by authorities and experts to achieve normal blood glucose levels. This study showed that this policy may increase the chances of early death.
The study also found that people with Type 2 treated with insulin were 49% more likely to die than those using oral drugs, such as metformin and sulfonylurea. This could, at least in part, be because Type 2 patients who need insulin may be more ill than other diabetes patients. However, there is now a tendency for insulin to be prescribed earlier in an attempt to drive down blood glucose levels to meet the low targets set by experts, targets that GPs have to achieve to count as points towards their remuneration.
The Cardiff researchers' conclusions:
Doctors treating people with Type 2 diabetes should try, for as long as possible, to use a combination of diet, lifestyle, and oral medications before shifting to insulin therapy.
Importantly, the Cardiff study supports the findings of the ACCORD
study. The ACCORD, sponsored by the US government, was stopped early in 2008 because a significant number of the 10,000 participants who achieved tight control, suffered from heart problems.
In IDDT's January 2010 Newsletter, we questioned why HbA1c targets differed between countries. For example, the American Diabetic Association has long recommended target HbA1c of 7% and has been criticised for this being too high. If targets are based on evidence, should we not expect them to be same? To protect patients' best interests, surely it is time for international experts to examine the present HbA1c targets for people with both types of diabetes and come to a consensus evidence-based view. It may be that there has to be not only a maximum HbA1c but a target minimum HbA1c too.
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Type 1 Diabetes Research A Chance To Have Your Say…
Do you have an unanswered question or an uncertainty about the treatment of Type 1 diabetes? Do you think that answering your question through research will help to improve the lives of people with Type 1 diabetes? This is your chance to make your views known.
The Type 1 Diabetes Priority Setting Partnership has been set up by the James Lind Alliance, the Diabetes Research Network, Diabetes UK, the Insulin Dependent Diabetes Trust, Juvenile Diabetes Research Foundation, NHS Evidence - diabetes and the Scottish Diabetes Research Network.
The Partnership aims to work with people with Type 1 diabetes, their carers and health professionals to identify and decide upon the most important research questions in the treatment of Type 1 diabetes.
The prevalence of Type 1 diabetes is increasing and it is important to get research evidence on the most effective ways of treating it. Research on the effects of treatments often overlooks the shared interests of patients, carers, clinicians and other health professionals. The pharmaceutical and medical technology industries and academia play essential roles in developing new treatments, but their priorities are not necessarily the same as those of patients, carers and clinicians. That's why this project is so important.
IDDT has long believed in the importance of people with diabetes having a say in identifying uncertainties or gaps in research that are important to them, their doctors and health professionals. Both patients and their clinicians are at the sharp end of diabetes – they live with or treat the condition everyday! This is why IDDT is funding this Type 1 Diabetes Priority Setting Partnership which hopefully will influence the future research agenda.
For more background information and to participate in the survey, please go to www.ukdrn.org.uk/JLAsurvey.html or call IDDT on 01604 622 837 to be sent a paper copy of the survey.
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IDDT NEWS IDDT launches a FREE Year Six Lesson
Plan and Resources
In an ideal world we would like all children to grow up with a basic understanding of both types of diabetes and how it affects adults and children. IDDT's Lesson Plan is designed to try to improve this situation. At the Education show in March 2010, IDDT launched this new way to improve children's knowledge and awareness of diabetes. The Lesson Plan especially aims to provide children [and perhaps their teachers] with an understanding of how Type 1 diabetes can affect children in their school, to understand about hypoglycaemia and its effects It will also help them to understand more about the different types of food. This is not just to help children with diabetes but to make all children aware of the need for healthy lifestyles and the risks of Type 2 diabetes in later life.
How will it work?
Personal Social Health & Economic Education (PSHE) is currently a non-statutory part of the school curriculum. Many schools choose to teach it because they find their pupils benefit from learning through presentations, creating posters and role play which enables them to manage their feelings and build positive relationships with others. PSHE promotes positive behaviour, mutual respect and selfawareness.
All About Diabetes consists of 5 Lesson Plans and evaluation sheets in a folder for teachers to use in their lessons.
We also provide resources, All About Diabetes, for them or the children to use. This is available as a Powerpoint presentation which an be downloaded on to a memory stick from IDDT's website and used with a white board. The aim is to present the children with questions that they can attempt to answer and then the correct answers can be revealed when the teacher chooses. Another alternative is for children to use the material on the 'All About Diabetes' web page to make a poster or create a presentation.
Who will find it useful?
- The Lesson Plans are available free of charge.
Clearly the Lesson Plan is aimed at teachers but parents of children with diabetes may also find it useful to take to the school to encourage teachers to use it.
- To access the Lesson Plan and Resources on-line visit IDDT's website www.iddtinternational.org and click on 'All About Diabetes'.
- If you would like a hard copy of the Lesson Plan, then contact IDDT by e-mail email@example.com, phone 01604 622837 or write to IDDT, PO Box 294, Northampton NN1 4XS
IDDT has a new website!
Some may say at last! Some of you will have already seen our new website but for those of you who haven't, please take a look. The information has all been updated and we will have much more regular updates from now onwards, so keep an eye on it.
The website address is the same: www.iddtinternational.org
All our publications, the Newsletter, the Parents' Bulletin and Type 2 and You are available to download and for the first time, all our leaflets are now available to download too. In the next few weeks, our publication list will be up there, so you will be able to order hard copies of leaflets, booklets and books online.
If you have any difficulty navigating your way through the site, then give Martin at IDDT a call on 01604 622837 or e-mail him at firstname.lastname@example.org
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Animal insulins – IDDT meets Dr Rowan Hillson
It was in 2005 that the then Minister of State for Health issued the statement that some people are better suited to animal insulins than synthetic human insulins, so animal insulins need to remain available. As time has passed, we felt it was time to ensure that this statement still holds true today and so the present Minister organised that IDDT should meet Dr Rowan Hillson, National Clinical Director for Diabetes. The meeting took place on January 20th 2010, also present was Isabel Izzard who has responsibility for supplies at the DoH.
We expressed our concerns at the vulnerability of people who need animal insulin when there is only one supplier, Wockhardt UK. We were assured that there were larger stocks of animal insulins and the raw materials needed for production than for any other drug on the NHS. We continued to explain that it is the fact that there is only one supplier which is the vulnerability eg suppose there was a fire at Wockhardt. We were assured that there are other drugs in a similar situation and there are policies in place to deal with all eventualities. It was agreed that both Dr Hillson and Isabel Izzard would provide written statements to reassure you our members. Once we have these we will publish them.
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Helping out in Haiti
Within a hours of the Haiti disaster, 'Insulin for Life' co-ordinated its associates around the world, including IDDT, to be ready to send insulin, syringes and test strips to Haiti. Like the other aid that was offered, it was difficult to send any supplies until delivery could be guaranteed and a proper distribution system was set up in Haiti. Insulin did get through as soon as possible. The International Diabetes Federation also worked closely with Insulin for Life to help. The insulin manufacturers, Novo Nordisk then relieved the situation by donating 50,000 vials of insulin and 500,000 kroner to support the relief work of the Danish Red Cross in Haiti.
This is just one example of how your help in collecting unwanted, in-date, unopened insulin and other diabetes supplies helps people with diabetes at times of emergency. So thank you to everyone who helps IDDT to help others much less fortunate than ourselves. If you can help, please send your unwanted supplies to IDDT, PO Box 294, Northampton NN1 4XS.
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IDDT leaflets help in Ethiopia
IDDT has been contacted by the Ethiopian Diabetes Association who has requested our help. They desperately need basic information in easily understandable language to supply to people with diabetes. Basic information in layman's language is something IDDT believes in, so we have very willingly sent our leaflets for the 27 branches across Ethiopia and given them permission to copy them and translate them as they need.
We have also been approached to do the same for Gambia and so we will help there too.
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'TRUST ME, I'M A PATIENT'
This is the title of IDDT's 2010 Annual Conference. We hope that it intrigues you enough for you to come along and join us! One of the aims is to create a better understanding of our roles and the roles of our doctors and health professionals. The Conference will be held at the Paragon Hotel, Birmingham on Saturday October 9th 2010. We will be sending out the programme details and booking form to everyone in May / June so for now, just put the date in your diary.
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IDDT quarterly publications – your choice
As IDDT has grown so has the number of quarterly free, publications we produce. People who live with diabetes require different information, often according to the type of diabetes they have and the treatment they are given. For example, parents and children with Type 1 diabetes need different information from adults with Type 1 diabetes and people with Type 2 diabetes on diet and/or tablets require different information from people with Type 2 diabetes taking insulin.
IDDT produces the following quarterly publications:
- The Parents Bulletin [for parents of children with type 1 diabetes]
- The Newsletter [for people taking insulin, both Type 1 and Type 2 diabetes]
- Type 2 and You [for people on diet and/or tablets]
The amount of information you may want to receive can change. In addition to the Parents Bulletin, some parents may want to receive the Newsletter for the research and news. People with Type 2 diabetes treated with diet and/or tablets may want to receive the Newsletter in addition to Type 2 and You because their treatment has changed to insulin or may do so in the future.
We are happy to supply any or all of these free publications to you, just let us know if you would like to receive any additional publications to the ones you are already receiving.
Contact IDDT on 01604 622837, e-mail: email@example.com or write to IDDT, PO Box 294, Northampton NN1 4XS firstname.lastname@example.org
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It's A Sad Day
Under fire from Pharma, Institute may lose its director, Science 22, January 2010
A news item in Science reported on the long-running feud between pharmaceutical companies and the German Institute for Quality and Efficiency in Health Care [IQWiG] which could cost its Director, Peter Sawicki, his job. The post is supposed be non-political but members of Germany's new coalition Government called for him to be replaced with someone who is 'friendlier' towards the pharmaceutical industry! Peter Sawicki is a clinical researcher and diabetes expert and readers may remember that his reviews of the insulin analogues caused 'a fuss' amongst industry when the reviews recommended that in the majority of cases they should not be used unless their price came down to that of human insulin because they had little benefit over human insulins.
In fact, 600 doctors signed an open letter to the minister of health calling for Sawicki to be kept on but IQWiG's board of directors decided not to renew his contract. This was also reported in The Lancet where he was described as 'a hardliner and with him as head, industry and the politicians who support it know they cannot force their products into the market as easily and quickly.' It is a sad day when the Director of a so-called independent organisation has to go because he is not sufficiently friendly towards the pharmaceutical industry!
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Blood Glucose Testing - New Report
A report commissioned by the National Clinical Director for Diabetes [Feb. 2010] makes recommendations about self-monitoring of blood glucose levels in people with Type 2 diabetes who are not treated with insulin.
An NHS working group requested a systematic review of the evidence from the Health Technology Assessment programme [HTA] to inform their discussions. As a result, their main recommendations for self monitoring of blood sugars in Type 2 diabetes are listed below.
1. Self-monitoring of blood sugars with appropriate structured education should be available to people receiving sulfonylurea treatment to identify low blood sugars. [Sulfonylureas are the type of tablets which can cause hypos.]
2. It should only be provided routinely to people not treated with
insulin or sulfonylureas where there is an agreed purpose or goal to testing.
4. People with Type 2 diabetes not treated with insulin who are motivated to monitor their blood sugars and use the information to maximise the effect of lifestyle and medication should be encouraged to continue to monitor.
3. It should only be used within a care package, accompanied by structured education which should include clear instructions about the role of monitoring and how the results can be used to reinforce lifestyle change, adjust treatment or alert health professionals. This should include regular reviews to identify and support people who find it useful while discouraging people who gain no clinical benefit from it.
5. Staff training in the use of self monitoring to support changes in lifestyle and self-adjustment of medications is required.
7. Future research should focus on how to identify those who will gain most from self- monitoring and establish how they integrate it successfully into their approach to self-management.
6. Savings from a reduction in self-monitoring in people should be used to provide both structured education and training of professionals.
Interpretation
Although the recommendations use words like 'it should only be provided', they are open to interpretation so that anyone with Type 2 diabetes who wishes to, could be allowed to monitor their blood sugars at home without having to buy strips - it just requires some thought...
- Using point 1, recommendations that everyone with diabetes must be offered an educational programme are already in place, in which case everyone should be allowed the opportunity to test their blood sugars at home! If a structured educational programme has not been offered to you, then ask for one then make the choice to test.
- Someone on diet only treatment who uses test strips to find out
the effects various types of carbohydrate have on their blood sugars could use points 2 and 4 above.
- Everyone with diabetes should have a care plan under the National Service Framework and government promised that everyone with a long-term condition will have a care plan in place by 2010 – in which case use points 2 and 3.
- Some people test their blood sugars because it gives them a feeling of security but are denied test strips through the NHS, could use point 4. This where Point 5 is essential so that staff look beyond costs and understand the needs of people with diabetes.
So where there is a will there is a way! If you have Type 2 diabetes and don't receive the test strips on prescription that you need, don't be afraid to argue your case using this latest report – it was commissioned by the National Clinical Director for Diabetes so should carry weight.
Common sense approach from Canada
The Canadian Diabetes Association [CDA] 2008 Clinical Practice Guidelines for the Prevention and Management of Diabetes state: "For individuals treated with oral anti-hyperglycemic agents or lifestyle alone, the frequency of SMBG [self monitoring] should be individualized depending on glycemic control and type of therapy and should include both pre- and postprandial measurements." The CDA recently stated "Arbitrarily restricting access to a set limit of strips is contrary to these guidelines and interferes with the ability of physicians and patients to develop an individualised treatment programme."
The important message here?
The frequency of blood glucose self monitoring should be individualized depending on glycaemic control and type of therapy. Of course it should – there are over 2 million people with Type 2 diabetes, they are not all alike and they don't have the same needs, so why keep trying to make a policy to suit everyone? We know the answer is money but any increases in complications as a result of not testing cost money too!
Eu Commission Moves Pharmaceutical Products And Medical Devices To Health, Where It Belongs!
In November 2009, the EU Commission confirmed that the authority for pharmaceutical products and medical devices will be moved from the Directorate-General Enterprise and Industry to the health and consumer-focused, DG SANCO – in other words from industry to health.
The Drugs and Therapeutics Bulletin [Feb 2010] expresses the view that the approach taken by the Enterprise and Industry Directorate appears to have favoured drug companies' profitability and competiveness at the expense of public health. IDDT and health campaigners have long since believed that medicines and medical devices are automatically linked to public health rather than industry which has commercial goals. The hope is that this shift will put patients at the heart of European policy making on medicines and medical devices.
Members of IDDT may remember that the UK Health Select Committee Report on the influence of the pharmaceutical industry at which IDDT gave evidence in 2004, recommended that the responsibility for medicines should be moved from the Department of Trade and Industry to come under the authority of the Department of Health. This was not accepted by the UK government, so we welcome the EU Commission decision and hope that the UK will now come in line with European policy.
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Errors And Failures
A study published in December 2009 and commissioned by the General Medical Council [GMC] has shown that one in 10 hospital prescriptions contains an error. Although the errors ranged from minor to serious, very few would have caused serious harm. The study also showed that newly qualified doctors were no more responsible for mistakes than the more experienced doctors. Consultants made the fewest mistakes.
The vast majority of the errors were picked up and corrected before reaching the patient. More than half involved errors in which the patient's medication was not prescribed on admission, during a rewrite of a prescription or when the patient was sent home.
However, 40% were due to writing being illegible or to ambiguous wording. One suggested cause of errors is that paper and electronic prescription forms are different in different hospitals, so errors can occur as doctors move between hospitals. The GMC wants to see standardisation of prescription forms within the NHS – something Wales introduced in 2004!
And in diabetes in particular?
Researchers from Liverpool University looked at 75 hospital prescription charts of people with diabetes and found that in 5% of them, the use of doctors' own abbreviations and hastily written notes could easily be misread by nursing staff. One in six charts had prescription errors, one in three did not have the correct timings for insulin injections, the majority were illegible, a few were not dated and some were not signed by the prescribing doctor. The lack of a signature means a delay in administering the insulin. The lead researcher commented "Our audit has demonstrated an unacceptably high percentage of errors. A misunderstanding from an abbreviation for insulin units could have serious if not fatal consequences. For example, a doctor should prescribe insulin as "10 units" at a specified time, if written as "10 I U" or "10 I units", this could be easily misread as 101 units." Clearly such an error could be fatal."
There are guidelines in place on writing correct prescriptions and after this audit Liverpool hospital undertook intensive training of all their junior doctors.
Medication errors reported to IDDT: one of the disturbing errors reported to IDDT is prescribing the wrong insulin. The most recent was from someone who had been put on to insulin for the first time in hospital and therefore did not know about different insulins. The hospital prescribed Humalog Mix 25 but the prescription he was given by the GP was for Humalog. Only after struggling for 2 years and numerous visits to the GP practice was the error discovered! Eventually 'someone' from the practice phoned him to apologise but after 2 years of difficulties and hypos, an apology on the phone, and not from the doctor, did not seem good enough.
What can you do, to prevent errors happening to you?
Some hospital wards will allow you to do your own injections and manage your diabetes yourself as soon as you are well enough but if the hospital does not give you the opportunity to do this, ask to do it and point out that this is what you do every other day of the year. If you are not well enough or you are really not allowed to do your own injections, ask to see the insulin and injection dose before it is given. If you do your own injections, you can also make sure that your injections coincide appropriately with when the meals arrive – another frequent problem for people with insulin requiring diabetes when they are in hospital.
Research in Australia found one answer to reduce medication errors in hospital was for patients to take their medication with them, so this is worth remembering too.
Recommendations to doctors about errors - Safety Agency says GPs should apologise
According to a report from the National Patient Safety Agency [NPSA] issued in November 2009, if NHS patients receive a prompt apology when mistakes are made it might reduce the number of complaints and legal actions. However, the chief executive of the NPSA is quoted as saying that apologies go against a culture in which "making a genuine apology after an error has occurred is very hard to do for any clinician."
The NPSA runs a voluntary system under which trusts can report mistakes with the aim of learning from them to improve standards of care in the future. In the 6 months before the report, the NPSA dealt with 500,000 mistakes, of which 5,700 were classed as 'serious', resulting in death or permanent harm. Accidents and errors in treatment and medication were the most common.
And the failures?
On February 16th a report by Action Against Medical Accidents stated that around 300 health trusts in England have not complied with at least one safety alert by the set deadline. 80 Trusts admitted that they had not complied with 10 or more alerts. The alerts are issued to tackle problems which cause injury or death to patients and NHS Trusts are required to take action. 53 patient safety alerts were issued by the National Patient Safety Agency between 2004 and 2009.
- Three quarters of NHS trusts are not complying with safety alerts
The alerts included one on injectable medicines issued after 25 deaths and 28 cases of serious harm were reported between January 2005 and June 2006. Others included hand-washing to prevent the spread of infections and action to avoid feeding tubes being fitted incorrectly. The Department of Health said it expected all NHS Trusts to comply with safety alerts and record and action them. They will be issuing all NHS organisations with a formal reminder of their obligations to do this and from April 2010, the Care Quality Commission will have increased powers to monitor incidents and ensure compliance with alerts.
- High value thefts in the NHS
Health officials have launched an investigation after figures revealed that more than 57 'high-value' thefts have taken place at NHS Trusts in the past 5 years. Apparently a high-value theft is one valued at over £20,000. The 57 include mobile scanner units, ambulance satellite navigation systems and even over 100,000 litres of laughing gas!
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News From Nice
Guideline for Type 1 diabetes is not going to be updated
Here is a statement from NICE, the National Institute for Health and Clinical Excellence: "The review and update of the NICE clinical guideline on type 1 diabetes will not be going ahead as planned. A review of the evidence by an independent expert has shown that only one recommendation (use of aspirin for primary prevention (NICE recommendation 188.8.131.52)) could potentially be affected by new evidence. Following discussion at Guidance Executive, NICE considers that an update is not necessary at this time."
So the next review will be in 2013.
The new aspirin recommendation is that people with diabetes over the age of 50, and some younger people, should no longer be routinely prescribed aspirin. Evidence suggests that aspirin can reduce the risk of cardiovascular disease in people with diabetes who have a history of this problem but the increased risk of bleeding associated with the use of aspirin may outweigh any potential benefits in people who have no history of cardiovascular disease. If you are taking aspirin, you should discuss this with your doctor.
Foot ulcer dressings all the same
Research has found that there is no superior type of dressing for diabetic foot ulcers, a result that could save the NHS millions of pounds. About 15% of people with diabetes will get foot ulcers with around half of these taking more than 6 months to heal.
There are a large number of products on the market for the treatment of chronic diabetic foot ulcers and these range from simple inexpensive ones to sophisticated and costly ones. However, in a trial the National Institute for Health Research Health Technology Assessment (NIHR, HTA) found there was no clinical difference between three different types of dressings - a simple dry dressing, a dressing which is impregnated with iodine, and a modern hydrofibre dressing.
Let us hope the NHS takes note of this research and puts the money saved to good use.
NICE issues partial recommendation for Victoza
In it's preliminary recommendations, the UK's National Institute for Health and Clinical Excellence (NICE) is only partially recommending the use of Novo Nordisk's Victoza [liraglutide] for Type 2 diabetes. It recommends use only for very obese patients and not in higher doses. [Feb 15, 2010]
Victoza works by stimulating the beta cells to release insulin only when blood glucose levels are high. It is similar to Lilly's Byetta as both are GLP-1 inhibitors and are injected once a day. GLP-1 is a natural hormone and in people with Type 2 diabetes GLP-1 secretion is often impaired.
The NICE preliminary recommendations state:
- People with Type 2 diabetes who have a BMI below 35kg/m2 could also benefit from the drug if its use could help to achieve levels of weight loss that could be beneficial in treating other conditions caused by being obese. But even then, Victoza should only be continued if the patient has a reduction in HbA1c of at least 1.0% and a weight loss of 3% of initial body weight after 6 months use.
- Patients who are already taking combinations of tablets to treat their diabetes and still have poor blood glucose control should be offered Victoza in addition, but to be eligible for it, they must also be very overweight, with a body mass index (BMI) of 35kg/m2 and over. [This stipulation is not on Victoza's European Public Assessment Report.]
- NICE is not recommending Victoza for use in dual therapy or in the higher 1.8mg daily dosage.
NICE noted a lack of research on patients with lower BMIs which has been requested from the manufacturer and they also said there was a lack of short-term information and research comparing Victoza with other diabetes drugs. In other words NICE felt that there was insufficient evidence to recommend it except under the above conditions.
These recommendations are very similar to those for Byetta.
And abroad……..
The French prescribing journal Prescrire says that Novo Nordisk's Victoza in Type 2 diabetes "contributes nothing new". They stress that Victoza does not offer advantages in terms of diabetic complications, weight loss, or incidence of nausea at the start of treatment. They also say it does not offer any advantages in terms of risk of pancreatitis and that a few cases of thyroid cancer appeared during the trials, which was not the case with Byetta. They conclude that it is more "prudent" to stick with Lilly's Byetta as Victoza is slightly more likely to cause hypoglycaemia than Byetta.
Views on Victoza in France
And in America…….
- In animal studies, the medicine in Victoza caused rats and mice to develop thyroid tumors, some of which were cancerous. The FDA states that it is difficult to extrapolate studies in animals to humans so they have exercised their authority and require additional studies in animals and the establishment of a cancer registry in humans to monitor the annual incidence of medullary thyroid cancer over the next 15 years. This is in addition to a cardiovascular study to evaluate the cardiovascular safety of Victoza in a high-risk population,.
The FDA, the drug regulatory authority in the US, has given Novo Nordisk permission to market Victoza and it can be used on its own or with other Type 2 diabetes tablets in the basis that the benefits outweigh the risks. However, the FDA is not recommending it as first line treatment until additional studies have been completed as they have concerns about what they describe as complex safety-related issues.
- They warn that Victoza should not be used if 'you or any member of your family has a type of thyroid cancer called medullary thyroid cancer or if you have Multiple Endocrine Neoplasia syndrome type 2', a disease where people have tumors in more than one gland in their body. They also advise
that you should tell your healthcare provider if you are taking Victoza and you get a lump or swelling in your neck, hoarseness, difficulty swallowing, or shortness of breath.
- The risk of hypoglycaemia is higher if you take Victoza with another diabetes medicine, such as a sulfonylurea and the most common side effects with Victoza include headache, nausea, and diarrhoea. Nausea is most common when first starting Victoza, but decreases over time in most people.
- The FDA also advise that you tell your health professional if you have had pancreatitis, gallstones, a history of alcoholism or high triglyceride levels and you should stop taking Victoza immediately if you have severe pain in your stomach that will not go away as this may be the symptoms of pancreatitis.
As with all new drugs, it seems a cautious approach to Victoza is the best way forward and the FDA advises doctors to carefully review the prescribing information to decide on its suitability for each individual patient.
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Psychological And Emotional Needs Of People With Diabetes
Although people cope with living with diabetes, it is estimated that 40% have what is classed as poor psychological wellbeing – depression and anxiety being the most common. Eating disorders are also a fairly common problem.
There has been a lot of research into depression and anxiety in people with diabetes and it has been assumed that this is much more likely to apply to people with Type 1 diabetes. However, a recent study [Practical Diabetes Int, Jan/Feb 2010] suggests that nearly half of people in a hospital clinic who completed several questionnaires reported some level of psychological disturbance.
It is worth noting that when the people in the clinic were asked to enter this study, those with retinopathy were twice as likely to respond, 20%
of respondents returned an incomplete questionnaire and nearly half of those sent the questionnaire did not respond at all. So the study cannot be seen as a measurement of the numbers of people with some psychological disturbances but more a measure of the types of problems people with diabetes experience. Indeed, living with any chronic conditions incurs problems such as depression, anxiety and simply being tired of living with the condition.
Please forgive some of the expressions used in writing about this study but they are used by the researchers and may well not be used by those of us who live with diabetes.
- The numbers with some form of psychological 'disturbance' were about the same for people with Type 1 and Type 2 diabetes.
Some of the findings in the study were contrary to previous thinking:
- The only exception to this was that the number of people with Type 2 diabetes with eating disorders was 22%, nearly double that of the group with Type 1 diabetes – again not expected.
- Although previous studies have shown an association between depression / anxiety and poor glycaemic control and diabetic complications, this study showed only a weak relationship between anxiety and HbA1cs in people with Type 1 diabetes. No other significant relationships were found in patients with either Type 1 or Type 2 diabetes.
- Overall, 36% of the study participants had moderate to severe levels of depression, anxiety or both.
Living with diabetes is not simply a matter of knowing how to manage your diabetes, or your child's diabetes, sometimes the stresses and strains of everyday life and managing diabetes are just too much and support or sometimes just a listening ear is needed.
As the findings of this study show a significant frequency of psychological disturbances, the authors recommend that their findings be used to support applications for funding diabetes-specific psychological services for people with diabetes.
An excellent recommendation but we know that help and understanding is not always available so just when will we something happen? It has been recognised for many years that diabetes-specific psychological support is essential for some people with diabetes.
Health Minister, Ann Keen answers a Parliamentary Question by Mark Hunter MP [300860, November 2009]
"We have not made any recent assessments into the adequacy of either psychological support or education for people suffering from (i) Type 1 and (ii) Type 2 diabetes. It is for primary care trusts to commission comprehensive diabetes services that meet the needs of the local population.
We recognise the important role emotional and psychological support has in enabling people with diabetes to self-manage their condition on a day-to-day basis. The Department is working with NHS Diabetes and Diabetes UK to identify what needs to be done to enable the National Health Service and local care services to meet the psychological and emotional needs of all people with diabetes." She goes on to add that the Department of Health and Diabetes UK have been working with NHS Diabetes since 2005 'to find ways to increase the spread of patient education programmes.'
IDDT comments:
There are two points that need making. Firstly, wasn't it a brilliant idea on the part of politicians to make local Primary Care Trusts [PCTs] responsible for providing services, whether for psychological or any other services. It's a form of divide and rule - every time we raise important issues about a lack of some service, the government gets a way with the answer that it is down to PCTs to commission them according to the need of the local population! It's impossible to campaign nationally to bring about improvements and very difficult for local people to get together locally to fight their PCT. So nothing much happens!
The second point that just has to be made is the admittance on the part of a Minister that the Department of Health and Diabetes UK have been working since 2005 to find ways of increasing availability of patient education programmes. That's 5 years! It is time that a fresh look was taken as it seems they are finding this an impossible task.
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Benefits – The Green Paper Becomes A White Paper
In our IDDT's October Newsletter we informed members that we had joined with other charities to raise serious concerns about the Government's green paper which revealed plans to abolish Attendance Allowance [AA] and leaves the way clear to end the care component of the Disability Living Allowance [DLA]. This will affect millions of people including some with diabetes and so we asked members to write to their MPs to let them know that they, and we, are unhappy with the proposals. We are grateful to all our members who took this action as without it, MPs would have been unaware of the strength of feeling amongst people when the proposals went before Parliament as a White Paper.
A great deal was achieved and sufficient pressure was raised so that Health Secretary, Andy Burnham announced, "I can state categorically that we have now ruled out any suggestion that DLA for under-65s will be brought into the new National Care Service."
However, while this appears to have forced the government to rule out the option of taking away DLA for the under-65s, it has also put them in a position of admitting, albeit by omission, that DLA for those over 65 and AA is still under threat.
It is now a question of waiting to see what happens.
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A Re-Think?
There have been two recent press releases about children with Type 1 diabetes that have to give rise to concern – the incidence of retinopathy in young people and the numbers of hospital admissions with diabetic ketoacidosis. Then an article in the British Medical Journal discusses how the treatment of Type 2 diabetes has been over medicalised, over diagnosed and influenced by the pharmaceutical industry without looking at the long-term effects of such policies. So is it time to go back to basics?
Figures for children with Type 1 diabetes must raise some questions
Surgeons in Wales are having to give laser treatment for retinopathy to patients in their late teens and their 20s who are 'struggling to control their diabetes'. Retinopathy, damage to the blood vessels in the eye, is normally seen in older people and/or those who have had diabetes a long time. Doctors are worried that patients are developing retinopathy at a younger age.
- Retinopathy
Consultant Ophthalmologist at Cardiff University Hospital, Dr Roger McPherson, told the BBC: "We are seeing it in younger and younger patients and I am getting a steady stream of people in their 20s and even their late teens." The Diabetic Retinopathy Screening Service for Wales also said that they have seen a worrying rise in children developing problems.
It is thought that poor management of diabetes and/or ignoring advice on diet and lifestyle are the main reasons for the rise in retinopathy. In addition, young people may ignore the symptoms if they only affect one eye. While this may be a partial answer, there are some very pertinent questions that need to be asked.
If poor management is the cause of the increase in retinopathy why is this happening now?
In years gone by, there was less knowledge, less help and support from specialist nurses, no home blood glucose monitoring and no HbA1c test. Diabetes control was largely guesswork, so why is there more retinopathy in young people now?
Are the present daily multi-dose regimes and frequent testing too much for this age group?
Conforming to all that is required of young people with Type 1 diabetes has always been a problem for them, but is conforming to today's more complicated insulins and multi-dose regimes just asking too much of young people? Are they giving up trying, do they not understand what to do or does it simply take too much time out of their busy lives that could be spent with their friends?
Is aiming for tight control and the resulting increase in serious hypos the cause of 'poor' control?
It is well proven that tight control as required by today's target blood sugars leads to more hypos and it is well known that treating hypos often results in high blood sugars. So is the increase in hypos, and subsequent highs, responsible for more erratic blood sugars which is classed as 'poor control'?
Raising the age-old question, but it has to be asked, are we seeing the effects of the long-term use of the human, synthetic insulins?
The early trials of human insulins did show an increase in risks of hypoglycaemia and in some cases, in retinopathy. These findings were never really independently explored, so are we now seeing the effects of long-term use of synthetic, human insulins?
- 3,300 emergency admissions of children with diabetes
Latest figures for England show that there were 3,300 cases of children with Type 1 diabetes admitted to A & E departments with diabetic ketoacidosis [DKA] during the year beginning in April 2008. DKA
occurs when blood sugars are too high and it is a serious condition that needs immediate treatment to prevent coma.
During the year, children and young people under 18 accounted for about a quarter of the 13,465 emergency admissions for DKA. The number of admissions with DKA has risen by nearly 9% since 2006. Of course, there is an increase in the numbers of children being diagnosed and it could be that Type 1 diabetes is not being diagnosed early enough, but neither of these factors would account for so many cases. Thus, there must be an increase in children already diagnosed who are being admitted for DKA. Why?
As is frequently said, it could also be the result of diabetes specialist nurses staffing levels being reduced but as stated earlier, people managed years ago without all the present systems, so this gives rise to many of the questions raised for retinopathy:
Are the regimes too complicated and hard to understand? Do children get fed up of the amount of testing and injecting and simply not do it?
Is there an increase in unaware hypos and therefore more erratic blood sugars?
Do multi-dose regimes lead to more erratic blood sugars? Are the synthetic human and analogue insulins really working for this age group?
These are some very basic questions but they actually do need answering. It is not sufficient to simply make demands for more NHS resources without looking at all the possible causes. Studies may show that tight control, multi-dose regimes and frequent testing improve blood glucose control but do they in real life? Should we look at more basic facts about what is acceptable to children and young people, what they feel they can cope with and what gives them the best quality of life?
Treatment of Type 2 diabetes raises some questions too 'Bad medicine: Type 2 diabetes' by Des Spence, a GP from Glasgow, was published in the British Medical Journal [March 3, 2010]. While describing diabetes as 'industry's golden goose', he raises basic issues with an honesty to be admired.
In saying that the numbers of people with Type 2 diabetes is predicted to double over the next 20 years, he quotes the much used expressions that diabetes is a 'ticking time bomb' with GPs berated for the undiagnosed 'missing millions' [expressions no doubt developed for advertising campaigns].
He says that the rationale for detection and treatment of Type 2 diabetes is to prevent cardiovascular and microvascular disease and that these studies promote aggressive control of blood glucose levels [HbA1cs], blood pressure and cholesterol with the belief of 'the lower the better'. This in turn means that people with Type 2 diabetes are potentially prescribed 3 drugs to control blood sugars, 3 drugs to control blood pressure, two drugs for cholesterol, aspirin and ultimately insulin.
This is polypharmacy [when numerous drugs are prescribed] and is rarely a good idea as there appears to be little research into complications or possible interactions of a lifetime of treatment with so many drugs. He makes the following points:
- Marketing of new drugs exposes patients to unknown adverse effects and that despite having no information about mortality rates, new drugs are widely prescribed on an unscientific extrapolation of lowering HbA1cs. [Where have we heard all this before – yes, it is what IDDT said about human insulin over 15 years ago!]
- Polypharmacy is the "expressed state policy for treatment of Type 2 diabetes, ruthlessly enforced through national decrees" and he questions whether this is good medicine.
- The culture of targets is too restrictive and reduces patients to little more than numbers.
- There has been a creeping towards over-diagnosis with terms like "prediabetes" and "impaired glucose tolerance," resulting in many patients who don't have diabetes being treated as
if they did. Diabetes isn't just poor medicine for these reasons but because of the anxiety that it causes millions of people.
His view is that diabetes is the industry's golden goose: a large population, lifelong treatment, and a bonanza of drugs. He cites the recent Diabetes UK Professional conference as a platform for "sponsorship from big drug companies, whose logos emblazon the official literature for a mere £50,000. Also, NHS consultants are oiled by pharma's money to educate others about diabetes."
His suggestion? It's time to address the issue of obesity and for doctors to advocate for health rather than be paid advocates of big pharma.
BMJ 2010;340:c1216
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More About Eyes
Eye drops after a cataract operation and blood glucose levels Here is a letter from one of our members, Mrs J.T. which raises an issue that may well be important for other people who have cataract operations.
"I have a query about Betnesol eye drops I was given after a cataract operation. I had my first cataract operation 4 years ago and had no adverse reaction whatsoever to the eye drops prescribed after the procedure but the drops were different. However, this time I was given Betnesol [4 times a day for 4 weeks] and I have found that I had to up my insulin intake by at least a quarter to maintain anything like reasonable blood sugar levels. The first two days after the op my blood sugars were up at 17 but on speaking to the helpline, I was told this could be a reaction to the trauma of the operation. However, 6 days later I have virtually had to double my insulin dose at each daytime dose.
There is no mention of raised blood sugars on the Patient Information Leaflet but when I went on the internet, I did find that Betnesol increases blood sugars but on making another call to the Helpline, I was told that the strength of the drops should not cause this problem. I am supersensitive or have other people experienced similar problems?"
The explanation
- Raised blood sugar levels are at the top of the list of side effects and this can apply to anyone using Betnesol.
Betnesol contains the active ingredient betamethasone sodium phosphate which is a corticosteroid and is being used, in this case, as an anti-inflammatory to decrease the risk of inflammation in the eye after the cataract operation. In fact, all steroids can and very often do affect blood sugar levels and it is surprising that Mrs J.T. was not advised of this. Using a very reliable website, www.netdoc.co.uk gives the following information about Betnesol:
- Diabetes, or a family history is in the list entitled 'Use with caution'.
- People with diabetes may need to increase their dose of insulin or antidiabetic tablets.
Clearly Mrs J.T. is going to have to be very careful when she stops taking the drops drops because she is on nearly double her normal dose of insulin and when stopping Betnesol, her blood sugars are going to change and she runs the risk of having low blood sugars and unexpected hypos. It would be advisable for her to talk to her doctor about what to do.
So if you are having a cataract operation be aware of these possibilities if you are prescribed Betnesol.
By the way….do you have to use eye drops?
Most people who have glaucoma [raised pressure in the eye] require life-long treatment with eye drops to lower the intra-ocular pressure and prevent further vision loss. It can be quite difficult to put in eye drops so that they don't run down the cheeks but there is a product called Autodrop to help. This is attached to the eye drop bottle to ensure that the bottle is held over the eye at the correct angle so that the dose is delivered in the right place. The cost is £2.92 [incl VAT] and they are available from Owen Mumford's Medical Shop, to order contact: 0800 731 6959 or order online at www.medicalshop.co.uk
New treatments for treating diabetic macular oedema on the horizon
Implant for treatment of diabetic macular oedema - macular oedema [fluid retention] is a form of retinopathy which affects the part of the eye that provides the fine vision. It is difficult to treat with laser but recent research has shown that an implant which delivers microscopic doses of fluocinolone acetonide can make significant improvements that last for up to 30 months when the drug runs out.
The implant is about the size of a grain of rice and is inserted into the vitreous, the jelly-like substance in the centre of the eye, where it is delivered in tiny doses every day.
In the study, more people who had implants had a 3 line improvement in their visual acuity compared with usual treatment. However, the implant had side effects – a high proportion of those with implants required a cataract operation and over 60% developed raised pressure in the eye. Nevertheless, the researchers say that the implant is effective at treating diabetic macular oedema. [Presented at the Retina Congress 2009, Dean Eliott, MD, Doheney Eye Center, California]
Drug possibility for diabetic macular oedema - Lucentis [also known as ranibizumab injection] is presently used to treat age-related macular degeneration. Research carried out in people with Type 1 diabetes suggests that it may be effective in treating diabetic macular oedema. The drug works by blocking the effects of a protein called VEGF which causes the tiny blood vessels to leak and new vessels to grow. Applications for approval for use in the treatment of diabetic macular oedema have been sent to the European Medicines Agency [EMA] and the Food and Drug Administration [FDA] in the US and if the drug is approved, it could be a major step forward.
Steroids may slow progression of proliferative retinopathy but…
Proliferative retinopathy is the development of new, unwanted blood vessels on the retina which can leak and damage vision. Researchers have found that injecting corticosteroid into the eye may slow the progression of proliferative diabetic retinopathy and macular oedema but they increased the risk of glaucoma and cataract, so laser treatment still remains the best option. [Archives of Ophthalmology, December 2009]
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Weight Loss Drug Should No Longer Be Prescribed
22.01.10 The European Medicines Agency [EMA] has recommended that the weight loss drug Reductil [silbutramine] should no longer be prescribed by doctors or dispensed by pharmacists as its risks of causing heart attacks and strokes outweigh its benefits. One of the advisory committees has recommended suspension of the marketing authorisation for the drug in all countries in the EU. The Agency is recommending that doctors should not issue any new prescriptions and pharmacists should not dispense Reductil. People already using Reductil should see their doctor to discuss an alternative but it is safe to stop taking the drug before their appointment if they so wish.
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The Safety Of Analogues And Lantus
Launch of major research programme
In September 2009, the manufacturers of Lantus, Sanofi-aventis, announced the company's action plan to provide methodologically robust research that will contribute to the debate over insulin safety, including insulin analogues and Lantus [glargine]. The research programme is designed to provide more information on whether there is any association between cancer and insulin use and to assess if there is any difference in risk between Lantus and other insulins. The plan is designed to give short- and long-term results.
Subsequent comments…
Publication of research in Diabetologia resulted in statements from drug regulatory authorities in Europe and the US that a link between insulin glargine [Lantus] and cancer cannot be confirmed or denied, largely because there is a lack of evidence – in other words, the research has not been carried out.
Regular readers will remember that IDDT was one of the few organisations that sent all this information about the studies and advice from the editor of Diabetologia to our members so that they could make an informed choice of treatment. Having said this, the fact that there is insufficient evidence to be able to conclude that Lantus and the other analogues are safe, is hardly an informed choice but the best we could do!
So we are left wondering why research has not been carried out and why the Sanofi-aventis failed to publish all their information to answer what appears to be the key question - does Lantus promote growth of pre-existing tumour cells compared to human insulin? According to an article by Stumvoli and Nawroth [Diabetologia 2009 52:19871989], the answer is simple:
- It was considered not necessary because opinion leaders have been willing to recommend it and doctors to prescribe it on the basis of circumstantial evidence data showing that it improved quality of life and reduced hypoglycaemia.
- This research was not required to gain marketing approval for Lantus.
So no one was bothered about other important outcomes – like morbidity and mortality. This is reminiscent of the 1980s and the introduction of human insulin when studies to compare mortality or morbidity rates with human and animal insulins were not done. These are very important issues for patients!
However, today this is even more surprising given all the recent disputes and settlement claims over various 'blockbuster' drugs that have turned out to cause harm. The lesson that evidence rather than assumption is necessary does not seem to have been learned!
Stumvoli and Nawroth say that "companies must ensure that early stage preclinical testing should include safety aspects over and beyond the legally required toxicology studies. They point out that the problems that have arisen with Lantus apply across the field of drugs and healthcare once more leaving the patient alone. Physicians are caught between conflicting forces of suspicion and company interest, emotions and personal relationships with drug company reps, colleagues and scientific associations. At the same time, shareholders lose money and confidence while companies lose trust, image and money."
They also point out that the problem now occurring with Lantus is of the company's own making and one that the scientific community has failed to prevent. They suggest that there should be a rethink and reorganisation of the various relationships mentioned above in drug development and marketing to achieve better patient care and safety.
Praise for the editors of Diabetologia
There was a great deal of criticism levelled at Diabetologia and the editors for publishing the studies about the risk of cancer and Lantus on the basis that they caused alarm. As readers know, IDDT praised them for informing patients and doctors of possible risks so that they could decide whether or not to take those risks. However, they were accused of causing unnecessary alarm.
How can alarm be unnecessary when the facts speak for themselves – as the regulatory bodies acknowledged that the risks cannot be confirmed or denied. In other words they don't know.
It was pleasing to see an editorial in the journal Diabetes [Vol 58, November 2009] praised the editors of Diabetologia for taking the extraordinary steps of soliciting additional studies from several countries when they received the initial paper reporting an increased incidence of cancer in people using Lantus. The editorial refers to 'harshly worded statements published rapidly after the Diabetologia articles' citing "Insulin glargine and malignancy: An unwarranted Alarm" in The Lancet and "Insulin Glargine and Cancer – An Unsubstantiated Allegation" in Diabetes Technology & Therapeutics.
We have to agree with the views of Diabetes and give praise for the careful way that this issue was handled. It is an unanswered question that should not be swept under the carpet simply because it is uncomfortable, embarrassing to those who sing the praises of Lantus or because it is likely to cause alarm. If science had done this over the centuries where would we be today?
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Protecting Insulin Producing Cells
Rituximab is a drug used to treat non-Hodgkin's lymphoma and rheumatoid arthritis but research in the US has shown that it can protect the insulin producing cells in new onset Type 1 diabetes. This could help people with Type 1 diabetes to keep producing some of their own insulin.
In phase 2 trials, 87 people with newly diagnosed Type 1 were give rituximab or a placebo [dummy] at one week intervals for 4 weeks. C-peptide levels are an indicator of how much insulin the body is making and after a year C-peptide levels were higher in people taking the drug compared to those taking the placebo. Those taking the drug also needed smaller doses of injected insulin.
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Related issues - dry skin and cholesterol treatment
From Our Own Correspondents
Dear Jenny,
Thank you for the newsletter, as always it is interesting.
I'd like to comment on two separate but related issues you mentioned. The first is dry skin. This used to be a problem for us, Colin's skin had become extremely dry especially on his feet and legs. We tried emollient creams etc but the benefit was very short-lived and the underlying problem continued. However, since we increased his dose of fish oils to 4 large capsules a day of a brand that's particularly high in omega 3 fatty acids, the problem has disappeared. He hasn't had dry flaky skin for a couple of years now – and he's into his 60th year of insulin-dependent diabetes.
The high dose of fish oil has other benefits too. He was unable to tolerate statins and his cholesterol levels had begun to rise alarmingly. Now, he takes a nutritional supplement called Sytrinol (Solgar) to reduce his cholesterol without side-effects, and because of his high omega 3 intake, the ratio of good to bad lipids has improved to such a level that both his GP and his consultant are happy! He now requires no medication whatever to control cholesterol.
I think your readers should be aware that any product that reduces cholesterol by inhibiting absorption of fats will tend to reduce the fatty acids they need for good health and therefore could do more harm than good – even if they do control cholesterol levels. It is much more beneficial overall to correct these problems by nutritional means; the good fats are essential for healthy skin, joints, connective tissue, cardiovascular function and to protect against depression. I recommend avocado, olive oil, nuts, seeds and fish as well as fish oil supplements.
Arabella Melville
More children become clinically diabetic during winter
Dear Jenny,
I take the liberty to comment on "more children diagnosed in winter" IDDT, January Newsletter, page 11 – citing Diabetic Medicine, Aug. 2009.
What is meant is "that more children become clinically diabetic during winter" due to infections which give the last blow to the beta cells, i.e. reaching 80% destruction. I would write "more children are diagnosed with clinical diabetes".
It is also true that many children had their first trigger to start the autoimmune disease of Type 1 diabetes during autumn and winter by virus epidemics, years before the diagnosis is made, but this was not meant in the above article.
Professor Zvi Laron Israel
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Statins will not go away!
Dear Jenny,
My diabetes is controlled by diet only and until recently I was taking a statin, Pravastatin, as a precaution against heart attacks. Looking back, I had early signs of problems in August 2008 but then in June 2009 a review identified an enzyme upset and cholesterol levels 3.4. So my Pravastatin was removed but this set in motion some serious side effects – severe loss of appetite, weight loss of 8pounds, bouts of shivering and shaking lasting about 4 hours and the vision in my right eye became impaired. Two ultrasound scans show a slightly enlarged liver and three gallstones – the consultant is of the opinion that having stopped the Pravastatin, normality will resume.
What bothers me is that the literature for patients on the downsides of statins never seems to mention specific problems such as the effects on the liver and enzyme upset. It is one thing to reduce cholesterol levels to avoid heart attacks but not at the expense of causing other problems that may be serious. I think that statin use should be carefully monitored over several months to highlight side effects that may be serious.
In my opinion Diabetes UK and IDDT should publish a major article on the possible dangers of statins and their adverse effects. It seems negligent for doctors and Government to blanket advertise statins as a universal remedy to avoid heart attacks without giving equal publicity to the side effects that can affect some people. Doctors must not regard a pill as a remedy without careful follow up procedures, especially in older people.
Mr W.M. Midlands
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I felt I must return to animal insulin
Dear Jenny,
My grateful thanks to you and Beverley for your help during the past years when I felt I must return to animal insulin. I had originally, in 1971, been put on animal insulin but was informed in 1982 that as animal insulin would no longer be available after the end of that year, I must change to human insulin. I did not like the idea but was told there was no choice, so while waiting for a major operation in hospital I was changed over to human insulin and given the operation the next day. What a risk!
I managed on this for some years but seemed to lose control. I was then put on analogue insulin but was not really happy with it from the start, with loss of hair, higher cholesterol levels and dangerously low blood glucose levels. So I asked my doctor for a change to animal insulin. He was reluctant to allow this, but after persevering and good advice from Beverley I succeeded in persuading him to allow me to make the change.
At my last clinic visit my cholesterol had come right down to 4.3, my blood pressure was 130/70 and my hair is increasing again. I then had to help my sister to allow her doctor to change to make the change as she had similar problems. Having been allowed to do so, she too is feeling much better.
Thank you for all the work you have done to keep animal insulin available in this country.
S.M.
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Misinformation at its worst
Dear Jenny,
I read the letter title "Misinformation at its worst -- type 1 becomes type2!" with interest. I know that it is possible for type 1's to develop some of the characteristics of type 2 including insulin resistance; however, I too have had a conversation with a nurse who told me that I, who am type 1 diagnosed in 1958 before my 11th birthday, could change into a type 2 and would need their expertise in handling type 2 problems.
As far as I can tell my insulin requirements are consistent with my weight [no insulin resistance] and I have never had a detectable C-peptide, whenever a C-peptide test has been done.
I also have an ophthalmologist who insists on putting type 2 on his reports mainly because of my current age. There is a danger in growing old with type 1 diabetes - you are not readily distinguishable from type 2's who are in the vast majority. And while in the case of my eye doctor this makes very little difference, it does make a big difference if in treating an emergency or a surgical procedure insulin is withheld for too long.
By e-mail USA
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Diabetes National Service Framework – Six Years On
By Martin Hirst
The Department of Health (DoH) has released its report "Six Years On: Delivering the Diabetes National Service Framework", which updates on the progress made since the National Service Framework (NSF) for Diabetes was developed in 2001. The NSF lays down twelve national standards of care that people with diabetes should expect. The standards include prevention, education, active selfmanagement, health monitoring, care of children and young people with diabetes, emergency treatment, support through pregnancy and detection and management of long-term complications.
The report states that the NHS continues to make good progress in identifying people with diabetes and is able to identify earlier people with undiagnosed diabetes. This process has been aided by an increased focus on prevention through initiatives such as the NHS Health Check Programme and Change4Life.
Education
The report also highlights the shortfalls in the provision of a structured education programme for every person with diabetes through the delivery of Dose Adjustment For Normal Eating (DAFNE) and Diabetes Education and Self-Management for Ongoing and Newly Diagnosed (DESMOND) courses, as recommended by the National Institute for Clinical Excellence (NICE). There are an estimated 300,000 people in the UK with Type 1 and yet there are only 15,301 people who have successfully graduated from a DAFNE course. With the basis of the NSF being active self-management then surely the failure to deliver structured education is not allowing people to have the opportunity to self-manage in an informed way. It also acknowledges that only 60% of people have an agreed care plan and that although this is an increase on previous years, further improvements are necessary.
Clinical Care
With regard to clinical care the National Patient Safety Agency (NPSA) recorded over 13,000 incident reports relating to insulin-related errors in hospitals and inpatient facilities between November 2003 and March 2009. The report, while not directly saying that this is unacceptable, acknowledges that improvements need to be made in this area.
Looking at the clinical care of children and young adults the National Diabetes Audit (NDA) showed that only 17.73% of this group achieved the NICE recommended HbA1c target of <7.5%. The report calls for all those involved in the care of this vulnerable group to urgently review how best to deliver these standards.
There also needs to be improvements in the quality of care that people with diabetes receive while in hospital with a view to improving the patient experience and reducing length of stay. Currently there is work being undertaken to develop best practice guidelines for ketoacidosis, hypoglycaemia and care before operations.
Complications
Similarly there need to be improvement in the detection and management of long-term complications, with particular focus on diabetic foot problems and diabetic retinopathy.
In summary
There continues to be year on year improvement in service delivery but increasing rates of diagnosis mean that increasing levels of resources will need to be allocated to diabetes care and service delivery will need to become more effective. If this were my school report then the
headmaster's final comment would be "Does enough to get by but could do better".
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The Impact Of The Recession
The recession has far-reaching consequences and affects not only those who are made redundant but also their families. People who keep their jobs may be on shorter working hours, have pay cuts or pay freezes. In addition to all this, families may have debts and house prices may prevent them moving house to try to alleviate the situation in some way. All of this can affect family relationships and so the recession is likely to cause more people to be anxious or depressed. People with diabetes are no exception to the effects of the recession but they are at greater risk of anxiety and depression affecting their diabetes and their blood glucose control. Among other things, stress tends to raise blood sugars and depression tends to lead to less motivation, lack of energy and loss of appetite, all of which can affect blood sugar control.
Seeking help
- If any of the above symptoms occur then seeking help from your GP is probably the first thing to do. He/she will be able to offer you help with anxiety and depression and it may be that talking to him/her will clarify the most important concerns and enable you to take some practical steps. Your GP may be able to point you in the right direction.
Ignoring the problems and hoping they will go away is not the answer, nor is just hoping they will go away. It is far better to seek help at an early stage and there are ways to do this.
- Calling the NHS Stressline is another option. Health advisors will listen, offer practical advice and put you in touch with people who can help, such as debt, housing and employment advisors or counselling and talking therapy services. Direction. The number is 0300 123 2000 and is open daily from 8am to 10pm.
- If you prefer not to phone, the Stressline website gives links to organisations that offer advice and help - visit the NHS Choices website www.nhs.uk and search Stressline.
IDDT has two free leaflets – 'Stress and Diabetes' and 'Diabetes and Depression'. If would like copies, please contact IDDT on 01604 622837, e-mail email@example.com or write to IDDT, PO Box 294, Northampton NN1 4XS.
Benefits – if you need to know about state benefits and have access to the internet, then an excellent source of information is available at: http://www.benefitsandwork.co.uk/
And while talking about the recession – thank you
The Trustees at IDDT would like to thank everyone who is donating to IDDT during these difficult financial times. We know that it is hard and so we are particularly grateful for the help and support you are giving to IDDT.
The income for many charities has reduced by 10%, partly due to the fact that a proportion of their income comes from industry, which is making cut backs too. As readers know, IDDT has never accepted industry funding, so we have not lost anything! Many thanks for your continued generosity which enables IDDT to continue to grow and develop new ideas while maintaining prudent management of our funds. A big thanks also go to IDDT's small staff who work exceptionally hard and with great enthusiasm to see that IDDT moves forward to help and support people with diabetes.
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Diagnosing Diabetes With The Hba1c Test
Research [New England Medical Journal, March 2010] has shown that the best way to diagnose diabetes may be by using the HbA1c test, which is a measurement of blood glucose levels over the previous few weeks. People who had HbA1cs of 6% or greater were at higher risk of developing diabetes. [HbA1cs of 5.00 to 5.5% are considered normal.]
The study involved over 11,000 people with no history of diabetes. The HbA1c test identified more people who later developed Type 2 diabetes than did the fasting glucose test presently used. It also was a better predictor of the risk of stroke, heart disease and death from Type 2 diabetes. The HbA1c test also had advantages over the fasting glucose. Blood sugars can vary from day to day and hour to hour so the HbA1c test is more reliable, as it allows doctors to track average blood sugars over time, such levels are not affected by stress or illness. From the patient's perspective, with the HbA1c test they do not have to fast.
In January 2010 the American Diabetes Association switched to using the HbA1c test for diagnosing and European authorities are considering a similar change.
HbA1cs are also a reliable way of diagnosing Type 1 diabetes in children and adolescents
Research has also investigated whether the HbA1c test was a reliable method of diagnosing Type 1 diabetes in children and adolescents. [Pediatric Diabetes, Feb 8, 2010] 184 children and adolescents with blood glucose levels over 11.1 mmols/l were included in the study – 84% had newly diagnosed Type 1 diabetes and 15.2% had transient hyperglycaemia.
The results showed that those with newly diagnosed Type 1 diabetes had HbA1cs between 6 and 14% and all had typical symptoms of high blood sugars – drinking and peeing a lot. In the group with transient hyperglycaemia HbA1cs were between 4.5 and 6.2% and none of them had typical symptoms of diabetes. All patients with HbA1c values greater than 6.35% had new onset of type 1 diabetes. In patients with HbA1c values less than 6.35%, the diagnosis of type 1 diabetes could be excluded. So the researchers concluded that childhood Type 1
diabetes can be diagnosed and excluded with high reliability using HbA1c testing.
Doctors express concerns
Pulse, the weekly GP magazine, reports that another study suggests that changing to diagnosis using HbA1cs could almost double the number of people classed as having diabetes [presented at Diabetes UK Conference in March]. Pulse comments that this would considerably increase the workload of GPs.
Assuming the research evidence shows that a move to diagnosing using HbA1cs is the most effective, the workload of GPs cannot be a reason for not making the change. However, as a patient organisation, we know that many people are now not receiving the recommended standards of care, so we are bound to express our concerns about the future care of people with diabetes. Planning to meet the demand for future services must take place - we cannot have a system where standards are lowered for everyone because of increasing numbers of people being diagnosed.
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New Devices On The Market
MyGlucoseLevel.co.uk
MyGlucoseLevel.co.uk is a system for recording and charting blood glucose levels and is designed to help people to understand and manage their diabetes. A user of this system can record their test results any time and any place where there is internet access. Access can be given to nominated health professionals, such as diabetes specialist nurses, allowing them to view the results without the need for a hospital or GP appointment.
My Glucose Level is a secure, web-based recording system with no software to download or install. It was designed by someone with Type 2 diabetes who tests 4 times a day and decided he wanted to have something simple that would show his results in a way that was useful and made sense to him.
Arctic Medical supplies My Glucose Level in the UK. It is available from www.MyGlucoseLevel.co.uk from as little as £1.50 a month. Arctic Medical have kindly offered IDDT members a two week free trial, all you need to do is include the code IDDT10 when ordering.
Hypo-Fit
Hypo-Fit is another product supplied by Arctic Medical. It is a syrup that can be used to treat hypos and comes in three flavours orange, tropical and mint. It is available on NHS prescription. If you would like to try Hypo-Fit, contact IDDT for a free Hypo-Fit Brill box – phone IDDT on 01604 622837, e-mail firstname.lastname@example.org or write to IDDT, PO Box 294, Northampton NN1 4XS. More information about these products can be obtained by visiting www.arcticmedical.co.uk
One man's experience of road testing of hypoglycaemia symptoms monitor alarm [Model HAS-01] By Johnny Prescott
I purchased one of these alarms in July 2009. I have had Type 1 insulin dependent diabetes for over 50 years and try, with mixed success, to keep my HbA1cs below 7mmols/l and I felt that anything that would warn of a pending night hypo must be advantageous. Thanks to this watch-like device we may have found a way of having a little more peace of mind at night.
On too many occasions in the past, I have been known to have had too many night hypos where I have fitted and blacked out – the trials and tribulations of being a type oner! However, these are very stressful occasions for my wife and family, in addition to the wellknown risks of hearts attacks, choking and even death…and that's before the paramedics arrive….all a very nasty business!!
The 'Hypoglycaemic Symptoms Monitor Alarm' is about the size of a watch and is worn on the wrist at night. It is designed to indicate the symptoms of low blood sugars whilst sleeping. It does this by sensing the increased perspiration along with a drop in body temperature – the classic cold sweat symptoms of hypos. It does not detect or indicate blood sugar levels as there is no probe or anything that scratches or pierces the skin on the underside of the monitor – only 2 bevelled smooth sensors.
For the majority of people experiencing a hypo there is a drop in body temperature with increased perspiration but if you do not suffer from these hypo symptoms, the makers say that the monitor may not be for you.
I have worn the monitor on my right wrist nightly for the last 2 months and while it has gone off a few times because I was too warm – no bad thing as it has allowed me to do a check blood test anyway – it has actually gone off twice when my blood sugar had dropped to 3.3mmols/l and 3.9mmols/l at around 4.00am on both occasions – thus avoiding a hypo. So it does work!
The alarm itself sounds a continuous series of 4 beeps and vibrates as well in alarm mode. This is enough to awake up most deep sleepers. It wakes me up in time to do a blood test before a serous hypo sets in and I am still compus mentis enough to do it!
Therefore in conclusion, although I am no Jeremy Clarkson, I can say that I have rallied and raced this little device over the past 2 months and feel that it is worth the £69.00 asking price. [The manufacturers, Medpage offered to refund the cost in full after one month if I found it unsuitable, so you can't be fairer than that.]
I believe that what this night time monitor gives is peace of mind, not only to myself but to my family. Of course it has limitations – it may not work every time so it cannot be relied on entirely and therefore the usual precautions of testing etc must be taken, but it has saved me twice to date and no doubt will do so again in the future. What
price peace of mind for you and your family?
If you would like more information about the HAS-01 Alarm, the details are as follows:
Manufacturer: Giant Biosensor www.giantbiosensor.com
Distributed by: Medpage Ltd, www.medpage-ltd.com or phone 01536 264 869
NOTE: IDDT is not advertising or endorsing these devices.
...........................................
Europe Takes Action Against Ageism In Drug Trials
A group of geriatricians in Europe has produced a charter against ageism in clinical trials. The EU funded project, PREDICT, says treatments are less likely to be tested on older people despite the fact that the elderly take the most medication.
Trials in younger people cannot always be extrapolated to the elderly – drugs may have different effects in various age groups and in different states of health. PREDICT wants older people to have access to drugs which have been shown to be safe and effective for their age group. A spokesman for the British Geriatric Society said that it is easier for drug companies to carry out trials [testing] on younger people but this means that the trial group is not representative. If treatments are not evaluated for elderly people, it is difficult for doctors to balance the risks and benefits in this age group.
PREDICT has found clear evidence that the elderly are underrepresented in trials eg the average age of patients in clinical trials for blood pressure treatment is 63 but 44% of patients are over 70 when they are diagnosed.
...........................................
Results Of First Ever National Audit For Diabetes
A report in the Daily Telegraph [23.01.20] on the first ever national audit for diabetes says that one in five hospital patients have diabetes. The Telegraph reports that this demonstrates the 'devastating impact' of changes in British lifestyles.
The audit of NHS hospitals has found that 20% of patients on hospital wards now have diabetes, twice the proportion previously estimated which therefore, has a very significant effect on NHS resources.
The figures will be officially published later this year but it appears that there are 2.6 million people in the UK with diabetes and of these, 2.3 million have Type 2 diabetes in which nine out of ten cases are related to lifestyle causes, such as obesity, low exercise levels, smoking and alcohol use. Cases of Type 2 diabetes have doubled since 1996, in line with the rise of obesity and if rates of obesity continue to spiral, by 2025 treatment costs for more than 4 million people with diabetes could be a quarter of the NHS budget.
Dr Rowan Hillson, the National Clinical Director for Diabetes, who is leading the audit of 200 hospitals made the following points:
- 20% of diabetes patients in hospital were not given their medication at the right time while 30% said staff had been unaware they had diabetes.
- All patients admitted to hospital with diabetes should be given access to specialist advice, whatever the reason for their admission, so complications are not missed.
- There is evidence that the appointment of specialist nurses can reduce re-admissions of patients with diabetes, as well as reducing drug errors, and length of stay. However, only just over half of people with diabetes in hospital are seen by a specialist nurse.
- The best standards for foot care are where everyone with foot problems is referred to a team of specialists to ensure
complex problems were not missed. However, this is not standard practice and foot care varies across the country. The number of people undergoing lower limb amputations because of ulcers caused by diabetes has doubled in the last 10 years to around 5,000. Vascular surgeon Professor Roger Greenhalgh, from Imperial College Healthcare Trust, told the Telegraph "The numbers of amputations are going up partly because of the increased prevalence of diabetes, but we are also finding that too many cases are not referred to specialists early enough".
Is there anything we can do as patients in hospital?
Yes, we have to be vigilant and perhaps courageous enough to speak up. As patients or as carers we have to ask to see a specialist or a specialist nurse. If we have foot or leg problems, it is important to ask to be referred to a specialist.
...........................................
Snippets
Coughs diagnosed by smartphone
Researchers have suggested that iPhones could be used for immediate diagnosis of coughs. A company has designed software that can identify respiratory illness from the sound of a cough and their researchers believe that the programme could be developed for use with a smartphone.
Australia adopts novel way to combat climate change
Australia is selectively breeding 'green' sheep that burp less. The Australian Sheep Cooperative Research Council reports that as 66% of greenhouse gases consists of methane from livestock, there is a need to study breeds that produce fewer emissions!
Plastic packaging revisited
Some years ago there were concerns that plastic packaging on foods caused harm but nothing much more was heard about it. Now a study by researchers at the universities of Exeter and Plymouth has shown that a chemical, Bisphenol A [BPA], commonly used in plastic packaging is associated with a 42% increased risk of heart disease and a 34% increased risk of Type 2 diabetes.
Affording food in the US
A survey by the Dept of Agriculture in the United States suggested that 49 million Americans could not afford the food they needed at some point during 2008. The severity of this situation has increased to a point where more children are now being exposed to malnutrition.
If you would like to join IDDT, or know of someone who would, please fill in the form (block letters) and return it to:
IDDT PO Box 294 Northampton NN1 4XS
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From Your Editor – Jenny Hirst
IDDT welcomes the submission of letters and editorial articles for consideration of publication in future issues of the Newsletter. The editor and trustees do not necessarily endorse any opinions or content expressed by contributors and reserve the right to refuse, alter or edit any submission before publication. No part of this publication may be reproduced in any form without the prior written permission of the editor.
tel: 01604 622837
fax: 01604 622838
e-mail: email@example.com
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1 1 2
THE IMPORTANCE OF RISK-TAKING IN CHILD DEVELOPMENT
Even as a baby takes those first steps across the kitchen floor, he or she is slowly learning the benefit of careful risk-taking. It is perfectly natural for parents to want to protect their children and ensure that they have a smooth path through life, but that has to be balanced with the importance of learning how to deal with challenges and take risks safely; an essential part of a child's journey to academic success.
Philippa Cawthorne, the headmistress at Bassett House, believes that children should be nurtured but not be wrapped up in cotton wool. They should be allowed to play and undertake activities to understand the opportunities and challenges in the world around them and learn how to be safe. For children, the best risk-taking finds its foundations in a safe and secure environment, where they are allowed to play and explore adventurously.
Play, leading to child-led, independent learning, is at the heart of the Montessori ethos that permeates Bassett House in the Early Years, giving children the opportunity to make innumerable finely-tuned decisions. There is an emphasis on independent learning, encouraging children to find things out for themselves and be responsible for their actions and belongings.
Bassett encourages the children to have a growth mindset approach to their learning, not giving up when they find something difficult to achieve; rather than say 'I can't do it', they say 'I can't do it yet'. It is this grounding that not only helps the pupils gain places at some of the most prestigious senior
2 0 1 8
THE DETAILS
To see the school's ethos in action, an open day is recommended The next ones take place on Saturday, 19 May between 10am – 12.30 pm and Friday, 5th October between 9.30 – 11am. Please ring Thalia Demetriades on 020 8969 0313 either to book a place or arrange a visit to the school.
Bassett House School 60 Bassett Road London W10 6JP Email: email@example.com www.bassetths.org.uk schools in London but also to thrive once they have moved to their new schools.
Bassett House children, right from the start of their education in the early years, have the benefit of specialist lessons in music, games, computing, French and art and an extraordinary range of clubs and enrichment activities. In addition to this, older children enjoy residential trips where they may push boundaries and let their imaginations soar.
School clubs such as orienteering, martial arts and fencing are selected to encourage 'thinking on one's feet', the development of leadership skills, team-building and active problem-solving. Residential trips are chosen to introduce the children to new experiences, from learning how to rig and sail a boat to bushcraft activities, where children can make their own shelter, build a campfire and cook in the freedom of a wild wood.
Philippa Cawthorne believes that If we want children to have the confidence and skills to thrive in an increasingly challenging world, we need to allow them to learn how to develop their own awareness of limits and boundaries – to learn, in short, how to be take risks.
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St. Francis Health & Wellness 2014 Fall/Winter Newsletter
Warning Signs of Heart Attack
Thousands of Canadians die from heart attacks every year because they don't receive medical treatment quickly enough. Learn to recognize the signs of a heart attack so you can react quickly to save a life. Warning signs can vary from person to person and they may not always be sudden or severe. Although chest pain or discomfort is the most common symptom of a heart attack in both men and women, some people will not experience chest pain at all, while others will experience only mild chest pain or discomfort. Others may experience one symptom, while some experience a combination.
- Chest discomfort (uncomfortable chest pressure, squeezing, fullness or pain, burning or heaviness)
- Discomfort in other areas of the upper body (neck, jaw, shoulder, arms, back)
- Shortness of Breath
- Sweating
- Nausea, vomiting, Lightheadedness
Call 911 if you experience any of these symptoms!
Heart Healthy Recipe Corner: Lightened-up chicken à la king
15 mL (1 tbsp) vegetable oil minutes or until tender but not brown. Stir in stock; bring to boil.
500 mL (2 cups) sliced mushrooms
2 stalks celery, sliced
1 onion, chopped
1 mL (1/4 tsp) pepper
125 mL (1/2 cup) low-sodium chicken stock
500 mL (2 cups) 1% milk, divided
500 g (1 lb) boneless skinless chicken thighs or breasts, cut into 2.5 cm (1-inch) chunks
25 mL (2 tbsp) all-purpose flour
500 mL (2 cups) chopped asparagus or green beans
1 sweet red pepper, diced
Directions:
In large skillet, heat oil over medium- onion and pepper, stirring, for about 5
high heat; cook mushrooms, celery,
Stir in 375 mL (1-1/2 cups) of milk; bring just to simmer. Stir in chicken; reduce heat to low and barely simmer, stirring often, for 5 to 10 minutes or just until chicken is no longer pink inside. Push chicken and vegetables to one side of skillet.
Whisk flour into remaining milk; whisk into sauce side of skillet. Stir to combine well. Increase heat to medium and bring just to a simmer, stirring often. Cook, stirring often, for about 5 minutes or until sauce is slightly thickened.
Stir in asparagus and red pepper; simmer, stirring often, for about 5 minutes or until vegetables are tender-crisp. Serve with salad.
Per Serving: Calories 237 Fibre 3g Sodium 229mg Total Fat 8g Saturated Fat 2g
Easy-to-follow steps: HandsOnly* CPR If you witness someone having a cardiac arrest:
1. Call 9-1-1
If there are people around, tell someone to call 9-1-1 (or your local emergency number). If you are alone, call 9-1-1 (or your local emergency number).
2.Get an AED
(if one is available) If there are people around, tell someone to bring you the AED. If you are alone, get the AED yourself Use the AED as soon as it arrives by turning it on and following the prompts
3.Push hard and fast in the centre of the chest (start CPR)
Don't hesitate. Keep pushing until the person starts to breathe or move or someone with more advanced medical training takes over.
For more information visit: http://www.heartandstroke.com
Thank-you to all who attended the CPRR sessions!
St. Francis parishioners know how to act in the event of an emergency !
When is Dinner Ready?
Follow this handy guide to help you know when it's safe to eat!
Beef, veal and lamb (pieces and whole cuts)
Medium-rare 63°C (145°F)
Medium 71°C (160°F)
Well done 77°C (170°F)
Pork (pieces and whole cuts) 71°C (160°F)
Ground meat and meat mixtures (for example, burgers, sausages, meatballs, meatloaf and casseroles)
Beef, veal, lamb and pork 71°C (160°F) Poultry (for example, chicken, turkey) 74°C (165°F)
Poultry (for example, chicken, turkey, duck)
Pieces 74°C (165°F)
Whole 85°C (185°F)
Egg dishes 74°C (165°F)
Fish 70°C (158°F)
For more information visit: http://healthycanadians.gc.ca
It's Time to Get Your Flu Shot!!
Flu shots are FREE to all Ontario residents ages 6 months and older.
Doctors' offices, pharmacies, and walk-in health clinics also offer influenza vaccine.
Contact your local pharmacy to schedule an appointment *
Contact your family doctor to see if they are offering flu shots
Book your appointment online through the Public Health Flu Clinic Booking System or call 519-575-4400
Stay healthy this winter by getting adequate exercise & rest, eating healthy and WASHING YOUR HANDS!
Stay HOME if you experience fever, vomiting or diarrhea.
Safer Winter Driving!
Winter weather is fast approaching…here are some tips to follow when driving in blowing snow or white outs:
- If you become stuck or stranded, stay in your vehicle for warmth till help arrives. Use your emergency flashers
- Slow down gradually & drive slower
- Make sure your lights are on
- Be Patient! Avoid passing, lane changes
- Increase your following distance…you will need extra distance to brake safely
- Reduce distractions in your vehicle, eg. turn down the radio
- Be prepared & carry a winter driving kit that includes items such as warm clothing, nonperishable energy foods, flashlight, shovel & blanket
- Check weather forecast & road reports before heading out on the road!
- Keep your windows & mirrors clean of snow
For more information visit: www.mto.gov.on.ca
Community Flu Shot Clinics Dates and Location
Nov 4/14 Kitchener Forest Heights Collegiate - Cafeteria
Nov 6/14 Cambridge St. Benedict Secondary School -
Cafeteria
Nov 13/14 Waterloo Waterloo Recreation Centre (Hauser
Haus)
Nov 18/14 Baden Wilmot Recreation Complex (Comm.
Hall)
Nov 20/14 Elmira
Elmira District Secondary School -
Cafeteria
Jan 7/15 Waterloo Waterloo Public Health - Room 508
Jan 12/15 Cambridge Cambridge Public Health -
Boardroom 170
Family Flu Shot Clinics* Dates and Location
*For families with children under the age of 5
Nov 5/14 Waterloo Waterloo Public Health
Nov 12/14 Waterloo Waterloo Public Health
Nov 17/14 Cambridge Cambridge Public Health - Clinic
Rm. 2, 3
Nov 19/14 Waterloo Waterloo Public Health
Nov 24/14 Cambridge Cambridge Public Health - Clinic
Rm. 2, 3
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The story of Christmas lights
Read the following story about where Christmas tree light come from and add the different locations to your world map.
- My Christmas tree came all the way from Norway!
- The lights were purchased from the global mega company Amazon (a USA based company)
- They were made in a factory in China – but there is more to the story!
- They came from a small UK company called Ansio, a Finnish word for "merit" or "worth".
- Ansio was founded in London in 2014 by three Indian-born immigrant entrepreneurs, two from Chennai and one from Hyderabad, to import and sell household products direct to consumers.
- Competition in Asia over manufacturing LED lights is so high that costs are very low!
- My Christmas tree lights were shipped from Ningbo across the world and through customs to a British warehouse, and then delivered to us by an Amazon courier.
- Many of Ansio's customer service and back-office tasks are carried out over the internet by remote workers in India. Although tiny, the company has a global supply chain.
Extension:
Can you draw the light bulbs journey? Use arrows and information to annotate your map.
Mega extension:
Can you calculate the distance travelled? You'll need an atlas with a scale!
------------------------
------------------------------------------------------------------------------------------
The story of Christmas lights
Read the following story about where Christmas tree light come from and add the different locations to your world map.
- My Christmas tree came all the way from Norway!
- The lights were purchased from the global mega company Amazon (a USA based company)
- They were made in a factory in China – but there is more to the story!
- They came from a small UK company called Ansio, a Finnish word for "merit" or "worth".
- Ansio was founded in London in 2014 by three Indian-born immigrant entrepreneurs, two from Chennai and one from Hyderabad, to import and sell household products direct to consumers.
- Competition in Asia over manufacturing LED lights is so high that costs are very low!
- My Christmas tree lights were shipped from Ningbo across the world and through customs to a British warehouse, and then delivered to us by an Amazon courier.
- Many of Ansio's customer service and back-office tasks are carried out over the internet by remote workers in India. Although tiny, the company has a global supply chain.
Extension:
Can you draw the light bulbs journey? Use arrows and information to annotate your map.
Mega extension:
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Is Facebook Making You Mean?
Lauren Tarshis | Scholastic
EXPERTS SAY ONLINE COMMUNICAT ION CAN BRING OUT YOUR NASTY SIDE
Anna* did not think she was being mean.Not really.
She was taking a break from her homework, checking her Facebook page. Maya, a girl she knew from her seventhgrade class, had posted a photo of herself from a recent trip to Disney World. She was standing with Mickey Mouse.
Dozens of kids had commented on the picture. The first few comments beneath the photo were sweet.
"Cute!"
"OHHHHHHH!!!!!!!!"
By the third or fourth comment, the tone had changed.
"Nice boyfriend!"
"You're dating?
"I thought it was kind of funny,"
Anna remembers. "And so many people had written stuff."
So almost without thinking, Anna typed in a comment of her own: "ummmmm . . . Ew?"
Then she moved on, thinking nothing more about Maya and Mickey.
The next day, Anna was called to the assistant principal's office.She stood in shock as the guidance counselor showed her a printout of all the comments on Maya's picture.
Maya had been so distraught over the comments that she stayed home from school that day.Her mom had called the principal.And now every kid who had posted a joking or sarcastic comment was being called to the office one by one.
Anna was completely confused.
"It was just two words," she says.
Jokes That Go Too Far
Rude comments and insensitive jokes have always been part of the middle school (and adult!) World.But experts say that Facebook and Other forms of online communication make the problem worse. One of the most important ways in which we communicate with each other is through subtle emotional signals— your best friend's blush when you mention a girl he likes, the flash of anger in your mother's eyes when you say you'll take out the garbage later. Over the phone, we can hear a change in a person's tone, or the ominous pause that sends a message to back off. Online communication takes all of these signals away.
"You don't see the impact of what you write," says Beth Yohe, an associate director for the Anti-Defamation League (ADL), which runs antibullying programs around the country.
This goes not only for jokes and snide comments like Anna's, but also for more hostile behavior.Devon, 13, says that not long ago, a friend lashed out at her in a Facebook post. "He said that I had spread rumors about him," Devon explains. "I never did. But he wouldn't stop writing it." The posts,Written in all capital letters and punctuated by endless exclamation points, made it seem like he was screaming in her face.
Devon says the boy is a quiet kid, "always really sweet." She points out that lots of kids act differently on Facebook than they do in person. "I guess because I wasn't right there," she says, "he just let it all out."
Reaching Across Walls
So does this mean that Facebook is all about hurt feelings and wounded egos?
Not at all. The online world has powerful benefits, especially for kids who find it hard to make friends at school. "These kids can find whole communities online where they feel comfortable," says Yohe.
Online, kids will reach across social boundaries—the invisible walls that often separate one group of friends from another. Aaron, 12, says that his 459 Facebook friends Include kids he doesn't talk to much at school. "We get to know each other better on Facebook," he says.
Studies support the idea that Facebook can help kids build positive connections. Researchers at the University of Virginia found that the majority of kids use Facebook to build solid friendships and to spread positive messages. But what about those "ummmmm . . . Ews?" and other comments that are hurtful or embarrassing?
Experts say that just as teens have to learn how to manage more demanding schoolwork and greater responsibilities at home, they also need to learn how to behave more sensitively online. The bottom line: Think before you post. That can be difficult to do, considering that you're probably on Facebook while simultaneously doing homework, watching your little sister, and eyeing the finals of American Idol.But the words you post, typed with barely a thought, are out in the world forever.
As schools crack down on all forms of negative online behavior, many are taking steps to help kids learn to avoid problems online.Some, for example, offer inschool workshops like the ADL's CyberALLY, which Yohe directs.
In the meantime, some kids, like Anna, are learning through experience. The day she was called to the principal's office, she apologized to Maya.
In person. | <urn:uuid:2f50c082-184c-4381-a04e-8e84333d8e44> | CC-MAIN-2019-04 | http://www.kriegerland.net/http:/www.kriegerland.net/wp-content/uploads/2011/10/9H_Aow6_Insults.pdf | 2019-01-24T11:31:41Z | crawl-data/CC-MAIN-2019-04/segments/1547584520525.90/warc/CC-MAIN-20190124100934-20190124122934-00100.warc.gz | 328,235,336 | 980 | eng_Latn | eng_Latn | 0.999575 | eng_Latn | 0.999709 | [
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Student Travel Tally Warm-Up
Skills:
Dodging and fleeing, locomotor travel, knowledge of the various ways to get to and from school
Fitness Target:
Aerobic Capacity, Muscular Endurance, Muscular Strength
Virginia Standards:
Health 1.2b, 1.3h,1.6a, 2.5b, 3.1c, 3.5b, 4.6a, 5.5c PE 1.1a, 1.2a, 1.5a, 2.1, 2.4, 3.2a, 3.3, 3.4c, 4.3, 4.4a, 5.5b
National Standards:
Physical Education - S1.E1.1, S1.E1.2, S1.E1.3, S1.E2.2a, S1.E1.3, S2.E2.1, S2.E2.2, S2.E2.3
Equipment:
A collection of 6-sided number generators (dice), 6 transportation cards, and 6 activity task cards
Activity:
1) Walk
Before the activity begins, the teacher will discuss or review the various ways that student can get to and from school;
2) Ride a bike
4) Carpool – ride in a car with friends
3) Ride in a car with family
5) Ride the school bus
6) Travel a different way (scooter, skateboard, etc.)
After the review or discussion, students will find an open space in the playing area. When the teacher says travel, the students will move around inside the boundaries demonstrating their ability to move safely in open space. Students should keep their hands to themselves during the activity. When the teacher calls out go to school the students will quickly stand near one of the transportation task cards that are posted on the sides of the playing area. At each transportation option task card, the teacher will also place a fitness task card. When students arrive, they will complete the task on the card and begin traveling in open space again. Each time the teacher calls go to school, the students will go to a new location and complete a new fitness task until they have made it to all 6 transportation task cards. At the end of the warm-up, the teacher can ask the students to stand at the transportation task card that matches how they arrived at school that day so that the teacher can collect the data needed for the student travel tally. After collecting that data, the teacher will ask the students to move to the transportation task card that matches the way they will go home later in the day.
:
Teaching Tips
* Have students demonstrate different locomotor patterns or animal walks during the activity.
* Change the fitness activity so that it targets areas of student weakness.
* Have students change levels and pathways when practicing their movements in open space.
* Increase or decrease the number of repetitions for the fitness tasks to make the activity easier or more challenging for your students.
* Use this activity to reinforce important safety concepts related to being a pedestrian, a cyclist, riding on the bus, or in a car.
* When collecting the data for two classes, have one class stand at the transportation task card while the other class sits allowing you to obtain an accurate count for each class.
* To randomize the activity, number each of the transportation task cards (1-6) then place several random number generators (RNG also known as dice) into a hoop in the center of the playing area. When the teacher says go to school, the students will roll a RNG which will identify which of the transportation task cards the student must stand near. When the activity task card is completed, the students will continue moving in open space until the next time the teacher says go to school. | <urn:uuid:e7c0a4a2-74c0-4217-b511-e9bf4a729732> | CC-MAIN-2019-04 | https://cdn.ymaws.com/www.vahperd.org/resource/collection/7AE00681-10E1-4DB4-91DF-4DEFC1C9E71D/2014_STTW_Warm-Up.pdf | 2019-01-24T11:16:48Z | crawl-data/CC-MAIN-2019-04/segments/1547584520525.90/warc/CC-MAIN-20190124100934-20190124122934-00102.warc.gz | 471,627,666 | 804 | eng_Latn | eng_Latn | 0.99864 | eng_Latn | 0.99864 | [
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1 Classroom
Assessment
Techniques
Clint Stephens
Southwest
Educational
Development Center
http://sedcclint.com
* email@example.com
2 What IS Classroom Assessment?
Classroom assessment is both a teaching approach and a set of techniques.
The approach is that the more you know about what and how students are learning, the better you can plan learning activities to structure your teaching.
The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process.
3 How is this different from testing?
Grading? No. Improvement? Yes.
Classroom assessment differs from tests and other forms of student assessment in that it is aimed at course improvement, rather than at assigning grades.
The primary goal is to better understand your students' learning and so to improve your teaching.
4 How do I use these techniques?
Decide what you want to learn from a classroom assessment.
Choose a technique (CAT) that provides this feedback, is consistent with your style, and is easily implemented.
Explain the purpose to students, then conduct it.
After class, review the results and decide what changes, if any, to make.
Let your students know what you learned from the CAT and how you will use this information.
5 Why should I do this?
Decide what you want to learn from a classroom assessment.
Choose a technique (CAT) that provides this feedback, is consistent with your style, and is easily implemented.
Explain the purpose to students, then conduct it.
After class, review the results and decide what changes, if any, to make.
Let your students know what you learned from the CAT and how you will use this information.
6 For you....
Provide short-term feedback about the day-to-day learning and teaching process at a time when it is still possible to make mid-course corrections.
Provide useful information about student learning with a much lower investment of time compared to tests, papers, and other traditional means of learning assessment.
For you
7
7 For you....
Frequent use of CATs can:
Help to foster good rapport with students and increase the efficacy of teaching and learning.
Encourage the view that teaching is a formative process that evolves over time with feedback.
8 For students....
Frequent use of CATs can:
Help them become better monitors of their own learning.
Help break down feelings of anonymity, especially in larger classrooms.
Point out the need to alter study skills.
Provide concrete evidence that the instructor cares about learning.
9 I can't take the credit...
These techniques were taught to me during my work for my Masters degree in Science Education, but are easily adapted for any curriculum.
They come from Thomas A. Angelo and K. Patricia Cross from the book "Classroom Assessment Techniques: A Handbook for College Teachers" available from Amazon for around $30.
10 Let's talk about a few of my favorites...
Minute Paper
Muddiest Point
Chain Notes
Memory Matrix
11 Minute Paper
How?
During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?"; and, "What point remains least clear to you?".
Why?
The purpose is to elicit data about students' comprehension of a particular class session.
12 Minute Paper
What to do with the data?
Review responses and note any useful comments. During the next class periods emphasize or even reteach the issues illuminated by your students' comments.
Time Required?
Prep: Low
In class: Low
Analysis: Low
13 Muddiest Point
How?
This is a moderation of the Minute Paper CAT. After your lecture or discussion, have your students jot down the answer to this question: "What was the muddiest point in
?"
How?
This is a moderation of the Minute Paper CAT. After your lecture or discussion, have your students jot down the answer to this question: "What was the muddiest point in ________?"
Why?
This CAT provides information on what students find least clear or most confusing about a lesson or topic.
14 Muddiest Point
What to do with the data?
Use this feedback to guide your teaching decisions about what topics to emphasize and how much time to spend on a topic.
Time Required?
Prep: Low
In class: Low
Analysis: Low
15 Chain Notes
How?
Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question on provided index cards and then places the response in the envelope.
Why?
This CAT results in a rich, composite record of student reactions to your class in action, and allows you to view your class through your students eyes.
16 Chain Notes
What to do with the data?
Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning.
Time Required?
Prep: Low
In class: Low
Analysis: Low
17 Memory Matrix
How?
Students fill in cells of a two-dimensional diagram for which instructor has provided labels.
Why?
The Memory Matrix assesses students' recall of content, causes students to organize or categorize their learning, and even helps students draw connections within concepts.
18 Memory Matrix
How?
Students fill in cells of a two-dimensional diagram for which instructor has provided labels.
Wh ?
How?
Students fill in cells of a two-dimensional diagram for which instructor has provided labels.
Why?
The Memory Matrix assesses students' recall of content, causes students to organize or categorize their learning, and even helps students draw connections within concepts.
19 Memory Matrix
How?
Students fill in cells of a two-dimensional diagram for which instructor has provided labels.
Why?
The Memory Matrix assesses students' recall of content, causes students to organize or categorize their learning, and even helps students draw connections within concepts.
20 Memory Matrix
What to do with the data?
Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause(s).
Time Required?
Prep: Med
In class: Med
Analysis: Med
21 Empty Outlines
How?
Provide students with an empty or partially completed outline of an in-class presentation, lecture or homework assignment, then give them a limited amount of time to fill in the blanks.
Why?
Outlines are often used to guide learning, but not often for assessment. Helps to show you how well a student has 'caught' the concept, and also helps learners recall and organize main topics.
22 Empty Outlines
What to do with the data?
When used with small classes, review each students work and look for patters of good, bad, and missing responses. Could also be done as a group project.
Time Required?
Prep: Med
In class: Low
Analysis: Med
23 Directed Paraphrasing
How?
Ask students to write a layman's "translation" of something they have just learned -- geared to a specified individual or audience.
Wh ?
Ask students to write a layman's "translation" of something they have just learned -- geared to a specified individual or audience.
Why?
This CAT will assess students' ability to comprehend and transfer concepts - instead of parroting back the book definition or what information you gave them.
24 Directed Paraphrasing
What to do with the data?
Categorize student responses according to characteristics you feel are important. Analyze the responses both within and across categories, noting ways you could address student needs.
Time Required?
Prep: Low
In class: Med
Analysis: Med
25 Student Generated Test Questions
How?
Allow students to write test questions and model answers for specified topics, in a format consistent with course exams.
Why?
This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items.
26 Student Generated Test Questions
What to do with the data?
Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the good ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam.
Time Required?
Prep: Med
In class: High
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Coca-Cola Hellenic makes a splash on Danube Day
Vienna – June 27 th , 2011 – More than 81 million people in Central and Eastern Europe will unite to preserve, protect and celebrate the river that connects their countries on 29 June, when the eighth annual Danube Day takes place.
Danube Day is the largest river festival in the world and highlights conservation efforts along the course of the river Danube and within the wider Danube Basin which includes more than 300 tributaries. As a founder member of the Green Danube Partnership*, CocaCola Hellenic plays a key role in the increasingly broad series of awareness-raising activities ranging from local festivities to major international campaigns.
In developing and staging celebrations, the Green Danube Partnership works together with governments, NGOs, educational institutions and local authorities. Since the partnership was launched in 2005, it has raised awareness of the need to conserve vital water resources through a broad range of performances, exhibitions, competitions and the distribution of educational material. It has been especially keen to actively engage citizens in hands-on activities such as cleaning riverbanks, removing and recycling waste from waterways and rehabilitating wildlife habitats.
Ulrike Gehmacher, Group Public Affairs and Communication Manager at Coca-Cola Hellenic, explained: "Rivers are a particular focus for our conservation efforts. The Danube is an iconic waterway which has played a key role in the history and culture of many of the countries Coca-Cola Hellenic operates in, which is why we are so committed to efforts to protect and preserve it.
"Passing through 10 countries and four capital cities, more than any other river in the world, the Danube and its tributaries transcend national boundaries. It is heartening to see this is being mirrored in the annual celebration of Danube Day and in ever-greater cross border cooperation to conserve this vital water source and ecological hotspot."
This year the Danube Day celebrations will pay special attention to the Tisza Basin, an important Danube tributary. In an example of the cross border collaboration that Danube
Day embodies, Ukraine, Romania, Serbia, Slovakia and Hungary will be celebrating their international cooperation in the Tisza Basin. Each country will place a memorial plaque at
the source of the mighty river in the Carpathians near Rakhiv in Ukraine, in recognition of the progress made working together for the Tisza.
Every year, a particular focus for Danube Day activities is to inspire school pupils to be aware of the river's importance. Schools throughout the Danube Basin were able to take
part in the Danube Art Master competition to create sculptures and images from materials collected at river banks. Two winners from each of the 14 countries that celebrate Danube
Day will be announced on the day itself.
Since its creation, the award-winning Danube Box, an educational toolkit developed to inform future generations about the importance of resource conservation and water
management, has been translated and specifically tailored for each country. The toolkit, which includes interactive materials, maps and games was launched to offer a holistic
approach and raise pupils' awareness about the protection of the Danube and its wise and sustainable use. The individual translations are available online at www.danubebox.org.
Danube Day commemorates the anniversary of the signing of the Danube River Protection
Convention in Sofia, Bulgaria, on 29 June, 1994.
To find
out more
about the
numerous http://www.danubeday.org
Questions and further information:
Ronald Gollatz, MPW-1060, phone: +43 (0)1 504 16 14 0 or e-mail:
email@example.com
Susanne Lontzen, Coca-Cola HBC Austria GmbH, Triester Straße 91, 1100 Vienna phone +43 (0)1 610 60-262, e-mail:
firstname.lastname@example.org
Danube
Day events,
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What will my child learn at Lorne Primary School in Primary 3?
The Scottish curriculum in nursery and primary school consists of these areas of learning
- Numeracy & Mathematics
- Sciences
- Literacy & English Language
- Technologies
- Expressive Arts
- Languages
- Social Subjects
- Health & Well-being
- Religious & Moral Education
Each area of learning has a set of outcomes and experiences which most children will progress through at Early, First & Second Levels.
- Summative assessment when teachers and children will summarise how well learning has progressed at a certain time.
- Standardised assessment when children will be tested to see how they are progressing and what their next steps in learning should be.
At Lorne Primary School, our curriculum has been designed into 'discrete areas of learning' and 'interdisciplinary learning themes'. We also teach literacy and numeracy across learning where children use and apply skills in different learning areas.
Our discrete areas of learning are maths, English, French at P6 & P7, physical education and religious & moral education.
Our interdisciplinary learning themes consist of sciences, technologies, expressive arts, health & well-being and social subjects. An example of a theme is 'The Vikings in Scotland', 'Cook My Own Lunch' or 'Design a Theme Park'. Within these themes children learn skills, knowledge and attitudes from across the areas of learning above.
What will my child need to bring to school?
We ask that children come to school with
- a school bag
- a reading pocket (which can be bought from the school office) to keep books clean
- a packet of paper handkerchiefs in their school bag
- writing pencils, eraser, ruler, sharpener
From time to time we may ask for a small amount of money to help with the cost of cooking, school excursions and fund-raising. If you need help with costs, please contact the headteacher in confidence and an agreement will be reached.
How is my child expected to behave at school?
We expect all children to stick to the following 4 rules which are displayed around the school and which are discussed frequently in school.
- Learning rule: learn all you can
- Respect rule: treat others as you would like to be treated
- Safety rule: play and learn safely at all times
- Problem solving rule: solve problems in a peaceful manner
Homework in Primary 3
Homework will be a maximum of 15 minutes per night in P3.
Reading homework: each child will bring home a book and there will be an instruction in the reading diary for the parent to read.
Maths homework: each child will practice some maths work that they have been working on in class.
Phonics/ spelling/ writing homework: each child will practice some phonics/ spelling/ writing.
If your child cannot do the homework, please try helping. If this does not work, please stop the homework and speak to your class teacher for guidance.
Other homework may be given from time to time. There will be a parent hint or explanation in the homework diary.
Library & 'Choice Books'
P3 children will borrow books from the school library or class 'choice books' every week. Don't worry if they cannot read the bookthey have chosen it because they like the look of it and want to see what the book is about.
Most children will move through the following levels
- Early Level in Nursery and P1
- First Level in P2, P3 & P4
- Second Level in P5, P6 & P7
We will assess your child's learning in many ways throughout the year
- Formative assessment when teachers and children observe, discuss and evaluate how learning has progressed and make targets for next steps in learning.
How can I help with homework?
1. Check the homework diary and make sure homework has been done. Sign the diary and write any feedback for the class teacher.
2. Make sure your child has writing pencils, eraser, ruler, colouring pens and somewhere quiet to work at a table.
3. Try to have a routine for homework- some parents find it helpful to have the same time for homework each day (straight after school, after eating, after an activity)
4. Supervise the homework but don't do it for your child.
5. Talk and play with your child. Talking and listening, turn-taking and sharing skills are very important in Primary 3.
Reading:
- Listen to your child reading the book.
- Read the book at the same time as your child so that if there is a tricky word your child can miss it out but still make sense of the words.
- Read the book and stop so that your child has to read the next word out loud
- Ask questions about the book. Try asking Who? What? Where? When? Why? Questions.
- Ask harder questions about the characters ('Why do you think she did…?', 'What would you have done if you were him?')
- Ask questions about the plot ('What do you think will happen next?', 'How will the story end?')
We have a list of questions called 'Blooms questions' that you can get from your class teacher. These are useful for asking your child questions about books, TV and topics.
Phonics, spelling and writing:
- Ask your child to look at a word, say it out loud, cover it and try to spell it.
- Ask your child to say words that rhyme with that word.
- Ask your child to write down 5 words that look similar to that word.
- Ask your child to use the word in a sentence or explain what the word means.
- Ask your child to put the words in alphabetical order.
Maths:
- Remind your child to use any help cards (like number lines, times tables squares etc.)
- Help your child to use a calculator.
- Play maths games with your child. We have lots of games in school that you can ask your teacher for.
Primary 2 to 4 'discrete areas of learning'
In English the children will learn about…
- New words and how to say, write and spell these.
- Tricky words that don't stick to the spelling rules.
- The second most common hundred words in English.
- Rhyming words and words that sound or look the same.
- Joining letters together to make 'blended sounds' like 'thr' and 'spl''
- Joining letters together to make common parts of words like '-ing', '-all' and '-igh'
- Punctuation- capitals, full stops, commas and question marks.
- Using simple joining words like 'and', 'or' and 'because.
- Grammar- past tense, plurals.
- Choosing stories to watch, read or listen to. Explaining what I like and don't like.
- Talking about characters and events in stories.
- How to listen or watch for information. Using books and computers to find information.
- Asking questions and linking ideas. Listening to others' views.
- Sharing my feelings, ideas and views. Justify my answers.
- How to write down my ideas. How to invent my own characters and events in stories. Making longer pieces of writing. Writing on my own.
- Talking about the purpose of a text, the main ideas and the audience of a text. Talk about the characters, setting, writer's message and tricks the writer has used.
- Make notes when I am listening or watching.
-
Put ideas in order in my writing.
- Find information I need in texts.
- Answer harder questions to show my understanding.
- Recognise the difference between fact and opinion. Recognise different genres of writing and explain why they are different
- Make different types of writing- stories, poems, reports, instructions and letters.
In Maths the children will learn about…
- Counting, ordering and writing numbers, adding and subtracting numbers, multiplying and dividing numbers. The importance of zero and place value of units and tens.
- How to make number sequences and how to count on and count back in different 'jumps'.
- How to share amounts and split a whole object into smaller parts.
- Size, length, volume and weight. How to compare these. How to estimate and measure these.
- How to pay for things and give and receive change. How to recognise coins and notes. Combinations of coins. Estimating change.
- Telling the time using 12 hour and 24 hour clocks. Using calendars. Using timers.
- 2D and 3D shape characteristics. Make a tiling. Symmetry.
- Directions, positions and symmetry.
- Gathering, organising and displaying information.
- Using signs, charts and information around me.
- Solving problems using maths skills. Estimate, work out then check an answer.
- Fractions- how to split an amount into a fraction, how to write a fraction, where fractions appear on number lines. Find a fraction of an amount. Give an equivalent fraction.
- Working out the area of a shape by counting squares.
- Making repeat patterns. Working out rules for a pattern.
- Using maths symbols +, -, x, -:-, =, not equal, <, >
- Finding the value of a symbol in an equation e.g. 'x + 5 = 10 so x = 5'
- Describing, following and recording routes and journeys using signs, words and angles associated with direction and turning.
- Using grid references to locate and describe positions of objects.
- Gathering, recording and analysing information on tables, charts and graphs. Use labelling and scales.
- Chance- use vocabulary to describe the possibility of something happening e.g. how likely will it be 'heads' when I toss this coin?'
In Physical Education the children will learn about…
- How to link actions and skills to create movement patterns and sequences.
- Following rules and procedures. Setting and achieving personal goals.
- Improving performance and fitness.
- Discussing my thoughts and feelings and giving and accepting feedback.
- How physical activity, sleep and rest.
- Physical activities and sport indoors and outdoors.
- Energy from the food we eat.
In religious & moral education the children will learn about …
- Christian beliefs about God and Jesus.
- The role of Christianity in Scottish society and the world.
- The key values of Christianity and how they might be put into action.
- Their own beliefs and how to express them.
- How Christian communities demonstrate their beliefs through prayer, worship and special ceremonies. Respect for the practices and traditions of others.
- How Christians celebrate different times of year.
- How followers of world religions demonstrate their beliefs through prayer/meditation, worship and special ceremonies.
- Stories from world religions and some of their key beliefs. The beliefs and values of world religions and their role in Scottish society and the world. How beliefs and values might be put into action in people's lives and communities.
- How to show respect for the practices, beliefs, values and traditions of others.
- How some people have beliefs and values which are independent of religion.
Primary 3 'interdisciplinary learning themes'
This year, these will be…
Term 1: <THEME NAME>
Term 2: <THEME NAME>
Term 3: <THEME NAME>
Term 4: <THEME NAME>
In these themes the children will learn about…
- Scotland's history. Edinburgh's history. International history. Evidence, fact, opinion and bias.
- Ordinary people's lives in the past and how they compare to today. A famous individual from the past.
- The features of the landscape and how the landscape is used by people and other living things. Creating and using maps of my local area.
- Looking after my school or community and encouraging others to care for their environment.
- Foods produced in Scotland.
- Different types of housing and how they meet needs. The importance of local organisations in providing for the needs of my local community.
- Measuring and recording the weather and how weather affects my life. Exploring climates around the world.
- The difference between my needs and wants and those of others around me. The ways in which we use and need rules, rights and responsibilities and discuss those relevant to me.
- The amount of money I need to buy items, understanding that I may not always be able to afford the items I want.
- Living and non living things. Sorting things into groups and explaining my decisions.
- Food chains and how animals and plants depend on each other for food. What plants need in order to grow and develop. Energy and survival of life.
- How water can change from one form to another. Make and testing predictions about solids dissolving in water.
- The sun's role and the moon's movements, the length of a day, a month, seasons and a year.
- Forces on toys and other objects. Predicting the effect on the shape or motion of objects.
- Forces exerted by magnets on other magnets and magnetic materials. Design of a game or toy using magnets.
- Electrical circuits as a continuous loop of conducting materials. Combining simple components in a series circuit to make a game or model.
- Sound from vibrations and pitch of the sound.
- The position and function of the skeleton and major organs of the human body and what I need to do to keep them healthy.
- The senses and their reliability and limitations in responding to the environment. Characteristics are inherited in living things.
- The symptoms of some common diseases caused by germs, how they are spread and methods of preventing and treating disease.
- Properties and sources of materials, choosing appropriate materials to solve practical challenges.
- Current scientific news stories and my developing awareness of science in people's lives.
- How to express my feelings and manage my emotions. How to get emotional support from other people.
- How to behave appropriately towards other people. How to make friends, share, be fair, show respect and sustain positive relationships.
- The rights to which I and others are entitled and the responsibilities attached to these.
- How to contribute to making my school community one which values individuals equally and a welcoming place for all. Representing my class, school and wider community and how this can improve my self-worth and confidence.
- How to assess and manage risk, to protect myself and others. How to respond in emergency situations.
- How to travel safely.
- The wider world of work.
-
My own and others' needs and feelings especially when taking turns and sharing resources. Following rules.
- Being active and healthy. How my body changes during activity. Healthy and diverse diet. Where foods come from. Food journeys from source to consumer. The importance of locally sourced sustainable food. Food hygiene. Food groups and how they contribute to being healthy. The nutritional needs at different stages of life, for example the role of breastfeeding in infant nutrition. Personal choices can affect your health and development. Dental hygiene. Personal hygiene. Medicines and harmful substances.
- Getting help in unsafe situations and emergencies. Assessing and managing risks.
- My growing body, the correct names for its different parts and how they work. Respect for my body and what behaviour is right and wrong, who I should talk to if I am worried about this.
- Where living things come from and about how they grow. Similarities and differences and how we are all unique. How to look after a baby.
- Performing for audiences and being part of an audience.
- Creating images and objects using a variety of materials and technologies.
- Working on my own and with others, using my curiosity and imagination to solve design problems.
- Talking about the work of artists, musicians and designers. Responding to the experience of dance, drama, music and art by discussing my thoughts and feelings.
-
Moving rhythmically, expressively and playfully in dance. Expressing my ideas, thoughts and feelings in
art, dance, music and drama. Creating short dance sequences, using travel, turn, jump, gesture, pause and fall, within safe practice. Different features of dance and practising and performing steps, formations and short dances.
- How to use my voice, movement, and expression in role play and drama. Using drama to explore real and imaginary situations, helping me to understand my world.
- Singing, playing music, listening to music and playing along to music of different styles and cultures. Using my voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm. Musical notation and performance directions. Using music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. Listening to a range of music and responding by discussing my thoughts and feelings.
- Creating and presenting work using the visual elements of line, shape, form, colour, tone, pattern and texture.
- Giving and accepting constructive comment on my own and others' work.
- Creating, choosing and accepting roles in drama, using movement, expression and voice. Presenting real and imaginary situations through drama. Using improvisation and scripts.
- Products and how to design these. How to reduce, reuse and recycle materials.
- Using software to help find, organise, manage and access information. How to access, retrieve and use information using computers. Create, capture and use sounds, text and images on computers and other equipment.
- The different jobs involved in running a business enterprise and understand the role each one plays in its success.
- Problem solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.
- Preparing simple healthy foods and drinks. The journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability.
- Design challenges with a food or textile focus. Evaluating, adapting and improving work through trial and error or by using feedback. Exploring materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts. Estimating and measuring using appropriate instruments and units.
Useful websites to help parents with their children's learning
www.educationscotland.gov.uk/parentzone/index.asp Information about education in Scotland.
www.educationscotland.gov.uk/thecurriculum Information about the Scottish curriculum.
www.educationscotland.gov.uk/learningteachingandassessment Information about how children are assessed in schools.
www.bbc.co.uk/scotland/learning/?tab=primary BBC Scotland learning site.
www.bbc.co.uk/schools/websites/4_11/index.shtml BBC Scotland curriculum site.
www.parentnetworkscotland.org.uk/site/ Parent support Scotland.
www.educationscotland.gov.uk/supportinglearners/additionalsupportneeds/index.asp Information about how children with additional support needs can be supported.
www.ealedinburgh.org.uk Information for bilingual learners.
www.edinburgh.gov.uk/info/827/education_and_learning Support for parents in Edinburgh' schools. | <urn:uuid:5f4d33fb-a056-4cc4-8d34-56d6da4f78ea> | CC-MAIN-2019-04 | http://www.lorneprimary.co.uk/wp-content/uploads/2015/08/P3-Overview.pdf | 2019-01-24T11:10:04Z | crawl-data/CC-MAIN-2019-04/segments/1547584520525.90/warc/CC-MAIN-20190124100934-20190124122934-00103.warc.gz | 358,637,573 | 3,848 | eng_Latn | eng_Latn | 0.998015 | eng_Latn | 0.998459 | [
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Know Your Rice!
Rice is a staple part of the daily diet in most part of the world, especially Africa.
Despite popular belief, rice can be a part of your diet when you want to lose weight. However, there are many varieties and it's important to recognise their attributes as not all are equally healthy.
I will be discussing more about white rice and its alternatives.
White rice is refined in production which means that the husk, bran and germ layers are all removed and left with the white inner kernel. This Process strips it of much of its nutritional value as the bran layer is very rich in nutrients, including dietary fiber, vitamin B1, vitamin B3 and iron.
Foods with a high glycemic index can increase your risk of developing Type 2 diabetes and so should be avoided or eaten in moderation.
Eating white rice on a regular basis may increase the risk for type 2 diabetes, according to new studies by Harvard School of Public Health. It found out that people who increased daily servings of white rice over time had higher blood pressure and higher levels of sugar and harmful fats in their blood—warning signs for type 2 diabetes.
In the diet and lifestyle change study, people who increased their consumption of refined grains (such as white rice) gained more weight over time. People who decreased their intake of these foods gained less weight.
White Rice Alternatives
Brown rice
Brown rice is superior to white rice when it comes to fiber content, minerals, vitamins, and it often does not generate as large an increase in blood sugar levels after a meal. The high fiber in brown rice helps to slow the rush of sugar (glucose) into the bloodstream. Brown rice is therefore a much better partner for weight loss than its white counterpart. Not surprisingly, it's also really good for your health but not as tasty as white rice. Researchers at the Harvard School of Public Health say eating two or more servings of brown rice weekly seems to be associated with a lower risk of developing Type 2 diabetes. On the other hand, they report, eating five or more servings is associated with an increased risk.
Locally grown rice (ofada rice, ekoma rice, abakaliki rice)
The grains of locally grown rice are not polished or refined. It's low in calories, high in fiber and aids digestion. It's also extremely rich in antioxidants and much tastier than brown rice. In most cases, local rice is healthier and better for weight loss than any other type.
Basmati
Basmati is a very aromatic and flavourful species of rice, mostly of Indian or Pakistani descent. Basmati is relatively pricey. It is sold in a white (ground & polished) as well as a whole (uncut and unpolished) form. The brown basmati version is a better choice over the white basmati for weight loss.
Remember. It's all about eating the right variety or right quantity (see portion control) and not cutting it out completely. One should try to make a switch from eating refined carbs like white
rice to eating more whole grains like brown rice or our locally gr rice or our locally grown rice which is affordable.
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Extension Bulletin E-814
PREPARING FOR EXTERIOR PAINTING
High cost of labor and materials have made "do-it-yourself" housepainters out of millions of homeowners. The benefits of maintaining a home in a good state of repair and finish are obvious. Regardless of previous experience, almost anyone can learn how to do a commendable job of exterior home maintenance.
This leaflet gives pointers on preparing the space around a house for exterior painting or other treatment. It is concerned largely with the area immediately around the base of the house. No matter what kind of finish you apply to the house you need space for ladders or scaffolding so that you can paint competently, safely and protect any greenery that is part of the nearby landscape.
So, in preparing a house for a new surface treatment, make sure you have free access to the walls, overhang and window frames. Scraping and sanding, or replacing loose nails, will require a ladder, scaffolding or other support above that area of human reach.
Pruning shrubbery near the house ahead of time will make the painting easier and safer. Keep three of four pruning principles in mind:
1. Prune out dead, diseased and damaged stems at any time of year. Cut them as close to the soil or main stem as possible. You may find more time to accomplish this in winter or other off season periods. A small scratch with the thumb nail or pruner blade will determine living
or dead limbs -- green moist bark indicates life while brown dry shriveled bark indicates dead stems.
2. Head back (cut off) ungainly or overly long shoots at a point within the natural form of the plant.
3. If mature, older branches block movement around the base of the house, remove about one third of them. Note that it is not one third of all the branches, but one third of the old mature branches that should be removed. Spreading evergreens, especially needled varieties will be hard to work around. This is especially true if they have not been pruned for many years.
To prune spreading evergreens, cut the stems at forks of the branch or other places where the cutting will not show. Badly neglected plants can be cut out and replaced later in a more appropriate space.
It is seldom wise to saw plants off at ground level unless you wish to leave a root there that will regrow or you wish to restrict movement and use of the area. A good way to remove old plants is to expose the bracing roots by digging around the base of the plant. Then cut off the supporting roots with an axe or hatchet. This allows the weight of the top of the plant to help pull out the core of base roots. This method takes more time but is better than simply sawing off at ground level. You can uproot plants by hooking a chain to them and pulling them out with a tractor. This method may mar the turf of your lawn less if done during winter.
Time spent preparing for painting will save time later in cleanup. You will also avoid damaging or spattering paint on the plants.
A good protective measure to take when painting the house is to use "drop cloths" or "tarpaulins" to cover plants or other objects. This protects them from spattered paint. You can move these from plant to plant or object to object as you move the ladder or scaffolding. In some cases, you can carefully raise the branches of certain plants and tie them up for more workable space in the tight area around the base of a house.
SAFETY ALWAYS A GOOD POLICY
Practice safety when painting! Don't let ladders become off balance with one leg in soft soil. Watch out for tree branches, retaining wall or planters. Use sturdy and well-maintained ladders. Beware cracked rungs! Wear protective clothing to avoid injury from rough or thorny plant forms, branches or electric wires. Well-insulated wires are not a hazard, but always practice safety to avoid electric shock from old or worn areas on wires. Give yourself the benefit of the doubt!
COLOR, TEXTURE, FINISH
Color, texture and finish are important in selecting a paint that will be both pleasing and serviceable. Consult a paint dealer, your county Extension office or local library for ideas or suggestions.
WHAT TO USE
What kind of finish is the major question. "Finish" means "surface treatment." Ask yourself what effect you want to achieve from a finish: should it be highly visible?- do people come in contact with it?- is it easily maintained?- and repaired?- will it expand and contract in heat and cold?- how long will it hold up?- will it attract or repel insects and spiders? Ask local suppliers for answers. Paint and other materials are their speciality. Generally, paint will be best for smooth surfaces. Baked-on enamel over metal siding may only need a washing with soap and water, or water alone.
Be sure to evaluate acids or detergents before using them on metal, wood or masonry surfaces. Oil or latex paint is a good choice for some wood surfaces. Stain is effective on rough-sawn surfaces and seldom gets thick enough to peel.
If you have a peeling problem, find out what caused it before repainting. Experiment-- with a paint dealer's advice-- before re-doing the whole job.
New plastic surfaces can be effective in extreme weather conditions or where buildings are subject to air- or water-borne chemical reactions.
ACCESSORIES
Besides your house itself, you may have many accessories that need proper maintenance: out-door furniture, fences, gates, trellises, arbors, flag poles, mailboxes, garbage cans, name and number signs, road-side stands, pet shelters, storage structures and equipment. All of these need protection from weather and wear-and-tear which paint or stain can give.
Wooden posts in contact with the soil need attention, too. Ideally they should be pressure-treated before the fence is built to protect your investment in them. (Railroad ties are a good example of the value of pressure-treated wood with chemicals.)
Proper winter storage is crucial to the long life of accessories. Moisture and air pollutants are major problems, others are fungus or algae growth on wood.
Psychologically, finishes have the same effect as attractive clothing. Family pride, self-esteem and preservation of family and community values rest on longlasting quality and attractiveness, in your home and its outside accessories. Home maintenance should be a pleasant, wholesome activity. From a purely practical standpoint, it saves money, builds family pride and protects your investment.
Maintenance takes time! It takes effort too, and it offers opportunity for training young people for tasks which many of them will assume later in life. Pride in home ownership is usually coupled with feelings of achievement and personal success. The rewards are abundant for all members of the family and for all ages.
By Joe Cox, Extension Specialist in Urban Planning and Landscape Architecture | <urn:uuid:ed768268-4e18-4997-a9c4-030f4fd3afcb> | CC-MAIN-2017-30 | http://baycounty-mi.gov/Docs/CitizenCorps/PreparingForExteriorPainting.pdf | 2017-07-24T22:28:28Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00702.warc.gz | 33,613,128 | 1,417 | eng_Latn | eng_Latn | 0.998847 | eng_Latn | 0.998985 | [
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The Problem
Most Americans can look into the medicine cabinet and find multiple prescription and over-the-counter (OTC) medications. While medications can help keep you healthy, they also can cause serious problems when used incorrectly. A large percentage of adults in the United States (U.S.) are taking too many medications, not taking their medications properly, or both.
In any given week, four out of every five U.S. adults will use prescription medicines, OTC drugs, or dietary supplements. And nearly one-third of all adults will take five or more different medications each day.
The more medications you take, the more chance there is for those drugs to interact negatively with each other. There also is a greater risk of forgetting to take medications, taking them at the wrong time, or taking too much or too little.
Taking medications the wrong way is an extremely costly and dangerous problem. It increases the chances of severe medical complications or even death. A recent study estimated that in one year, incorrect use of medications resulted in more than 9 million hospital admissions and more than 18 million emergency room visits.
Annual U.S. Costs Due to Incorrect Use of Medications ($177.4 billion) *
Prescriptions
* Ernst FR, Grizzle AJ. Drug-related morbidity and mortality: updating the cost of illness model.
J Am Pharm Assoc
: 2001;41:192-199
Pharmacist's Role
It is clear that something needs to be done about the increasing problem of medications being taken incorrectly. Finding solutions will require patients to work in cooperation with all of their healthcare providers.
The pharmacy profession is committed to bringing greater attention to this serious problem, and is working with other members of the healthcare team to come up with solutions.
Your local pharmacists can serve as a valuable resource. See the box below for suggestions on how your pharmacist can help you take your medications safely.
TALK TO YOUR PHARMACIST
* When and how you should take your medication
The more information you have, the better able you will be to use your medications correctly, prevent errors, and protect your health. Check with your pharmacist about:
* What to do if you miss a dose
* How your medications might interact with other drugs you are taking
* Any potential side effects
* How to safely dispose of unused medications
America's Medicine Cabinet:
Use Medicines Safely
THE GROWING PROBLEM OF UNINTENTIONAL MEDICATION MISUSE
Ways Medications Are Not Used Correctly
The Facts
IMPROPER USE happens when consumers do not understand or follow directions for taking medications, and often results in serious consequences. For example, many Americans use non-steroidal anti-inflammatory drugs (NSAIDs), including aspirin and ibuprofen for pain, and do not realize that improper use of these medications can lead to kidney failure or gastrointestinal bleeding.
OVERUSE happens when too much or the wrong strength of a medication is taken. For example, most people do not benefit from taking antibiotics for colds and other respiratory problems, but more than 23 million prescriptions a year are given to patients for these conditions. Overuse of antibiotics can lead to drug-resistant strains of bacteria and potentially life-threatening infections.
UNDERUSE happens when a prescribed medication is not taken when it should be. Skipping doses of a medication or taking the wrong medication can ultimately lead to hospitalization or other serious consequences. This is a growing problem, especially among children. The majority of medication errors reported in schools are due to children missing doses.
Reasons for the Problem
There are many factors that contribute to consumers taking their medications the wrong way, including:
INCREASING NUMBER OF MEDICATIONS. The
number of prescription and OTC medications is growing rapidly, making medication use more complicated and mistakes in use more likely. For example, shelves are becoming filled with different brands of the same drug, and many have different instructions for use. If you do not look closely at product labels, you could accidentally take too much or too little of a medication, or take the wrong medication.
MORE POWERFUL MEDICATIONS AVAILABLE
OVER THE COUNTER. More than 700 medications that formerly required a prescription are now available over the counter in pharmacies and supermarkets. While this has given you more opportunities to decide on your own medication therapy, these medications are not without risk. Even drugs like acetaminophen for headaches and pains can cause problems if not taken correctly.
Unintentional medication misuse can lead to patient harm and additional healthcare costs.
GREATER USE OF "NATURAL" PRODUCTS. More
than 40% of Americans have tried alternative medicines or dietary supplements, but many do not tell their healthcare providers they are taking them unless they are asked. Just because a medication is called "natural" or available without a prescription does not mean it is safe. Many individuals taking supplements and herbal medicines experience side effects or adverse reactions, especially when they are taking other medications at the same time.
RISE OF ADVERTISING DIRECTED AT
CONSUMERS. Pharmaceutical companies and retail stores are increasingly relying on direct appeals to the general public, including television, print, and Internet ads, to sell their products. An advertised drug may not be right for your particular condition or illness, leading you to take medications you don't really need.
ELDERLY, CHILDREN AFFECTED
Children also are vulnerable to mistakes in taking medications. Parents and caregivers administering medications can easily be confused by different instructions for use based on the child's age, weight, and other medical conditions. One study found parents gave their children an incorrect dose of OTC fever medicine close to 50% of the time.
Adults aged 65 and older are more prone to taking medications incorrectly.They are more likely to use multiple medications, and may have declining vision, hearing, and memory that makes handling medications and interpreting instructions more difficult. | <urn:uuid:e100b941-722b-42c3-8f8b-03eebe24e9bd> | CC-MAIN-2020-50 | https://static.spacecrafted.com/f6ef19c668ef487c9f13a9949b3d8fc7/r/ac1966346e154a9ca7b2cf07270d5b1e/1/dc9cada4d8464c419eae5863d92f01d1.pdf | 2020-11-25T21:49:16+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141184870.26/warc/CC-MAIN-20201125213038-20201126003038-00046.warc.gz | 516,636,692 | 1,188 | eng_Latn | eng_Latn | 0.997722 | eng_Latn | 0.997719 | [
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This policy has been produced for GEMS FirstPoint School, when 'The School' is referred to in this policy it is solely GEMS FirstPoint School that is being referred to.
Contents
Vision
Teaching across FPS is consistently outstanding and ensures maximum student outcomes and 'no limit' attitudes. Learners are happy, engaged and inquisitive and have the courage and confidence to exceed traditional expectations. Teachers are happy, knowledgeable and comfortable and work with passion to maximise each learner's potential. Teaching and learning maintains a rigorous and continuous drive to be inclusive, accelerate learning and develop personalised learning pathways. Assessment systems ensure a continuum of learning and the development of personalised pathways.
Principles
At FPS, Teaching and Learning continuously strives to be outstanding and beyond. FPS works with all family members to make sure that all views are considered therefore ensuring that pupils are continually working to maximise their full potential. This policy communicates how all members of the FPS family contribute to ensure Teaching and Learning is at the core of the School and how an ethos is established so that an organic approach is created. Our staff have exceptional knowledge and a deep understanding of where pupils are at in their learning journey. The pupils at FPS develop genuine awareness of their learning and know how to progress to the next steps. To support this, our parents have access to key information regarding their child(ren) which enables relationships between parents, staff and pupils to be strong and to ensure that learning journeys are enhanced and supported at every opportunity.
Aims:
The main aims of this policy are:
* To maintain outstanding Teaching and Learning across FPS.
* To ensure learning is accessible to all pupils at FPS.
* To establish clear expectations for Teaching and Learning.
* To ensure digital technology is fully utilised to enhance Teaching and Learning.
* To promote a consistent and coherent approach to Teaching and Learning across each phase of FPS.
* To promote a FPS and wider community understanding of Teaching and Learning.
* To ensure that Teaching and Learning fully encompasses the FPS values.
Outstanding conditions for learning at FPS:
At FPS, outstanding learning is continuous because of the environment that it occurs in. Every member of the FPS family has a responsibility to ensure these conditions remain exemplary so that pupils truly excel at every opportunity. The following aspects are key indicators that provide an outstanding learning climate at FPS.
* Our FPS core values are celebrated across the School and the FPS family. It is evident that our core values support our pupils to be the best learners they can be.
* Teachers at FPS have an unshakeable passion for their work. Pupils identify this passion whenever they interact with teaching staff and feel inspired as a result.
* The learning environment at FPS is exceptional. The climate within classrooms and around the School is highly effective for learning and promotes progress and aspiration. The environment is safe and advocates the FPS and UAE values.
* Marking and feedback is used to encourage pupils and to enable them to confidently move to the next steps of their learning.
* Parents are a key contributor our pupils' learning journeys at FPS. All parents will be encouraged to play an active role in their child's learning and are invited to communicate regularly with teachers. Teachers will ensure that information regarding pupils' learning is shared so that ongoing and developmental support can be given from parents.
* Where appropriate, Industry Partners inspire pupils to develop across their different specialisms and ensure they are making excellent progress at all times.
* Monitoring at FPS is a continual, supportive process whereby schedules are adhered to and feedback is given consistently in order to enhance pupils' learning.
* At FPS, all learning has a purpose. Pupils understand the differing avenues that FPS prepares them for and they feel supported and enabled to make the right choices for themselves and their futures.
* Pupils at FPS develop a genuine awareness of learning. Our pupils are reflective, independent and inquisitive. They are comfortable asking for help and understand that other learners work at different paces and levels to them.
* All pupils are encouraged to be Digital Leaders. Pupil learning journeys are enhanced through digital technologies. Pupils are aware of their digital ability and how they can utilise this to enhance their learning opportunities.
Outstanding conditions for teaching at FPS
Our teachers at FPS work with professionalism, commitment, respect and trust. Teachers strive to ensure our pupils are receiving an education at the highest standard and provide an infinite number of learning opportunities. Teachers work with transparency and are always willing to share their outstanding work and collaborate with others. The following aspects are key indicators of outstanding teaching at FPS.
* Teachers create and maintain professional relationships with all staff, pupils, parents and Industry Partners across the School.
* Teachers have access to a thorough CPD programme to ensure that they feel confident and fully equipped to be able to deliver a first-rate education to our pupils at FPS.
* Teachers plan outstanding lessons that cater for all pupils so that every pupil makes accelerated progress.
* Lessons incorporate high-quality digital technology in addition to the FPS values to enhance the learning.
* Teaching will ensure that pupils are learning at every opportunity and will include a variety of activities that support learning. For example, but not limited to; group work, project work, cross curricular activities, use of digital technologies, cross-faculty collaboration, independent study.
* All teachers will be involved in the supportive Performance Management process that will directly impact on Teaching and Learning where teachers strive to reach aspirational goals. Through this process, teachers will be encouraged to carry out action research to keep abreast of current updates and changes within education.
* Teachers will work together to share ideas and to produce outstanding delivery at all times.
* Teachers are welcomed to share their thoughts and opinions on the Teaching and Learning policy or on aspects regarding this through the Assistant Principal Teaching and Learning.
* The FPS ELT/SLT will enable teachers to develop on their own professional journeys and will identify developmental and leadership opportunities for our staff.
Teaching and Learning responsibilities at FPS:
ELT/SLT
The Executive and Senior Leadership Team will work to:
* Create and maintain an environment which promotes and secures outstanding teaching, effective learning, high standards of achievement and effective behaviour for learning.
* Determine, organise and implement a full, broad, inclusive and aspirational curriculum.
* Ensure FPS adheres to KHDA requirements and other appropriate international guidelines.
* Ensure that effective support and challenge is available and planned for all pupils.
* Ensure that the digital facilities are of the highest standard in order to enhance Teaching and Learning.
* Ensure all staff have access to high quality and tailored CPD to improve the quality of Teaching and Learning throughout the School.
* Ensure monitoring and evaluating procedures are consistently adhered to and feedback is given to continuously update practice.
* Develop strong links with industry and the community to ensure Teaching and Learning is enhanced through our accelerated curriculum.
* Create and maintain excellent relationships and partnerships with parents to improve the experience for their child at FPS.
* Ensure that staff gain recognition for their work and that best practice is frequently shared amongst the staff to maintain high standards.
* Ensure that pupils' work is celebrated and consistently recognised throughout FPS.
* Meet to discuss Teaching and Learning on a regular basis.
HEADS OF MINI-SCHOOL
Heads of Mini-School will work to ensure that all of the SLT section is adhered to with a focus for their Mini-School.
HEADS OF DEPARTMENT (SECONDARY)/SUBJECT LEADERS/DIRECTORS OF KS/YEAR LEADER(PRIMARY) Heads of Department/Heads of Key stage will work to:
* Lead the Department/Key Stage by example and set high standards.
* Set Teaching and Learning priorities for the Department/Key Stage within the context of the FPS School Improvement Plan.
* Be accountable for the standards of teaching, learning and pupil progress within the Department/Key Stage.
* Implement the monitoring, evaluation and review procedures within their Department/Key Stage.
* Ensure the independent learning structure and policy is adhered to across the Department/Key Stage.
* Plan for the developments of their areas in both the long and medium term. These plans will include the high-quality use of digital technologies and the UAE and FPS values. These plans will also detail how Teaching and Learning is inclusive for all pupils at FPS.
* Ensure the learning environments across the areas are exemplary and follow the climate for learning guidelines.
* Identify professional development requirements across the areas in order to continuously develop Teaching and Learning.
* Ensure that information regarding the curriculum and Teaching and Learning is up to date, particularly when visible to all stakeholders.
* Ensure assessment procedures provide clear and detailed analysis that informs future planning and intervention with regards to Teaching and Learning.
* Heads of Department/Key Stage will attend a weekly Line Management meeting that will discuss Teaching and Learning.
CLASSROOM TEACHERS
Classroom teachers will work to:
* Lead by example and set consistently high standards for the pupils in their class.
* Plan effectively and deliver lessons that are individualised for each pupil within the group, ensuring challenge and support as appropriate.
* Monitor pupil progress using a variety of assessment methods.
* Create a secure and stimulating climate for learning that motivates learners and accelerates their learning.
* Support pupils in their learning and help them become confident, independent learners, using the FPS values explicitly and implicitly to enhance the pupils' progress towards their targets.
* Use digital technology to enhance Teaching and Learning at all available opportunities.
* Follow the FPS Behaviour Policy.
* Maximise the use of other adults within the learning areas and provide key question(s) for support staff to promote pupil progress.
* Ensure that pupil work is marked in alignment with the Marking Policy (see Assessment, Reporting and Recording Policy) with clear feedback given.
* Adhere to the independent learning structure and policy to enable pupils to maximise their potentials across their subject.
* Communicate with parents to keep them up to date with their child's learning and progress.
* All classroom teachers will attend Teaching and Learning Professional Development Time.
SUPPORT STAFF
Support staff will work to:
* Work collaboratively with the class teacher in planning for Teaching and Learning.
* Support pupils in specific aspects of their learning as agreed with the class teacher.
* Answer the key question(s) given by the teacher for the lesson to promote pupil progress.
* Be a positive role model for all pupils so that they are exemplary learners and know what is expected of them.
* All support staff are encouraged to attend Teaching and Learning Professional Development Time and any specific training relating to the needs of pupils.
PARENTS AND CARERS:
Parents and carers will work to:
* Support initiatives of FPS that involve collaboratively working together to raise pupil achievement.
* Encourage and support their child to work and achieve their full potential.
* Prepare key questions to ask the teacher after data captures or during the Parent Review Meeting to support their child's learning.
* Supportively communicate with teachers to enable learners to maximise their progress.
* Enthuse and support their with their independent learning to ensure a high standard of completion.
* Attend meetings regarding their child to support the Individualised Learning Journey at FPS.
* Participate in feedback regarding aspects of the School so that FPS continues to enhance Teaching and Learning.
INDUSTRY PARTNERS:
Where appropriate, industry partners will work to:
* Work in close partnership with FPS to ensure learning is maximised using the most efficient methods.
* Support initiatives of FPS that involve collaboration to raise pupil achievement.
* Support pupils and inspire them to reach their full potential within their learning.
* Participate in feedback regarding aspects of the School so that FPS continues to enhance Teaching and Learning.
* Attend appropriate training/CPD to ensure Teaching and Learning is always at the highest standard possible.
STUDENT COUNCIL:
The Student Council will work to:
* Participate in feedback regarding aspects of the School so that FPS continues to enhance Teaching and Learning.
LEARNERS:
Learners will work to:
* Continuously strive to achieve their goals. They will respect the rights of others who do the same.
* Take responsibility for their own learning and be pro-active in progressing their learning to maximise their full potential.
* Complete independent learning and ensure deadlines for this are met.
* Actively participate in lessons and be innovative in their approach.
* Be mature and focused about their learning and constantly assess their own learning journey.
* Ensure deadlines are adhered to.
* Discuss their learning with teachers and parents in order to maximise their progress.
* Model the FPS core values at all times and understand how they are used to improve their learning.
Planning at FPS:
To ensure that planning is continually at a high standard:
* Heads of Department (Secondary) and Heads of Key Stage (Primary) will digitally produce long (year) and medium (termly) term plans that will be shared with all staff in their areas. Heads of Department and Heads of Key Stage will discuss these plans every week at Line Management meetings.
* For formal lesson observations, classroom teachers will fully plan their lessons digitally. They will use the FPS lesson plan template to do this.
* For every lesson, classroom teachers' minimum planning will indicate;
a) the lesson intention (LI).
b) a minimum of three success criteria (SC) that increment through the language of Blooms.
c) the challenge for pupils who will require this.
d) brief notes to support inclusivity for each pupil.
* Classroom teachers will use CAT4 and assessment data from their pupils to inform planning.
* Classroom teachers will share planning with support staff prior to the lesson. Classroom teachers will create a minimum of one key question that the support staff must answer at the end of the lesson to promote pupil progress and assessment.
* Support staff will have clear knowledge regarding the lesson planning before a lesson begins. They will answer a minimum of one key question from the teacher at the end of the lesson to promote pupil progress.
* ALL lessons will use BLOOMS to ensure learning is fully maximised through high quality planning.
* ALL lessons will utilise the FPS lesson observation assessment form to ensure planning is exemplary and substantially exceeds FPS expectations.
Key Information for aspects of lessons at FPS:
Climate for learning:
The climate for learning should be highly conducive to Teaching and Learning. All learning areas, including technology facilities should be used to constantly promote pupil achievement. Displays in classrooms should be presented to an exceptional standard and a large majority of this should be pupil work. Where appropriate, display work should be marked and link to learning intentions and success criteria. Every classroom should have the following displayed:
* FPS core values
* UAE values
* Word of the week
* Blooms Posters
* National Agenda
UAE Values:
All pupils will be enabled to develop an excellent understanding of the UAE's culture and society. Where appropriate, learning experiences need to include this.
Digital Technology:
At FPS we enhance Teaching and Learning through the use of the highest quality digital technologies. We want to excel with our provision for this and therefore teachers are required to plan for the use of this when it is appropriate.
BLOOMS:
Following the learning intention, the language of Blooms will be used to set the success criteria for lessons at FPS. It is acceptable for success criteria to progress over a series of lessons, however, the lesson plan must state the coverage for the prior and subsequent lesson.
Inclusivity:
At FPS we are a fully inclusive School. Support for all groups of learners should always be planned for to enable all pupils to maximise their learning. For example, SEND, ELL, EAL, Most Able, Emirati.
Individualisation:
Teachers at FPS will use strategies the successfully meet the individual learning needs of all pupils. Our curriculum provision must provide support to enable all pupils to make progress.
Innovation:
Teaching will be highly innovative and teachers are encouraged to take calculated risks in the classroom to enhance Teaching and Learning. Opportunities are provided to motivate and inspire all pupils. Pupils are highly creative and use critical thinking to enhance their learning with confidence.
FPS core values:
The FPS Values; innovating, creating, leading, exploring, caring, enterprising, thinking and enquiring, will be fully embedded through all aspects of the School and within all lessons. Pupils understand and model these values to exceptionally high standards.
Assessment for Learning (AfL):
Teachers' interactions with pupils ensure that they are always active and focused learners. Assessment will be an integral part of all lessons at FPS where the teacher will use a variety of methods that links to the lesson objectives. Assessment should support pupils to understand their learning journey and offer opportunities that result in progress.
Questioning must be used to challenge pupils' thinking and promote insightful responses, dialogue and reflection. Exemplary lessons include those that have the higher order questioning. Knowledge needs to be scaffolded at every opportunity to create building blocks to success.
Monitoring and Evaluating at FPS
Monitoring and evaluation is a key contributing factor to ensure Teaching and Learning is consistently at a high standard. Below are the main areas for monitoring and evaluation that directly link to Teaching and Learning at FPS. Please see the Monitoring and Evaluation Policy for more detailed information.
Lesson observations:
Each member of staff will have three formal Lesson Observations each academic year. The minimum Lesson Observation time is 40 minutes. One of these observations will form part of the Department Review. Feedback from Lesson Observations will always be given with 24 hours of the observed lesson.
Learning Walks:
At FPS, learning walks will take place as part of a rolling programme (see MER Schedule) and are completed by the Principal, Vice Principal, Assistant Principals, Directors, HoD, HoY, HoH, HoI and INCOs. The focus of the learning walk will be assessed against the definitions from the lesson observation framework and staff will be made aware of what the focus is through the MER Schedule.
Pupil, Parent, Staff and Partner Surveys:
Every term, the voice of our pupils, parents, staff and Industry Partners is collated via a survey. The surveys are a series of questions that support the development and growth of the School and incorporate Teaching and Learning.
Student Council:
The Student Council is made up of the lead members of the student body. They report to the Assistant Principal Pastoral twice per term where they discuss whole school improvement through the progress of their development plan and any matters arising. The Council will produce a development plan in line with the School's over all aims and will be responsible for its implementation.
Parent Council:
The Parent Council is made up of the lead members of the Parent body. They report to the Assistant Principal Pastoral twice per term where they discuss whole school improvement through the progress of their development plan, upcoming events and any matters arising. The council will produce a development plan in line with the School's overall aims and will be responsible for its implementation.
Line Management:
Line management aims to assess the School as a whole through meetings with standing agenda items to ensure consistency. It is a supportive process that will ensure seamless development across the Mini Schools, Departments and Houses. There will be a template for these meetings with standing agenda items. The meetings will always provide developmental targets so that teaching and learning is enhanced and learning opportunities for all students are maximised.
FPS Teaching Essentials/Golden Threads
To ensure that there is consistency across FPS and that all lessons are delivered to an exceptional standard, staff must adhere to the FPS Teaching Essentials/Golden Threads.
Lesson Plan
Teacher:
Subject:
Class/Year Group:
Lesson:
Date:
Number of students:
Observer:
SEND: EAL/ELL:
Most able:
EMIRATI:
Context of lesson and prior learning:
Learning Intention/Success Criteria/Challenge
How will you use the other adults in the classroom? Support staff Key Question(s).
Learning Intention:
Success Criteria:
Challenge:
Key Question(s):
Key Vocab
Assessment opportunities
Strategies for differentiation/personalisation
Cross curricular links
UAE link/Core values:
English/Literacy:
Maths/Numeracy:
Other:
Time (approx.)
Lesson Structure
Pupil arrival:
Starter: Connection phase
Main Body of the Lesson: Activation phase
Main Body of the Lesson: Scaffolding phase
Plenary: Consolidation phase
Differentiation/personalisation yellow Progress Check green Critical thinking and challenge red
Assessment
1. Individualised Learning Journey learning.
. There is intention is visible and
intentions, needs of pupils. They do
learning.
is not
Learning intentions
2. Family first, happy inquisitive learners
Pupils have no opportunities to collaborate or communicate.
Creativity is restricted with no evidence of critical thinking to
innovative techniques to support
. There are no opportunities for innovation.
learning is
inadequate in quantity, quality and/or relevance, or they are
Relationships with other pupils and show
minimal respect towards the is weak and
is not always maximised for almost all pupils.
do not follow school rules and there is an
evident lack of respect between peers and the teacher. The lesson
is not orderly and the environment procedures for managing pupils'
learning are
poor and they are off task regularly during the lesson. Pupils have very
limited understanding of what they
The FPS values are very poorly used and pupils are unable to identify
3. Cutting edge digital innovation
4. Infinite Opportunities
Terminology DSIB
There is little acknowledgement of
Emirati culture and little is done to promote pupils' understanding of
Pupils are unable to use digital
Teachers' knowledge of digital technologies is weak and requires
The use of digital technology is poor and does not relate to the
Within the lesson, there are very few opportunities for pupils to
learning.
Pupils have limited understanding level or
what to do to be able to make
Teachers have a very limited knowledge of their pupils. There is
no evidence of any challenge, support, feedback or follow-up for
Additional adults have been given little delegation and there is
uncertainty as to what is required of them. Morale is low. There is
support for pupils and the relationships and
communication between the adults is very restricted and/or unclear.
Teacher lesson observation 1 feedback form:
Teacher
Date
Subject
Year Group Key Stage
Observation 1 feedback regarding pupil learning (with evidence):
Observation 1 feedback regarding teaching for effective learning (with evidence):
Period
Key strengths from observation 1:
Target
Reference
Current level
Observer comments
1
2
3
Key targets from observation 1:
Target
1
2
3
Observation grading for each section: (Please copy and paste this into observation form 2 AND 3 below)
Reference
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
2.1
2.2
2.3
2.4
Grading obs 1
Any other comments regarding observation 1
2.5
2.6
3.1
3.2
3.3
4.1
4.2
4.3
4.4
Overall
Category
Teacher
Teacher lesson observation 2 feedback form (part of departmental review):
Date
Subject
Year Group Key Stage
Observation 2 feedback regarding pupil learning (with evidence):
Observation 2 feedback regarding teaching for effective learning (with evidence):
Period
Observation 2 feedback regarding key targets from observation 1 (with evidence):
Key strengths from observation 2:
Target
Reference
Current level
Observer comments
1
2
3
Key targets from observation 2:
Target
1
2
3
Observation grading for each section: (Please copy and paste this into observation form 3 below)
Reference
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
2.1
2.2
2.3
Grading obs 1
Grading obs 2
Any other comments regarding observation 2:
2.4
2.5
2.6
3.1
3.2
3.3
4.1
4.2
4.3
4.4
Overall
Category
Teacher lesson observation 3 feedback form:
Teacher
Date
Subject
Year Group Key Stage
Observation 3 feedback regarding pupil learning (with evidence):
Observation 3 feedback regarding teaching for effective learning (with evidence):
Period
Observation 3 feedback regarding key targets from observation 1/2 (with evidence):
Key strengths from observation 3:
Target
Reference
Current level
Observer comments
1
2
3
Key targets from observation 3:
Target
1
2
3
Observation grading for each section:
Reference
1.1
1.2
1.3
1.4
Grading obs 1
Grading obs 2
Grading obs 3
Any other comments regarding observation 3:
1.5
1.6
1.7
1.8
1.9
1.10
2.1
2.2
2.3
2.4
2.5
2.6
3.1
3.2
3.3
4.1
4.2
4.3
4.4
Overall
Category
REMEMBERING
Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.
Define describe
duplicate examine
identify label
list locate
match memorise
name observe
omit quote
read recall
recite recognise
record remember
repeat reproduce
retell select
state tabulate
tell visualise.
FPS LANGUAGE OF BLOOMS
BLOOM'S REVISED TAXONOMY
UNDERSTANDING
Demonstrate understanding of
facts and ideas by organizing,
comparing, interpreting, giving
descriptions, and
EVALUATING
APPLYING
ANALYSING
Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalisations.
Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.
stating main ideas.
KEY WORDS RELATED TO BLOOM'S TAXONOMY
Ask
Administer
Analyse
Appraise associate
cite classify
compare contrast
convert describe
differentiate discover
discuss distinguish
estimate explain
express extend
generalise give
examples group
identify illustrate
indicate infer
interpret judge
observe order
paraphrase predict
relate report
represent research
restate review
rewrite select
show summarise
trace transform
translate understand
Lower order thinking skills (LOTS) Middle order thinking skills Higher order thinking skills (HOTS)
apply articulate
calculate change
chart choose
collect complete
compute construct
determine develop
discover dramatize
employ establish
examine interpret
judge manipulate
modify operate
practice predict
prepare record
relate report
schedule simulate
sketch solve
teach transfer
write appraise
calculate categorise
classify connect
contrast correlate
deduce devise
diagram differentiate
dissect distinguish
divide estimate
evaluate experiment
focus illustrate
infer order
organise plan
prioritise select
separate subdivide
survey
Argue
Assess
Choose
Compare
Conclude
Consider convince
criticizes critique
debate decide
defend discriminate
distinguish editorialise
estimate evaluate
judge justify
measure persuade
predict rank
rate recommend
reframe score
summarize support
CREATING
Compile information together in a different way by combining elements in a new pattern or proposing new solutions.
Adapt anticipate
assemble collaborate
combine compile
compose construct
create design
develop devise
express facilitate
formulate hypothesise
integrate intervene
invent manage
modify negotiate
originate prepare
produce propose
rearrange reorganise
revise rewrite
simulate speculate
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Doctor Kindheart and the Crow
This fairy tale is dedicated to my stepfather, Muravenko Yuri Vasilievich, who was a talented surgeon and a man of a kind heart. The plot of this fairy-tale is based on the real events that took place in Kamchatka in 1986. Thanks to my students from the International School of Tomorrow, Moscow, Russia; without their inspiration this fairy tale would never have happened. Thanks also to all my colleagues for their kind hearts and warm souls. Angela Verutina, Teacher of English-
Not so many years ago, in the far-away country of Beautyland, there lived one doctor named Kindheart. The country was so beautiful that only kind people were born there. The neighbors of those people were animals who enjoyed their living amidst grey-headed volcanoes, joyful hot springs, and chatty brooklets.
Doctor Kindheart worked from morning till night in the toy-looking hospital sitting next to the Peace Lagoon. People liked to visit him because Doctor Kindheart could heal not only a body, but also a soul of any human being. This made people happy.
One spring sunny day, Doctor Kindheart was doing his regular check of patients at the hospital. He helped so many people that day! Two-year-old Jonathan swallowed a button. Doctor Kindheart helped him. Mr. Guitarchuk broke his arm while playing his guitar. Doctor Kindheart helped him. Mrs. Cow, a school music teacher, lost her voice. Doctor Kindheart helped her. He helped, and helped, and helped until his working day was over. Tired but content, Doctor Kindheart was about to go home.
Suddenly, somebody knocked at the door. "Come in," his voice projected gently.
The door squeaked like a frightened mouse, and there emerged one more patient. A crow… Poor creature hardly could walk because her leg was seriously injured. Being a bird, she couldn't speak the Human language. But it was not necessary at all; her pleading eyes told more than any words. For Doctor Kindheart it was quite an unusual patient – he treated neither birds nor animals before. Their doctor was his colleague, Mrs. Nature. "Probably, she herself is on sick leave", doctor assumed.
Cautiously, Doctor Kindheart set the humble crow on the snowy sofa. He carefully inspected her fragile floppy leg. "Hurts?" Doctor Kindheart whispered compassionately. "Too badly," replied the bird's wet eyes.
The doctor made an injection to relieve the pain, prepared the cast, and fixed it firmly on the bird's leg. The crow nodded thankfully. After making several awkward jumps with one healthy leg, the crow skillfully took off and flew away through the open door.
One month passed… Doctor Kindheart was returning home from hospital when he noticed a familiar silhouette perching on the shabby fence near his house. It was a crow!!! The time to remove the cast has come, and the crow has found the doctor!!!
"But how… how did you find me?" again and again repeated the amazed doctor taking care of the bird in his house afterwards. The crow kept silent mysteriously; she knew something very important.
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What can I Work On as a Writer? A Self-Reflection Tool for Finding Goals
Dear Teacher,
I created this self-reflection tool to be used with students as you work to find and establish goals for each of them. I wanted to help you involve students in the goal-setting process by offering them the opportunity to identify with statements that align to different goals from the "Hierarchy of Writing Goals" in The Writing Strategies Book (Serravallo 2017, 3).
What you'll likely find in using this self-reflection tool is that some students are able to identify their strengths and needs with accuracy and ease, while others will need more guidance in reflecting on concrete work samples. Therefore, I encourage you to use this self-reflection alongside your own evaluation of formative assessments (on-demand writing samples, pieces of writing that have been through the writing process, transcripts of kids working in partnerships or writing clubs, kidwatching during independent writing time, etc.) and steer and guide each student to what they need most if their own self-reflection seems out of sync with other information.
Here's how you may use this tool:
1. Ask students to complete this independently. For students who could use more support, you could read each reflection statement aloud for all students in the class as they reflect and answer individually. These questions could also be used in a conference, but going through all of them with each student could become time-consuming.
2. After the student completes the reflection, consider having a brief conference to discuss together the areas where the student answered "no/never" the most. These are potential goal areas. Keep in mind that each colored band/row equals one goal on the hierarchy (The Writing Strategies Book, page three) and also one chapter in the book. Therefore, if there is more than one banded area where "no/never" responses appear, I would recommend you start at the top of the list and work your way down.
3. Ask further questions of the student to understand more about the area she feels she needs support with. Perhaps look at some of the student's work in this area that may give you further information
4. Consider which strategies from The Writing Strategies Book, or of your creation, would be a best fit.
5. Establish the goal with the student, make the goal visible (see page 8 in The Writing Strategies Book) and begin teaching!
Respectfully yours,
What can I Work On as a Writer?
A Self-Reflection Tool for Finding Goals
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George Most Wanted
Ingrid Lee illustrated by Stéphane Denis
ISBN: 978-1-55143-472-8
AR Quiz # 102509
About the Book
George, the little plastic figure, explodes into parts when he rides a firecracker into space in his opening adventure, The True Story of George. Now he must get himself back together. His owners, Katie and Mackenzie, help George in his journey to find himself. So do many other unlikely characters, including a hobo, a plastic babe and a paper dog.
About the Author
Ingrid Lee was born in1948 in East York, a suburb of Toronto, Canada, the daughter of a Canadian soldier and a Dutch war bride. She graduated from the University of Toronto and became a teacher of lots of things, but mostly of art and English. She has taught steadily since then, most of the time to intermediate students that are twelve and thirteen. She has probably taught close to ten thousand of Toronto's great kids.
About the Writing
When Ingrid's two children were small, they did find a little plastic guy. They spent many a day thinking up terrible adventures for the toy. When she decided to write a book about these exploits, Kate, her daughter, suggested Ingrid write the book from different points of view. She felt that readers would enjoy seeing how George and other characters experienced the adventures too. This is the second book in the series.
Teaching Ideas—Curriculum Connections
Prereading Ideas
* • George Most Wanted is a tale of a little plastic figure and his owners. What is your favorite plastic figure? What does it look like? What are some of the games you play with your figures?
* • Have you ever lost anything that you found later in a strange place? This is a coincidence. What does that mean? What are other examples of coincidence?
Classroom Discussion Questions
1. What does optimistic mean? Is George optimistic? How do you prove your answer from the story? Who else do you know that is optimistic? How do they show that? What is the opposite of this trait?
2. Look at the picture on page 35. Where do you think George is in our big wide world? Why do you think that? Are you able to point to the area on a map?
3. George has a lot of lucky coincidences in his journey back to himself. What does that mean? What are some examples of good coincidence that he experiences in George Most Wanted?
4. A writer always thinks hard before naming their characters. Ingrid Lee named the fisherman who caught George's leg Jonah Trout. Why? George admires a beautiful girl. At the end of the story, she still does not have a name. What name would you give this girl? (Read George, the Best of All! to find out what name the writer chooses.)
5. Read the last page of the book. Practice predicting. Will George make his dreams come true? Why or why not? Will Katie and Mackenzie see him again? Why or why not? (Read George, the Best of All! to find out what the writer decides.)
Suggested Activities
Plasticine Makeover (Art)
Make a little George. First make each of George's parts out of Plasticine. Use the cover page and the illustrations to help you shape each part. (The picture on page 53 is easy to copy.) Then put all the parts together.
OR
Do you have a poster on your wall? Why do people make posters? Make your own "Wanted" poster for George. Read page 12 and decide how you want to draw your version of George. Be sure to put all the important information on your poster.
Presentation (Drama)
Memorize the verse, which mimics the noise of a train on a track (pages 33 and 34). Perform it for the class. Try to alter the speed of your voice to suggest when the train speeds and when it slows. The sounds run together more when the train travels quickly. Now pick a sound and make your own sound verse.
Character List (Reading Comprehension)
There are a lot of characters in this book. Some of them will reappear in the sequel, George, the Best of All! Make them easy to remember. List all the real and play personalities that meet some, or all, of George. Put a little heart or flag beside the characters in your list that try to help George put himself back together. Give your list a proper title.
Blackberry Muddle (Mathematics)
What is the picking rule in the chapter titled "George Gets in a Jam"? Use the picking rule to answer these problems. (Remember two things: The little boy loves blackberries. And he always follows the picking rule.)
* • If the little boy picks 77 blackberries, how many does he get to eat? How many are in the pot?
* • If the little boy has eaten 5 blackberries, what are all the possible numbers of blackberries that he has in his pot?
* • A cup holds about twenty big blackberries. A blackberry pie needs four and a half cups of berries. How many berries will you need to make a pie? (Don't count George!)
* • Blackberries grow on vines. Every vine produces about a hundred berries. It takes ten minutes to pick all the berries on one vine. If you have six vines, how long will it take you to pick all the berries? (This is a trick! You don't need all the information to answer the question.)
* • Follow the picking rule. If you have a blackberry for every letter in the word "blackberries," how many berries will you have in your hand? How many will you have in your mouth?
Other Titles and Websites of Interest
The True Story of George by Ingrid Lee (Orca Echoes) George, the Best of All! by Ingrid Lee (Orca Echoes) Steadfast Tin Soldier by Hans Christian Andersen (Andersen Press)
Other Books by the Author from Orca Book Publishers
Dragon Tide George, the Best of All! Maybe Later
Reviews
"A fun little chapter book that will delight young readers. Recommended."
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Flu can kill even healthy children, study finds
28 October 2013, by Steven Reinberg, Healthday Reporter
Unvaccinated kids are at greater risk, CDC researcher says.
(HealthDay)—Children, even those without severe medical conditions, can die from the flu in as little as three days after symptoms appear, U.S. health officials warn.
Between 2004 and 2012, flu complications killed 830 children in the United States, many of whom were otherwise healthy, according to the U.S. Centers for Disease Control and Prevention.
Most striking is that 35 percent of these children died before being hospitalized or within the first three days of developing symptoms, according to the report published online Oct. 28 in Pediatrics.
"We found these influenza-related deaths can occur in children with and without medical conditions and in children of all ages, and that very few of these children have been vaccinated," said lead author Dr. Karen Wong, a CDC medical epidemiologist.
Researchers who reviewed those deaths found that only 22 percent with a high-risk medical condition and just 9 percent without a significant medical condition had been vaccinated.
Wong doesn't know why so many children die so fast. "About a third of these children die within the first three days of their first reported symptoms," she said.
One expert wasn't surprised that many otherwise healthy children who died did so before being admitted to the hospital.
"First, parents don't realize that flu can be fatal," said Dr. Marcelo Laufer, a pediatric infectious diseases specialist at Miami Children's Hospital.
Second, parents of children with chronic diseases "know the system better, so they come earlier than healthy patients," he said.
Because flu can progress so quickly, prevention is really the best strategy, Wong said. "And that's why we recommend every child 6 months or older get vaccinated every year," she said.
Because an infant under 6 months of age can't be given flu vaccine, Wong said it is vital that pregnant women get a flu shot to help protect their newborn, and that everyone likely to be near the baby also be vaccinated so they can't pass flu to the infant.
Wong said children who get the flu need to be watched carefully. She recommends getting in touch with the child's doctor when symptoms start.
"That's especially true for kids with high-risk medical conditions and for very young children," she explained. "These children are at especially high risk for flu complications."
Laufer, however, said a phone call to the doctor isn't enough. "It's very difficult for a pediatrician on the other side of the phone to understand how sick the child really is," he said.
Parents should take their child to the doctor or emergency department if they're sicker than what
1 / 2
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one would expect with a common cold, he said.
"Parents should realize that influenza is much more than sniffles," Laufer added. "A kid with influenza is a kid who is very sick, is a kid who is lethargic, has decreased appetite, is not drinking as much and not urinating as much in addition to other flu symptoms," he said.
Wong added that early antiviral treatment is recommended for high-risk children who develop symptoms of influenza. "That's another thing they can talk to their health care provider about," Wong added.
Antiviral drugs include Tamiflu, Relenza, Symmetrel and Flumadine.
In the study, Wong's group found that of the 794 children whose medical history was known, 43 percent had no medical condition that put them at high risk of dying from flu.
As for children with high-risk medical conditions who died, 33 percent had neurological conditions such as cerebral palsy or seizure disorder, and 12 percent had a genetic condition that put them at risk for flu complications.
Asthma, lung disease, heart disease and cancer can also increase a child's odds of dying from flu, the researchers noted.
Each year in the United States, flu causes an estimated 54,000 to 430,000 hospitalizations and 3,000 to 49,000 deaths, with infection rates highest among children, according to the CDC.
More information: For more information on children and flu, visit the U.S. Centers for Disease Control and Prevention.
Copyright © 2013 HealthDay. All rights reserved.
APA citation: Flu can kill even healthy children, study finds (2013, October 28) retrieved 25 November 2020 from https://medicalxpress.com/news/2013-10-flu-healthy-children.html
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[Headline]
At What Age Should I Start Getting My Hearing Checked Regularly?
[Image copy]
When You Get Your Hearing Checked Depends on More Than Your Age
[Subhead]
While aging is one of the leading causes of hearing loss, there are several other factors that may indicate it's time to see your hearing care provider.
All ages can be screened for hearing loss. Newborns are now routinely tested before they leave the hospital, and school-age children are screened at their schools or at their physicians' offices. According to the American Speech-Language-Hearing Association, adults should be screened at least every decade through age 50 and at three-year intervals thereafter.
Because hearing loss often occurs gradually, few who suffer from it realize how it affects all aspects of health, including overall quality of life. Research over the past 15 years has only begun to stress the importance of seeking treatment when hearing loss becomes a factor in daily life, but only one in five people actually seeks treatment after learning they aren't hearing their best. The four in five Americans who don't use hearing aids can sometimes delay treatment for so long that communication — even in the most optimal situations — becomes problematic.
Many are not aware of the social and psychological effects of hearing loss; if they were, they would take their hearing health more seriously. Impaired hearing is strongly associated with increased risk of dementia, anxiety, and depression, as well as poorer physical and mental health.
Hearing Loss and Your Overall Health
The effects of hearing loss are like dominos — one thing sets off another, which sets off another. Hearing loss can cause fatigue because of the strain of trying to hear. This can lead to stress, which causes other health issues like headaches as well as sleeping and eating problems.
When the television is on mute, we disengage from the message; we are not getting the full effect of the story. This is an example of what happens when someone is affected by hearing loss. The psychological and social detriments of hearing loss are intertwined. Being unable to hear what's being laughed about or to keep up with the conversation can cause feelings of frustration, depression, and embarrassment. Relationship problems can also arise due to lack of communication and frustration between everyone involved.
Hearing Protection and Prevention
Hearing health is whole-body health. If you take preventive and educated measures when it comes to your health, you will be helping your hearing and vice versa.
Hearing protection is essential in reducing the risk of noise-induced hearing loss, which is the most common hearing loss. Wear earplugs when around loud noise — and not just at concerts but at sporting events, when hunting, or when working with power tools. Hearing protection comes in all kinds of forms to fit your lifestyle, budget, and unique needs. Ask your audiologist whether earmuffs, foam earplugs, or custom earplugs are best for you.
Prevention begins with being aware. Knowing the signs, symptoms, and causes of hearing loss will help you be attuned to hearing problems. The best way to do this is to get your hearing checked regularly. If something happens to your hearing, don't hesitate — get checked out right away by an audiologist. Hearing tests are an extremely easy, quick, and painless way to determine if you have hearing loss.
How's Your Hearing?
Get an idea of how a hearing impairment may be affecting your life by filling out the downloadable hearing checklist and score sheet. If you scored 10 or more points, it's time to get your hearing tested professionally. Contact us for a professional hearing exam.
Download: Hearing Checklist and Score Sheet http://www.hopkinsmedicine.org/hearing/hearing_loss/baseline_testing.html http://www.asha.org/public/hearing/Who-Should-be-Screened/ | <urn:uuid:19186920-9ab5-4db5-8aa1-b03a4a8449de> | CC-MAIN-2020-50 | https://16cs1jg7hauh9zg830pzhd14-wpengine.netdna-ssl.com/wp-content/uploads/sites/65/2017/03/16-03301-Internal_Audigy_May1-Blog-Post_02.pdf | 2020-11-25T22:13:06+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141184870.26/warc/CC-MAIN-20201125213038-20201126003038-00055.warc.gz | 169,744,054 | 765 | eng_Latn | eng_Latn | 0.998307 | eng_Latn | 0.9985 | [
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Chapter 1: Foundations Chapter 2: Sumer the First Postdiluvian Civilization
CHAPTER ONE
Mrs. Mueller 's definition of History:
- God's story of everything that has ever happened everywhere since time began up to this very moment!
Jesus is the focal point of all history - his birth, life, death, & resurrection
Two-fold Division of History:
- BC - Before Christ & AD - Anno Domini (in the year of our Lord)
Three-fold Division of History:
Earliest History
- Creation
Creation
-
Fall
Corruption
- Flood
Catastrophe
-
Tower of Babel
Confusion
Later...
Christ's Birth
Christ
Christ's Death & Resurrection
Cross
Christ Returns
Completion
Beginning of Nations & Governments
- A Nation is a large group of people who think of themselves as one and act as a single entity
- Government is an institution that has both authority & power to control, direct, and to rule in the actions and affairs of others
Flood to Tower of Babel...
- Noah's three sons - Shem, Ham, & Japheth settled in lower Mesopotamia (the Plain of Shinar / Sumer)
- Nimrod was descendant of Ham & builder of first world empire - planned to build Tower of Babel
- God confused their languages so they dispersed
People did not evolve. People changed because of the dispersion from Babel. Natural selection (not evolution) caused differences in skin tone & other features. "Racial" differences developed due to:
(1)Rapidly changing environment
(2)A small population
(3)Extensive in-breeding
Ham -
Sumerians remaining in Shinar
Egyptians
Minoans
Indus Valley Civilization
Australia & Melanesia & Micronesia
Shem-
China
Arabs
Jews
Arctic regions
Pacific Islands
Japheth-
Europe
Russia
Indian subcontinent
CHAPTER TWO
Fertile Crescent - The Cradle of Civilization - Mesopotamia - Plain of Shinar
- Fertile area between the Tigris & Euphrates Rivers
Sumer - the first post diluvian (post flood / post deluge) civilization
- Noah's people settled in Shinar after leaving the ark
Sumerians left us a legacy - List from a book most appropriately called History Begins at Sumer by Samuel Noah Kramer:
- invented the wheel
- first to have a system of writing - it's called cuneiform
- first to have place value in number system
- first to have a money economy (not coins, but used measurements of silver)
- First to have schools, schoolhouses, and textbooks
- first to have standardized weights and measures
- first to study grammar
- first to have mathematical tables - such as tables of square roots and cubed roots etc
- first to make maps
- first to have literature and poems
- first to pay taxes and have a tax system
- first to write laws (One of their early leaders Ur-Nammu wrote down the first code of laws!)
- first to produce pharmaceutical drugs (formula for soap and even aspirin have been found on cuneiform tablets!!!)
- first to have physicians
- first to produce a farmer's almanac - Weather predictions based on scientific data used by farmers to help them anticipate the precipitation and possible need for irrigation
- first to develop canals for irrigation as well as dams and dikes for flood control
- first to have libraries
- first to have animal fables (the Greeks actually got Aesop's Fables from the Sumerians!)
- First to produce a musical notation system based on the OCTAVE!
Sumer was organized into independent city-states
- Local governments that had more authority than our local governments today.
- Like mini-kingdoms within the bigger kingdom
The most famous city-state was called UR
- Ur is where Abraham and Sarah lived!!!!
Sumerian Chronology
- 1-Early Dynastic Age : from beginnings of Sumer to the invasion of Sargon of Akkad
- 2-Old Akkadian Period : from invasion of Sargon throughout his reign until his empire collapsed when his sons could not keep it together after his death
- 3-Third Dynasty of Ur : From the beginning of the reign of Ur-Nammu (who made Ur the center of Sumerian civilization) to the end of Sumerian Empire when Amorites and Elamites invaded
o It was during this time that Abraham and Sarah lived in Ur
o Big bustling city of 200,000 people. Did you imagine cities that big back in ancient times?
o Note that the wealthy homes in Ur had clay pipes for indoor plumbing!!! Advanced!!! These people were as intelligent and creative as we are in our time! We have not changed! These were NOT primitive people!!!
The SIX ELEMENTS OF CIVILIZATION:
(1) a specialized division of labor
(2)a written language
(3)a written code of laws
(4) an organized form of civil government
(5)development of arts & sciences
(6)mastery over the food supply | <urn:uuid:34a7d4a9-1f04-4fde-94b6-4b1a9abd06da> | CC-MAIN-2020-50 | https://www.mrsmuellersworld.com/uploads/1/3/0/5/13054185/_01_ch_1__2_foundations__sumer_outline.pdf | 2020-11-25T22:52:48+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141184870.26/warc/CC-MAIN-20201125213038-20201126003038-00054.warc.gz | 781,750,902 | 1,091 | eng_Latn | eng_Latn | 0.982285 | eng_Latn | 0.994227 | [
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A fast-growing, aggressive invasive weed, kudzu climbs up and over trees and other vegetation, starving other plants of needed sunlight.
Learn More:
Jody Shimp, Illinois Department of Natural Resources (618) 435-8138 firstname.lastname@example.org
NIWAW Information:
Gina Ramos, Bureau of Land Management (BLM) (202) 452-5084 email@example.com
Lee Van Wychen, Ph.D. National and Regional Weed Science Societies (202) 408-5388 lee.vanwychen@ weedscienceorgs.com
To learn from other success stories, visit www.weedcenter.org and www.nawma.org For more weeds information, visit www.blm.gov
INVASIVE WEED AWARENESS COALITION (IWAC)
Heading Kudzu Off At the Pass In Illinois
udzu has been called "the plant that ate the South." A fast-growing climbing vine that covers anything and everything in its path, kudzu kills trees and shrubs, destroys thousands of acres of native plants each year and continues to expand its territory northwest and westward.
The economic and wildlife impacts of kudzu in the South are well documented. It destroys habitat and recreation areas wherever it can establish a monoculture. Removing the vine is incredibly difficult, and requires coordinated control efforts across different vegetation types.
K
Challenge:
While the shorter growing season in the Midwest has kept the threat at bay, kudzu occurs in Illinois and has been found as far north as Chicago. Experts from around the state gathered to discuss the problem, and began working on solutions with researchers and officials in states with large infestations. The goal was to get kudzu out of Illinois and keep it out.
Solution:
Federal agencies, including the U.S. Forest Service, Fish and Wildlife Service and Natural Resources Conservation Service partnered with State Departments of Transportation, Agriculture and Natural Resources in 2002 to create a plan that would eradicate kudzu. The plan demonstrated the potential economic and wildlife impacts an unchecked kudzu infestation could have in Illinois. The weed was added to the State Noxious Weed list, an essential component of funding and statewide support for eradication programs. Private land owners were guided through wellresearched control initiatives, and infestations were mapped and tracked all over the state.
Experts from state and federal agencies, as well as neighboring states battling infestations, came together to work out a way to keep kudzu out of Illinois.
This unique and highly effective partnership has been hard at work since its formation to educate state and federal officials about the threat and help land owners get kudzu infestations under control and keep them that way. The group has gathered grants from the Fish and Wildlife Foundation's Pulling Together Initiative and the US Forest Service's State and Private Forestry Program.
R e s u l t s :
It is currently estimated that nearly 500 acres of kudzu can be found in Illinois, on the land of 133 different owners. Of those acres, 81 percent have a treatment program in place, and 109 of the land owners are receiving assistance from the Illinois Department of Natural Resources for their control efforts. The partnership continues to seek additional funding for control and monitoring, and preventing kudzu from gaining a further foothold in the Midwest. | <urn:uuid:582e1055-6116-4923-8516-2f3974485d7c> | CC-MAIN-2020-50 | https://wssa.net/wp-content/uploads/IL-Heading-Kudzu-off-at-the-pass-in-Illinois.pdf | 2020-11-25T22:45:25+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141184870.26/warc/CC-MAIN-20201125213038-20201126003038-00055.warc.gz | 547,968,675 | 704 | eng_Latn | eng_Latn | 0.993983 | eng_Latn | 0.993983 | [
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Aspiration
Creativity – problem solving
Key Questions
- What material is used to make this object?
- What are the physical properties of this material?
- How have these materials been grouped?
- What properties could you use to group these materials/objects?
- What is the best material for an umbrella? … for lining a dog basket? … for curtains? … for a bookshelf? … for a gymnast's leotard?'
Knowledge
- Materials are used to make objects.
- Wood, glass, plastic, metal, water and rock are all materials (talk through material as in fabric/cloth).
- Name objects and the materials they are made using.
- Things around us are made using different materials.
- Sort materials by properties – shiny/waterproof/bendy.
- Talk about materials when sorting them using vocabulary such as shiny/dull, floats/sinks.
- Say how to test properties of materials – e.g. put them in water to see if they float or sink.
Topic Specific Vocabulary
Material, brick, paper, fabrics, elastic, foil, wood, metal, plastic, objects, properties, similar, different, hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; see through/not see through, opaque/transparent; float/sink, group, sort, test, investigate, predict, results,
NC Subject content
- Distinguish between an object and the material from which it is made
- Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock
- Describe the simple physical properties of a variety of materials
- Compare and group together a variety of everyday materials on the basis of their simple physical properties
Subject Specific/Academic Vocabulary
This vocabulary should be explicitly taught in context. Other tier 2 words should also be explored as they are encountered.
Year 1
Year 2
Environment, evidence, method, normal, resources, select, similar, task
We are scientists
Audience: parents invited after school
Linked to DT – making puppets.
Data, evaluate, estimate, positive, research
Partnership with parents
Community – Linked to DT Puppet show for parents
Working Scientifically
Also covered in:
- asking simple questions and recognising that they can be answered in different ways
- performing simple tests
- identifying and classifying
- using their observations and ideas to suggest answers to questions
By the end of this unit, the children will be able to:
- distinguish objects from materials
- describe their properties
- identify and group everyday materials
- ask and answer simple questions about materials
- perform simple tests
Y2 - Uses of materials
Y4 – States of matter
Y5 – Properties and changes of materials | <urn:uuid:a782c7c4-aa2e-4416-bf7c-e487da511a45> | CC-MAIN-2020-50 | http://lynnfieldschool.org.uk/wp-content/uploads/2019/12/Y1-Autumn-Science-Everyday-Materials.pdf | 2020-11-25T22:27:27+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141184870.26/warc/CC-MAIN-20201125213038-20201126003038-00058.warc.gz | 61,264,144 | 581 | eng_Latn | eng_Latn | 0.992565 | eng_Latn | 0.992565 | [
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Framework components
Framework components
Each category and sub-category of the framework is made up of components. The explanations below set out what is meant by these components in the framework. They are intended to be indicative of the key principles and concepts relevant to each component and are not meant to be comprehensive.
1. Learning and the Learner
The following areas of knowledge and competence are grouped under the heading 'Learning and the Learner', and are important in that they provide a conceptual and theoretical basis on which teachers consciously or unconsciously develop their personal understandings of teaching and learning.
Learning theories; this refers to:
* general learning theories (i.e., constructivism, humanism, behaviourism, social-constructivism)
* concepts (such as multiple intelligences, motivation, scaffolding, experiential learning, higher-order thinking skills, meta-cognition, stages of cognitive development, etc.), and factors which affect these
* demonstration of practical application for language learning and teaching.
FLA and SLA; this refers to:
* theories of first (FLA) and second language learning (SLA)
* concepts (such as critical period, noticing, interlanguage, immersion, information processing, implicit/ explicit learning, comprehensible input, etc.)
* classroom SLA research findings (with regard to L1 transfer, corrective feedback, individual differences, similarities and differences between first language acquisition in an immersion environment and additional language acquisition in a classroom environment, etc.)
* demonstration of practical application for language learning and teaching.
Language-teaching methodologies; this refers to:
* approaches and methods for teaching language (i.e., communicative approach, task-based learning (TBL), audio-lingual, grammar-translation, etc.)
* concepts (such as explicit teaching, discovery learning, noticing, error correction, L1 interference)
* demonstration of practical application for language learning and teaching.
Understanding learners; this refers to:
* concepts such as learning preferences, multiple intelligences, learning strategies, special needs, affect
* differences in types of learners and teaching contexts (such as young learners vs. adults, monolingual vs. multilingual classes, large classes, beginners vs. advanced learners, mixed-ability classes, etc.)
* demonstration of practical application for language learning and teaching.
2. Teaching, Learning and Assessment
The following areas of knowledge and competence are each important in their own right, but have been grouped together under the six sub-categories within the overall heading 'Teaching, Learning and Assessment' for ease of reference. Teachers' abilities in these different aspects of teaching involve not only the practical application of knowledge (as expressed in category 1 above), but also familiarity with and practice in using a range of different teaching techniques.
2.1 Planning language learning
Lesson planning
; this refers to:
* key concepts and principles (i.e., identifying learner needs, setting aims, anticipating learners' difficulties, staging and timing, selecting appropriate activities/materials/resources and interaction patterns, sequencing of activities/lessons, learner differentiation, etc.)
* following/adapting appropriate templates for individual lessons and a series of lessons
* demonstration of practical application for language learning and teaching when planning and in class
* awareness of how effective teaching leads to learning
* learning to respond appropriately according to the flow of a lesson and learners' responses.
Course planning; this refers to:
* key organisational principles in course planning (i.e., needs analysis, setting objectives, sequencing, assessment, evaluation, etc.)
* the demonstration of practical application for language learning and teaching when planning a series of lessons and/or a whole course, including the ability to work creatively within the constraints of a prescribed syllabus.
2.2 Using language-learning resources and materials
Selecting, adapting, supplementing and using learning materials; this refers to:
* key principles for critically evaluating, selecting, adapting, supplementing and exploiting coursebook and supplementary materials
* the demonstration of how to apply these principles to a selected coursebook unit or set of learning materials for a specified context in order to achieve desired learning outcomes
* demonstrating the ability to improvise when certain learning materials, resources and technology are limited, unavailable or not working.
Using teaching aids; this refers to:
* core techniques for using the board, visuals, realia and audio/visual equipment, as well as techniques for teaching without such aids
* core techniques for using digital teaching aids (i.e., interactive whiteboards, PowerPoint, etc.)
* demonstration of the ability to use these techniques effectively in a specified context in order to engage and motivate learners.
Using digital resources; this refers to:
* familiarity with key concepts related to digital teaching/learning (i.e., blended learning, flipped classroom, etc.)
* core principles and techniques for selecting and using digital/online resources, where available, as a resource for learning (i.e., digital videos, podcasts, learning platforms such as Moodle, downloading tasks onto mobile devices, etc.)
* key practical skills (i.e., computer skills, typing, searching the internet, finding web-based materials, use of social media, etc.)
* demonstration of the ability to use some or all of these techniques and skills effectively in a specified context in order to achieve desired learning outcomes and promote learner autonomy, and the ability to improvise when such digital resources are unavailable or not working.
2.3 Managing language learning
Creating and maintaining a constructive learning environment; this refers to:
* key concepts and principles for learner-centred teaching, establishing rapport, classroom management, maintaining discipline (especially in large classes and/or with young learners), creating a positive learning environment, motivating, involving and engaging learners, keeping learners on task, ensuring a suitable pace, managing transitions between stages in a lesson, etc.
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Responding to learners; this refers to:
* key concepts and principles for teacher talk, wait time, question types (i.e., genuine/display, open/ closed), nominating, elicitation, use of L1, grouping of learners, oral feedback, interaction patterns (i.e., whole class, pair work, group work), etc.
* understanding of learner differences, preferences and difficulties
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Setting up and managing classroom activities; this refers to:
* key activity formats for starting and ending lessons (such as warmers, fillers, etc.)
* key principles for giving and checking instructions, demonstrating activities, giving preparation time before activities, grouping learners, monitoring and checking learning, encouraging interaction with and between learners, etc.
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Providing feedback on learner language; this refers to:
* key principles and techniques for providing positive and corrective feedback:
*° on learners' spoken language (i.e., teacher-led correction, learner self-correction, peer correction, reformulation, etc.)
*° on learners' written language (such as use of drafting, peer-checking, error codes, etc.)
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
(The ability to recognise these errors is covered in category 3 Language Ability below.)
2.4 Teaching language systems
Teaching vocabulary; this refers to:
* key principles and techniques for introducing and practising vocabulary (i.e., inductive/deductive presentation, creating a context, form/meaning/use, concept-checking, drilling, controlled/freer practice, recycling/revision, use of visuals, use of concordances, etc.)
* understanding of corpus linguistics and frequency, learning strategies (such as vocabulary journals, mnemonics, dictionary skills, etc.)
* concepts such as synonymy/antonymy/hyponymy, collocation, lexical phrases, etc.
* demonstration of practical application of all the above through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Teaching grammar; this refers to:
* key concepts, principles and techniques for introducing and practising grammar (i.e., inductive/ deductive presentation, creating a context, use of timelines, form/meaning/use, concept-checking, drilling, controlled/freer practice, recycling/revision, etc.)
* understanding of different lesson shapes (such as Presentation, Practice and Production (PPP), TestTeach-Test (TTT), Task-based Learning (TBL), etc.)
* key terms for describing grammar
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Teaching phonology; this refers to:
* key concepts, principles and techniques for raising awareness of and practising phonology, for the purposes of both listening and speaking, (i.e., sounds/phonemes of a chosen variety of English, use of phonemic script/chart, stress and weak forms, connected speech, intonation, etc.)
* key terminology for describing sounds (i.e., plosives/fricatives/bi-labials, etc.), stress (i.e., word and sentence stress, schwa, etc.), connected speech (i.e., liaison/juncture/intrusion, etc.), and intonation (i.e., rhythm, rising/falling intonation, etc.)
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Teaching discourse; this refers to:
* key concepts, principles and techniques for raising awareness of and practising discourse features (i.e., genre, coherence, cohesion, speech acts, turn-taking, etc.)
* key terminology (such as substitution, ellipsis, conjunction, etc.)
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
2.5 Teaching language skills
Teaching listening; this refers to:
* key concepts, principles and techniques used in teaching listening skills (such as top-down vs. bottom-up processing, genres and text types, pre-/while-/post-listening activities, sub-skills, strategies, etc.)
* understanding of different genres, types of listening texts and their purposes
* difficulties learners face
* ability to select appropriate texts
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Teaching speaking; this refers to:
* key concepts, principles and techniques used in teaching speaking skills (such as genres and text types, pre-/while-/post-speaking activities, sub-skills, strategies, etc.)
* key principles and techniques for correcting learners' spoken language (i.e., explicit/implicit techniques, teacher-led correction, learner self-correction, peer correction, reformulation, etc.)
* understanding of different genres, types of speaking and their purposes, levels of formality, differences between spoken and written English
* difficulties learners face
* ability to select appropriate models and tasks
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Teaching reading; this refers to:
* key concepts, principles and techniques used in teaching reading skills (such as top-down vs. bottom-up processing, genres and text types, pre-/while-/post-reading activities, sub-skills, strategies, etc.)
* understanding of different genres, types of reading texts and their purposes
* difficulties learners face
* ability to select appropriate texts
* dictionary skills (mono- and bi-lingual)
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
Teaching writing; this refers to:
* key concepts, principles and techniques used in teaching writing skills (such as genres and text types, pre-/while-/post-writing activities, sub-skills, strategies, etc.)
* key principles and techniques for supporting and giving feedback on learners' written language (i.e., process writing stages, peer-checking, drafting, use of error codes, etc.)
* understanding of different genres, types of writing and their purposes, differences between spoken and written English, levels of formality
* difficulties learners face
* ability to select appropriate models and tasks
* demonstration of practical application through a variety of appropriate teaching techniques in a specified context in order to achieve desired learning outcomes.
2.6 Assessing language learning
Assessment principles; this refers to:
* key concepts and principles (i.e., formative vs. summative assessment, validity and reliability of items, direct/indirect testing, etc.)
* terminology (such as multiple choice, impact, etc.)
* familiarity with a range of external examinations (such as Cambridge English: Preliminary, Cambridge English: First, IELTS, TOEFL, etc.)
* awareness of assessment types (such as progress, achievement, proficiency, etc., and their purposes) and tools for the classroom (i.e., classroom based, formal exams, quizzes, etc.)
* demonstrating the practical ability to select, design and implement appropriate assessment tools in a specified context in order to facilitate language learning.
Using assessment to inform learning; this refers to:
* familiarity with different kinds of assessment evidence (i.e., test results, homework, classroom performance, etc.) and different options available (such as feedback, consolidation, recycling, etc.) to help learners become more autonomous and develop better language learning strategies
* demonstrating the practical ability to effectively use assessment evidence to make appropriate planning decisions for individuals and groups of learners, in a specified context in order to facilitate language learning, both in class (assessing learning while it is happening) and after more formal assessment.
3. Language Ability
The following aspects of teacher language are grouped together under the heading 'Language Ability', and are important in that together they constitute teachers' ability to use English effectively and appropriately in their daily work. Language knowledge (such as knowledge of grammatical terminology) and language awareness (ability to analyse language) are dealt with separately under category 4 below.
Classroom language; this refers to:
* demonstrating the practical ability to fluently and accurately use classroom language (such as introducing the topic of the lesson, instructions for activities, classroom management, explaining language, helping learners with their learning problems in class, talking with learners about their progress, etc.), and to use such classroom language effectively for different classroom events and situations
* demonstrating the practical ability to respond to learners' output in class (whether answering learners' questions or correcting their utterances), in both planned situations as well as the ability to respond spontaneously to unexpected learner output during the lesson.
Language models; this refers to:
* demonstrating the practical ability to provide accurate examples of the language points being taught (such as model sentences), to highlight the form, meaning, use and pronunciation of the target language.
Recognising learner errors; this refers to:
* demonstrating the practical ability to identify errors made by learners both in the classroom and in written work done outside class; in other words being able to identify whether the learner's output is accurate or not in terms of form, meaning, use and pronunciation.
(The ability to respond appropriately to these errors is covered in sub-category 2.3 Managing Language Learning above).
Communicating with other professionals; this refers to:
* demonstrating the practical ability to interact in English with colleagues and other teaching professionals in a variety of contexts (such as the staffroom, staff meeting, lesson planning with teaching partners, workshops, seminars, conferences, etc.)
* demonstrating the practical ability to use language effectively when giving advice and making suggestions to other teachers, when meeting new teachers and talking about themselves, when presenting a task, when reflecting on and/or evaluating their lessons, and when participating in faceto-face and/or online discussions.
CEFR level: while a certain level of language proficiency is clearly required in order to teach language effectively, the minimum language level required of any teacher is likely to vary depending on the teaching context and language levels of the group of learners being taught. See CEFR levels 1 for guidance on language proficiency.
4. Language Knowledge and Awareness
The following areas of knowledge and competence, presented together under the heading 'Language Knowledge and Awareness', provide the linguistic basis on which teachers develop their personal understandings of teaching and learning, and also play a critical role in how teachers make sense of and facilitate learning in the classroom.
Language awareness; this refers to:
* the ability to analyse spoken and written language form, meaning and use at sentence, word and discourse level, when planning, teaching and marking learners' written work
* the awareness to be able to analyse classroom language used by the teacher and learners
* demonstrating the practical application of this ability and awareness for language learning and teaching when planning and in class.
Terminology for describing language; this refers to:
* key terms used to describe language form, meaning, use and phonology at sentence, word and discourse level
* demonstration of practical application for language learning and teaching when planning and in class.
Reference materials; this refers to:
* awareness of a range of relevant print and digital resources for researching language form, meaning, use and pronunciation
* demonstration of practical application for language learning and teaching when planning and for guiding learners both in class and outside class.
1cambridgeenglish.org/cefr
5. Professional Development and Values
The following areas of knowledge and competence are grouped under the heading 'Professional Development and Values', and are important in that they provide a link between teachers' existing knowledge and awareness (as expressed in categories 1, 'Learning and the Learner', 3, 'Language Ability', and 4, 'Language Knowledge and Awareness' above), their current ability to apply this knowledge and awareness in their classroom teaching (as expressed in category 2, 'Teaching, Learning and Assessment'), and their future aspirations, as well as providing a vehicle for improving teachers' classroom practice, their professional satisfaction and ultimately their students' learning.
Classroom observation; this refers to:
* different types of classroom observation (i.e., peer observation of and/or by a colleague, self-observation, observation of and/or by a more experienced teacher, mentor, trainer or manager)
* recognising their relative importance for one's professional development
* developing the habit of seeking opportunities for constructive feedback and learning, and of how to learn and develop from such feedback.
Reflecting on teaching and learning; this refers to:
* key issues and concepts related to teacher learning (such as critical reflection, reflective practice, experimental practice, teacher beliefs, meta-cognition, teacher expertise, etc.)
* reflecting on and questioning existing beliefs about teaching and learning (and exploring any beliefs which may conflict with good practice or with one's own teaching experiences, observations of learners, reading or learning on training courses)
* critically reflecting (and verbalising this reflection) on teaching
* developing the habit of regularly reflecting (during and after the lesson), and using these reflections as a basis for planning personal professional development activities
* recognising the importance of learner feedback and evaluation
* developing the habit of seeking regular feedback and acting on the results to ultimately improve student learning.
Planning own development; this refers to:
* awareness of a range of available professional development options and activities
* recognising the importance of identifying personal needs
* developing the habit of self-assessing one's development as a teacher related to one's career goals, and using this to select appropriate professional development activities (e.g., formal qualifications such as TKT, CELTA, DELTA, MA, etc., courses, workshops, conferences, webinars, observations, reading, etc.) and participating in them in an appropriate way in order to achieve one's own goals.
Teacher research; this refers to:
* key issues and concepts related to teacher research (i.e., action research, experimental teaching, reflective practice, classroom research, formal research)
* recognising ways in which engagement in teacher research (whether formal or informal) can improve teaching
* using this understanding to carry out small-scale informal teacher research with the aim of learning about and improving one's own teaching and/or that of other colleagues.
Teamwork and collaboration; this refers to:
* awareness of:
*° the importance of teamwork and collaboration in teachers' professional lives (teachers in many contexts often share classes and need to work together to plan lessons, exchange activities/ materials, etc.)
*° communication skills and interaction with others (teachers, learners, managers, clerical staff, etc.)
*° seeking support and guidance from others
*° providing support and guidance to other teachers where necessary
* using this understanding to foster effective teamwork and collaboration for the good of the individual, others and the school/institution.
Professional roles and responsibilities; this refers to:
* awareness of:
*° the professional, social and moral responsibilities of teachers in the modern world
*° issues related to educational/school management (i.e., the role of the teacher within a school/ educational institution, concepts such as professionalism and professional conduct, etc.)
*° opportunities within their school/institution (such as materials writer, tester, mentor, teacher trainer, senior teacher, head of department, manager, etc.), and within the wider profession (by, for example, attending conferences or joining professional organisations)
* using this understanding to contribute effectively to their school/institution and actively seeking and taking on responsibilities and roles according to their interests, skills and level of development.
cambridgeenglish.org/teaching-framework
Categories and components 10
We are Cambridge Assessment English. Part of the University of Cambridge, we help millions of people learn English and prove their skills to the world.
For us, learning English is more than just exams and grades. It's about having the confidence to communicate and access a lifetime of enriching experiences and opportunities.
With the right support, learning a language is an exhilarating journey. We're with you every step of the way.
Together we inspire learners to go further
Discover more:
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English
In English, we will be focussing on purpose and audience to create a variety of texts in response to what we listen to and read.
We will be ensuring we have an awareness of the reader when we are writing and will be thinking about how authors do this. Our comprehension skills will be practised whenever we are discussing texts as well as in separate reading comprehension lessons.
We will be revising and developing our understanding of SPAG concepts.
Reading across our curriculum this term
Titles include:
When the Stars Come Out Curiosity
Can we save the tiger?
Windrush child
Holy Trinity Rosehill CofE (VA) Primary School Year 5/6 Autumn Term
Autumn 2024
How can creation, science, history and geography help us to explore and understand our amazing world?
Maths
Religious Education
In Maths, we will be working on developing written and mental methods of addition, subtraction, multiplication and division. We will also be further developing our understanding of place value to 10,000,000 and extending our understanding of fractions. We will be continually practising and
As Theologists, we will be studying Creation and Fall, considering whether Creation and Science is conflicting or complementary.
We will also be looking at Incarnation and the reasons why Christians believe Jesus was the Messiah.
extending our arithmetic skills.
Y
E
A
R
F
I
V
E
A
N
D
S
I
X
2
0
2
4
Music
Through the topic of 'Living on a Prayer', we will develop our skills of listening and appraising, singing, playing, improvisation, composition and performance. We will consider how music can express our feelings.
Science
As Scientists, we will begin the term by investigating 'Earth and Space' and, for the second half term, 'Properties and Changes of Materials' will be our focus.
Art
Whilst studying still life drawings, we will experiment with different colour effects and be learning how to draw in the 3rd dimension.
D.T
As Designers, we will be focussing upon textiles. During the project, we will design and make a stuffed toy.
P.E
As active members of Year 5 and 6, we will be learning games skills to play basketball, looking at the importance and impact of keeping fit and learning dance techniques.
History
As Historians, we will be learning about Anglo Saxons and the Vikings, thinking about whether describing the Vikings as vicious raiders portrays them accurately?
Geography
As Geographers, we will be investigating trade links and economic activity finding out how goods and services are traded around the world.
Languages
As Linguists, we will be using spoken and written language through our topic of 'Presenting Ourselves' and then 'My home'.
Y
E
A
R
F
I
V
E
A
N
D
S
I
X
A
U
T
U
M
N
Computing
Our Behaviours for Learning
RSHE
As Computing Technologists, our programming topics are, 'Selection in Physical Computing' and 'Selection in Quizzes'.
Throughout this term, we will be developing our skills in these areas:
Across the autumn term, we will be focussing on friendships, families and bullying, through our topic of 'Families and Relationships'.
We will also be looking at Health and Wellbeing, including relaxation, the importance of rest, setting goals and dealing with failure.
Concentration Collaboration Independence and Resilience
Our School Values – How are we living out our school values in Year 5/6 this term?
We will show kindness to others as we begin our journey in Year 5/6.
We will help each other when trying new things and understanding how others might be feeling.
We will face new challenges together.
We will forgive and move on together, always thinking of others.
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WHAT'S INSIDE
"No one has ever become poor by giving." – Anne Frank
Dear ISCS Community
PRIMARY LETTER FROM MR PARRA
NEWS
PRIMARY NEWS
SECONDARY NEWS
SPORT & HOUSE POINTS
This week has seen our littlest learners embracing the importance of kindness, Secondary student helpers in our Primary classrooms, and our older students on a fantastic trip, exploring -through science - how we can change our world. The values our students have communicated this week are intrinsic to our school. In light of this, and considering how we can take this to the wider world, I would like to focus on the development of our NGO.
What is the NGO?
The NGO is a foundation, a different legal entity from ISCS, run by students and supported by the School, staff and families, with a specific social purpose or project.
What is the objective?
The goal of the NGO is to raise funds and to allocate them to the intended project. For example, we could reach out to help to build a school in a third world community. The goal of the NGO would be to raise funds and to use them to support the ongoing development of the school in that country and community.
How do students raise funds?
Usually, there are two ways. They use School events to sell things and raise money. They could also create a small business, allowing them to make a profit.
How do students get directly involved in a project?
Apart from supporting the project financially, students also support the project with practical work. Usually, they visit the project at some time during their time at school. This is typically a summer activity which is spent travelling and collaborating with local communities depending on the project.
And the outcome?
I have seen the tremendous positive impact of the development of a student-run NGO from past experiences, and how it helps students to develop their values and to forge a strong sense of global citizenship. It is experience that students can take away from school and use for their future endeavours, whether it be for further education applications, practical work experience, or life skills they can draw upon in an interview.
PRIMARY NEWS
PRE-K
GRADE K/1
This week we've read lots of stories about kindness. The children have been rewarded with stickers, dojos and house points for being kind to one another.
In Maths, they loved learning all about repeating patterns and ways to represent numbers from 1 to 5 through playing a great game - 'Number Bingo,' anyone? Ms McVeigh
GRADE 4/5
We've continued exploring division topic in Maths, looking at rounding remainders after dividing a number. Tricky stuff - but this has helped to embed the rapid recall of times tables. Well done, everyone!
Our report writing continues, this time focusing on Switzerland. We've been able to draw upon our own personal experiences from living here, as well as researching interesting things we didn't know before.
Mr Hawthorne
This week - alliteration in English! We had so much fun creating funny descriptions of farm animals using alliterative adjectives!
Maths saw us continue our journey with 'number bonds'. The aim is for us to fluently recall which two numbers go together to make 10/20. Some of us completed word problems to put this into a real life context!
We rounded off our farm topic with another visit to a local farm where we purchased some delicious free range eggs and made pancakes with them.
Miss MacMillan
GRADE 2/3
This week in Maths we learnt long subtraction with "carryovers"/regrouping. We loved exploring the topic, especially on the white board - practice makes perfect!
A Squash and a Squeeze! In English we've been paying special attention to detail, recognising incorrectly spelled words in context.
Art taught us about patterns and their symbolic meanings - the colourful, striking designs by Ndebele women of South Africa were a big focus, telling a story of identity through art and tradition. Mrs Boelle
SECONDARY NEWS
Secondary students lend a helping hand…
Grades 6, 7 and 9 have been visiting some Primary classes this week, helping the children with various activities.
Everyone was extremely engaged and we couldn't be prouder of their enthusiasm and the way they interacted with each other. You've got the job, guys!
AS and A Level Physics/Biology students take a trip to Bern…
Grade 11 and 12 Physics and Biology students headed to Bern on Thursday, where they toured the Ara Water Recycling Plant and the Einstein museum. Seeing science in action is a huge benefit to their studies. Impressive stuff! Dr Caracheo and Ms Predouli
SPORT AND HOUSE POINTS
Basketball Tournament
This week our Secondary Students started competing in the ISCS Basketball Tournament. No medals, no trophies this time - the students play for a celebratory Starbucks voucher that the winning team will receive next week before going on their October Break. So far, there's been a lot of motivation and great energy during break and lunch times!
PARENTS' ORGANISATION It's close for Red and Green this week! Yellow are off on a clear lead…can Bue House catch up?
And finally…
The teaching staff would like to thank our Parents' Organisation for their wonderful surprise yesterday in celebration of World Teachers' Day on Thursday. You made us feel very appreciated with your generous treats! | <urn:uuid:54d873fe-46f5-458a-97e6-06872354db12> | CC-MAIN-2020-50 | https://iscs-zug.ch/wp-content/uploads/2020/10/Newsletter-Friday-9th-October.pdf | 2020-11-25T21:37:02+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141184870.26/warc/CC-MAIN-20201125213038-20201126003038-00059.warc.gz | 342,878,439 | 1,098 | eng_Latn | eng_Latn | 0.998803 | eng_Latn | 0.999022 | [
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Strategies for Financial Inclusion
Findings from Talking Circles with Members of the Latino Community
M A Y 2 0 1 5
Prepared by: Ryan Evans Thalia Hall Ellen Shelton
Wilder
Research
Information. Insight. Impact.
Study purpose and methods
In February 2014, ECHO Minnesota (Emergency, Community, Health, and Outreach) and tpt (Twin Cities Public Television) contracted with Wilder Research to learn ways of promoting increased mainstream financial service usage among four cultural communities: African American, Hmong, Latino, and Somali. In addition, ECHO and tpt identified the "1.5 generation" as a focus area for this study. The 1.5 generation refers to people who immigrated to the U.S. from another country before or during their early teens and typically use their bilingual skills to serve as liaisons for family and friends. ECHO is a Saint Paul based organization that partners with health, safety, and media organizations to help diverse communities, including immigrants and refugees, access the resources they need regarding health, safety, civic engagement, and emergency readiness.
Wilder Research conducted a literature review which included 28 articles that focused on the financial perceptions and practices of the cultural communities included in the study. The literature review resulted in two reports – one focused on minority and immigrant communities, the other on Islamic banking. Please contact Thalia Hall at (651) 280-2692 or email@example.com for access to either report.
Two talking circles with each cultural community (a total of 10 groups) were conducted in Minneapolis and Saint Paul in March and April 2014 to help us learn more about barriers and challenges that members of these communities have experienced when using banks. Using the literature review, questions for the talking circles were developed in collaboration with ECHO staff and their partners.
Talking circle participants were asked to anonymously complete a brief demographic survey at the beginning of each meeting. Included in the survey were some questions to learn about participants current banking experiences, and the kinds of financial products and services they had ever used. The number of community members who attended the talking circles and completed the demographic survey varied. The demographic tables reflect this variance by displaying the sample size for individual questions in parentheses in the table heading. For detailed demographic tables, please see the Appendix.
This report summarizes findings from two talking circles with 29 members of the Latino community. Talking circles lasted roughly 1.5 hours and were conducted in Spanish. The conversations were audio recorded, which supplemented notes taken during the talking circles. At the end of each talking circle, each participant received a $20 Target gift card to thank them for their participation.
Findings from talking circles
Findings from talking circles with 29 participants who identified as Latino are grouped into four main categories:
Learning about banking and money management
Perceptions of financial institutions and whether banking personnel understand the needs of the Latino community
Financial services and products used and perceptions of those services and products
Suggestions for increasing financial education among the Latino community
Learning about banking and money management
Eight participants learned about banking and money management from parents or other family members, and one participant learned about banking and money management in school. Regarding skills or lessons learned about money management from parents or other family members, four participants mentioned saving money, two mentioned learning the value of money by working, and one participant mentioned budgeting.
My parents told me that I have to save. They always told me to save because there might be a time when I don't have anything – when I lose my job or something. That's what happened to me. I lost my job, but I saved, so I still have some money to live on.
You have to work and you have to know about money. When we were young, we started working, and we needed to learn about money.
Perceptions of financial institutions
Participants also mentioned perceptions of financial institutions learned from parents or other family members, including that banks are dishonest (3 participants), an attitude which participants mentioned is influenced by their parents' and grandparents' experiences with theft and fraud from banks in their country of origin. Participants also learned from their parents or other relatives that banks are a safe place to store money (3 participants) and banks can help customers make large purchases (2 participants).
In our home countries, there are many scams especially when you have a savings account. The savings accounts are where they scam you; the bank uses that money to make loans. There is a lot of fraud in our home countries' banks.
I learned that money is safer in a bank than in your home, because there's a lot of crime. You can't be sure if you have it under your mattress. Anything can happen, and you know that if it's in a bank, if something happens, if the bank gets robbed, it'll be safe.
From my family members or on my own. They taught me that a bank can help you too. The bank can help you get a loan when you want to make an investment.
When asked if they felt banks understand the needs of the Latino community, four participants commented that banks and financial institutions do not know their community's needs. Four participants noted that they don't trust banks due to not receiving adequate notification of when or why bank personnel charged additional fees, or not receiving thorough explanations of financial agreements from bank personnel. In addition, three participants stated that banks rarely act on behalf of the customer – and rather seek to generate profit.
A few years ago they said you could do bank transfers online or on the phone. They charged me $150! I said, "How did this happen?" It was the phone transfer! That frustrated me because no one had told me about it.
Let us know what they're charging. Let us know about the monthly plan.
If you have a personal account and you don't use the debit card at least 10 times in a month, they charge you $10. That's what's unfair to me. I feel like it's a rip-off because all of a sudden, they take out 10 or 15 dollars from your bank account and you don't know why until you go to the bank. What happened to me is that a few months went by until I noticed and I lost $50.
Not even one bank facilitates the gain, wealth, or profit of the people. They don't make it possible or easy for people to get ahead.
Two participants mentioned that they trust banks, and participants offered some suggestion for ways for banks to build trust with Latino customers such as more thorough communication and appropriate language use (2 participants), and focus on developing relationships with Latino customers (1 participant).
The most important thing is the language they use. Even though they come in Spanish, the terms of the bank are complicated for most people. In your own language, it's hard to understand. In another language it's going to be even harder. They need to use clear language.
I think that there should be one person from the bank to have a relationship with the client so the client knows what's going on with their bank.
Financial services and products used
Participants have used a variety of financial services and products from banks and financial institutions with the most popular being bank accounts, ATMs and credit and debit cards that serve their everyday or most immediate needs (Figure 1).
1. Services and products used by talking circle participants (N=24)
Note: N=24 represents the total number of participants who answered this question. See Appendix.
Even though some participants learned to distrust banks in their home country or in the U.S., there are those who feel that the bank is the best place for their money (7 participants). They expressed that it is easy to open a bank account, it is a safe option for their money, and banks can help with loans and investments.
My family members taught me that a bank can help you - can guide you to distribute the money better. The bank can help you get a loan when you want to make an investment.
Alternatively, there are aspects of banking that were initially unfamiliar to participants and created some challenges to their overall banking experience. Nine participants mentioned fees or charges associated with savings and checking accounts as negatives of opening and using those accounts.
If I put a check in from work, it doesn't become available for three days. In those three days, they're going to charge me three times because my limit is below what I need.
The most often cited challenge of banking was not being well-informed by bank staff about changes to or characteristics of individual accounts (4 participants). One person offered the importance of "informing yourself well when you open an account; look into what they (bank staff) are saying."
I had a debit card, went to a store and wanted to use it, and they denied me. I called my bank and they told me that they cancelled my card because someone else tried to use it. They didn't let me know about it and that really annoyed me.
I think the information we get – and maybe we're not asking the right things – is a problem. When I opened a checking account, they told me I had to have $1,500 and if I didn't have [more] than that, I wouldn't have a problem. But the problem is that this always happens to us – we have problems. We lose our jobs, for example, and we're not going to have $1,500. And then the bank takes advantage of us.
In addition, seven participants mentioned identification issues as a challenge for the Latino community regarding mainstream financial services. In particular, two participants mentioned banks refusing to accept a matricula consular (an identification document from the Mexican government) to open an account or to withdraw funds from an existing account. Moreover, five participants noted difficulties in debit card usage – specifically noting instances when a cashier requests a Minnesota driver's license or other U.S. identification when participants use a debit card. One participant mentioned that their debit card has a picture of them, which they feel should obviate requests for state-issued IDs from cashiers.
The problem isn't asking for the ID because everyone benefits from them asking for the ID, but rather the banks should give more options for Latinos.
In the bank, they ask for different identifications. If someone doesn't have one from Mexico, they only want the consular. Other banks asked for three: our passport, our license plate number, and the Mexican identification.
What's the point of having a bank account if they're not going to let you use your card because they're going to ask you for your ID? It's not logical.
Regarding the differences in how men and women spend money or interact with banks, participants concluded that it varies by an individual's circumstances. However, three participants mentioned that older Latino people save their money more often and more consistently than younger Latinos.
I think older people have more experience in life than young people. They know how to save more. Young people spend what they have. That's what's happened to me. I think that older people save more because they know more.
Credit
Twelve participants mentioned that they have experienced barriers when applying for credit. Some applications were successful, while others were not. Some participants said that their challenges came from having too many credit cards, and getting behind in or not making their payments, resulting in a low credit score. Two participants described how they built credit with the help of the bank because they did not initially qualify. Other participants offered a number of suggestions regarding how banks might assist Latino customers who are in debt or who are applying for credit. Three participants suggested spending more time educating Latino customers regarding how credit operates. In addition, another participant suggested limiting the amount of credit that customers may receive.
Many people, including myself, at the beginning don't know how to use a card. You buy everything you see; it's easy to buy everything. There will be a cost later on. It's hard. Almost nobody knows how to do it.
There are security cards for people who have little credit or no credit. You put on the card the amount that you want, and in one year, you show the bank that you can manage the money, that you can pay on time, and supposedly they'll graduate you to a real credit card.
Lending circles 1
Participants described a lending circle (or tanda) as an informal way for people to save money to draw on for emergencies or other needs without paying interest. Two participants expressed positive attitudes towards lending circles, while four participants reported negative experiences. One person mentioned that this practice may be more common in Mexico. Additionally, a participant in one group suggested that a bank might facilitate a lending circle among its customers, which resulted in laughter from other participants in the group. This may indicate that participants in this group view lending circles as a strictly informal financial activity.
I received the tanda but it wasn't two months later that it disappeared. People use it for the casino. They take advantage of the situation.
My brother had an experience where he gave them his money, but it didn't turn out well. I organized a tanda. It's a lot like sharing money with people. It never had problems. It worked because there were people I trusted.
1 Lending circles refer to the practice of lending money to relatives, friends, or otherwise unrelated individuals without going through a traditional financial intermediary such as a bank or other traditional financial institution.
Owning a home
Four participants thought it was important to own a home, and two participants said that it's easy to receive a mortgage.
I have a house. It's very good. It's very important. It's the first investment I've made and the best that I've made.
If you have credit and a job, it's easy. If you don't have those things, then it's hard. If you have people who can put you on a good path, it's easy to get a house.
However, some participants also mentioned some difficulties and negative experiences associated with owning a home including: experiences with fraud or home buying scams (2 participants), the challenge of deciding to purchase a home with uncertain plans for residing in the U.S. (1 participant), and the difficulties of applying for a mortgage when not legally residing in the U.S. (1 participant).
Buying a home is a good investment, but I've had some bad experiences. I came to live here five years ago. Someone was going to sell me a house but it turned out they had tricked me. I paid $280,000 in cash. I had a very bad experience.
I think buying a home is good, but it's very difficult for some Hispanics because if you're not legal in this country, they can deport you and take your house.
Suggestions for increasing financial education
All participants agreed that financial education for Latino youth is important. Participants suggested the following topic areas for financial education curriculum: money management in general (4 participants), credit (3 participants), savings (3 participants), checking (1 participant), starting a business (1 participant), and investing (1 participant).
I teach young people. They have trouble knowing how to save money. They need to know not to spend if you don't need to! You never know when you're going to die. So save money in an account. Think of tomorrow, five years from now; start a business.
I think it would be good if the young people start buying things and they're responsible for buying them in payments – this helps their record. They're going to continue earning, they're going to be able to save, and their credit score will start increasing.
I did financial education with one of my kids. We gave him an account, and we opened a savings and checking account. In a month, he spent $500! Then he had no more money. So the account should be limited. … They need a more intelligent way of knowing how to spend money. Just spending on what you need – not what you want.
Summary and recommendations
Talking circle participants mentioned a number of challenges and barriers to increasing their and other Latinos' engagement in mainstream financial services. Most notably, identification issues for Latino immigrants living in the U.S. – both legally and illegally – are a major barrier for many members of the Latino community, both when applying for financial products and services (such as credit or loans) and when using financial services after a successful application (such as a cashier requesting a state-issued ID with debit card use). Participants also mentioned the inconvenience of fees associated with savings or checking accounts as well as some negative experiences with applying for mortgages or home buying scams.
Wilder Research offers the following recommendations to more effectively engage members of the Latino community in mainstream financial practices:
Change or create products and services to accommodate non-U.S. identification or non-citizen status. The primary barrier that talking circle participants mentioned to using mainstream financial services focused on 1) lacking U.S. identification, and 2) not being U.S. citizens. Financial institutions or banks that offer products that accommodate customers who do not have U.S. identification or those who are not U.S. citizens may more successfully engage the Latino community.
Educate bank staff. In addition to changing or creating products and services that accommodate customers without U.S. identification or who are not U.S. citizens, bank staff (and especially frontline or customer service staff) will need training on the policies and procedures relating to these products and services. In addition, education of bank staff regarding the challenges and experiences of customers with varied legal statuses – and how to appropriately offer financial services and products to such customers – might be beneficial.
Trans create bank materials. Participants said that even though bank materials are translated into Spanish, financial information or terms are still often misunderstood within the Latino community. In addition to translating existing materials, Wilder Research recommends trans creating materials, services, and products to more adequately and appropriately serve the Latino community. Trans creation refers to the process (which includes but is not limited to translation) of altering or creating new products and services that are appropriate and responsive to a person's culture and current life circumstances.
It should be noted that a literature review focusing on financial services and products used by Latino immigrants indicated high remittance service usage among the Latino community. However, only one participant mentioned in either talking circle remittance services. Additional research focused on remittance-sending practices of the Latino community may be necessary for banks to more adequately assess and respond to customers' remittance-sending needs.
Appendix
Demographic tables for talking circle participants
It should be noted that the number of community members who attended the talking circles and those who answered individual questions on the demographic survey varied. This is the result of some community members who chose not to or missed the opportunity to complete a survey, but still participated in the talking circle conversation. There were also some attendees who did not participate in the conversation but they completed a survey. The demographic tables reflect this variance by displaying the sample size for individual questions in parentheses in the table heading.
A1. Ages of talking circle participants (N=25)
A2. Gender of talking circle participants (N=29)
A3. Level of education of talking circle participants (N=24)
Number of participants
Percent
A4. Employment rate of talking circle participants (N=26)
Number of participants
Percent
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Music development plan summary: Kesteven and Sleaford High School
Overview
This is a summary of how our school delivers music education to all our pupils across three areas – curriculum music, co-curricular provision and musical experiences – and what changes we are planning in future years. This information is to help pupils and parents or carers understand what our school offers and who we work with to support our pupils' music education.
Part A: Curriculum music
This is about what we teach in lesson time, how much time is spent teaching music and any music qualifications or awards that pupils can achieve.
At Kesteven and Sleaford High School pupils in Key Stage Three participate in timetabled curriculum lessons for one hour a week. At Key Stage Four students opting to study Music at GCSE level receive 5 hours a fortnight of specialist Music teaching.
Students focus on developing their theoretical, historical and contextual knowledge through practical application. They develop their performance skills through regular rehearsal, and they are encouraged to perform to their peers. Compositional technique is developed, and students are encouraged to analyse their performance pieces to gain further understanding of how to form a successful composition.
At the High School, we pride ourselves on our Quality First Teaching focus and these strategies can be found in the Music Department. We have shared teaching and learning protocols within the department, which encourage consistency across the team. Our curriculum is ambitious and challenging and has been designed to
continually build on previous knowledge whist engendering a lifelong love of Music in our students.
Adaptive teaching strategies are in place to ensure a curriculum that is accessible for all, and we pride ourselves on promoting a growth mindset to students, encouraging them to find their inner musician and to be more resilient towards making mistakes in performance in particular as they build their fluency.
Our curriculum has been shaped taking in to consideration the prior knowledge children should have when joining us in Year Seven, building towards knowledge students need when taking GCSE Music. We aim to build on the four areas highlighted by the Model Music Curriculum (2021) through the application of singing, listening, composing and performing.
We have over 40 feeder primary schools and the musical experiences of students joining us is varied. It is therefore important that at the beginning of year seven we gain an understanding of the skillsets of the students joining us. We complete a series of baseline listening assessments and we make a note of any previous experience they have and current instrumental/vocal tuition they are receiving, alongside any gradings they have completed.
The learning journey takes students through a wide variety of different musical styles and offer students the opportunity to think about historical and contextual influences on the varying genres. We promote cultural diversity, and we welcome differing opinions, encouraging students to display British Values as they show mutual respect, individual liberty and tolerance.
We are fortunate that we provide each student with their own individual keyboard to rehearse on in class as we develop their 2-hand technique on piano. Encouraging students to perform a bass line and melody, or chords and melody. Students who are instrumentalists are able to use music technology to record their own accompaniment and perform over the top on their own instrument. For example, a flautist would be able to learn the piano part and record it and then use that as a backing track to perform the melody over the top on their flute.
Having each student working independently on their own keyboard means students can work at their own pace and make realistic progress in line with their own ability. We do not however, want to only focus on students' ability to perform as a soloist, we also encourage ensemble performance. In Year eight, for example, students work on piano duets in the 'Classical Period' topic. In Year nine, during the 'Music through the decades' topic students form ensembles to perform their own choice pieces.
Students are encouraged to perform in class, and we have clear expectations about 'audience behaviour' during these performances. We reward students for going out of their comfort zone and as part of the whole-school initiative on Growth Mindset and rewards we regularly recognise students' successes, no matter how small.
Students can choose to study music at GCSE, BTEC and A Level. Through the peripatetic service provided through the school and Lincolnshire Music Service, students can also take graded examinations in both performance and theory.
Part B: Co-curricular music
This is about opportunities for pupils to sing and play music, outside of lesson time, including choirs, ensembles and bands, and how pupils can make progress in music beyond the core curriculum.
Students have the opportunity to take instrumental and vocal lessons through our peripatetic offer. We have a variety of lessons available across the week and these are taught as one-to-one lessons.
However, our private tutors often form duets and small ensembles with their students to enhance student's ensemble skills.
There are many ensemble groups to get involved in within school, over the academic year these will include the School Band, Wind Ensemble, Flute Group, Samba Band, Chamber Choirs, School Choir, Junior Choir, Guitar Ensemble and Student-led bands.
Our ensembles are fully inclusive and are not audition based. We like to encourage our older students to take the lead, and we are always delighted to see our more experienced students arranging music for ensembles, supporting our younger students and conducting.
Many students like to visit the department at breaks and lunchtimes, and we offer rehearsal space for as many students as we can.
Some of our musicians are involved in the Cathedral Choirs, National Youth Orchestra, National Youth Choir, Lincolnshire Youth Orchestra, Lincolnshire Youth Wind Orchestra and other local ensembles.
Part C: Musical experiences
This is about all the other musical events and opportunities that we organise, such as singing in assembly, concerts and shows, and trips to professional concerts.
In- School Performances
Students are invited to perform in our weekly assemblies, they are encouraged to select a piece which fits the whole school PSHE theme of the week, this gets students
thinking about the meaning of the pieces of music they are performing and encourages students to consider the context of their performance.
We have regular performance opportunities through our concert programme. Students can take part in formal events, such as prize-giving and our whole-school Carol Service in our local church St. Denys', more relaxed performances such as our department soirees and concerts and also our large-scale concerts which take place in the hall with a larger audience. Our concerts are well attended, and families enjoy the opportunity to see their young person take to the stage.
We also work collaboratively within the school putting on bi-annual musicals. This year, we are performing 'Mary Poppins Jr'. This musical will involve input from The Drama, Music and Art departments, as well as support from members of staff in other areas of the school. It is an opportunity for students to showcase their talents and involves students from year seven through to year thirteen.
GCSE opportunities
GCSE students take part in an annual event called Voiceit, which is run by the Lincolnshire Music Service. The day involves students taking part in a variety of different workshops, which are run by local musicians and people within the industry. This is a very popular day, and students collaborate with other young people from schools around Lincolnshire.
We also take our GCSE students to see a musical, usually this is Wicked as 'Defying Gravity' is one of the GCSE set works.
Within the Trust
We work collaboratively with Carre's Grammar School and our students have the opportunity to perform with other young people within the trust. This connection also offers the chance for the teachers to share ideas and to create larger ensembles, which builds the skill sets of members of each department as they rehearse with more musicians and a wider range of abilities and instruments.
Instrumental musicians also have the opportunity to take part in the Giant Orchestra Day, held at Carre's Grammar School. This day is supported by Lincolnshire Music Service and students work on several pieces across the day before performing them in an afternoon concert to visitors and parents.
Opportunities this year
We are also hoping to build our relationship with the Band of the Royal Air Force College at RAF Cranwell.
Our GCSE students are also looking forward to continuing work with local musicians, who are providing workshops to further their musical understanding.
Pricing and PP
Our smaller events are often free or donation, our larger events are ticketed. Students receiving pupil premium are eligible for subsidised tickets.
In the future
This is about what the school is planning for subsequent years.
As a department we would like to ensure that every pupil has access to as many musical opportunities as possible and we would like to encourage students to attend concerts and events. It would be an ambition to get more local musicians into the school to perform for our young people and to encourage their understanding of life as a musician and in the industry.
Music isn't just about being a performer; it encompasses a wide variety of opportunities. We try to promote careers within our learning, and we can continue to build on this.
More use of Music Technology in our lessons would be beneficial to students and we would like to encourage students to explore the variety of free software available to them at home.
Further information (optional)
Students may wish to take part in the opportunities provided by Lincolnshire Music Service. They run Music Centres in Sleaford and several other areas across the county. | <urn:uuid:81be407d-c50e-426a-9030-b9f5954b3917> | CC-MAIN-2024-46 | https://www.kshs.uk/_site/data/files/documents/cirriculum/music/5221373EAA0B4A40594C52F93D2D7BA1.pdf | 2024-11-03T00:30:43+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027768.43/warc/CC-MAIN-20241102231001-20241103021001-00854.warc.gz | 797,923,811 | 1,924 | eng_Latn | eng_Latn | 0.998944 | eng_Latn | 0.998962 | [
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TRANSFORMATION OF INDIAN ECONOMY UNDER COLONIAL RULE: SELF SUFFICIANCY TO DEPENDENCY
Dr. G C Sadashivappa. Assistant Professor, Dept of History. Govt First Grade College Davangere. Karnataka.
ABSTRACT
"India was known for its richness and prosperity right from post and early Christian era. The records left by the western and eastern travellers compel us to believe this fact. The annals of Indian history tells us that, Indian dominated in world economic structure right from ancient period to early modern age. Her in this article we are trying to prove that the Indian economy was self sufficient and most developed compare to the rest of the world in ancient and medieval age. Different racial group of people got attracted to its economic prosperity migrated and settled here permanently. If we see the nature of foreign invasions, all most all invaders invaded India as foreigner, as time pass on they became more Indian then Indian themselves. It was because of this racial group of people India became most prominent economic power in international scenario and maintains it for long duration of time. In mid of the 18 th century AD the British East India Company able to defeat the Indian ruler in Carnatic wars, battle of Plassey and Buxar. At the same time when this contest was going on in India, England was passing through the industrial revolution in eighteenth century AD. The mode of production change from manual to machine production and cost of production became cheap. Even after this change in mode of production, still Indian manufactured goods had good demand in rest of world. Using state machinery the British parliment and East India Company devised a strategy to curb the market supremacy of the India. The mercantile policy of west converted Indian industrial oriented Indian economy to agriculture economy. Under British India became most undeveloped country in the world. Our effort is to prove that it was not Indian inefficiency, but the oppressive industrial and economic exploitative policy of British makes India, most impoverish country in the world. The arguments are based on the exploitative nature of British, gradual decay and transformation of Indian economy from self sufficiency to dependency. Details reference of scholars like RC Dutt, R. K. Mukherjje, Judanad Sarkar, Dadabhai Nouroji, C Wilson Meghnad Desai, Daniel R. Headrick and other online sources are used in this article."
Key words: self-sufficient, economic prosperity, industrial policy, Indian cottage and small scale industries, export and import, developed and under developed.
TRANSFORMATION OF INDIAN ECONOMY IN 18, 19 TH CENTURY:
India was known for its richness and prosperity right from post and early Christian era. The records left by the western and eastern travellers compel us to believe this fact. For this reason only India attracted different racial people to come and settled in India. We know from the annals of history that the central Asian tribal people invaded India and settled here most probably due to it rich grazing ground, forest resources, fertile agricultural land and easy availability of water. Though they were foreigner's to this land, they settled here and lost their connections with original home land. They contributed richly to this great nation in form of Vedic civilization. It was because of this great race the sixteen Janapadas got its inception in India. Then comes the turn of Persian people due to the geographical reasons, they did not lost complete connection with their homeland, they too contributed to enrich this great nation. They never tried to demolish the basic structure of our nation. Like this many other foreigners's like Greeks. Kusanas, Sakas, Parthians invaded India, later this racial people became Indian in colour and blood. Because of this people, Indians able to got the idea of empire, administrative system, and new initiations in the economy. India became the trading hub of entire world, the Roman Empire, the Persian Empire and the Chines Empire gave first preference to develop trading contact with India. In 8 th century AD, motivated with their new religion Islam, Arabs invaded India and able establish their political hold over Sindh and Punjab regions of India and ruled for about three hundred years. Later the Slave dynastic rule established as a result of Mohammad Ghori invasion. The Islamic rule continued up to Aurangzeb period of Mughal dynasty with at most grip over all affairs of Indian society and economy. The last race to invade India was the Europeans.
All the above said races except Europeans became Indian in race and culture in some cases, they converted in more Indians then the native Indians. They never tried to completely demolish the Indian system. But the European particularly the English people taking advantage of political anarchy of India after dismemberment of Mughal Empire in mid of 18 th century AD. The British East India Company after the Carnatic wars, battle of Plassey and Buxar, became the master of Bengal, Bihar and Orrisa in 1765 A D. From 1765 to 1900 India transform into most backward country, from most developed country in the world economic structure. It was mainly because in 18 th century AD, Industrial revolution makes England capable to produce machine made product. Due to political instability the Indian cottage and small scale industries of Bengal and south India were not able to upgrade their mode of production. Beside this the British followed oppressive economic policy with regards to Indian industrial structure. Here in this article, I am trying to argue how the revenue and industrial policy ruin the economic structure of India. Once this great nation known for its finished product export to the rest of the world, due the British policies it became exporter of raw material to the English industries in England.
Objectives of the study:
1. Observation of Indian indigenous economic system.
2. Influence of Muslim economic system on Indian economy.
3. Study of the nature of British trade system with Indians.
4. Development of Indian production sector in various fields.
5. Comparison of colonial and post-colonial Indian economy.
THE ECONOMIC STATUS OF INDIA UNDER MUGHALS AND ITS TRANSFORMATION DURING BRITISH:
Based on available records the Indian economy under Mughal was most flourished economy in the world. The agriculture, trade and commerce and the standard of life of the Indians were much better then rest of the world. During the Mughal period (1526–1858 A D) in the 16th century, the gross domestic product of India was estimated at about 25.1% of the world economy. By the late 17th century the Mughal Empire was as its peak and had expanded to include almost 90 per cent of South Asia, and enforced a uniform customs and taxadministration system. In 1700 A D the exchequer of the emperor Aurangzeb reported annual revenue of more than £100 million. In the 18th century, Mughals were replaced by the Marathas as the dominant power in much of India, while the other small regional kingdoms who were mostly late Mughal tributaries such as the Nawabs in the north and the Nizams in the south, declared an autonomy. However the efficient Mughal tax administration system was left largely intact. By this time India had fallen from the top rank to become the second-largest economy in the world. A devastating famine broke out in the eastern coast in early 1770s killing 5 percent of the national population.
After gaining the right to collect revenue in Bengal in 1765, the East India Company largely ceased importing gold and silver, which it had hitherto used to pay for goods shipped back to Britain. In addition as under Mughal rule land revenue collected in the Bengal Presidency helped finance the Company's wars in other part of India. Consequently in the period 1760–1800, Bengal's money supply was greatly diminished, furthermore the closing of some local mints and close supervision of the rest, the fixing of exchange rates and the standardization of coinage, paradoxically added to the economic downturn. During the period 1780–1860 India changed from being an exporter of processed goods for which it received payment in billion, to being an exporter of raw materials and a buyer of manufactured goods. More specifically in the 1750s mostly fine cotton and silk was exported from India to markets in Europe, Asia, and Africa by the second quarter of the 19th century, raw materials which chiefly consisted of raw cotton, opium, and indigo accounted for most of India's exports. Also from the late 18th century British cotton mill industry began to lobby the government to both tax Indian imports and allow them access to markets in India. Starting in the 1830s, British textiles began to appear in and soon to inundate the Indian markets with the value of the textile imports growing from £5.2 million 1850 to £18.4 million in 1896. The British colonial rule created an institutional environment that stabilized law and order to a large extent. The British foreign policies however stifled the trade with rest of the world. They created a well-developed system of railways, telegraphs and a modern legal system. The infrastructure the British created was mainly geared towards the exploitation of resources in the world and totally stagnant with industrial development stalled, agriculture unable to feed a rapidly accelerating population. They were subject to frequent famines had one of the world's lowest life expectancies, suffered from pervasive malnutrition and were largely illiterate.
British economist Angus Maddison argues that India's share of the world income went from 27% in
1700 (compared to Europe's share of 23%) to 3% in 1950. Modern economic historians have blamed the colonial rule for the dismal state of India's economy, investment in Indian industries was limited since it was a colony. The railway lines were developed only to help the exploitation of Indian resources only. India provides an example of the British Empire pouring its money and expertise into a very well built system designed for military purposes after the Mutiny of 1857 and with the hope that it would stimulate industry. The system was overbuilt and too expensive for the small amount of freight traffic it carried. However it did capture the imagination of the Indians, who saw their railways as the symbol of an industrial modernity but one that was not realised until after Independence. Christensen (1996) looks at of colonial purpose local needs, capital, service and private-versus-public interests. The agricultural policy of British in form Permanent Land Revenue system, Ryotari system and Mahalwari again ruin the very traditional structure of Indian agriculture land ownership. Here they try to disown the welfare of farmers and made commitment with few Indians to collect tax from people. Their policy was just to get permanent sources of revenue to wage wars against the native Indians. According to Mishra and Puri "Due to defective land tenure system virtually no investment was made in agriculture and the farm technology remained backward. Moreover the size of holdings and the system of distribution of agricultural produce went against any improvement in agricultural production".
Another setback Indian economy received through British policy was commercialization of agriculture to supply raw materials to British manufacturers. It led into two negative consequences for the Indians. First it led to shortage of food-grains especially during famine. In fact according to historians the British created famine in India through its inhuman policy. Second the manufactured engine goods with lot of incentives and privileges they received flooded into Indian markets thus they destroyed Indian cottage and handloom industry. The destruction of Indian cottage and small scale industries change the very professional structure of Indian economy, which ultimately put more pressure on land and agriculture became main occupation of majority of people. Commenting upon the impact of land revenue on the peasants during the British regime, Bhatt remarks "The capacity of the Indian cultivators to save and invest for increasing the productivity of land was considerably reduced because of the excessive and uncertain land taxes. The Indian economy grew at about 1% per year from 1880 to 1920 and the population also grew at 1% the result was on average. No long-term change in income levels Agriculture was still dominant, with most peasants at the subsistence level. Extensive irrigation systems were built, providing an impetus for growing cash crops for export and for raw materials for Indian industry, especially jute, cotton, sugarcane, coffee and tea.
At the same time some Indian made an effort to develop the swadeshi industries. The entrepreneur Jamshedji Tata (1839–1904) began his industrial career in 1877 with the Central India Spinning, Weaving, and Manufacturing Companies in Bombay. While other Indian mills produced cheap coarse yarn using local short-staple cotton and cheap machinery imported from Britain, Tata did much better by importing expensive longer-stapled cotton from Egypt and buying more complex ring-spindle machinery from the United States to spin finer yarn that could compete with imports from Britain. The British East Indian Company and
British Raj made different efforts to curb the efforts of Indian "centred Industrial development" in India.BRITISH POLICES OF INDUSTRY AND COMMERCE:
Apart from exploitative policy in agricultural system, British also ruined Indian economy through its industrial and commercial policies which favoured the British's at the cost of Indian economy. After the Industrial Revolution in England the political influence of the upper business class increased in that country. At the instance of this newly emerged class, the British government levied protective tariffs on Indian manufacturers making their imports in England difficult. Until 1813 Indian cotton textiles sold to the British markets was about half the prices of the British cotton. Thus the British government felt it necessary to levy protection. Despite the protection levied when the British failed to check entry of Indian cotton into it, it banned the use of Indian products. "Had this not been the case had not such prohibition duties and decrees existed the Mills of Paisley and Manchester would have been stopped in their outset and could scarcely have been again set in motion even by the power steam. They were created by the sacrifice of the Indian manufacture.
Tata wanted to set up an iron and steel plant in Central Provinces in 1880s but the government did not grant permission, preventing India to develop iron and steel industry. With the development of railways iron and steel industries were developed in Western European countries and the UK. Hence in India too this would have been easily possible had the policy of the British government been positive in this regard. But India lost this opportunity due to the negative approach of the government. These are the important policies of British Empire through which it exploited India. India could not oppose it. She was the mute spectator to her own destruction by some foreign power. Famous historian Wilson mentions, "Had India been independent she would have retaliated, would have proposed prohibitive duties upon British goods and would thus have preserved her own productive industry from annihilation. This act of self-defence was not permitted to her, she was at the mercy of the stranger. British goods were forced upon her without paying any duty and the Indian manufacturer employed the arm of political injustice to keep down and ultimately strangle a competitor with whom he could not have contended on equal terms.
REVIEW OF ECONOMIC TRANSFORMATION:
Moreover the British government unscrupulously charged India for expenditures which were not even remotely concerned with the people of the country. All these expenditures were arbitrarily treated as the loans granted to India. The burdens that it was found convenient to charge to India seems preposterous. The cost of the Mutiny the price of the transfer of the company's rights to the Crown, the expenses of simultaneous wars in China and Abyssinia, every government item in London that remotely related to India to fees of the charwoman in the India office and expenses of the ships that sailed out but did not participate in hostilities and the cost of Indian Regimens for six months training at home before they sailed all were charged to the account of unrepresented riot … It is small wonder that the Indian revenue swelled from L33 million to L52 million a year during the first thirteen years of Crown administration and that deficit accumulated from 1866 to 1870 amounting to L11.5 million. A home debt of L3, 00, 00,000 was brought into existence between 1857 and 1860 and steadily added.
Drain of Wealth theory:
Dadabhai Naoroji emphasized that the drain of wealth and capital from the country was responsible for absence of development of India. According to him "The drain consist of two elements first that arising from the remittances by European officials of their savings and for their expenditure in England for their various wants both there and in India from pensions and salaries paid in England. Second that arising from remittance by non-official Europeans". According to Naoroji the drain amounted to L50 crores from 1835 to 1873. C.N. Vakil (1953) has also estimated the drain. In his opinion the total drain from 1834 to 1839 amounted to L85 crore. In his estimates the profits earned by the British capitalist from the capital invested in India have not been included. K.T. Shah and K.J. Khambata presented estimates of drain in the early decade of the twentieth century. In their opinion Britain appropriated annually under one head or in the other over 10 per cent of India's Gross National Income.
Radhakamal Mukherjee one of the founding fathers of sociology in India, has constructed an index of real wages for the United Provinces for various years during the period 1600 to 1938 on the basis of available historical material. According to his estimates the real wages of both skilled and unskilled workers steadily declined during the British rule. Real wages of skilled workers in 1928 were roughly 50 per cent of what they were in 1807. The decline in real wages of the unskilled workers was much more as they were not even 40 per cent of the real wages in 1807, Hence it can be concluded that the overall impact of British economic policies was disastrous for Indian economic development and it marred the life of all sections, particularly the labour sections and put them into the life of poverty and destitution. The British historians argues that the Indian economy was converted into dependent economy to lack of technology, illiteracy, and over population. On the other hand, nationalist scholars (Sarkar, 1985. Naoroji 1901 and 1996. Chandra 1981. Dutt 1970. Ambedkar 1925) rejected the explanation of British administrators and writers of colonial schools with regard to India's economic underdevelopment and strongly argued with logical explanations and evidences that the economic policies of the British rule in India were primarily responsible for the country's economic backwardness. According to these scholars the British rulers of India consciously shattered the country's economy, appropriated her wealth and drained it out to England and created all possible obstacles to its development. Nationalists concluded that the decay of traditional industries, inadequate development of modern industries and increasing dependence of the people on agriculture during the British period were largely due to the overall impact of British policies. The agriculture, commercial and industrial policy of British from 1765 to 1947 transforms Indian economy from industrial exporter country to exporter of raw material to the British industries.
Conclusion
The conclusion tends to reinforce some of the better known propositions about the nature of the commercial orientation of eighteenth century trade and the making of its material context. The Landed elite further entrenched themselves so did the merchants and the middle level professionals and traders. Historians have questioned why India did not undergo industrialisation in the 19th century in the way that Britain did. In the 17th century India was a relatively urbanised and commercialised nation with a buoyant export trade,
devoted largely to cotton textiles but also including silk, spices, and rice. By the end of the century India was the world's main producer of cotton textiles and had a substantial export trade to Britain, as well as many other European countries via the East India Company. Yet as British cotton industry underwent a technological revolution in the late 18th century, the Indian industry stagnated and industrialisation in India was delayed until the 20th century. Historians have suggested that this was because India was still a largely agricultural nation with low wages levels. In Britain wages were high so cotton producers had the incentive to invent and purchase expensive new labour saving technologies. The idea of Gunda Frank 'the development of underdevelopment' best suited to the Indian context, the English economy enriched at the cost of underdevelopment of Indian economy. As I already stated that during Mughal period Indian economy contributed 25% of international trade but due to the policy of British authorities, within short duration of time most flourished economy of world became most undeveloped economy of world. British converted the Indian economy as the source of supplying the raw material to the Manchester industries. The British systematically looted the wealth of India, which enrich due the efforts of Mauryan to Mughals.
Reference:
1. Madison, Angus (2006. The world economy, Volumes 1–2. OECD Publishing. https://www.google.co.in
2. Kumar, Dharma and Meghnad Desai, eds. The Cambridge Economic History of India: Volume 2,.
3. Data table in Maddison A (2007), Contours of the World Economy I-2030AD, Oxford University Press,
4. Booker, M. Keith (1997). Colonial Power, Colonial Texts: India in the Modern British Novel. University of Michigan.
5. Daniel R. Headrick, The tentacles of progress: technology transfer in the age of imperialism, 1850–1940
6. Dadabhai Nouroji,1901 " Poverty and Unbritish Rule In India"
7. Radhakumad Mukherji " History and development of Sociology" http://www.ignou.ac.in/edusat/BDP/ESO13/pdf/ESOB1U5.pdf
8. RC Dutt "The Economic History of India Under Early British Rule" https://books.google.co.in/books
9. C. Wilson 1970 "The history of Unilever: a study in economic growth and social change" http://www.jstor.org/stable/pdf/557483.pdf
10. HK Mishra "Famines and Poverty in India" Ashish publication house New Delhi | <urn:uuid:84bb17db-af32-474e-be25-18da76b7ccd9> | CC-MAIN-2024-46 | https://www.jetir.org/papers/JETIR2308158.pdf | 2024-11-03T00:35:12+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027768.43/warc/CC-MAIN-20241102231001-20241103021001-00855.warc.gz | 775,788,300 | 4,622 | eng_Latn | eng_Latn | 0.99704 | eng_Latn | 0.998327 | [
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Name:
Date:
Block:
Biology 12 - Digestion Study Guide
1. a) What is digestion? b) What is the difference between digestion and absorption? c) Between chemical and mechanical digestion?
2. Compare the composition of the food we eat with the molecules that our cells actually use.
3. a) How many teeth do adults have? b) What are the four types of teeth and their functions?
4. Use your tongue to locate at least one of the salivary enzymes on the inside of your mouth. How many pairs of salivary glands do you have?
5. a) What is a hydrolytic enzyme? b) What is the enzyme in saliva?
6. a) What is the substrate of this enzyme? b) What are the products? c) Write the overall reaction as a chemical equation.
7. Differentiate between what gets mechanically digested in the mouth and what gets chemically digested.
8. List the three main events that occur during swallowing. Help your explanation by using a labelled diagram.
9. Describe the process of peristalsis in the esophagus? How can a combination of circular and longitudinal muscles cause this action? Again, using a diagram will help your explanation.
10. What are the functions of the stomach? Be specific!
11. a) What is gastric juice? b) Where exactly is it produced? c) List the three main ingredients of gastric juice d) How is it activated?
12. What is the function of the following in digestion: a) pepsin b) water
13. a) How come, if your stomach is full of acid and protein-digesting enzymes, doesn't it digest itself? b) What is an ulcer, and what causes them?
14. How is the structure of the stomach related to its function?
15. Give a one sentence description, using your own words, of the function of the following digestive components:
16. Where does the majority of digestion take place?
17. Describe the structure of the small interstine, including the following words:
44. Explain how the large intestine is structurally and functionally different from the small intestine. What is the composition of feces?
45. What is the name of the main bacteria present in the large intestine? What is its function?
46. Make a table that explains how hormones control the release of digestive enzymes in the digestive system. Use the following as a template.
47.
List what Carbohydrates, fats, and proteins are ultimately broken down into.
Name:
Date:
48. Make a table that lists the following information:
49.
Briefly summarize the roles of the following molecules in human nutrition:
DON"T NEED TO DO THE FOLLOWING FOR HOMEWORK:
DIGESTION EXTENSIONS!
1. Explain how the various digestive organs work together to digest a protein.
2. During emergency situations, the mouth often gets "cottony" (exceptionally dry). Why is this?
3. Most animals cannot digest cellulose, so that grass, an ubiquitous plant, cannot satisfy their nutritional needs. How do some animals utilize grass and, in insects like termites, even wood?
4. List three advantages to an animal having a large internal food storage capacity.
5. Vomiting is a forcible ejection of both partially digested food and digestive juices from the upper gastrointestinal tract. It is mediated by the nervous system, primarily the parasympathetic trunk, and is coordinated by a center in the medulla oblongata of the brain. It usually involves initially a strong wave of nausea and excess production of saliva, which floods the mouth. Then the duodenal region of the intestine and the lower (pyloric ) stomach contract and force food into the upper part of the stomach. A profound inspiration (breathing in) occurs, the esophagus relaxes, and a series of spasmodic abdominal contractions, along with contractions of the stomach, takes place. These conjoined responses force fluid and partially digested food to move up through the esophagus and out of the mouth. The glottis is kept closed throughout this forcible evacuation: this guards against choking. What function do you suppose the vomiting reflex serves?
6. There does not seem to be any function for the appendix in humans, even the cecum, which serves as storage space in herbivores and acts as a fermentation vat in horses and a few other species, seems to be on little use. What possible dangers can the appendix pose?
7. Individuals suffering from hepatitis, an inflammation of the liver, are given diets high in simple sugars. Why?
8. Why do you suppose excessive doses of vitamins A and D pose a greater threat to health than vitamins such as C and the B complex vitamins?
9. In Japan, the Japanese demonstrate an extremely low incidence of heart attacks and even hypertension. Descendants of Japanese who move to the United States soon show a tendency toward an increased incidence of heart attacks and an increase in blood pressure, even though there is little intermarriage with the larger population in early generations. This tendency develops over a time span of as little as two generations. What conclusions about health can be drawn from these facts? | <urn:uuid:644e8031-7858-4760-8799-899c0e80c838> | CC-MAIN-2024-46 | https://www.mrromswinckel.com/uploads/1/1/7/6/1176577/study_guide_-_digestion.pdf | 2024-11-02T23:22:04+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027768.43/warc/CC-MAIN-20241102231001-20241103021001-00854.warc.gz | 846,169,847 | 1,094 | eng_Latn | eng_Latn | 0.998166 | eng_Latn | 0.998287 | [
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Blacks worshiped in own spaces before slavery's end by Adelle M. Banks in the September 25, 2019 issue
On a narrow street in Harlem sits the oldest black church in New York State, one of many black congregations that developed in the decades before slavery ended nationwide and that worked for its abolition.
"Mother AME Zion Church is without question, insofar as New York City is concerned, the grand depot of the Underground Railroad," says its new pastor, Malcolm Byrd.
As the nation marks the 400th anniversary of the forced arrival of Africans in Virginia—and as New York notes the centennial of the Harlem Renaissance—Mother AME Zion is one of several churches that represent the enduring faith of slaves, free blacks, and their descendants. Historians say the total number is hard to determine, but there were likely more than 100 black churches in existence before the 1865 ratification of the 13th Amendment, which officially abolished slavery.
A who's who of black history figures worshiped and spoke at Mother African Methodist Episcopal Zion Church—including abolitionists Frederick Douglass and Sojourner Truth—when it was at earlier locations after its founding in 1796 and in its current neo-Gothic building on 137th Street in Harlem.
Truth joined Mother AME Zion in 1829 after leaving predominantly white John Street Methodist Church, where scholars say people of African descent could not serve in leadership and had to wait to take communion until whites had partaken of the sacrament.
A group of black members left that white congregation in 1796 to form a separate church that included black licensed preachers such as James Varick, who later became the first bishop of the African Methodist Episcopal Zion Church, a denomination formed 25 years later.
"Put yourself in their situation," said William McKenith, historian for the 1.4- millionmember AME Zion Church. "Here you are, a human being, but by virtue of your circumstance, you're being treated less than human, even in the church, and you want to express your humanity."
McKenith said their quest for freedom from oppression was fueled by an amalgam of current history and personal experience: the American Declaration of Independence from Great Britain, the Haitian Revolution's goal of conquering slavery and French rule, and their own African traditions which affirmed their humanity.
"The church from the very beginning was always talking about a liberation motif," he said of the theological linking of salvation and freedom. "The gospel resonated with them and they saw the liberation aspect of the gospel and that inspired them. That was their inspiration —like the Declaration [of Independence] was the inspiration of the country to form a new nation."
Other prominent black churches where free blacks, former slaves, and slaves worshiped in the 1700s and early 1800s include First African Baptist Church of Savannah, Georgia, Mother Bethel African Methodist Episcopal Church in Philadelphia, and Mother Emanuel AME Church in Charleston, South Carolina. Some, such as Mother Emanuel, had to worship underground when laws in their states were passed to prevent blacks from gathering on their own for worship or having their own preachers.
But whether in established buildings or secret spaces, their congregants' faith persisted along with their desire for freedom.
"The states are passing laws against behavior that already exists," said Cheryl Townsend Gilkes, professor of sociology and African American studies at Colby College.
"African Americans did not become Christian by default but they came out of slavery with a Christianity that was critical of the people who enslaved them."
Blacks joined independent Baptist congregations and new denominations like the AME and AME Zion churches, leaving behind white churches and, eventually, white preachers, whose sermons to slaves—in sanctuaries and on plantations—often focused on scripture passages about slaves obeying masters or left out portions of the Bible that told stories of exodus.
"All you have to do is look at the spirituals to see where African Americans were connecting with the Bible in spite of the fact that you had white missionaries who had a truncated Bible that they were sharing with slaves because they didn't want them to know about Moses," Gilkes said. "They didn't want them to know about some of the liberative aspects of the Christian doctrine."
Old Ship African Methodist Episcopal Zion Church in Montgomery, Alabama, for example, was founded by blacks in that city when white leaders of the expanding Court Street Methodist Church gave black members their old building, said church historian Kathy Dunn Jackson. Blacks had previously worshiped in the balcony or under an outdoor brush arbor.
Under the supervision of a free black man, a group including several slaves relocated the building—by rolling the building on logs, according to the church's official history—to the site on the edge of the city where the congregation began in 1852, said Montgomery historian Richard Bailey.
A decade later, its first black minister, still a slave at the time, replaced white clergy who had previously served in its pulpit. And, as the AME Zion Church began its expansion into the South after the Civil War, Old Ship, known at one time as Clinton Chapel, joined the denomination.
Just like its AME Zion counterpart in New York's Harlem, Old Ship attracted a range of prominent speakers over the years—including Douglass.
The 1974 history of the denomination, The African Methodist Episcopal Zion Church: Reality of the Black Church, notes that the New York church was one of the places where a large crowd of blacks welcomed him back to the US in 1847. He had left for England two years before as a fugitive slave and returned a free, and much more well-known, man.
"What contrast is my present with my former condition? Then a slave, now a free man," wrote Douglass of his return, as quoted in the AME Zion history book, "my name unheard of beyond the narrow limits of a republican slave plantation; now, my friends and benefactors people of both hemispheres, to heaven the praise belongs!" —Religion News Service | <urn:uuid:3a046dd5-74c0-4b2c-b602-7c26d9ffc05d> | CC-MAIN-2024-46 | https://www.christiancentury.org/print/pdf/node/36246 | 2024-11-03T01:31:10+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027768.43/warc/CC-MAIN-20241102231001-20241103021001-00854.warc.gz | 663,076,039 | 1,231 | eng_Latn | eng_Latn | 0.997944 | eng_Latn | 0.998162 | [
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A Fight Bac!TM Focus on
chill
1. The Big Chill
Refrigerate or freeze perishables, prepared foods and leftovers within two hours or less. Marinate foods in the refrigerator.
2. The Thaw Law
Never defrost food at room temperature. Thaw food in the refrigerator, in cold water, or in the microwave if you will be cooking it immediately.
3. Divide and Conquer
Separate large amounts of leftovers into small, shallow containers for quicker cooling in the refrigerator.
4. Avoid the Pack Attack
Don't overstuff the refrigerator. Cold air needs to circulate above and beneath food to keep it safe.
Cold foods should be kept at 4˚C (40˚F) C o o l T i p :
Serve and Preserve:
When serving cold food at a buffet, picnic or barbeque, keep these cool tips in mind:
* Cold foods should be kept at 4˚C (40˚F) or colder.
* Keep all perishable foods chilled right up until serving time.
* Place containers of cold food on ice for serving to make sure they stay cold.
* Refrigerate custards, cream pies and cakes with whipped cream or cream cheese frostings. Don't serve them if refrigeration is not possible.
Hit the Road:
When travelling with food, be aware that time, temperature and cold containers are key. Here are some tips to keep it cool:
* Keep frozen foods in the refrigerator or freezer until you are ready to go.
* Always use ice or cold packs and fill your cooler with food. A full cooler will maintain its cold temperatures longer than one that is partially filled.
* When travelling, keep the cooler in the air-conditioned passenger compartment of your car, rather than in a hot trunk.
* If you've asked for a 'doggie bag' to take home from a restaurant, the food contained in it should be refrigerated within two hours of serving.
* When running errands, do your grocery shopping last.
Fridge Quiz:
Put your knowledge of proper refrigeration to the test.
1. Should leftovers be placed directly in the refrigerator? Yes or No
2. Refrigeration prevents bacterial growth. True or False
3. At what temperature should refrigerated food be kept to slow down the growth of bacteria?
Be sure your refrigerator is in good working order.
3. Set the temperature cold enough to maintain an internal food temperature of 4 ˚ C (40 ˚ F) or colder. This will help to discourage the growth of foodborne bacteria.
2. False. Refrigeration slows, but does not prevent the growth of harmful bacteria.
less) and allow to cool slightly before placing in the refrigerator.
1. Yes, but divide large quantities of food into shallow containers (8cm/3 inches or
Answers:
CANADIAN PARTNERSHIP FOR CONSUMER FOOD SAFETY EDUCATION
PARTENARIAT CANADIEN PUR LA SALUBRIETÉ DES ALIMENTS
(613) 798-3042 www.canfightbac.org | <urn:uuid:908decb0-adb5-4353-975b-543395dd00b3> | CC-MAIN-2024-46 | http://www.hpefoodforlearning.ca/wp-content/uploads/chill.pdf | 2024-11-02T23:57:42+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027768.43/warc/CC-MAIN-20241102231001-20241103021001-00860.warc.gz | 41,891,349 | 637 | eng_Latn | eng_Latn | 0.996428 | eng_Latn | 0.9971 | [
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This is A Few Forgotten Women Story
This story was written, in September 2024, as one of a series resulting from the 'A Few Forgotten Women Friday' collaborative research project, investigating the lives of pupils at the Royal Asylum for the Deaf and Dumb Poor (later The Royal School for the Deaf), Margate, Kent and The West of England Institution for the Deaf and Dumb, Exeter, Devon.
Emily Maud Birch's Story
Emily was born on 29 July 1891 in Chartridge, Chesham in Buckinghamshire and was baptised at Little Missenden six weeks later. Her father, Samuel was a farm labourer and her mother was called Annie. Emily was the youngest of 6 children, and it was the 3 daughters of the family of who were all born deaf and dumb.
Emily attended the local infant school, where she had 'apparent intellect' and it was possibly during this time, she contracted whooping cough and measles. In July 1898, she was elected to attend the Old Kent Road school, her fees being paid by a local Farmer, possibly her father's employer. In September 1898 she was admitted to the school, and her parents were not found to have been related.
On entry in March 1899 to Old Kent Road, they described her as 'rather dull' although she 'had improved somewhat lately' by her next assessment. Emily was transferred to the Margate Asylum in January 1900 and by May of the same year, she had made a 'little progress but is not a bright child'. In the 1901 Census, Emily is shown as being aged 9 and a pupil at the Margate Asylum, along with her sister, Elizabeth Annie.
When she left Margate in July 1907, after being confirmed at Ospringe Church in West Faversham in the May, she was described as having 'fairly good' intellect and described as being 'a willing and industrious girl'.
Emily was shown as living back at home in the 1911 Census. The family was living at Essex Rd, Chesham and her father is still working as a Farm Labourer. The person who completed the census return, listed down all the children, even though some of the boys were not at home on census night as they were in the army. Emily was working as a Laundress, aged 19 years.
On 24 June 1916, she marries a fellow student from the Margate Asylum, who was also deaf and dumb, called George George. There was such interest in the event that it was recorded in the Buckingham Examiner, as the Reverand used an 'Interpreter' to help with the service.
Emily and George had about 3 daughters, and when the eldest of their daughters married in 1939, the other 2 daughters were bridesmaids. In the 1939 Register, George was described as a Builder's Joiner and Emily as doing unpaid domestic duties. Living with them are their 2 youngest daughters, Edna a domestic servant and Mary, who is still at school.
Emily George died in October 1961 in Stamford, Suffolk aged 70 years.
Sarah Jane Birch
Sarah was born in June 1882 in Ballenger, Great Missenden, the eldest of the 3 sisters. She was baptised in April 1889 aged 7 years, possibly just before attending the infant school.
There are not many records relating to Sarah, but in the 1891 Census she was enumerated at home with her parents, described as a scholar and noted as being deaf and dumb. She was elected to the Old Kent Road school in July 1891 and was noted as being aged 10 years and having attended Infant school and that she had had Cowpox and Whooping Cough. She was sponsored by a Farmer, who was possibly her father's employer and was recorded as being of 'Moderate intellect'.
She went to the Margate Asylum in January 1893 and left in July 1898, but she was retained for about 6 months at the Asylum on Domestic Duties. In the 1901 Census, Sarah was recorded as being a Domestic Servant in the house of Daniel Maskell, a PO Letter Sorter and his family. In the 1911 Census, she was living at home but obviously the family called her 'Jenny'. She is enumerated as being 29 years of age and a laundress.
In the 1939 Register, Sarah is living in the Chesham area with Dennis Prowse, widower and a jobbing Gardener, working as his Housekeeper. Sarah never married and a death record for September 1966 in Canterbury has been found.
Elizabeth Annie Birch
Elizabeth was born on 15 th February 1886 at Great Missenden, Buckinghamshire, the middle of the three sisters. Lizzie was also born deaf and Dumb and was also baptised in April 1889 at Little Missenden church when she Was aged about 3 years old. She was enumerated on the 1891 Census living with her parents, aged 5 and noted as being deaf and dumb.
She attended the local infant school for about 3 years before being elected to the Old Kent Road school in July 1895, entering the school in the September of the same year. Lizzie has also had childhood illnesses, such as Measles and Whooping Cough and was sponsored to attend the school by a Farmer, possibly her father's employer. She was described as having a 'moderate intellect' and was transferred to the Margate Asylum in June 1897. There are not any records of Lizzie's time at the Asylum, but she was recorded in the 1901 Census aged 15 years and a student at the Asylum.
When she left in January 1902, she again was retained as a domestic at the Asylum for 6 months, but eventually left in December 1904.
In the 1911 Census, Lizzie was living back with the family, aged 25 working as a laundress. In the newspaper article about Emily's wedding, it was also noted that 5 years previously (1911), her deaf and dumb sister (Lizzie) had married in the same church. A marriage for Elizabeth Birch and Henry Buckley was found in the June quarter of 1911 in Amersham, Buckinghamshire and a son, Henry Buckley was born in June 1913 but registered in Toxteth, Lancashire. Could this have been the child christened in the church as reported in the newspaper article? It is not possible to say where Elizabeth was for the 1939 Register, but there was an Elisabeth A Buckley living in Manchester, a widow of the right age. It is also not possible to say when Elizabeth died as 'Elizabeth Buckley' is a very common name.
Sources
Admissions Record Old Kent Road Ch192/R1/1/1 Entry 5479 Admission Records Application for Admission 4325-7615 (1880-1925)
Register Record Old Kent Road Ch192/R2/1/6 Entry 214 Register of Children Old Kent Road [1-369] with transfers to Margate
Headmaster's Register Ch192/R2/2/2 Page 18 Headmaster's Register of Children: Old Kent Road (1891-1904)
Old Kent Road Register Ch192/R2/3/1 Entry 5444 Register of children: Old Kent Road [5256-5670] (with transfers to Margate)
Leavers Records Ch192/R8/1/3 Entry 209 Leavers Records: Registers of Children Leaving School (1902-1912)
1901 Census Margate Asylum, Kent. RG13/824 FN 35 p 11
1911 Census Chesham, Buckinghamshire. RG14/143/2 ED 6 SN 193
FreeBMD Marriage June q 1916 Amersham V3a p 1810 Emily Birch and George George
Buckinghamshire Examiner 30 June 1916 Emily Maud Birch and George George wedding
1939 Register RG101/143/2 Amersham Bucks ED DWCN Emily George
FreeBMD Death October 1961 Samford, Suffolk V46 p970 Emily Goerge
Transfers to Margate Ch192/R2/1/4 Entry 5085 Register of children: Old Kent Road [4127-5255] 1876-1894 (with transfers to Margate)
Headmaster's Register Ch192/R2/2/2 Page 57 Headmaster's Register of Children: Old Kent Road (1891-1904)
1891 Census Chesham, Buckinghamshire. RG12/1129 F71 p4
1901 Census Islington, London RG13/164 F15 p32
1939 Register RG101/143/2 Amersham, Bucks. ED DVII Sarah Birch
FreeBMD Death July 1966 Canterbury, Kent. V5f p125 Sarah Birch
Old Kent Road Register Ch192/R2/1/5 Entry 5292 Register of children: Old Kent Road [5256-5670] (with transfers to Margate)
FreeBMD Marriage June quarter 1911 Amersham V3a p 1652 Elizabeth A Birch and Henry Buckley FreeBMD Birth June quarter 1913 Toxteth, Lancashire V8b p360 Henry Buckley
1939 Register RG101/464/4 Manchester ED NKSH Elizabeth Buckley | <urn:uuid:3806a708-5410-47bc-9949-00e41714e1ab> | CC-MAIN-2024-46 | https://www.fewforgottenwomen.com/_files/ugd/d63e92_2ec6b58859544cb485fb63df77680a2e.pdf | 2024-11-03T00:57:54+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027768.43/warc/CC-MAIN-20241102231001-20241103021001-00856.warc.gz | 727,945,963 | 1,971 | eng_Latn | eng_Latn | 0.925959 | eng_Latn | 0.99807 | [
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神戸女子大学文学部紀要
55
巻
51
－
61
2011
Studies of Needs Analysis for the Language Classroom
Fajardo, Jon-Patrick Garcia
Abstract
When creating a language learning class or curriculum, it is important to consider the language needs of those involved. This not only includes the students, but the instructors and administrators as well. However, how does one determine the needs of these individuals? Additionally, after learning about these needs, how does one use that information to make justifiable decisions on what the curriculum's goals and objectives should be? To best answer these questions, one should conduct a needs analysis. First, this paper will define needs analysis and explain its importance and define the concept of needs in the field of language learning. Additionally, the procedures of performing a needs analysis to create an ideal language learning environment will also be discussed in this paper. Finally, previous research on needs analysis will be discussed. This literature review will act as a basic guideline for those looking to administer a needs analysis for their classes.
What is Needs Analysis and why is it important?
Juan (2014) states that needs analysis became popular in the 1970's to 1980's with publications on English language curriculum for specific purposes (Richterich and Chancerel, 1980; Munby, 1978). Richards, Platt, and Weber (1985) define it as, "the process of determining the needs for which a learner or group of learners requires a language and arranging the needs according to priorities" (p. 189). In the field of language learning, the purpose of a needs analysis is to determine the language needs of participants and to find what parts of language deserve the most attention when considering these individuals' goals with the language. Of course, the needs are often based on what students need to improve on their current language skills, and it also considers the needs of the various practitioners and educators involved as well. Brown (1995) defines the process of a needs analysis as a "systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation" (Brown, 1995, p.36). The term "defensible curriculum"
Fajardo, Jon-Patrick Garcia
is an important part of needs analysis, and Brown (2009) explained that it was "one that satisfied the language learning and teaching requirements of the students and teacher within the context of the particular institution(s) involved" (p. 269). In other words, needs analysis is essential for creating a productive and ideal language learning environment whose goals and curriculum have been created based on proper gathering and analysis of information. As many suggest, needs analysis is an important part of creating curriculum and according to Nunan (1988), needs analysis should be the starting point for curriculum planning.
Needs analysis is also important for several reasons. At all levels, learners will have different goals, as well as different levels of confidence and enthusiasm towards studying the language. Furthermore, unless all learners are pure beginners, individual learners come into a class with a different set of skills and experiences with the target language, making it necessary to find the kind of language that targets and satisfies the students' needs. Needs analysis is a method of finding all this essential information needed to not only help create an ideal language learning environment, but also aids in modifying learning during the actual learning process. As students' language capabilities and motivations tend to differ on an individual level, as well as change constantly during study, a needs analysis is needed to ensure that students continue learning both what they want and need out of the target language and helps ensure that their enjoyment towards studying remains constant during classes. As a result, needs analysis should always be considered when looking to set up a classroom or a full curriculum.
Defining learner and educator needs
This section will define what are needs in a needs analysis. Different types of needs have been commonly mentioned in previous literature, and these needs have to be identified prior to creating a language learning class or curriculum in order for it to be successful. Juan (2014) and Hayban et. al (2015) both reviewed the different types of needs often mentioned in language learning research. These are (1) perceived needs and felt needs, (2) objective and subjective needs, (3) target needs and learning needs, (4) needs classified from the perspective of "outsiders" and "insiders", and (5) situational and communicational needs. The different needs sometimes have similarities between one another but will be discussed here as they are mentioned in the literature.
The perceived needs are the language needs of learners as viewed from "experts." These "experts" could be the educators or other practitioners, and this view of needs suggests that these are the needs not viewed by the learners themselves. They are what "experts" view as necessary language for the students. On the other hand, felt needs are what the learners themselves view as their language learning needs. In other words, the language students feel they need and want from their learning. Next, I will discuss objective and subjective needs. Juan (2014) wrote that both Brindley (1989) and Robinson (1991) had similar ideas on objective and subjective needs with
objective needs referring to needs that can be analyzed by gathering information such as language proficiency during study, language use in real situations, and the difficulties students feel they have with the language. This information should be observable and measurable so it can be used as data during a needs analysis. Subjective needs are the students' emotional and cognitive needs relating to the language. Examples of this include confidence, expectations, and personalities, all of which should be considered before and during language learning. Brown (1995) discussed that both objective and subjective needs could be quantitative and qualitative and further added that needs analysis should preferably include both objective and subjective needs to identify situational needs and general language needs. Hutchinson and Waters (1987) are often associated with the terms target needs and learner needs. Target needs consider the language needed in a target situation and refers to the learner's necessities, lacks, and wants to be able to communicate in that situation. Hutchinson and Waters (1987 as cited in Warti, 2020) explain the three with necessities referring to the language needed to meet the demand in the target situation. For example, a learner who studies English with the intention of working as a flight attendant would need a set of language skills needed to perform in that field. Lacks refers to the differences between "necessities" and the learner's current language capability. It is also needed for practitioners to identify what is a reasonable target proficiency when looking at the learners' current proficiency. Wants are what the learner feels they need, but as Warti (2020) writes, wants may not actually be the language the learner needs for their target situation. In other words, there could be a gap between what learners want to learn and what they need to learn. Hutchinson and Waters (1987) mention that the difference between learner needs and target needs is that while target needs are used with the beginning and the end goal of the learners in mind, learner needs refers to the process of learning and what students need to remain motivated. Although a class can be thoroughly planned out and well designed by analyzing the student population and their language goals, learner needs have to be considered as learners can grow tired of learning and instruction should remain enjoyable and useful to the students to maintain their motivation for studying the language. In short, it's what a student needs in order to maintain interest in the language and educators need to keep these learner needs in mind to make sure students continue wanting to study. Next is the needs as viewed from outsiders and insiders. Juan (2014) points out that these two are connected to the previously mentioned perceived needs and objective needs which are the needs as viewed from outsiders and are needs that come from information that can be verified. On the other hand, needs that are subjective or felt are needs that are perceived by insiders, and as previously mentioned refer to affect and cognition. Finally, there are situational and communicative needs. The situational needs focus on the needs of those involved in the language program or classroom considering the limitations. This can include the learning styles,
Fajardo, Jon-Patrick Garcia
curriculum or classroom goals, and language proficiency of those involved. Similar to previously mentioned needs, communicative needs refer to the language necessary for the target setting in the future. Targeting communicative needs means looking at the level of proficiency learners need to acquire for their future tasks. Juan (2014) points out that this is similar to Hutchinson and Waters (1987) target needs, but the difference is that communicative needs are more concerned with the language needs for the learner in the future, and target needs are more concerned with gap between the learner's current language proficiency and their intended proficiency level.
While many of these definitions of needs have overlapping themes, the point is that needs of all involved individuals must be identified and language curriculum should be based around those needs. How these needs are identified and targeted comes in the form of conducting a thorough needs analysis when deciding a curriculum and continues during learning.
Needs Analysis Procedures
Brown (1995) writes that there are three basic steps to performing a needs analysis which are (1) making basic decisions about the needs analysis, (2) gathering information, and (3) using the information, (p. 36). He further adds that before conducting a needs analysis, curriculum designers must decide who will be involved in the project. Four groups to consider are (1) the target group, (2) the audience, (3) the needs analysts, and (4) the resource group, (p.35). Brown (1995) defines the groups as follows. The target groups involve the target population of students, but this can also include the teachers, administrators, and practitioners involved in the program as well. The audience also involves the teachers, administrators, and supervisors of the program. These are the people who will be asked to follow up on the information gathered from a needs analysis. The needs analysts are those who are asked to conduct the analysis itself. These could be outsiders such as consultants and it is often their duty to divide responsibilities and tasks for the assessment. They also identify the three other groups mentioned in this section. The analysts may also not be outsiders; they may be the teachers or administrators themselves in some cases. Finally, there is the resource group. These are people who have information about the target group, and this could include parents or guardians, future employers, or professors. These individuals could provide very valuable information about the student population. For example, employers could provide information on the language proficiency they expect from their future employees. Parents or guardians can provide information about the students' feelings about their studies.
Procedures of Gathering Information
The gathering of information for a needs analysis is an important step in creating a defensible curriculum. To do so. analysts should decide what questions they look to answer about the language program. Rosett (1982) suggests that five categories of questions should be identified
which are questions related to (1) problems, (2) priorities, (3) abilities, (4) attitudes, and (5) solutions. Problems refer to questions that look to identify problems being experienced with the learners. For example, analysts could look to ask students what difficulties they have when speaking with native speakers. Teachers can be asked what difficulties they are currently having with their group of students. Questions regarding priorities will differ depending on the program and they are designed to find which skills should be targeted the most. Ability questions designed to find the target students' proficiency. Brown (1995) recommends that this be done by tests that help diagnose students' weaknesses and overall proficiency, (p.44). Questions focusing on attitudes are an important part of a needs analysis. For example, students should be asked how they feel about a class being grammar focused. Teachers can also be asked about their feelings about the curriculum design. Solution questions are the final step of questions and should be usually asked near the end of the analysis when problems have been identified (Brown, 1995, p. 45). These questions should be targeted to find answers and opinions from individuals from within the program. Their opinions on what changes should be made should be seen as having more merit than outsiders.
For gathering answers to these questions there are many procedures that can be taken by a number of different instruments and methods. Commonly used methods are looking at (1) existing information, (2) tests, (3) observations, (4) questionnaires, (5) interviews, and (6) meetings. A number of these procedures should be taken to identify as much valuable information as possible, but all procedures have their advantages and disadvantages, and not all of them may be useful for conducting a needs analysis when looking at the target program.
Analyzing existing information requires looking at existing records. Examples of this could involve teacher evaluations and students' program evaluations. Tests are used to measure the students' proficiency. This will give analysts an idea about the overall ability of students and can also help with dividing students into different classes when the program is decided. It can also help with finding the most able teacher for a certain group of students when looking at their proficiency. Observations are made by viewing a class in real-time. This involves the analysts watching for students' behavior towards the class. Analysts should also observe the teacher and their teaching styles and how students react to them. Observations could be more informal where the analysts take notes or recordings if allowed, or they could be more formal where analysts create a checklist if they are going into the observation to look with more specific information in mind. Questionnaires are a useful method for gathering information on a larger scale when compared to other procedures mentioned (Brown, 1995, p. 50) and have been often seen in research (Kim, 2006; Watanabe, 2006; Liu et al., 2008). Some useful types of questionnaires are self-rating questionnaires which can ask teachers or students about their own self-image in relation to lanFajardo, Jon-Patrick Garcia
guage teaching or learning or the program in general. Questionnaires can also be used to ask how students feel about the curriculum or the materials that are used in the class to see if they are appropriate or not. However, Kim et. Al (2003) mention that information that is gathered by questionnaires does not necessarily show what participants do, but what they think they do. As such, other procedures like interviews can be used to confirm the data received from questionnaires. Interviews are also a commonly used procedure in needs analysis and is often seen in the literature (Huh, 2006; Chan & Ham, 2007; Noda, 2011). Interviews can be conducted as group or individual instruments and are used to gather personal responses and opinions in a private setting where participants are likely to feel more comfortable about their real opinions. Brown (1995) writes that interviews are time-consuming and are best used after information from questionnaires or observations are gathered so that analysts can make interview questions which target the more pressing issues. Meetings sound similar to interviews, but their purpose is quite different. For example, a meeting can be performed with individuals or with a group after a questionnaire or interview has been conducted for the purpose of solving an issue with the language program by finding a consensus about differing opinions during the meeting (Brown, 1995). As for which procedures are best, that's to the discretion of the analysts. Doing all procedures could be time consuming and would require more manpower than is available. Sommez (2019) analyzed several pieces of research on needs analysis to find which procedures were most used for collecting data, and the results showed that questionnaires were the most commonly used (Watanabe, 2006; Kim 2013). While several of the studies used multiple procedures (Morita, 2004; Huh, 2006) as recommended, questionnaires were the most used by analysts.
When a procedure is completed it's important to know how to use that information. The data gathered should provide ample information for analysts to create a potential set of goals and objectives to act as the foundation of each class in a program and the entire curriculum itself. Brown (1995) suggests four points when creating goals for a curriculum:
1. Goals are general statements of the program's purposes.
2. Goals should usually focus on what the program hopes to accomplish in the future, and particularly on what the students should be able to do when they leave the program.
3. Goals can serve as one basis for developing more precise and observable objectives.
4. Goals should never be viewed as permanent, that is, they should never become set in cement.
(Brown, 1995, pp. 71-72)
While goals are more general statements which the curriculum designers believe are achievable in their program, objectives are a bit different. They come from the goals but are more specific. For
example, "Students will be able to write a research paper in English" would be seen as more of a goal. On the other hand, an objective would need more specific detail. For example, "Students will be able to find and use information from English-only texts to write a 1,000 word research paper in APA format." A properly executed needs analysis should provide analysts or curriculum designers with ideas for clear program goals. From these goals, they can begin to create more specific objectives. These goals and objectives, however, are a suggestion, and ultimately it's decided by the program themselves whether to set these objectives and goals or to modify them for their curriculum.
Needs Analysis in Research
Research in needs analysis has been growing over the past few decades and this section will show several studies that have been conducted in the past and their findings. Most studies on needs analysis tend to focus on English as a second language or foreign language. An often mentioned needs analysis is a study by Kimzin and Proctor (1986) that was conducted for the University of Hawaii's English Language Institute's (ELI) academic listening classes. The ELI offers English courses to students who have English as a second language, but who have been admitted to the University of Hawai'i. These students are considered to have a high proficiency in English but need extra classes to clear to graduate from the university. Kimzin and Proctor first identified the courses the ELI students were taking at the university by using a questionnaire. This was followed by several observations of the identified classes to learn more about what kind of listening they would need in the ELI. This was helpful to the researchers in finding tentative goals and objectives for the ELI courses and gave them an idea of what skills they should focus on in the ELI. The researchers followed it up with a questionnaire to see how students felt about these tentative objectives and goals as well as the potential listening skills to be targeted in the class. The results were then used to hold a meeting with ELI teachers and administrators to present the possible goals, objectives, and skills of focus for the listening courses. The research resulted in a new set of goals and objectives that were more clearly defined.
Needs analysis can also be effective for finding how students feel about their curriculum. Zhang, Han, & Wang (2020) conducted a study of English majors at Baoding University using questionnaires and interviews to provide insight into the students' attitudes towards the curriculum. The findings of this study provided valuable information about the curriculum. For example, it showed that 49% of the participants viewed courses related to career development as their favorite courses. Other important pieces of information from this study were that 42% of the participants viewed the curriculum as fulfilling their language needs and 40% were satisfied with the curriculum and 39% having neutral feelings towards it. This information could be valuable to the university as teachers and practitioners could use that information to adjust their curriculum
to try and improve those areas to further satisfy and motivate the students. Similarly, Iwai et. al (1999) conducted a needs analysis for the lower level students of a Japanese language program at the University of Hawai'i to find student's Japanese language needs and to compare them to what their teachers viewed as their language needs. The study administered questionnaires to 46 teachers of lower level Japanese, and 688 students who were enrolled in the classes. The results showed that there were some agreements between the two groups. For example, both viewed socializing in Japanese as important as well as the ability to communicate while traveling in Japan (i.e., being able to use the subway). In the academic setting both groups agreed it was important for students to be able to have discussions and give presentations in Japanese. Importantly, the needs analysis was effective for finding the gaps between teachers and students. One such gap was that the students viewed tasks such as shopping for a long-term stay in Japan and speaking to colleagues and superiors in Japanese as important which teachers did not view as important. This suggests that students wanted to learn the language with intentions of living Japan which teachers were not targeting as much in their classes. The biggest gap shown between the two groups was that students viewed more academic and technical language relevant to their field of study while over seventy percent of teachers viewed this as not important. This shows that there can be a big difference between what teachers view as important and students view as important, and a needs analysis is a good way to target those differences. Research shows that needs analysis is important for designing a curriculum for students majoring in a language to view their overall satisfaction and motivation in studying. The research also shows that there can be a difference in perceived language needs between the teachers and students which can be addressed by performing a needs analysis.
Needs Analysis can be effective for language programs that are targeting language for a specific purpose (i.e., programs for business English). For example, several works have been published over the years for language needed for business (Rodgers-Revell, 2007, Juan, 2014). Huh (2006) conducted a needs analysis for an intensive English program at the University of Hawai'i at Manoa for the purpose of making a business English course for Korean students who needed to perform work tasks in English. Korean business professionals (i.e., previous learners of business English, potential students in the course, and experts of Korean business) participated in the research with five taking the semi-structured interviews over online messenger and seventy-three taking the questionnaires. The study looked to take a task-based approach to find what tasks were needed in English and to also identify the frequency of these tasks. As the information gathered from this study came from sources who had experience working in Korea with English, as well as potential students, this study was able to provide the program with useful information to create an English business course to target the tasks needed. The research showed that finding a
population of people using English in business abroad was an ideal method for designing a business program as their target student population were students looking to work in similar fields. This should be an approach that should be heavily considered when making a program with specific needs in mind. Doing so would make the program more appealing to students looking to target a specific set of language skills.
Discussion
The importance of conducting a needs analysis cannot be emphasized enough. Institutions and programs need to ensure that their curriculum has been made with proper care to satisfy the students and educators and following the procedures outlined gives them the opportunity to do that. The literature reviewed also demonstrates how researchers have used the analysis in the past to help shape and alter language programs by finding important information such as students' satisfaction, differences in learner needs from the students' and teacher's views, among others. It also shows how using a needs analysis is important for setting clear goals and objectives that are based on valuable information. Still, as language programs are growing, more thorough needs analysis should be conducted to make the best available curriculum for potential students. As a result, more opportunities to conduct research in this field and in many different languages are becoming more abundant and the opportunity to perhaps alter the procedures or try new methods of data collection or analysis are available too. As Sommez (2019) showed, analysts tend to use questionnaires and interviews quite often, but more focus could be put on the less explored procedures. Additionally, while research shows how analysts get to the goals and objectives, more follow up research could be conducted to show how individuals such as the teachers and students feel about those new goals and objectives. Similarly, research that shows if the program goals have been achieved after the end of the program would be important information for the research on the effectiveness of needs analysis.
The research is convincing, but I find that the literature leaves me with the question: How often is often enough for conducting a needs analysis? The research suggests it should be conducted regularly for ongoing programs to adjust the goals, objectives, and content when needed, but many would argue that's quite vague. While I also don't have a clear answer, whether the students' needs are being fulfilled in a program should be the goal of any curriculum and that suggests a needs analysis should be done often. Unfortunately, it may not be realistic to frequently perform large needs analysis projects. The amount of work needed to conduct an effective needs analysis of a program's entire curriculum requires a lot of cooperation and work from numerous individuals which may be too much to do on a regular basis. I suggest that instead of regularly performing a large needs analysis project, teachers and administrators should regularly evaluate their curriculum on a smaller-scale to see if a large needs analysis project is apFajardo, Jon-Patrick Garcia
propriate. For example, yearly surveys measuring students' and teachers' feelings towards the class content would provide useful information. Additionally, reviewing readily available data such as test scores would also be helpful for knowing if a needs analysis should be conducted. For example, in Japan, some universities require students to take TOEIC tests. If TOEIC is necessary and the test results show students haven't been improving in that field for several years, that would suggest some type of needs analysis should be used to target that area. Information like this is easily accessible to administrators and educators and could show whether there is a thorough needs analysis in necessary. Educators should always be considering if their curriculum is still effective, and if it appears that it no longer is, a needs analysis should be conducted under those circumstances to find what changes could be made.
Conclusion
As can be seen in the literature presented there are many researchers who support conducting a needs analysis to ensure that language curriculum meets the needs of the students, teachers, and administrators. This paper also introduced some essential components of a needs analysis and some procedures that should be considered when planning for a needs analysis. Finally, this paper provided some examples of needs analysis in research to show how it has been conducted in the past. With all of these in mind, those looking to create a language curriculum or adjust their curriculum, should strongly consider using some parts of a needs analysis to help create an ideal language curriculum.
References
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Remembrance stories
These accounts are to be used with the Remembrance activities.
World War Two stories
James 'Mac' McCairns, DFC & Two Bars, MM 1919-1948
James 'Mac' McCairns was a fighter pilot for the Royal Air Force Volunteer Reserve who was awarded the Military Medal for his courageous work during WW2. During a mission in 1941 his plane was shot down and crash landed. James was captured but managed to escape back to Britain with the help of the Belgian resistance.
Once home James joined the No. 161 (Special Duties) Squadron who flew the secret agents of Britain into occupied France. James was a highly skilled pilot who could fly by using the moonlight reflecting in rivers and lakes to figure out where he was. Between October 1942 and November 1943, he completed 25 successful operations to and from occupied France, helping bring back other pilots who'd been shot down, secret agents and leaders of the French resistance. For this he was awarded the Distinguished Flying Cross three times.
Elizabeth Lucas Harrison MBE 1923-2006
Elizabeth was born in Germany, but moved to Belgium as the Nazi's power grew. Whilst there, Elizabeth even joined the Belgian Girl Guides! When Belgium was invaded she began helping with the Belgian Red Cross and the local resistance. But soon she had to flee to France.
Elizabeth joined the French Resistance and helped to create fake documents to help people flee to safety. As France became free, she worked as a nurse looking after lots of people and soldiers. Elizabeth had kept all her brave and dangerous efforts a secret from her family. She did all this before the age of 21!
Elizabeth didn't stop helping when the war was over. She published a newsletter in German for the prisoners of war. She also used her amazing language skills after the war ended, helping lots of people. Elizabeth was awarded an MBE for all her work, including her charity work after the war.
© Girlguiding 2020 Registered charity number 306016.
World War Two stories
Teresa Wilkinson World War Two
At 19 years old Teresa signed up to become an air raid warden. This job included making sure there was no light coming out of anyone's windows so enemy planes couldn't see where people lived, and fitting gas masks. Because Teresa was a woman, she was only paid two thirds the salary of a male warden. But she kept at it even with people telling her they thought women were too squeamish to be air raid wardens.
Teresa's biggest challenges came during the Blitz in 1940. People were losing their homes and everything they owned. One night after heavy bombing, the local school set alight. Teresa ran to the local fire station to get water but there wasn't any. The local Home Guard arrived on site and together they used the water from the school's toilets to put out the flames.
In 1941 once the raids had quietened down, Teresa joined the Auxiliary Territorial Services, the women's auxiliary (support) branch of the army. Teresa's experiences stopped her from being shy and made her a more confident woman.
Nancy Grace Augusta Wake 1912-2011
Nancy was born in New Zealand in 1912 and ran away from home when she was 16. She worked as a nurse before moving to New York and London to become a journalist. In the mid-1930s Nancy moved to France and saw the rise of the Nazis.
Whilst in France she joined the southern France escape network, who helped people escape to freedom. The Germans learnt what Nancy was doing and she became their most wanted person in the Marseilles area. They even put out a reward of five million francs for her capture.
Nancy escaped into Spain and then made her way to Britain where she joined their new secret service – the Special Operations Executive. During her training she made some great friendships with other female agents. She was parachuted back into France in 1944, where she recruited, armed and organised a force of 7,000 members of the French Resistance.
Nancy Wake was awarded the George Medal, the US Medal of Freedom, the Médaille de la Résistance, Légion d'Honneur, and the Croix de Guerre, making her the most highly decorated Allied servicewoman of WW2.
Key worker stories
Police officer
'I love that every day's different. You're often only called by people when they're having some of the worst days of their life and it's an incredible privilege to help and support them. It's also very rewarding to make sure dangerous people aren't on the streets too, to keep everybody safe! During lockdown we had far fewer calls so we were able to be a lot more proactive. We were able to arrest people we'd been trying to find for a long time.
It's also made things harder for us as we're having to enforce rules making people stay at home, which in normal times would be at odds with what police should be doing - protecting our freedoms.
It has been great to see more recognition for the hard work that emergency services do and the sacrifices they make.'
NHS speech and language therapist
'I'm a speech and language therapist and I work with adults who've had a stroke. A stroke can change the way our brains send messages around the body. My job is to help people speak again. I love that I help people to relearn. I think it's important to support people who can't speak up for themselves.
When Covid-19 started a lot of us were scared. We had to wear lots of new equipment and visitors weren't allowed in. The patients we saw were often poorly and needed specialist care to help them breathe. We saw that some people were too scared to come into hospital in case they caught Covid-19, so they didn't get the right help at the right time. Now we have to wear PPE, and are using technology and video-calling to treat patients at home.
Most importantly, the hospital staff came together to support each other, some even changed jobs, like when our top managers helped out and served lunch in the canteen!'
© Girlguiding 2019 Registered charity number 306016.
Key worker stories
Supermarket worker
'I love my job because I work with some amazing and funny people. I've worked in a supermarket for five years and it always had its ups and downs.
Work changed a lot when Covid-19 happened, people started to panic buy which made it really hard to work. As soon as we were stocking the shelves, the food was gone. However, after a while people came together to make sure those that were vulnerable got what they needed in their local shops.
With the recent rule change meaning people have to wear face masks inside, it's really nice to see people following the rules. It helps keep me safe whilst working.
It's been weird to go from feeling invisible in the job I do to being in the spotlight during Covid-19. People say thank you to me for the job I do, which has been really nice.'
Care worker
'My job is to look after some of the most vulnerable people in society and keep them well and happy. I really like helping people. It's always been long hours and hard work but Covid-19 added a new challenge to my every day.
At the start both me and my clients were extremely worried about the virus but we couldn't stop the important work we do. Because of my work it means I can't keep the recommended distance from my clients as I have to do things like feed and bathe them. But without care workers there is no one to help the vulnerable, so we kept going even though it means risking catching the virus.
The Thursday night clap was great as it really felt like people were starting to understand how difficult being a care worker is. I hope everyone keeps saying thanks to all the key workers as it really helps you when you've had a rough day.'
Girlguiding wants to say a massive thank you to all the key workers that have helped everyone during recent difficult times.
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FORUM:
Environmental Commission (EC)
QUESTION OF:
Assessing the environmental impact of concrete manufacture and application
STUDENT OFFICER:
Marialena Sarimvei
POSITION:
Deputy President
INTRODUCTION
Cement is one of the most used substances in the world right after water. From the ancient times, concrete and cement was highly used in regions such as Syria and Jordan, with
concrete made from clay and crust limestone to build structures. Knowledge upon the lime-based material travelled through Ancient Egypt and Greece and reached the Romans
around 300 BC, where it was used in various cementing properties and on structures that still exist. Such structures are the pantheon and the Colosseum in Rome. Today, the material
that we use is called modern concrete, which was birthed after Joseph Aspdin introduced a new and improved cement in 1824 that was made by heating up chalk and clay before
grinding it into a fine powder. This invention was named Portland cement, due to the resemblance of portland stone after it hardens.
Although concrete and cement have numerous benefits, there are some severe consequences, and most importantly environmental damage. As in the manufacturing
process raw materials are used a big amount of energy is consumed to extract them as well as later on in the heating process where not only a large amount of energy is used a large
amount of carbon dioxide emissions are also taken into consideration.
The concrete industry holds about 8% of the responsibility in the carbon dioxide emissions since almost all of the manufacturing process releases into the atmosphere a large
amount of these emissions.During the application and its lifetime concrete is assessed and remains responsible for energy consumption and water pollution.
DEFINITION OF KEY TERMS
Cement
"A powder of alumina, silica, lime, iron oxide, and magnesium oxide burned together in a kiln and finely pulverised and used as an ingredient of mortar and concret
e."
Concrete
"A hard strong building material made by mixing a cementing material, such as Portland cement, and a mineral aggregate, such as sand and gravel,with sufficient water to cause the
cement to set and bind the entire ma ss."
Clinker
"A
brick that has been burned in the kiln to the point of becoming darkened or deformed."
1
It has a centre role upon concrete production since it is the key product in cement production.
Environmental Sustainability
"Environmental sustainability refers to the responsible management of natural resources to fulfil current needs without compromising the ability of future generations to
meet theirs. It aims to balance ecological, economic and social goals, such as reducing carbon emissions, promoting renewable energy and ensuring equitable resource access."
2
Greenhouse gases
1
"Clinker Definition & Meaning." Merriam-Webster, https://www.merriam-webster.com/dictionary/clinker#h2
. Accessed 21 July 2024.
2
Patterson, Nicholas. "Examples of Environmental Sustainability."
SNHU,
https://www.snhu.edu/about-us/newsroom/stem/what-is-environmental-sustainability
. Accessed 20
July 2024.
"Greenhouse gases (GHGs) trap part of the sun's heat within the Earth's atmosphere. While much of the sun's energy reflects off the Earth's surface and escapes back into space, greenhouse gases effectively capture some of this energy, reflect it, and thereby warm the planet. An excess of greenhouse gases in the atmosphere, driven by human activity since the industrial revolution, has led to rising temperatures and an escalating climate crisis." 3
Kiln
"An oven, furnace, or heated enclosure used for processing a substance by burning, firing, or drying" 4 .This is used particularly in clay products, as well as in the manufacturing of concrete and cement.
Supplementary Cementitious Materials (SCMs)
"Supplementary Cementitious materials are soluble siliceous, aluminosilicate, or calcium aluminosilicate powders used as partial replacements of clinker in cements or as partial replacements of portland cement in concrete mixtures." 5
Mortar
"A mixture of sand, water, and cement or lime that is used to fix bricks or stones to each other when building walls" 6
Portland Cement
"Portland cement, is a binding material in the form of a finely ground powder, usually grey, that is manufactured by burning and grinding a mixture of limestone and clay or limestone and shale. When mixed with water, the anhydrous calcium silicates and other constituents in the Portland cement react chemically with the water, combining with it
3
"What are greenhouse gases? - Berlin."
PlanA.Earth,
https://plana.earth/glossary/greenhouse-gases-ghg
. Accessed 20 July 2024.
4
Stamper, Joshua. "Kiln Definition & Meaning." Merriam-Webster, https://www.merriam-webster.com/dictionary/kiln
. Accessed 21 July 2024.
5
Supplementary Cementitious Material
Https://www.sciencedirect.com/topics/engineering/supplementary-cementitious-material
2024
6
"MORTAR | English meaning - Cambridge Dictionary." Cambridge Dictionary, https://dictionary.cambridge.org/dictionary/english/mortar
. Accessed 21 July 2024.
September 9,
(hydration) and decomposing in it (hydrolysis) and hardening and developing strength, creating what is called concrete." 7
BACKGROUND INFORMATION
Concrete and Cement production
Concrete and cement are used in a variety of places due to their versatility and durability. It is a material that we interact with every day and more than 70% of the world's population lives in a structure that is made of concrete. This building material has the unique ability to be shaped to any structure, reaching from basic foundations and exterior surfaces to roads and bridges. It is preferred in the majority of the work done upon construction needs since it is characterised by its strength and durability combined with its cost effectiveness. Once it is installed, there is minimal work that is required in order to maintain it and it is generally less expensive than other building materials.
The process behind the cement production is very complex. To begin, the raw material needs to be extracted from the ground. These materials include limestone, clay, and sand, as well as alternative raw materials, such as fly ash, blast furnace slag, which are raw substances that contribute to a circular economy. After the quarrying process, the fragments are broken into ball-sized pieces, and they are sent to the laboratory for analysis in order to ensure their quality and efficiency. These rock pieces are ground finely and combined with ingredients such as chalk and shale, and later on blended to achieve a consistent composition, creating a mixture called raw meal. The raw meal goes through the preheating process, which includes travelling throughout a preheater tower so chemical reactions between the components begin, thus making the next step much more efficient. The finely ground material enters the higher end of a kiln and reaches the lower end, which has a flame, heating the materials to about 1,400 degrees Celsius. As this procedure partially molten the substance, a series of reactions take place creating the clinker, a new substance that occurs after adding a small amount of gypsum. The clinker finishes with the heating part
7
"Portland cement | Manufacturing, Composition, Uses." Britannica, 21 June 2024, https://www.britannica.com/technology/portland-cement
. Accessed 21 July 2024.
and later on it is quickly cooled down by some coolers. Emissions controlled devices are also used in this process implementing carbon capture and storage technology, preventing any major environmental impact.
8
The manufacturing process behind concrete is based on the production of cement since the main component is cement. In order to create concrete a combination of about 10-15% Portland cement and about 15-20% of water is blended and formed into a paste.This paste is combined with aggregates, such as sand, gravel or crushed stone, which constitute 65-75% of the mixture. Upon mixing the water and cement, they bind together, forming a solid mass 9 .
Environmental Impact
Even though concrete and cement are highly used due to their benefits, they have severe environmental impacts, both upon their manufacturing and in their application. In the production process of cement, an important step takes place, which is controlling the
8 Cement Production Technology. Introduction | by Suppawat Boonrach ...
9Etler, Sarah. "What Is Concrete Made Of?" A1concrete.com, 20 June 2024, www.a1concrete.com/concrete-repair-learning-center/what-is-concrete-made-of. Accessed 15 Sept. 2024.
emissions. This step is of paramount importance but not all concrete and cement producers follow it. As cement is one of the most widely used materials after water, all of the carbon dioxide emissions have a severe impact on the planet since it is responsible for 8-9% of them.
Manufacturing and Application of Concrete and Cement
The environmental impact of concrete goes beyond the manufacturing process. It continues to have environmental consequences even after the construction, particularly throughout its lifespan. Some of the impacts associated with concrete manufacturing as well as its application,are the following:
Carbon Dioxide Emissions
In order to produce concrete, the process of manufacturing cement takes place. When making one kilogram of cement,one kilogram of carbon dioxide is released into the atmosphere and as cement is one of the most consumed materials, on an average more than 4 billion tonnes are produced annually, releasing more than 4 billion tons of carbon dioxide in the atmosphere. During the manufacturing process, there are two main origins of which carbon emissions can occur. First, the combustion of fossil fuels used to power the rotary kiln are a main contributor since they release about ¾ of ton of carbon dioxide.The second source is "the chemical process of turning limestone into lime in the cement kiln"that also produces a large amount of CO2, which in combination with the burning fuels makes 1.25 tons of carbon. In addition, the high temperatures of the kilns also allow burning hazardous waste, such as tires, reducing the need to burn coal, which is one of the major sources of carbon emissions.
Energy Consumption
Besides the large amount of carbon dioxide released into the atmosphere, a large environmental concern is the energy consumption that happens during the concrete and cement production.The majority of the energy is used to operate the rotary kilns transport the raw materials, and the fuel for the extraction of these material, which all takes about 1,758 kWh per each cement ton.In the past, wet-process kilns were mostly used, needing 50% more energy to remove the moisture,than the modern dey-process kilns . In contrast
with cement production, concrete manufacturing requires less energy consumption since the other main components, such as sand, gravel and water, are not as energy intensive.
Water Pollution
Another important environmental concern regarding the manufacturing process of cement and concrete is the water pollution. As water has a critical part in the cement manufacturing process,such as being used for cooling and cleaning the machinery, it is very common to generate wastewater that if not handled properly pollutants can be released into water sources near the site. Substances such as these are heavy metals like chlorine and high levels of pH.As a result, it can disrupt ecosystems and the wildlife while also endangering human health.
Assessment of the Environmental Damage
Acknowledging the severe impact of concrete production and application, the cement industry has taken active measures in order to assure that the impact is limited and controlled. Firstly, there is the Life Circle Assessment (LCA) that is responsible for controlling the environmental damage from the early stages of the raw material extraction, through the production, reaching its application and disposal. Another method is controlling the amount of resources that are used in order to produce the cement. Particularly, the amount of raw material extracted is taken into consideration and later on assessed to see the type of damage it can cause. Measures such as these, also leave room for improvement making the industry more sustainable.
Mitigation
Even though this is an outstanding issue, attempts to solve it in a more innovative way have been made and tried in various different regions.For instance, the replacement of fossil fuel to biomass fuel, where instead of using fossil fuels, which are play a big role on the greenhouse gas emissions, they now use biomass fuels that utilise the waste and is a renewable source. Carbon Capture and storage (CCS) are able to reduce greenhouse gas emissions by capturing the carbon dioxide underground.
MAJOR COUNTRIES AND ORGANISATIONS INVOLVED
China
As the People's Republic of China is the largest cement producer worldwide, they are actively conducting research in order to achieve " a peak in carbon emissions by 2030 and neutrality by 2060".For that reason, China is also a country that has suffered concrete and cements most dangerous consequences, encouraging them to take action into the environmental impact.In order to cut down on its emissions, Anhui Conch, one of the largest cement manufacturers in the mainland of China, by limiting the coal and electricity per tonne of cement usage.In this process they changed from fossil fuel to biomass fuel, finding ways to capture carbon dioxide and reuse the waste heat to generate electricity. With this manufacturing corporation set as an example, other chinese companies start to adapt to these changes, assisting in reducing the carbon footprint in the cement industry. In addition, China's government has prioritised energy efficiency in the industry by constantly encouraging the modern, dry-process kilns, which are equipped with preheaters that use waste heat during the production. Lastly, in effort to change the traditional cement based construction, research has been conducted upon using steel structures to reduce environmental impact.
United States of America
The United States of America is currently working on new and innovative technologies to ensure that the cement and concrete industry are reducing the environmental impact. Since the U.S has recognized the issue at hand, and as they are not able to achieve zero-emissions yet but still work upon projects regarding this topic , they have worked on different decarbonization technologies. One of the fastest and inexpensive ways to control and reduce the emissions is by using blended cements. Particularly " incorporate substitute materials, called supplementary cementitious materials to make blended cement". Various corporations have worked with this strategy and the Roanoke Cement Cement Company in Virginia estimates to reduce emissions by 85%. Another technique to avoid emitting carbon dioxide is Carbon Capture and Storage (CCS). With this way, the carbon is captured and permanently placed into a suitable geological underground formation.
India
India is one of the most rapid-growing producers of cement, making the member state highly aware of the environmental damage this industry can cause. The region has also imposed some of the best national initiatives with programs such as the Perform, Achieve and Trade (PAT), that promotes energy efficiency and was launched under National Mission for Enhanced Energy Efficiency (NMEEE). India's Ministry of Environment, forest and Climate Change forced cement manufacturers to conduct Environmental Impact Assessments in large constructions. This program assesses the air quality, the water resources, the biodiversity, the land use and soil, and the noise pollution.
Environmental Impact Assessment (EIA)
Although it's not a part of the United Nations (UN), the Environmental Impact Assessment follows various UN frameworks and principles that are aiming to tackle the environmental impact of concrete and cement manufacturing and application. As EIA is aware of all the consequences associated with concrete and cement they strongly recommend mitigation measures to control the issue. Adopting new technologies and improving energy efficiency as well as optimising the use of supplementary cementitious materials (SCMs) are able to reduce a large amount of carbon footprint.The United Nations Environment Programme (UNEP) also provides guidance upon the EIA and encourages innovation and improvement through research and new technologies.
World Cement Association (WCA)
The World Cement Association (WCA) "supports the full decarbonisation of the cement industry" 10 . It is recommended that the use of synthetic fuels in carbon capture and the usage of biomass can decrease emissions. The WCA also supports research in technologies that can reduce the environmental impact of cement manufacturing, technologies such as alternative fuels and raw materials as well as enhancing energy
10 "WCA - Who We Are." World Cement Association: WCA, www.worldcementassociation.org.
efficiency. Lastly, it aims to drive positive change and assist the cement sector in becoming more responsible and aware of the practices.
International Energy Agency (IEA)
During the manufacturing process of cement, a large amount of energy is used and that is the reason that most efforts to reduce environmental impact is energy efficiency. The International Energy Agency (IEA) provides energy efficiency roadmaps and strategies to assist in reducing reliance on fossil fuels and replacing them with renewable alternatives in the cement industry. In addition, they provide guidance to regulate some rules and frameworks in order to encourage energy efficiency and low carbon technologies, and special approaches are made in countries with a large amount of cement producers.
TIMELINE OF EVENTS
11 "The History of Concrete: Evolution and Technological Milestones." Giatec Scientific Inc., https://www.giatecscientific.com/education/the-history-of-concrete/. Accessed 21 July 2024.
UN INVOLVEMENT: RELEVANT RESOLUTIONS, TREATIES AND EVENTS
Memorandum of Understanding (MoU)
The Memorandum of Understanding is a formal agreement aimed to decarbonise cement and concrete production throughout the world. It was signed between the United Nations Industrial Development Organization (UNIDO) and the Global Cement and Concrete Association (GCCA). The key reasons behind this partnership are reducing the environmental impact, advancing the industry practices and supporting the achievement of the Sustainable Development Goals (SDG's). In addition, the agreement fully supports the industries commitment in order to achieve carbon neutrality by 2050, which perfectly aligns with the goals of the paris agreement.
2030 Agenda for Sustainable Development
The 2030 Agenda for Sustainable Development was adopted by all of the United Nations Member States in 2015 and it was a call of action to "end poverty,protect the planet, and ensure that by 2030 all people enjoy peace and prosperity" through 17 goals.Goal 9 " Industry, Innovation and Infrastructure" promotes sustainable industrialization which is a priority to the concrete industry. Goal 12 "responsible consumption and production" encourages sustainable practices in production and resource efficiency. It aims to reduce waste, by recycling and reusing concrete waste as aggregate in new concrete or in other construction applications. Lastly Goal 13"climate action" mitigates climate change as well as its impacts, linking it directly to reducing the carbon footprint in the concrete industry.
Paris Agreement
"The Paris Agreement is a legally binding international treaty on climate change"
This treaty brings attention to the carbon emissions from industrial projects, including
12 unfccc.int https://unfccc.int/process-and-meetings/the-paris-agreement,September 10, 2024
12.
cement production. As a result, the member states that signed needed to formulate and impediment emissions reduction strategies leading to tighter regulations on carbon emissions from cement plants. The key goals of the treaty are to limit global warming, keeping the temperature under 2 degrees Celsius , climate finance, Net-Zero emissions, and global stocktake.
PREVIOUS ATTEMPTS TO SOLVE THE ISSUE
Green Concrete
Instead of using the traditional cement and concrete in order to construct a structure, green concrete was introduced. Green concrete is an environmentally friendly version of normal concrete just with recycled material including industrial material, such as fly ash, slag and recycled aggregates instead of using limestone and clay.It is the future of the industrial sector, with numerous sustainability benefits. Reduced carbon footprint is one of the main benefits since the cement will be replaced with other byproducts that are more sustainable. In addition, green concrete is energy efficient due to the fact that the majority of the products are recycled and a small amount of cement will be added.Unfortunately, one of the biggest concerns regarding green concrete is the performance and durability. The inconsistent quality of recycled materials may have residual impurities that don't allow us to understand the quality and thus if it will be as firm as concrete itself. Even though green concrete is a great solution not everyone has access to it and as it is able to work on only on smaller constructions it is not a permanent solution.
World Business Council for Sustainable Development (WBCSD) - Cement Sustainability Initiative (CSI)
The World Business Council for Sustainable development (WBCSD) - Cement Sustainability Initiative (CSI) was active from 1999 to 2018, bringing together global cement companies to address the different environmental and social challenges, while focusing on reducing carbon dioxide emissions. Seeing as reducing carbon dioxide emissions was one of the main goals, CSI promoted the best practices to all of the manufacturers. Some of these
practices were, energy efficiency improvement, alternative fuels and the development of low carbon cements. CSI continued to promote sustainable resources, and biodiversity and land stewardship until it was incorporated in the Global Concrete and Cement Association (GCCA) which continued to do the work. This occurred due to the very slow progress upon the co2 reduction as well as the dependency on coal and fossil fuels after the encouragement to use alternative fuels.
POSSIBLE SOLUTIONS
Carbon-Neutral Concrete
The research and development of carbon neutral concrete that is able to absorb the carbon dioxide in its application process or through its lifetime. Different member states can work together in order to develop a more stable and reassuring green concrete without the past concerns. When in the chemical process carbon capture and utilisation (CCU) will occur. During the mixing process the particles of carbon dioxide will have turned into calcium that can be used to stabilise the raw meal. Since this would be a more sustainable way to include cement in the construction sites, all the manufacturers would prefer it rather than removing the cement use indefinitely.
The use of Alternative Products
Knowing that fossil fuels and energy are highly consumed during the concrete production and application all the member states would use alternative products. Instead of relying on coal and other traditional fossil fuels, biomass industrial waste and renewable resources would be used.By promoting the new initiatives it will be essential by manufacturers to adopt more energy efficient and low-carbon technologies, with partnerships forming to ensure sustainability to this sector. Unlike the past attempt, the introduction to the alternative products would be slower, allowing all manufacturers to adopt the new techniques and have more time to experience it.
International collaboration
Collaboration between large and smaller manufacturing corporations to ensure that all of them are following a similar plan to remain as sustainable as possible. With this collaboration when different techniques are introduced corporations will try them, sharing their progress and mistakes to ensure that no one else will make them. The process will be tracked and the correct amount of changes will be made once the new product is done testing. The product could be a new alternative or a new device that will assist them all.
BIBLIOGRAPHY
"CCUS: More Future With Less CO₂." Heidelberg Materials, www.heidelbergmaterials.com/en/sustainability/we-decarbonize-the-construction-industry/c cus.
Carlsen, Willy. "Cutting-Edge Projects Aim to Decarbonize US Cement Emissions." World Resources Institute, www.wri.org/insights/low-carbon-cement-technology.
Cementing a Greener Future in China |
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www.fidelityinternational.com/editorial/article/esgenius-cementing-a-greener-future-in-chin a-97f57c-en5.
Bourke, India. The Environmental Cost of China's Addiction to Cement. 30 Apr. 2024, www.bbc.com/future/article/20240419-the-environmental-cost-of-chinas-addiction-to-ceme nt.
Fischetti, Mark, et al. "Solving Cement's Massive Carbon Problem." Scientific American, 20 Feb. 2024, www.scientificamerican.com/article/solving-cements-massive-carbon-problem.
Siddiqui, N. A., and R. N. Shukla and Akbar Ziauddin. IMPACT OF CEMENT INDUSTRY ON THE GROUND
WATER QUALITY - a CASE STUDY. 1 Jan. 1970, www.icontrolpollution.com/articles/impact-of-cement-industry-on-the-ground-water-qualitya-case-study-.php?aid=37418.
"The Cement Industry Is the Most Energy Intensive of All Manufacturing Industries - Today in Energy U.S. Energy Information Administration (EIA)."
Www.eia.gov
, www.eia.gov/todayinenergy/detail.php?id=11911.
"COP27: UN Report Shows Pathways to Carbon-Neutrality in "Energy Intensive" Steel, Chemicals and Cement Industries | UNECE." Unece.org, unece.org/media/press/372890.
"China: Share of Global Cement Production | Statista."
Statista
, 3 Jan. 2024, www.statista.com/statistics/1285624/china-share-of-global-cement-production.
Using Low-Carbon Concrete in Your Next Project | U.S. Green Building Council
. 31 Mar. 2023, www.usgbc.org/education/sessions/using-low-carbon-concrete-your-next-project-12854602.
Asphalt, Erickson. "The History of Concrete and How It'S Shaped US Cities - Erickson Asphalt &Amp;
Concrete."
Erickson Asphalt & Concrete
, 8 June 2023, www.ericksonasphalt.com/blog/history-of-concrete-how-shaped-us-cities.
DEDICATED to MAKING a DIFFERENCE Our Agenda for Action
. 2002, docs.wbcsd.org/2002/06/TheCementSustInitiative.pdf.
Schorcht, Frauke, et al.
https://doi.org/10.2788/12850.
Marmier, Alain. "Decarbonisation Options for the Cement Industry."
JRC Publications Repository
2023, https://doi.org/10.2760/174037.
"Energy Efficiency – Topics - IEA." IEA, www.iea.org/topics/energy-efficiency.
"WCA - Who We Are."
World Cement Association: WCA,
https://www.worldcementassociation.org.
"Environmental Impacts of Concrete Construction and Manufacturing."
Converge
, 21 May 2023, www.converge.io/blog/environmental-impacts-of-concrete.
"New Partnership Agreed Between the United Nations Industrial Development Organization and the GCCA to Drive Industry Decarbonization Around the Globe." UNIDO,
www.unido.org/news/new-partnership-agreed-between-united-nations-industrial-developm ent-organization-and-gcca-drive-industry-decarbonization-around-globe.
UNFCCC. "The Paris Agreement." United Nations Climate Change, United Nations, 2015, unfccc.int/process-and-meetings/the-paris-agreement.
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Year 1 Curriculum Map Autumn 2
English:
Our main writing focuses will be recording some facts about the Great Fire of learning we will be learning about in History and then making a fact file about an animal linked to our Science work.
We also continue to use the sounds and spellings learnt in Sounds-Write in reading and writing opportunities and work on our writing skills (capital letters, finger spaces and full stops).
Year 1 pupils would also benefit from practising their handwriting skills and learning spellings such as: are, was, you, me, my, they.
In Sounds-Write we will be learning spellings for ie/oo/e and u. Look out for how you can support this in the red books children bring home and in individual reading books.
Maths:
As mathematicians we will be finishing our work Number and Place Value and Addition and Subtraction within 10 and then moving onto Place Value within 20 and Geometry. We want the children to be secure in reading, writing and counting numbers above ten and be able to compare, order and talk about them.
In number sense activities we will practice making and breaking numbers 6,7,8 and 9 and consolidate early addition knowledge.
Practice subitising skills by downloading this app: https://whiterosemaths.com/resources/1-minute-maths
Year 1 pupils would benefit from learning the number bonds to ten and linking them to a fact family. E.g 9 + 1 = 10 so 1 + 9 = 10, 10 = 1 + 9 and 10 = 9 + 1
Hindhayes Kind Ways
Science:
As Scientists we will extend our learning about ourselves as animals into thinking about the animal kingdom. Children will name a variety of common animals, learn that animals can be grouped in different ways, eat different things and look different.
Design Technology
In our Design learning we will be exploring the uses of sliders and levers and then making our own to produce a moving element within a picture.
Music:
In music we will be learning songs called 'Rhythm in the way we walk" which is in a Reggae style and Banana Rap which is in a "Hip hop style. You could listen to Happy by Pharrell Williams, When I'm 64 by the Beatles and The Planets, Mars by Gustav Holst to support this learning. Enjoy!
RE: The children will join assemblies based on our school and Christian values and also stories from the Bible. We will think about what Christians believe about Jesus and the Christmas story.
Homework:
We really value the time that you spend reading with your child. Supporting them by practising sounds, words and talking about their book really makes a HUGE difference to their reading progress. Thank you!
Challenge! Can you read at home for 10 minutes every day or practice the words in your red book?
ICT:
Our learning in ICT will involve using computers and tablets to use a range of tools used for digital painting. Children will build on the skills learnt last half term to add manipulate text.
Art:
As Artists we will explore sculpture and then move on to Christmas and seasonal activities.
History:
As Historians we shall be taking a step back into the past and finding out some key facts about the Great Fire Of London. Children will learn when, where and how the fire started and how quickly the fire spread. This unit of work will finish with an amazing theatre group drama workshop.
Curriculum for life:
Relationships, privacy and different types of touch and when to seek permission to touch will be focus of our circle time conversations. We will also be thinking about how our behaviour can affect others, what respect means and why we have class and school rules,
PE:
In PE we will be developing our use of multi-skills. We will also be zooming in on movement in Dance.
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National 2 Science in the Environment (Course Code: C766 72)
SCQF Level 2 (18 Credit Points)
Why study Science in the Environment?
Science is an important part of our everyday lives at work, at home, in learning and in leisure. Through science, we develop a curiosity and awareness of our environment and recognise the impact science makes on ourselves, on others and on everyday life.
This course will enable you to develop the confidence and ability to tackle everyday situations involving science. You will use your knowledge of science, equipment, tools and materials to make scientifically informed choices in a range of personal and social situations.
What do I need to get in?
The school or college will decide on the entry requirements for the course.
What will I study?
This course aims to develop skills in: recognising the use and value of science in the environment, and how it affects everyday life; using and understanding scientific literacy in everyday contexts; and using, tools, equipment and materials safely in practical scientific and environmental activities.
The course has two mandatory units and two optional units.
Mandatory Units
Science in the Environment: Exploring Everyday Materials (6 SCQF credit points)
In this unit you will:
- explore the properties of different materials
- look at the changes made to these different materials using heat, force, and contact with other materials.
Science in the Environment: Living Things (6 SCQF credit points)
In this unit you will:
- develop an awareness and knowledge of living things
- explore the diversity of living things and the dependence between them
- develop an awareness of yourself as living being by finding out about the main parts of the human body and factors that affect your health and wellbeing
- begin to develop your scientific literacy by exploring living things through practical activities.
Optional Units (choose one)
Date Updated: 09/09/2024
Science in the Environment: Keeping our Planet Healthy (6 SCQF credit points)
In this unit you will:
- explore the environment and the impact humans have on the planet
- use everyday resources to test this impact.
Science in the Environment: Forces (6 SCQF credit points)
In this unit you will:
- explore different types of forces
- look into the effect these forces have on different objects
- examine the size and direction of the forces.
How will I be assessed?
You will be given practical work and other tasks to do when your teacher thinks you are ready. Your finished work should be kept in a folder. This is the record you keep of what you have done and how well you are doing.
If you do not pass a task first time you will be able to try again after more practice and help or advice from your teacher.
Your teacher will tell you how you are getting on. You will get the pass marked on your certificate.
You must pass all the required units to get the qualification.
Study Materials
What can I go on to next?
If you complete the course successfully, it may lead to:
- National 3 Environmental Science
Further study, training or employment in:
- Animals, Land and Environment
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The Interviewing Guide
91
Procedural memory (Type A)
Manner with interviewer
Implications for interviewer
Slow down. Listen. Encourage speaker to take time and really reflect on internal process, even if it gets difficult, confusing or painful. Focus on feelings more than thoughts.
Encourage speaker to reflect on own feelings. Decline invitation to be 'the expert' and also the invitation to collude with diagnoses or labels the person attaches to their strategy.
Listen carefully. Be aware of the subtle omissions of self, eg. lack of 'I' statements. Encourage speaker to use 'I' and to reflect on his/her own role in the memory, and own feelings.
Possible responses to promote integration
(Interviewer)
» » 'Let's take some time here. It feels important to stay with this memory.'
» » 'What connections do you make with…?'
» » 'I wonder if we can explore that a little further…'
» » 'Sometimes it can be difficult to remember things from so long ago. If we try first to remember places, and then move on to the people and the events, then your thoughts and feelings at the time, that might help.'
» » 'What can you say to yourself that will help you to be able to cope with the feelings that you may experience when recalling these events?'
» » 'What are your feelings about that now?'
» » 'Try putting that in your own words.'
» » 'I'll invite you to form your own opinion about that.'
» » 'How are you managing to speak for yourself in this interview?'
» » 'Can you say more about that incident? How did that happen? What were your feelings at the time?'
» » 'You mentioned the children. Who were they and how were they related to you?'
» » 'How did you feel about having them as siblings?'
» » 'It is normal for people to feel both good feelings sometimes and sometimes bad feelings about siblings, parents and other people who are in the family or who are friends. Let's take some time and see if you can think of some of the different feelings you had at the time about…'
» » 'I notice that you gave a very detailed description of the house there, and I wonder if we can now move on to describe the people in your family and your feelings about them at the time (and now).'
» » 'Please say more about that.'
» » 'Can you think of a specific instance when that was the case?'
» » 'I wonder if there is anything getting in the way of you expressing your own feelings in this interview.'
93
Implications for interviewer
Possible responses to promote integration (Interviewer)
Listen carefully; be aware of speaker's often very subtle means of dismissing his/her own feelings (eg. with a quick laugh).
Encourage speaker to reflect on own feelings. Encourage the speaker to identify the emotions they felt at the time – especially the 'forbidden' emotions of fear, desire for comfort, sadness and anger, and how these were or were not addressed. Help the speaker to anticipate the well of fear, sadness or anger that exists beneath the surface of these concealing memories.
» » 'I notice that you just laughed when speaking about crying at that time. I wonder if we can take time to more carefully consider your own feelings at the time, even if they were painful feelings or if you were feeling bad at the time. How can we move on to consider those feelings now?'
» » 'I wonder how you were feeling at the time.'
» » 'What does "making trouble" mean?'
» » 'When you say you were always making trouble, I wonder whose opinion that was, yours or someone else's?'
» » 'It is normal for every child to sometimes feel afraid, or sad, or angry, or other bad or painful feelings. It's a part of life, and a part of growing up. I wonder if there is anything that makes it difficult for you to talk about ever feeling afraid or sad.'
» » 'What memories do you have of telling anyone about feeling afraid or angry or sad? What happened when you spoke about these feelings? How do you feel about that now?'
» » 'I notice you said that you did not need a cuddle. Can we slow down and consider what age you were at the time, and what had just happened? What are you likely to have been feeling inside at the time, when your father had left the house and torn the front door off its hinges? (eg. fear/desire for comfort; or anger.) For any child of six years old, feeling such emotions, what might have helped? What didn't happen that might have helped you at the time?'
» » 'Might it be possible that you did need a cuddle, and felt frightened or angry about what had happened, but that Mum, being very scared herself, was not able to comfort you – but needed comforting herself, which you provided? What might this mean about what you had to do with your own feelings of fear or anger? What do you think you did with those emotions? What might you be doing with them right now?'
» » 'What might be stopping you from talking about your feelings of fear, sadness or anger here in this session? What might happen if you do? What won't happen if you do? What might be the advantages of talking about your feelings, without having to worry about taking care of anyone else, but just focusing on your own feelings? Shall we return to that memory now?'
» » 'What does this remind you of?'
» » 'Who really needs to hear your anger, or know about your fear or sadness?'
95
Imaged/sensory memory (Type A)
Implications for interviewer
Encourage the speaker to take time and try to access own memories and feelings.
Listen, and maintain a steady, containing relationship so that memories can unfold.
Encourage the speaker to focus on self, other people, and his/her own feelings, in addition to the focus on places and facts.
Listen carefully. Recognise that this might have been a highly distressing event at the time, and the speaker may have needed to completely hide his or her own feelings at the time in order to survive.
Gently encourage the speaker to process their understanding of the memory, its meaning, their feelings at the time and their feelings now.
Possible responses to promote integration (Interviewer)
» » 'Can you think of a specific memory of when you were young?'
» » 'I notice you have spoken about the feelings your parents may have experienced. I wonder where you were when that happened, and what your feelings were?'
» » 'What might be holding you back from identifying your own memories?'
» » 'Why do you think you may have that memory? What could it mean?'
»
»
'You have given a detailed description of the car. Who was in the car?'
» » 'What else do you remember?'
» » 'Were there any voices? Was anyone speaking? What did you say?'
» » 'What was happening?'
» » 'What were you feeling at the time?'
» » 'Why do you think you have that memory? What could it mean?'
» » 'You have mentioned that you saw your father hit your mother, and that she had blood running down her hands. Let's take some time to look more closely at this event, and what it meant to you at the time and what it means to you now.'
» » 'What else do you remember about the episode? [Ensure speaker stays in the here and now and does not dissociate.] Who else was there? What happened? Do you remember voices? Sounds? Movement? People's expressions? What were you doing during this?'
» » 'What do you feel you needed at the time? How did you manage to get those needs met at the time? What is your opinion about how successful or not that strategy was at the time?'
» » 'Which of your needs were not met at the time?'
» » 'What is your opinion of this, looking back?'
» » 'Looking back with your adult point of view, what is your feeling about what you had to do in order to survive/get your needs met, during that event?'
» » 'What are your feelings about this now?'
» » 'How often do you use the same strategy now, in other situations? Where is it working for you, and where is it a problem for you or others?'
» » 'Do you still use that image of yellow light? When? How often? What meaning did the light have for you at the time? How did it look after your feelings? How is it still useful? What are your thoughts about it now? Was it more useful then, or is it more useful now, or about the same?'
97
Semantic memory (Type A)
99
Episodic memory (Type A)
101
Integrative/working memory (Type A)
Characteristic 16. Uses optimistic platitudes.
Function
'It was all just a happy, normal childhood, and I suppose it taught me a lot of lessons about how important family is.'
(I must stay positive and present a positive face to the world. Otherwise it will be dangerous. It may also be dangerous to re-think my life and my strategies for coping, because I risk having uncomfortable feelings and may become afraid/ sad/needing comfort or angry, and if that happens I will be abandoned or punished.)
Uses platitude to give positive interpretation of historical events, without acknowledging subtle distinctions between negative and positive events.
Implications for interviewer
Encourage the speaker to consider other possibilities, to take time and reflect on their own perspective and the perspective of their attachment figure, weighing up the two perspectives.
Encourage the speaker to assess the balance of responsibilities between them and their attachment figure, considering age, maturity, resources, etc.
Where abuse is being recounted, label it accurately as abuse. Ascribe responsibility to the abuser, and help the speaker to see where their own [attachment] behaviour may have been misused/used against them by the abuser.
Encourage speaker to show tolerance and compassion to their own younger, abused self [who could not tell anyone].
Encourage reflective functioning.
Possible responses to promote integration
(Interviewer)
» » 'What about your own feelings about that event? How did you feel during the beating? [What would any child feel during a beating?] After it? What other feelings might you have had? How do you feel about that now? Looking back, how might your father have behaved differently that still would have helped you understand "where you stood" with him? Can you think of any alternatives? Weigh them up: which would be best, in your opinion?'
» » 'What are other possibilities? Who was the responsible adult in that situation? What you are describing is a situation in which you were being abused. What needs did you have that were met? What needs did you have that were not being met? What needs did you have that were being abused? Looking back now, what did you need from your father at the time? What did you need from your mother? What might have kept you from being able to tell anyone that you were being abused, at the time? How did this leave you feeling, at the time?'
» » 'How did that help you at the time? How did you feel when that happened? What are your feelings about that now? What is the same or different now? How would your strategy be the same or different now, if you were faced with a stressful event in your life?'
» » 'What is your own perspective on that story? What are your own thoughts and feelings about how and why you behaved as you did that day?'
» » 'Is this figure still helpful to you? How and when? Are there any differences in how this figure plays a role in helping you now, as compared with then? How real is this figure to you? How does the figure appear and in what situations? What do they say or do? What physical characteristics do they have? How does this figure provide comfort and protection that was not available to you earlier in life? What does this tell you about how you had to manage then? Do you still need to manage in this way?'
» » 'Say more about that. You have been speaking about a range of memories and ideas, and you have spoken about some of the okay things that happened and some of the not okay things that happened. I wonder if you can try to weigh these up in your mind for a moment – take some time – and try to weigh up what the lessons are from these events and your life history. For example, what is the learning that you want to take from your insight that your father was often threatening to you if you expressed any anger or frustration, or if you received a poor grade at school? How did this affect you?'
Procedural memory (Type C)
Manner with interviewer
Orientation of self in relation to what they are describing
Characteristic
[raising voice, banging fist] '… but
5. Gets involved in the moment.
it was his same voice, same breath,
Function
came in the house, the bastard, same stupid words every time he
and he should have died before us lived in fear all the time and I
Often uses run-on sentence structure with little sense of temporal order or causation. Boundaries of time and place violated. Uses frequent repetition to clarify for self what the feelings are.
my mother, and that's why all of stayed home from school to look
brother…'
after my mother and my sister and
[angrily] 'You're not here now, are you, Mum!?'
(I must talk in order to know what my feelings are. If I can find out what my feelings are, I may be able to communicate clearly and steer my way through this session. I can't remember the order of events, but I know how I felt about it.)
Directs speech to an absent person to clarify own feelings.
Implications for
Possible responses to promote integration
Characteristic/function
Discourse markers associated with this characteristic
Examples (Speaker)
Be aware of what effect these strategies are having on you. They are intended to disarm/ alarm you as a listener, and steer you towards care-taking behaviour. Don't get enmeshed in this struggle for your collusions and rescue. The speaker is trying to generate concern in you either that he cannot cope (is less competent than he really is) or that he may lash out and be a danger to himself, you or others. Either strategy may result in you offering comfort and protection. This is his expectation. Focus on the speaker's thinking about this strategy, and his own responsibility for his actions and process of change. Avoid focusing on speaker's feelings until he develops greater cognitive flexibility (eg. perspective taking), otherwise speaker will be 'spinning his wheels'.
» » 'I wonder what that might achieve? Why might it be important to consider why you made such a statement, here in this session?'
» » 'Looking back on it from your adult eyes, how has your thinking changed about what you were doing at the time?'
» » 'What is your understanding of how you are different now from how you were then? What responsibility do you take for your own actions now that you did not take earlier in your life?'
» » 'What strategies did you use then to get comfort or protection, that you still use now? How might these affect your relationships with other people?'
» » 'I'll invite you to look at things from the point of view of the people who are affected by your behaviour …'
Characteristic/function
Discourse markers associated with this characteristic
Examples (Speaker)
Implications for interviewer
Possible responses to promote integration (Interviewer)
Imaged memory (Type C)
Semantic memory (Type C)
Implications for interviewer
Encourage the speaker to slow down and try to think of words or phrases that accurately describe their relationship (eg. with early attachment figure). Acknowledge that this may be difficult because they may be dealing with differing feelings about the relationship. Encourage the speaker to use different types of words or phrases, to gain differing perspectives.
Decline the invitation to label mother as all bad while the speaker gets to be all good.
Encourage the speaker to weigh up their own role in the sequence of events, and also to assess whether this event was sufficient to change the entire relationship. Focus on thinking and perspective taking.
Encourage speaker to consider his or her own feelings about the relationship they are describing. Ensure that speaker is reflecting their own thoughts and feelings rather than taking other parent's perspective.
Encourage the speaker to evidence their description with specific episodes.
Possible responses to promote integration (Interviewer)
» » 'This is an opportunity to really think things through for yourself, to find words to describe how things really were. So take your time. One thing that might help is to think in terms of there being both good times and bad times. In most family relationships, there are good parts and bad parts. Let's talk about some of those.'
» » 'How might your father have viewed your relationship with him? How might he have viewed you? How might his point of view have differed from yours? What do you think about this now?'
» » 'What might be another way of looking at that incident? What might your own role have been, leading up to the slap? What were you doing or saying? How might this affect how you view your mother and your relationship with your mother now? What new perspective do you have that you did not have then? What decisions do you want to make, based on this insight?'
» » 'How do you feel about your father's behaviour?'
» » 'What makes you think your father is this way?'
» » 'What are some of the experiences you remember having with him when he was this way? Can you think of specific times when he has been like this?'
» » 'Was he ever any different in your eyes? Or has he always been the same?'
» » 'What hasn't been there in the relationship that you would like to have been there? How do you feel about that now?'
» » 'How would you like to feel about this relationship in the future?'
» » 'What might improve your ability to cope with your feelings about your father and the relationship you have with him [regardless of whether father himself changes or not]? What strategies can you use to keep yourself safe and meet your needs for protection and comfort?'
Episodic memory (Type C)
Characteristic
19. Blurred episodes/Several episodes put together.
Function
(I know things were bad because that's always the way it has felt to me. I just can't remember a specific example.)
Episodes are blurred together, and circular. Multiple, partial and tangential episodes given, which may or may not support the semantic word or phrase used to describe the relationship. May ramble through episodes but cut to the affective climax. Events poorly ordered and violate boundaries of time, place, persons. Focus on own feelings rather than the order.
'I remember we were at the zoo, when we were all at the zoo. Then we'd go every summer to this park and she'd be going crazy again – I remember the zoo was my sister's favourite but not mine, I wanted to go to the beach, and we went one time but it rained of course. You know those funny hats you wear at the beach? My father wore his even though we were inside this beach restaurant, and my mum shouted at him to take it off. We were all miserable after that! Everyone was shouting. Then there was another time when …'
Encourage the speaker to focus on a specific episode, with a focus on keeping to boundaries of people, place and time.
» » 'Can you think of a specific example of a time you went to the zoo? When was it? Who was there? What specific things do you remember about that occasion?'
» » 'In what way does that episode reflect [X], which is how you described your relationship with your mother?'
Implications for interviewer
The speaker is inviting you to be appalled at his attachment figure's behaviour, and has left out his own contribution to the events.
Encourage the speaker to talk about his own role in the episode, and how he might have contributed to being left out in the cold.
Encourage him to contrast his thinking then with his thinking now. Avoid the trap of helping him to express his feelings about being left in the cold – he has already made these feelings clear.
Remember that the 'C' strategy is unlikely to have developed in consistently life-threatening circumstances, but rather in circumstances in which the speaker felt as if he were going to be abandoned or left in danger.
Possible responses to promote integration (Interviewer)
» » 'Thinking about this episode, can you think about what led up to you being shut out in the cold by your father? What do you remember doing yourself? What might have provoked your father's response? Try hard to think of specific things you might have done.'
» » 'What if you took your father's perspective. How might he have seen your actions on that day? How might you see the episode differently if you recognised that you had a role to play in provoking your father's actions? What might this mean about how you view your father and his actions at the time?'
» » 'What might be the advantages or disadvantages of seeing your father is these new ways?'
Characteristic/function
Function = underlying selfprotective purpose of the strategy.
Discourse markers associated with this characteristic
Working memory/integration
Characteristic 23. Borrows psychological jargon.
Function
(I have heard some professionals use these words to describe what I've got, so I'll use them here even though I don't really know what they mean. That will impress them and they will think I am working hard. That's good, because it means they will keep me coming and I'll get what I need – comfort, safety and protection. Or: I think these words describe what I am experiencing. I'll use them even though I don't know what they mean.)
Uses other peoples' metacognitions (especially medical/psychotherapy diagnoses and jargon) and does not integrate these into own cognitions. Appearance of insight. May include skilled misleading of interviewer.
Characteristic
24. Notable missing links in thought process.
Function
(I can never be sure of where the threat is coming from or when I might get the comfort and protection I need. I jump back and forth from danger to safety to danger again, just like all my life I've jumped back and forth from fear to anger to sadness. It's how I communicate.)
Characteristic
25. Retain errors of cognition and unresolved feelings.
Function
(I still feel the way I have always felt about what happened, because my feelings are the only way I really have of predicting where danger or comfort and protection may be in the future.)
Omitted meta-cognition. Two thoughts not joined, implying a 'magical' link. Deny complex causation. Deny multiple perspectives.
Rationalises old mistakes and continues to blame others. This can be skilfully misleading.
Examples (Speaker)
'I think I might have repressed those feelings, but now I've been working them through, I think I have a lot more insight into my disorder. I know I've got (X) and that's what's behind all this.'
'Then the police came and took my stepfather away to prison. I wasn't bleeding too much from that time. But after that, me and me Mum were happy as could be – living the life we'd always wanted.'
'So that's why I set the fire, because my mother had told me to set the fire in the wood stove. It wasn't my fault that the place caught fire. She shouldn't have put me in charge – at 14 I was too young to be alone in the kitchen, and she'd never taught me to watch the fire after you set it. Adults should be in charge of live fires – even the firemen said that.'
Implications for interviewer
Listen carefully to the meaning and function of the statements. Consider whether the statements are purely for your benefit in order to keep you engaged, or to what extent the jargon is being borrowed in a genuine attempt to gain understanding and integration.
The speaker in this example leaps magically from the painful image to the image of happiness with Mum. Encourage the speaker to discern the gap in information and why it might be important to recognise and work with this.
Encourage the speaker to sort out the sequence of events and identify and apportion responsibility accurately.
Possible responses to promote integration (Interviewer)
» » 'Can you explain what you mean by that?'
» » 'What is your understanding of what thoughts or events you repressed?'
» » 'What purpose might have been served by keeping those thoughts out of your mind?'
»
»
'What might be the pros and cons of thinking about those people and events now, in this session?'
» » 'What resources can you draw on to take the next step? What can make it safe to think about those thoughts?'
» » 'What else do you remember?'
» » 'Can you say more about what happened that caused you to bleed?'
» » 'What sense do you make of that memory? How do you think it happened that you and your mother became happy? Can you think of any specific instances when you felt it was happy with just you and your Mum? Why was this important?'
» » 'What would it mean if there were other points where things were less happy? What might your mother have thought about these events, from her perspective?'
» » 'What might your stepfather have thought about these events, from his perspective?'
» » 'What might have been your role in that?'
» » 'How did the fire start?'
» » 'What do you think you might have done differently?'
» » 'Looking back now, how is your thinking about that event different now than your thinking then?'
Imaged memory (Type B)
Characteristic 4. Lively, fresh images.
Function
(I am not afraid of re-visiting events from long ago, and I enjoy the process of remembering and trying to figure things out and making connections between events, people and places. Using my memory of images and sensations helps me to remember what took place and what that memory means to me on an emotional level.)
Speaker recalls images, which may include all sensory stimuli – sight, touch, smell, taste, sound – and conveys them in a lively, fresh manner. For example, there is no unintended stilted manner, or eeriness, to the images recalled.
'I remember being in my own bed, and hearing sounds coming from the kitchen – my room was just off the kitchen. And I remember the smells from the kitchen used to come into my room. The walls in my room had this funny clown wallpaper. I would spend hours looking at the different faces of the different clowns.'
Semantic memory
Characteristic
» » Qualified evaluations.
5. Consistently able to make differential and balanced comparisons, eg. different attributions to different attachment figures.
» » Balanced evaluations.
» » Multiple causal factors.
» » Differentiate temporal order from responsibility.
'I went through a very rebellious period in my late teens. I had some friends who were into drugs and I got into some of that behaviour. We fancied ourselves as sort of Goths, with the hair and the leather and the whole works. My parents reacted quite badly to it all, and tried to keep me in the house before I was 16. But I wouldn't listen, and out I went. It got very bad
Characteristic/function
Function = underlying selfprotective purpose of the strategy.
Function
Discourse markers associated with this characteristic
» » Responsibility linked to maturity, power, and knowledge at the time of the event.
» » Also can differentiate what happened and who was differentially responsible for what.
(When I think about a situation I am facing, the best way forward is to consider multiple points of view and possible outcomes, and then to make my decisions. When I look back on memories from my life, I try to evaluate them and take lessons from them using these same principles. I recognise that events and situations can have multiple causes.)
Episodic memory
Examples (Speaker)
for a while, and once I was arrested for minor possession of drugs. I think I was experimenting with who I was, and trying to rebel against what I thought was my parents' boring life – their typical, middle of the road, lifestyle. Looking back, I think it was a sort of normal thing for teens during that period to be doing. We were all kind of rebelling – it was part of the music, the clothes, the teen culture. Driving our parents crazy. All part of it. There was one time I took it too far and called my parents terrible names – this is when I was 16 – and that was the one time I remember my dad actually hitting me in the face. I'd called my mother a name – maybe I called her a bitch – and my dad punched me – I know he did it without even thinking, and frankly, I deserved it. I was being a spoiled teenager, and I'd hurt them both. I know he regretted hitting me afterward. We made up eventually. And later on, when I was in my 20s, we all got along fine again.'
Characteristic
6. Episodes sequenced coherently and are unique.
Function
(I can think about events from my life and I remember the good times and the bad times. I can recall these times pretty well, and if I can't remember I don't try to invent. I try to tell this person the events from my life in a way that they can understand, recognising that they weren't there – I was.)
Contains both cognitive information (order, events, outcome, causes) and affective information (feelings and emotionally laden images). Episodes support semantic statements made about relationships.
'I remember one time when I was about six, I knocked at my mother's door and she would not respond, even though I knew she was awake because I'd heard her talking to my father. My father came to the door and took me back to the kitchen, and he made me a sandwich and we talked. I know that, at the time, my mother was going through a very hard time, because she had lost both her parents in a car accident when I was just five years old. She sometimes stayed in her room for several days at a time, for about a year and a half. My father was pretty upset about it, too. I think they had a difficult time explaining what had happened, because I would ask questions like "when are they coming back?" – I was upset and confused, too. Each of us managed it in our own way, and eventually my mother came through it, and we all did. It was a bad couple of years.'
Characteristic/function
Function = underlying selfprotective purpose of the strategy.
Discourse markers associated with this characteristic
Integrative/working memory
Examples (Speaker)
Characteristic 7-12. Reflective functioning and meta-cognition.
Function
(I consciously try to think about and evaluate my life based on all available information, including my thoughts, my feelings, and all of the different experiences I have had over the course of my life. I am able to draw lessons from all of my experiences, good and bad, and I try to take into account multiple points of view. I also take into account the fact that I still have a lot to learn, and if I see that I may have made an error as I am talking about my life, I correct myself and try to think consciously of what the accurate view is.)
7. Considers all information. Reflects without prompting on the process and details involved in recalling experiences.
8. Focuses on discrepancies. Thinks about own thinking and capitalises on this thinking, with or without prompting. Seeks to correct contradictions, omissions, or false beliefs or affects.
'When I look back, I can see that some of the times – to go back to what I was saying earlier, about when my mother's parents died - when my mother did not come to the door, and pretended not to hear me, she must have been absent-minded … No, that's not right, let me put that another way … What I think it was really about is that she was so depressed and upset about her own parents' death, that for a while she just didn't feel like living herself. I certainly know a bit what that feels like, now that she's gone. … So, looking back, I think that she just couldn't cope with my demands – the normal demands of any 6 year old. And what happened was that for a while my father took up quite a lot of the tasks that my mother would normally do.
9. Develops new understandings based on evaluating all information. In relation to dangerous episodes, discards information unique only to that situation and keeps the information needed for protection in future. Acknowledges complex causation of events, and accepts there may be ambiguous or uncertain information.
10.Able to construct more accurate expectations of the future and has flexible access to a variety of strategies, including 'A' and 'C' when needed. Capable of reaching difficult conclusions and containing difficult feelings or expressing them appropriately.
… I know that, at the time, I reacted with a lot of confusion and anger. I wanted my mum. … But I can see now why she was so removed from me for about a year and a half. She eventually came round, and I was glad she did. I had my mum back. I know that's what's happened for me as well. And when my mother died, I tried hard to be there for my own kids, but some days I just couldn't handle it. But I knew I would come back around eventually, and I did. I had to go through the feelings, and I tried not to pretend to my own children that everything was OK. Looking back, I'm kind of glad that my mother didn't pretend she was all fine and well, even though it was very painful at the time. I think she did me a favour, in a way, letting me see that she was upset, but not making me feel traumatised by seeing her crying all the time. So there are big lessons there about being honest about your feelings, but not stressing your children out by dumping feelings onto them, and also about time helping you get over grief and loss.' | <urn:uuid:8907c458-005c-4923-a3d3-5318bb3f3512> | CC-MAIN-2024-46 | https://iswmatters.co.uk/wp-content/uploads/Interviewing-Guide-AbPA-book.pdf | 2024-11-03T00:54:05+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027768.43/warc/CC-MAIN-20241102231001-20241103021001-00862.warc.gz | 301,288,728 | 7,323 | eng_Latn | eng_Latn | 0.950786 | eng_Latn | 0.999465 | [
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Assessing Language Standards (Grammar and Conventions) for College and Career Readiness
This document offers guidance for assessing language standards for college and career readiness (CCR), based on the expectations outlined in Criterion B.6 of the CCSSO Criteria for Procuring and Evaluating High-Quality Assessments which focuses on "Emphasizing vocabulary and language skills: The assessments require students to demonstrate proficiency in the use of language, including vocabulary and conventions."
Evidence Descriptor:
"Language is assessed within writing assessments as part of the scoring rubric, or it is assessed with test items that specifically address language skills. Language assessments reflect requirements for college and career readiness by
o Mirroring real-world activities (e.g., actual editing or revision, actual writing); and
o Focusing on common student errors and those conventions most important for readiness."
TWO APPROACHES TO TESTING CCR LANGUAGE (GRAMMAR AND CONVENTIONS) STANDARDS
1. Assessing Language Skills via Student Writing
In regard to "real-world activities," colleges and careers both require individuals to write; thus, assessing conventions through scoring of student writing is the most authentic way to test grammar and convention standards. To address this approach, the rubric used for scoring written responses should include points that can be attributed to the language skills outlined in CCR standards. A row from a sample rubric is provided below:
Assessing language within student writing naturally meets the Criteria's requirement that language items "focus on common student errors," as students will make (or not make) those errors that are common to their grade level, as part of their own writing.
The act of writing responses occurs in both college and careers and it naturally provides evidence of those errors that students are most likely to make; it is, therefore, the preferred method for assessing language skills.
2. Assessing Language Skills Via Embedded Error Passages and Associated Items
If, however, an assessment program does not include conventions as part of the writing rubric and/or a program needs additional score points to create a viable reporting category, embedded error passages and items can meet the expectations of criterion B.6.
This approach does not represent real-world activities as well as authentic writing does, but can provide useful information about mastery of convention skills. With this method, students read passages with embedded errors, and then answer multiple-choice (MC) and Technology Enhanced (TE) items in which they choose/type the option that corrects the error. Since, in college as well as in some careers, students frequently encounter errors within texts, these embedded error tasks are a viable option for assessment programs assessing language items.
This approach does allow for testing of "common student errors and those conventions most important for readiness." Common errors may be crafted as distractors in MC items, for example. Additionally, the conventions students should have "control of" by grade level will be listed in the grade-level standards and the Language Progressions Chart (pages 30 and 56 of the Common Core State Standards) or similar documents in other CCR standards. Items can be written specifically to assess these standards, thus testing those "conventions most important for readiness."
The purpose of these sample embedded error passages and items that follow is to present guidance around the expectations for crafting constructive embedded error passages and items.
The items included in this document are formatted to be paper/pencil assessments. You will observe a variety of styles/formats: numbered sentences vs. numbered paragraphs, underlined errors vs. culled sentences in stems, whole sentences in options vs. abbreviated options that include only the tested part of a sentence, etc. Choose the format best suited to your students, or mix the formats so students will have exposure to a variety of items they may encounter on other assessments. Educators can provide valuable insight into which formats are most appropriate for particular grade levels.
With the advent of technology, these items may become even more authentic in nature, allowing students to correct the errors within the text itself. In fact, many of the items shown on the passages that follow could be embedded in the passages, offering students drop-down menus with the options from which they could choose the correct answer.
EMBEDDED ERROR PASSAGE GUIDELINES
When considering texts appropriate for the testing of grammar and convention skills, commissioned passages are the only choice. Well-crafted, previously published texts are errorfree and would not allow students the opportunity to correct errors, and it would be unethical to embed errors into a previously published text. It is also extremely unlikely one could get permission to do so from the original author or publisher. Therefore, the texts used to assess language skills must be written specifically for the assessment.
When creating these embedded-error texts, there are several factors to consider:
1. The readability level
To avoid creating construct irrelevance, care must be taken to make the tests accessible for all students; students should not have to demonstrate strong reading skills when being tested for language skills. Texts should also be of appropriate complexity for the grade level. A good rule of thumb is to use quantitative data (e.g., Flesch Kincaid) to check that the text is not above the grade band being tested. Furthermore, it is preferable that within the range established by research, the texts fall on the lower end of the range. Below, you will see the chart with allowable ranges by grade band.
Although the chart specifies Common Core, the research behind it applies to all CCR standards. When considering readability for a grade 7 language passage, for example, the range is 6.5110.34, and the selected language passage should fall far short of the 10.34 to ensure students are able to read it easily.
2. Writing modes
Writing standards for college and career readiness include three writing modes: expository, argument/opinion, and narrative. Ideally, the conventions and grammar students are tested on would be embedded in passages that represent the modes students will encounter in writing. This approach allows students to practice editing the kind of writing that they, themselves, are expected to complete.
3. Interest level and quality
Clearly, it will be a rare occurrence for commissioned, short passages to rise to the quality of a richer, previously published text. However, there is no reason the texts can't be interesting and engaging for students. Students can learn about new subjects by reading these texts. For example, with informational texts, even short embedded error passages, students can learn snippets about new content-specific subjects like the arts, history, or science. The topics can be covered in a superficial way—not diving deeply into causal relationships, etc.—but still exposing students to interesting information. Another note about quality: these texts, just as with reading texts, should be worthy of student time and attention. There should be no errors other than those being tested. Having untested errors in a passage can distract and frustrate students, as well as model poor writing. Passages should undergo a thorough review to check for unintentional, untested errors. The sample texts below demonstrate this approach to quality, in that they are meant to be interesting to students and do not contain untested errors.
IMPORTANT: You will notice that no items in this document are aligned to writing standards. That is because writing should be tested in a way that requires students to actually write a written response.
TABLE OF CONTENTS
Sequence
Genre and
Sequence
Grade 3 Narrative – Picnic
Read the following passage from a student's story about a special picnic. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
1) Today is the first warm day we've had in months, declared Grandma Claire. 2) "Let's have a picnic in the park and soak up some of this sunshine."
3) My little brother and I packed some goodies into a bag. 4) Kyle put in large red apples and some green grapes. 5) I added some crunchy oatmeal cookies and cold juice boxes. 6) My grandma found an old blanket we will throw on the ground.
7) It was a perfect first day of spring. 8) My brother and I played on the bars and swings for a while. 9) We played with some other childs, pretending to catch elfs hiding under rocks. 10) Grandma sat on a bench reading Trips around the World magazine. 11) We all had the greatest day ever.
12) After snacking and filling our stomachs with treats, we found out that old blanket came in handy. 13) We all took a nap!
1. How should sentence 1 be written?
A. Today is the first warm day we've had in months, "declared Grandma Claire."
B. "Today is the first warm day we've had in months, declared Grandma Claire."
C. "Today is the first warm day we've had in months" declared Grandma Claire.
D. "Today is the first warm day we've had in months," declared Grandma Claire.
2. Read sentences 4 and 5 from the passage. What is the purpose of the adjectives in the sentences?
A. They explain the way the boys moved as they started to pack.
B. They describe how the snacks the boys packed look and feel.
C. They describe which boy chose to pack which type of snack.
D. They explain the specific actions the boys took to get the snacks in the bag.
3. In sentence 6, how should the underlined verb be written correctly?
A. could threw
B. could throw
C. throw
D. Correct as is.
4. Read sentence 9 from the passage. How should the underlined words be spelled?
A. childrens, elves
B. children, elfs
C. children, elves
D. Correct as is.
5. How should the title of the magazine mentioned in sentence 10 be written?
A. Correct as is.
B. Trips Around the World
C. "Trips Around the World"
D. Trips Around the World
Grade 4 Narrative – Hidden Kitten
Read the following passage from a student's story about how she got a pet. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
A small meow rose from my backpack. My mother's eyes met mine through the rearview mirror of the car I realized I'd been caught.
It all started when I was walking across the playground after school. I spotted a small, fuzzy kitten roaming around the swing sets. I immediately new there was a kitten who needed me, so I quickly made a plan to rescue it. I cleaned out all the old papers from my backpack and gently laid the kitten inside. I figured once I got home I could come up with a way to keep it hidden.
The seconds ticked by as I thought about what to say to my mother to convince her to let me keep the kitten. Then my mom surprised me! "Well, I guess we'll need to run by the pet store to get a few things for our new family pet," she sighed.
Sometimes plans work out in ways you would never expect. It's been two years and Molly, our cat, seems to love Mom more than she loves me!
1. Which option below fixes the error in the first paragraph?
A. My mother's eyes met mine through the rearview mirror of the car, I realized I'd been caught.
B. My mother's eyes met mine through the rearview mirror of the car. I realized I'd been caught.
C. My mother's eyes met mine through the rearview mirror of the car and I realized I'd been caught.
D. Correct as is.
2. In the second paragraph, how should I was walking be written correctly?
A. I am walking
B. I would have walked
C. I would walk
D. Correct as is.
3. In the second paragraph, how should new there be written correctly?
A. knew their
B. new their
C. knew there
D. Correct as is.
4. In the third paragraph, how should the underlined sentence be written correctly?
A. Well, I guess we'll need to run by the pet store to get a few things for our new family pet, she sighed.
B. "Well, I guess we'll need to run by the pet store to get a few things for our new family pet, she sighed."
C. "Well, I guess we'll need to run by the pet store to get a few things for our new family pet," she sighed.
D. "Well, I guess we'll need to run by the pet store to get a few things for our new family pet" she sighed.
Grade 5 Expository – The Moon
Read the following passage from a student's essay about the moon. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
Throughout history and even today, some people have stated that the Moon is so bright because it is larger than everything else we see, but that is not accurate. The Moon looks so bright because it is very close to the Earth.
The Moon does not produce any light. Instead, it reflected the light from the Sun. At various times of the month, the Moon seems to change shape. The explaination, tho, is that we are just seeing different amount of light being reflected. For example during the new moon phase we do not see any light from the moon at all, which means we cannot see the Moon. Later, we can see a bright moon that looks like a circle during the new moon phase.
The amount of light we see reflected from the Moon during the month is determined by the position of the Moon to the Earth and the Sun. As they move, the movement impacts the amount of light we see from Earth. To learn more about the Moon, you can read the book The Moon Seems To Change by Franklyn M. Branley.
1. In the first sentence, how should the underlined verb be written to be correct in the sentence?
A. state
B. stated
C. will state
D. Correct as is.
2. In the second paragraph, how should reflected be written to be correct in the sentence?
A. reflecting
B. reflects
C. will reflect
D. has reflected
3. In paragraph 2, how should explaination, tho be spelled?
A. explaination, thuogh
B. explanashun, though
C.
explanation, though
D. explanatin, thogh
4. In paragraph 2, how should For example during the new moon phase be written to be correct?
A. For example, during the new moon phase,
B. For example during the new moon phase,
C. For example, during the new moon phase
D. Correct as is.
5. How could As they move in the last paragraph be written more clearly?
A. When everything circles around
B. Those objects do not stay still
C. Things in outer space are mobile
D. As those bodies orbit in space
6. In the last sentence of the passage, how should the title of the book be written?
A. the Moon Seems To Change
B. the Moon seems to change
C. The Moon Seems to Change
D. the Moon seems to Change
Grade 6 Expository – National Park Service
Read the following excerpt from a student's report on the National Park Service. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
A national park is a large area of land owned and protected by the government. Because government is for and by the people, the parks really belong to (1) we, the American people. (2) The National Park Service which was formed in 1916 takes care of the parks. This organization ensures that the public can enjoy the national parks and that the parks are safe places for the plants and animals native to the area.
The first national park was Yellowstone. It was established in 1872. (3) Over 4 million people visited Yellowstone each year to see its most famous feature, Old Faithful. Old Faithful is a geyser, a hot spring that sends up jets of water and steam into the air.
Although Yellowstone was the first park established, it was not the last. There are now over 400 national parks in the United States. (4) Each park features beutiful landscapes and fasinating wildlife, all protected by the National Park Service. The best way for us to appreciate the amazing national parks is visit them (5) myself.
1. For the sentence labeled 1, which pronoun should be used?
A. we
B. they
C. us
D. them
2. What is the correct way to punctuate the sentence labeled 2?
A. The National Park Service, which was formed in 1916, takes care of the parks.
B. The National Park Service which was formed in 1916 takes care of the parks.
C. The National Park Service which was formed in 1916, takes care of the parks.
D. The National Park Service, which was formed in 1916 takes care of the parks.
3. What is the correct way to write the verb in the sentence labeled 3?
A. visit
B. visiting
C. visits
D. have visited
4. In the sentence labeled 4, the student uses adjectives to describe things one would see in the park. How should these words be spelled?
A. beutiful/fasinating
B. beautiful/fascinating
C. beautifull/fascinating
D.
beatiful/facinating
5. For the sentence labeled 5, which pronoun correctly completes the sentence?
A. myself
B. yourself
C. yourselves
D. ourselves
Grade 7 Argument – PE Schedule
Read the following argument, written by a student concerned about possible cuts to the PE program. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
Recently, the school board proposed that our district cut PE class from five to three days per week so that there would be more time for academic courses like reading math social studies and science. I believe that those classes are important, but I think that PE class should be kept all five days of the week.
Daily PE class is fun. Students can have the opportunite to play different games and enjoy team sports. Students, when the weather is nice, can go outside and enjoy the sun. All students like getting outside of the classroom, even if it is to exercise.
Far more important than the fact that students enjoy PE is that daily PE class is good for our health. With daily PE, students can exercise more than they usually would. According to Sparkpe.org, daily PE can increase student activity by approximately 23 minutes every day. This daily exercise every day helps students stay healthy and fit, and students will be less likely to gain weight and be obese.
Our school has the chance to make sure that our curriculum helps students learn in the best way possible. Instead of cutting PE to make more time for academic classes, we should maintain the current PE schedule.
1. What is the correct punctuation of the underlined words in paragraph 1?
A. academic courses like reading, math, social studies, and science.
B. academic courses like, reading, math, social studies, and science.
C. academic courses like reading, math social studies and science.
D. academic courses like reading, math, social, studies, and science.
2. What is the correct spelling of the underlined word in the second sentence of paragraph 2?
A. opertunity
B. oppertunity
C. oportunitty
D. opportunity
3. Which option shows the best placement of the modifier in the third sentence of paragraph 2?
A. When the weather is nice, students can go outside and enjoy the sun.
B. Students can go, when the weather is nice, outside and enjoy the sun.
C. When students can go outside and enjoy the sun, the weather is nice.
D. Best as is.
4. What is the best way to revise the underlined sentence in paragraph 3 to eliminate redundancy without changing the meaning of the sentence?
A. Exercise helps with health and weight.
B. This exercise helps students stay healthy and reduces the chances of obesity because they will be working on fitness every day.
C. This daily exercise helps students stay healthy and fit and reduces obesity.
D. This exercise helps students stay fit and less obese as they work on their health each and every school day.
Grade 8 Narrative – Summer Learning
Read the following excerpt from a student's report on her plans for the summer. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
Every summer I vow to improve myself somehow by gaining a new skill. Before I sign up for the free classes at the community center, I agonize over the catalog, trying to decide which skill I want to concentrate on.
Two summers ago I took a watercolor class where I learned to paint landscapes. The paintings created by me were so terrible it looked like they were colored by my baby brother. Last summer I took a course on making jewelry, which is actually harder than I thought it would be. This summer, I'm planning to learn how to create stained-glass pictures. The course description is long but the words that captured my attention were "create an entrancing art piece that . . . and become a family heirloom."
I can pretty much gaurentee that none of my creations will ever be put on display in a museum. But I love the idea of passing something I created on to my kids someday and continuing to learn during the summer, especially when I focused on things that I don't learn during the school year.
1. In the first sentence of paragraph 2, what is the main purpose of the infinitive?
A. to indicate what something can or will be used for
B. to serve as the subject of the sentence
C. to indicate the purpose or intention of an action
D. to establish the subject of the sentence
2. In paragraph 2, the second sentence uses passive voice. Which version below shows the sentence in active voice?
A. My paintings were so terrible it looked like they were colored by my baby brother.
B. The paintings I created were so terrible it looked like they were colored by my baby brother.
C. The paintings I created were so terrible it looked like my baby brother had colored them.
D. I created paintings that were so terrible it looked like my baby brother had colored them.
3. In the last sentence of paragraph 2, what do the ellipsis in the sentence tell the reader?
A. that the writer has forgotten the actual words from the catalog description and is suggesting the words she uses might be accurate
B. that there were more words in the catalogue description but the writer has chosen to omit them to focus on the words that impacted her
C. that the writer has not completed the piece and she has inserted a placeholder so she can revise the section when she edits
D. that the writer is pausing for effect, to signal to the reader how those specific words impacted her
4. In the last paragraph, how should the word gaurentee be spelled?
A. guarantee
B. garantee
C. garentee
D. guarentee
5. In the last sentence of the passage, which word introduces an error in usage?
A. love
B. passing
C. learn
D. focused
Grade 9 Expository – Georgia O'Keeffe
Read the following excerpt from a student's report on the artist, Georgia O'Keeffe. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
Known in the art community as "mother of American modernism," Georgia O'Keeffe is best known for her unique and colorful paintings that featured close-up images of flowers. Her work is easily recognized because of her artistic style, which combines realism with abstraction.
Although she is most famous for her paintings of enlarged flowers, O'Keeffe works also include desert landscapes and prevalint objects from nature; rocks, shells, leaves, and even bones. Early in her career, she spent time in Manhattan creating paintings of cityscapes. She once said, "One can't paint New York as it is, but rather as it is felt." This says a lot about O'Keeffe's thoughts. Despite the subject of the individual paintings, O'Keeffe's distinctive style of focusing on the essential shapes rather than details shined through.
O'Keeffe passed away in 1986, leaving a legacy of hundreds of beautiful works behind. Those works are highly prized by museums and collectors alike, but it is likely that if asked today, O'Keeffe will have been most pleased by how her art makes the general public feel.
1. What is the correct spelling for the word prevalint in paragraph 2?
A. prevalent
B. prevelant
C. previlent
D. prevulant
2. In paragraph 2, how should nature; rocks, be punctuated?
A. nature. Rocks
B. nature: rocks
C. nature, rocks
D. Correct as is.
3. Which sentence below rewords the underlined sentence in paragraph 2 using the same style and tone as the rest of the passage?
A. This sentence makes it crystal clear that she thought a lot about doing art.
B. This thought gets to the heart of what made the artist tick.
C. This quotation captures the essence of O'Keeffe's approach to art.
D. This intimation illustrates O'Keeffe's proclivity germane to the creation of artistic masterpieces.
4. In the last sentence of the passage, how should the underlined verb be written?
A. will have been
B. was
C. will be
D. would be
Grade 10 Argument – Important Supreme Court Case
Read the following argument about a Supreme Court case. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
The Supreme Court, comprised of nine people, is the highest law in the United States. Some of the decisions made have been unpopular with American citizens. Many would argue that the worst decision the Supreme Court made was in the case of Dred Scott.
Mr. Scott, a slave under John Sanford, attempted to sue for his freedom. The Supreme Court ruled against Scott, saying he could not be a citizen because his ancestors were imported as slaves. The decision then added further detail. "And not being 'citizens' within the meaning of the Constitution, they are not entitled to sue in that character in a court of the United States, and the Circuit Court has not jurisdiction in such a suit." The decision also implied that the federal government had no power to regulate slavery.
Justice Taney, who wrote the decision, thought the ruling would settle the issue of slavery, allowing each of the 31 states to make their own decision about whether the practice was legal. However, the decision caused even deeper dissent from those opposing slavery. , the Dred Scott decision has been cited as an eventual catalist for the Civil War.
If the right decision had been made in the first place granting Mr. Scott and other enslaved individuals citizenship and all its benefits and clarifying that slavery was a federal decision perhaps the Civil War could have been avoided. Instead, thousands of Americans died fighting over the issue, and many African Americans continued to live in slavery for many years to come.
1. What is the correct way to write the underlined section of paragraph 2?
A. added further detail; "And
B. added further detail, "And
C. added further detail - "And
D. added further detail: "And
2. In paragraph 3, how should each of the 31 states to make their own decision be written to correct the issue with pronoun-antecedent agreement?
A. each of the 31 states to make its own decision
B. each of the 31 states to make a decision themselves
C. each of the 31 states to make her own decision
D. Correct as is.
5. What is the correct way to punctuate the underlined sentence in paragraph 4?
A. If the right decision had been made in the first place granting Mr. Scott and other enslaved individuals citizenship and all its benefits and clarifying that slavery was a federal decision, perhaps the Civil War could have been avoided.
B. If the right decision had been made in the first place, granting Mr. Scott and other enslaved individuals citizenship and all its benefits and clarifying that slavery was a federal decision perhaps the Civil War could have been avoided.
C. If the right decision had been made in the first place, granting Mr. Scott and other enslaved individuals citizenship and all its benefits and clarifying that slavery was a federal decision, perhaps the Civil War could have been avoided.
D. If the right decision had been made in the first place granting, Mr. Scott and other enslaved individuals citizenship, and all its benefits, and clarifying that slavery was a federal decision, perhaps the Civil War could have been avoided.
3. The writer wants to join the two closely related sentences in paragraph 3. How should the underlined section, slavery. , be written in order to join the sentences and correctly clarify the relationship?
A. slavery. Still,
B. slavery; in fact,
C. slavery; In fact
D. slavery. Next
4. In paragraph 3, the word "catalist" is spelled incorrectly. How should the word be spelled?
A. catalyst
B. catilist
C. catelyst
D. catalest
Grade 11 Expository – Special Effects
Read the following excerpt from a student's report on the special effects in movies. The passage has errors that need to be corrected. Answer the questions that follow the passage to correct the errors.
Special effects in movies are used to create illusions or visual tricks. Although now common in cinema, special effects were once considered quite extraordinary.
The first use of a special effects scene in a movie dates back to the late 1800s. While filming a reenactment of the execution of Mary, Queen of Scots, special effects showed the act of the queen's beheading. Alfred Clark created this trick through the use of a "stop trick." This technique stopped the filming, had the actors freeze in position, with "Mary" stepping away from the set. The actress was replaced by a dummy in the same clothing and the filming resumed. This created the visual that a real person was beheaded.
Modern film today now relies heavily on computer generated imagery, which has advanced forward at a fast pace. Still, some credit must be given to early creative geniuses like Clark, who were able to stretch their imaginations and creativity to thrill audiences through the creation of the concept of special effects.
1. In the first sentence, how should the underlined word be spelled to match its intended use in the sentence?
A. allusions
B. elusions
C. illuisions
D. illusions
2. Read this sentence from paragraph 2.
While filming a reenactment of the execution of Mary, Queen of Scots, special effects showed the act of the queen's beheading.
How should this sentence be rewritten to correct the error and clarify meaning?
A. Special effects showed the act of the queen's beheading while filming a reenactment of the execution of Mary, Queen of Scots.
B. Showing the special effects of a beheading, the execution of Mary, Queen of Scots, was filmed through a reenactment.
C. While filming a reenactment of the execution of Mary, Queen of Scots, the director used special effects to show the queen's beheading.
D. While the director filmed Mary, Queen of Scots, beheading, he used special effects to record the execution.
3. How should the underlined sentence in paragraph 2 be rewritten to show parallel structure?
A. This technique stopped the filming, froze the actors in position, and "Mary" steps away from the set.
B. This technique required stopping the filming, calling for actors to freeze in position, and required "Mary" to step away from the set.
C. This technique stopped the filming, had the actors freeze in position, and "Mary" stepped away from the set.
D. This technique required filming to stop, actors to freeze in position, and "Mary" to step away from the set.
4. Which two excerpts from the passage contain unnecessary repetition and could be edited to remove redundancies?
A. now common in cinema, special effects were once considered
B. dates back to the late 1800s
C. Modern film today
D. which has advanced forward
E. some credit must be given
F. were able to stretch their imaginations
5. Which phrase from the text should be hyphenated?
A. quite extraordinary
B. real person
C. computer generated
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Region 4
Cooper Landing
Summary of Resources and Uses in the Region
Background
Region 4 extends from the Seward & Sterling Highway Junction west to Skilak Lake. The region is composed of the upper Kenai River Valley, North Kenai Lake shoreline, and the Quatz Creek drainage. The Sterling and Seward highways run through the middle of the region unit. The community in the region is Cooper Landing at the outlet of Kenai Lake. Cooper Landing is unincorporated and includes approximately 370 year-round residents. The economy is diverse. Tourism-related employment and seasonal businesses provide the majority of the jobs. The Kenai Princess Lodge is the largest single employer in the region. Chugach Electric Association and the School District are also major employers.
State lands
Although the state has received tentative approval and patent to most of its lands in this region, selections remain west of Cooper Creek. The state's largest holding in this region is a tract that is nearly 5,000 acres on the south side of Kenai Lake. The state owns numerous small parcels fronting on the Kenai River and Lake as well as a 400-foot-wide riparian corridor along seven Kenai River tributaries. Other state lands are located along the Seward highways east of Cooper Landing.
Acreage
The plan applies to 9,608 acres of state-owned and –selected uplands in this region. The plan also applies to state-owned shorelands (acreages of shorelands have not been calculated). The plan does not apply to those portions of the Kenai River Special Management Area including, Kenai Lake, that have been legislatively designated.
Physical features
The landscape of the Cooper Landing region is dominated by large lakes and forested valleys hemmed in by rugged mountain ridges. Kenai Lake, Skilak Lake, and the Kenai River are glacially fed, with milky jade-colored waters and high seasonal fluctuation in water levels. Other lakes of significant size include Cooper, Crescent, Jerome, Tern, and Upper and Lower Russian lakes. Quartz Creek (parallel to the Seward and Sterling highways) and Russian River (which winds through spruce forest and wetlands) are clear water creeks with high salmon productivity.
The rocky slopes in this region are often sparsely forested and have thin soil cover. Many mountains in the region are prone to avalanches. Bark beetles have taken a significant toll on the spruce in the area.
Access
The Sterling and Seward highways provide the primary access to the region. DOTPF just completed reconstructing the Sterling Highway just east of Cooper Landing and is now considering a bypass around the town. The Snug Harbor Road (along the west shore of Kenai Lake) and Skilak Lake Road are important secondary roads in the region and are used primarily for seasonal recreation access. DOTPF has a maintenance station at Quatz Creek.
Several of Southcentral Alaska's most popular recreation trails cross the region. They are located primarily on U.S. Forest Service land and rights-of-way. The most popular trails include the Russian River, Resurrection Pass, Devils Pass, and Crescent Lake trails.
The Department of Transportation and Public Facilities manages a gravel airstrip at Quartz Creek. Floatplanes land on Kenai Lake and just below the Seward Highway Bridge. Powerboats operate on Skilak and Kenai lakes, and floaters use the stretch of Kenai River between Kenai and Skilak lakes. Several public boat launches are located along the river and lakes and are managed by the USFS, USFWS, ADFG and DPOR.
Resources and uses
The resources and uses in this region are diverse. State lands and resources contribute in numerous ways to these uses:
Scenic values. State lands provide scenic viewsheds along several miles of Seward and Sterling highways, both east of town in the Quartz Creek area, and west of town along Kenai Lake and Kenai River. The Seward Highway was recently designated an All American Road. The Seward Highway is one of the most heavily traveled in the state. Traffic counts and surveys by DOTPF estimate that there are over 400,000 annual vehicle trips for recreation. The section of Sterling Highway through this region has been nominated for state designation as a National Scenic Byway.
Fisheries. The Kenai and Russian rivers are world-renowned for sport fishing and support large commercial and sport fisheries. The state lands along the Kenai River and Kenai Lake are valuable for maintaining water quality, fish and wildlife habitat, and public access. The stateowned 400-foot-wide buffers of riparian habitat along Quartz Creek and six other anadromous tributaries also contribute to these values.
Wildlife. State lands include high-value habitat such as eagle winter concentration areas, brown bear feeding concentration areas and travel corridors, and moose rutting and wintering areas. Wildlife viewing, photography, and hunting are contribute to the local quality of life and create tourism opportunities.
Trail recreation. Several well-known trails draw hikers, mountain bikers, fishermen, snowmachiners and skiers to the region. The Resurrection Pass Trail, Bean Creek Trail, and several other trails cross state-owned and –selected lands. Hikers, skiers, and snowmachiners use state lands along the Snug Harbor Road. Bike trails along the Seward and Sterling Highways are also proposed.
Other recreation. Kenai Lake and Kenai River support high levels of boating, fishing, and camping. There is a new Alaska State Parks boat launch at the lake outlet, and public access for launching at Quartz Creek. Developed camping areas include the USFS Quartz Creek, Crescent Creek, Cooper Creek, and Russian River campgrounds. The Boys and Girls Club run a camp on land leased from the state on the west side of Kenai Lake. There are numerous recreation cabins, primarily at Quartz Creek, and along the Snug Harbor Road and the Kenai River.
There are several resource uses in the region not associated with recreation and tourism. These include:
Settlement. Because of the steep incised river valleys, habitat and recreation values, and the fact that most land in the region is in federal, state and borough ownership, developable land for community growth and development is limited. State-selected lands west of Cooper Landing have been identified for this potential use.
Subsurface. Small-scale placer mining takes place on scattered claims, primarily along Quartz Creek and its tributaries. DNR has adopted a leasehold location order for nine riparian creek corridors and the shores of Kenai Lake in order to protect habitat from mining impacts on fish and wildlife habitat and recreation. DOTPF manages materials sites in the region used for the maintenance and reconstruction of the highways and the Quatz Creek airstrip.
Heritage. Most of this region is now being considered for designation by Congress as the Kenai Mountains - Turnagain Arm National Heritage Corridor that will focus on the historic transportation use of the area for mining and settlement. Designation as a National Heritage Corridor does not impose governmental controls or regulation. It does, however, provide assistance to local communities who want to work together to preserve their heritage resources.
Forestry. The state and USFS have held several small-scale timber sales since the 1970s. Harvest has taken place on the Juneau and Bean Creek bench lands, and along Snug Harbor Road. Personal use timber harvest is also prevalent in the region. Forests are mixed birch and spruce, with stunted growth in areas of shallow or poorly drained soils and in higher elevations. The region has heavy spruce mortality from the bark beetles.
Energy. Cooper Lake is used to generate electricity via a flume that runs to a powerhouse on Kenai Lake on the Snug Harbor Road. The Chugach Electric Association intertie power line also parallels the two major highways in the region.
Management constraints and considerations
Land Use Classification Recommendations for Cooper Landing (1996). The community of Cooper Landing, under the leadership of a local Advisory Planning Commission, developed land use recommendations for Borough and State lands in their community. The Borough adopted the plan in September 1996. DNR staff worked with the local Advisory Planning Commission to incorporate much of their resource information and land use recommendations into this plan.
Kenai River Comprehensive Management Plan (1997). In 1996-1997, DNR revised the Kenai River Comprehensive Management Plan. The plan provides management policy for lands and waters within the Kenai River Special Management Area, which encompasses Kenai River, Kenai Lake, and some of the adjoining state uplands in this region. The plan also recommended adding lands to the special management area, and further recommends that the Kenai Area Plan provide final guidance on these proposed additions. Legislation to add lands to KRSMA may take several years. In the interim, the comprehensive plan created a Special Use Lands Designation that applies to the proposed additions to KRSMA in the region. The Division of Parks and Outdoor Recreation will manage the lands in the designated area in accordance with a management agreement between DPOR and DMLW. The KAP is consistent with the KRCMP and also applies to all lands that are proposed for addition to KRSMA including those in the Special Use Lands Designation. The KAP does not, however, apply to lands that are already legislatively designated.
Seward Highway Scenic Byway Corridor Partnership Plan (1998). This plan was prepared as a requirement for nomination to the National Scenic Byways program. The plan identifies many issues and opportunities concerning scenic resources. The plan makes recommendations, not policies, and suggests solutions. Some of these strategies have been developed into guidelines in this plan and are included in Chapter 2 under the Public Recreation and Tourism section.
Kenai Peninsula Borough Management. In 1996, the Kenai Peninsula Borough passed an ordinance establishing a 50-foot-wide development setback for all riverfront lands along the Kenai River. In 2000, the ordinance was expanded to apply to other rivers including Quartz Creek. This ordinance designates a 50-foot-wide habitat protection zone that requires a permit for most building, clearing, excavation, and commercial use activities within the zone. Although the enabling legislation for KRSMA allows for the borough voluntarily adding its lands to KRSMA, this land is not currently being recommended for this designation. The Borough also has a Coastal Management Plan that addresses uses along the Kenai River. This plan proposed the Kenai River watershed as an Area Meriting Special Attention (AMSA).
Federal lands. Over eighty percent of the land in the Cooper Landing region is federally owned, either within Chugach National Forest or Kenai National Wildlife Refuge. The U. S. Forest Service is currently revising its management plan for Chugach National Forest. The U.S. Fish and Wildlife Service will soon begin updating its comprehensive plan for Kenai National Wildlife Refuge. Within the Cooper Landing area, most of the refuge is designated Wilderness. A cooperative planning effort that involved state and federal land managers recently addressed recreation management issues on the upper Kenai River.
Management Summary
Lands bordering Kenai River and Lake and their tributaries are recommended for addition to the Kenai River Special Management Area. Some of the riparian wetlands along Quartz Creek and the lands bordering Cooper Lake are also recommended for addition to KRSMA because they are integral to the Kenai River ecosystem and the recreation- and tourism-based economy of the region. Until they are added to the State Park System, the Division of Parks and Outdoor Recreation will manage these parcels under a management agreement with the Division of Mining, Land and Water, specifically to protect habitat and public recreation values.
The Advisory Planning Commission's land use plan for the Cooper Landing area advocates selection of two parcels west Cooper Landing for community expansion. One of these parcels is state owned, the other is still state selected. The Kenai Area Plan recognizes the potential of these two areas for this use but identifies concerns based on the potential impact of development on brown bears traveling through this area. The plan makes only one of these parcels conveyable.
Three materials sites to be used by DOTPF have been designated in the region as well as the Quartz Creek airstrip. One of these sites will be managed for fisheries enhancement after materials extraction is completed.
Although the plan has incorporated many of the recommendations developed by the community and approved by the Cooper Landing Advisory Planning Commission and the Borough Assembly, some of the more-detailed recommendations, such as a preference for large residential lots, are better addressed through other processes.
Guidelines
The plan establishes 400-foot riparian corridors (200 feet landward of ordinary high water on each side of the streams) along reaches of the anadromous and high value resident fish streams that flow through the area. It also includes buffers to protect viewsheds and an opportunity for construction of bike trails along the Seward and Sterling Highways.
Management agreements and other methods are recommended for addressing legal access, maintenance, and enforcement on trail systems that cross both federal and state lands including the Bean Creek, Resurrection Pass, Crescent Creek and other trails.
Personal firewood cutting areas are recommended for a few units. A guideline is also included that requires consideration of future uses of roads that may be built for resource development.
In accordance with the Cooper Landing Land Use Plan, the Kenai Area Plan recommends retaining a scenic buffer and limiting direct access along the rerouted highway (Cooper Landing bypass), in order avoid strip commercial development and to retain the existing community/business center of Cooper Landing.
Kenai River Comprehensive Management Plan guidelines are incorporated into this plan to protect the habitat and recreation values in the Kenai River watershed.
Management intent that applies to many units within the Kenai River Drainage
Introduction
These goal and guidelines apply to areas within the Kenai River drainage within Regions 2, 3, 4, and 5 but are listed only under this region (and cross referenced under other regions) to avoid redundancy. The following guidelines are derived from the Kenai River Comprehensive Management Plan (KRCMP) that was adopted in December 1997. Some guidelines were specifically developed for the KAP. Citations from the KRCMP are provided in brackets after each guideline. Edits to the KRCMP proposed guidelines were made to ensure consistency with the format of this plan and to clarify KRCMP intent. Some KRCMP recommendations were modified or deleted when it was apparent that the recommendation did not apply to state lands or were already addressed by unit-specific intent or Chapter 2 guidelines in this plan.
Goals
The goal of the following guidelines are to provide a quality recreational experience for users of the Kenai River, to protect and perpetuate the fishery and wildlife resources and habitat in the unit and adjacent area, to minimize impacts on habitat and environment, and to ensure public safety.
A. Land acquisition
DNR will attempt to acquire lands through purchase, lease, gift, exchange or other means when the parcels could contribute to the habitat and watershed values in the Kenai River watershed. It is not the goal of the plan to acquire all private land along the Kenai River. Only land that will significantly protect, preserve or enhance significant Kenai River habitat resources, or allow for recreational uses should be proposed for acquisition. If one or more of the following criteria are met, a parcel may be considered for acquisition.
1. The parcel has been identified in the Kenai River Comprehensive Plan, by ExxonValdez Oil Spill (EVOS) Trustees, the Kenai River resource inventory or by a site inspection as containing unique habitat.
2. The site contains significant fish or wildlife habitat values.
3. The parcel provides needed access to state land or water.
4. The parcel can support significant public use.
5. Public ownership of the parcel would preclude uses not consistent with management intent and guidelines for KRSMA.
Parcels should meet most of the following site criteria:
1. Topography, hydrology, location on the river, bank stability, and soil are suited to the purpose for which the parcel will be managed. For example, acquiring important wetlands for habitat protection would be consistent with this guideline.
2. The parcel should be free of toxic wastes, garbage, and contamination from septic systems. An environmental risk assessment should be conducted unless the parcel has had no evidence of prior use or development that would have resulted in the disposal of waste. The applicant may be required to collect soil samples and conduct surface and subsurface water quality tests.
B. New acquisitions in KRSMA
Property that is acquired along the Kenai River for additional recreation purposes will be included in KRSMA. If this is not likely in the immediate future, these parcels will be managed by the Division of Mining, Land and Water under a Special Use Land Designation or through an Interagency Land Management Assignment with DPOR. [18.104.22.168 pp. 70-71]
C. Disposal of state land along the Kenai River
DNR should not sell or lease land along the Kenai except as stated in the following recommendations: [22.214.171.124 pg. 73]
1. If state land along the Kenai River or its anadromous tributaries must be conveyed out of state ownership to fulfill obligations, a buffer should be retained in State ownership or the land should be subject to a conservation easement or some similar method of protection for fish and wildlife purposes and for consideration for recreational access. A buffer of at least 200 feet on each side of the stream should be established for all tributaries listed in Table 4-5 on page 74 and those bodies of water identified in Recommendation 126.96.36.199 on page 79.
2. Leases or permits should be subject to a building setback of 200 feet for the Kenai River and its tributaries listed in Table 4-5 on page 74 for all non-water dependent structures. The width of the setback may be increased if there is a demonstrated need for the purposes of ensuring that riparian habitat can be adequately protected. In certain instances the width of the buffer may be decreased, but only if it can be shown that riparian habitat can be adequately protected. Vegetation within the setback and riverine areas should not be removed [188.8.131.52.4, pg. 75].
3 Interagency Land Management Assignments (or similar management assignments issued by DNR) that are not for habitat or recreation purposes should generally be discouraged within 200 feet of the Kenai River and tributaries listed in Table 4-5. In all cases the width of the buffer must be sufficient to ensure that riparian habitat can be adequately protected. If this is not practical, vegetated buffers should be retained to reduce impacts such as runoff, noise, and visibility, and to maintain the viability of riverine areas [184.108.40.206.5, pg. 75].
D. Additions to KRSMA
Units identified in Table 4-6a-d and Maps 4-1 to 4-4 in the KRCMP and in Table 4.4 in Chapter 4 of this plan merit legislative designation as part of KRSMA. Justification for these additions is included in the KRCMP. In addition, the borough and state will consider recommending some borough properties in the Quartz Creek area for addition to KRSMA. These lands were classified Preservation in the Cooper Landing Land Use Plan.
As an interim measure, while units are pending addition to KRSMA, the Division of Mining, Land, and Water has established a Special Use Land Designation under 11 AAC 96.010(b). Lands under this designation will be managed consistent with KRSMA to the extent allowable under law. The Division of Mining, Land, and Water has also entered into a management agreement with DPOR to manage these units prior to their inclusion in the State Park System. Justification for this agreement is included in the KRCMP [220.127.116.11 pp. 75-76 and in Appendix G].
The following river sections merit legislative designation and addition to KRSMA: Trail River, Lower and Upper Trail Lakes, and the following tributaries of the Kenai River: Bean, Crescent, Cooper, Juneau, Shakleford, Slaughter, Quartz, Dry, Indian 1 , and Dave's Creeks. Justification for these additions is included in the KRCMP. [18.104.22.168 pg. 79] Many upland parcels adjacent to the Kenai River are borough selected. Management intent for most of these parcels (located in Regions 2, 3, 4, and 5) is recommended by the KAP for retention in state ownership. This plan also recommends a 200-foot buffer adjacent to Lower Trail Lake, Upper Trail Lake, Trail River, and Snow River for those few parcels (Units 380J and 385) that the plan allows for municipal conveyance. [22.214.171.124.2 page 73-75 and Table 4.6d page 78]. Even though lands near the Snow River (Unit 377) are not being recommended for inclusion in KRSMA, the buffer is still recommended.
E. Mineral closure of land in KRSMA and Leasehold Location Order on lands to be included in KRSMA
The proposed additions to KRSMA on the upper river (described in Tables 4-6c and 4-6d in the KRCMP) are addressed under Mineral Leasehold Location Order No. 20 that was adopted by DNR at the same time the KRCMP was adopted (included in Appendix F in the KRCMP). Under this order, mineral rights may be acquired only under the leasehold location system, AS 38.05.205, and may not be acquired by locating mining claims under AS 38.05.195. Stipulations are to be included in all mining leases and be used in approving plans of operations within the described lands and waters. The stipulations are described in the order and the KRCMP.
The mineral estate within KRSMA is closed to mineral entry subject to AS 41.21.502(c). If the legislature adds more land to KRSMA and does not change AS 41.22.5029(c), all new additions to KRSMA would be closed to new mining locations. Valid existing rights would not be affected. When the legislature considers additions to KRSMA, they should consider whether or
1 The Kenai Peninsula Borough owns the surface estate along most of the Indian Creek corridor. A small portion of the creek is within the Sterling Highway right-of-way and the Quartz Creek airstrip parcel that are both areas managed by DOTPF.
not to amend AS 41.21.502(c) so that the upper river additions (Tables 4-6c and 4-6d) remain open to mineral entry while the lower and middle river additions (Tables 4-6a and 4-6b) are closed. [126.96.36.199 pp. 79-80]
F. In-stream flow reservation for the Kenai River
In-stream flow reservations should be established for the Kenai River and its tributaries that are consistent with the purposes for which KRSMA was established. [188.8.131.52 pg. 82]. Also see the Specific Instream Flow Reservations Guideline under the Water Resources section in Chapter 2.
G. Impoundment structures
The construction of new dams or diversions on the Kenai River or its fish-bearing tributaries that impede fish movements or reduce essential stream flows for spawning, rearing or migration will be prohibited. [184.108.40.206 pg. 82]
H. Public access study and plan along the Kenai River
An access study and planning process is underway to evaluate access along the Kenai River. This process includes an inventory of easements, rights-of-way, and other forms of access to and along the Kenai River. The outcome of the process should assist in determining which routes are legal access, and of those, which to close, vacate, continue or improve. One of the primary factors under consideration when making these decisions will be the need to protect the river's habitat and fisheries while providing reasonable public access to and along the river. DNR supports this process and a plan amendment will not be necessary to implement actions that are consistent with the proposed access plan.
I. Timber harvest areas proposed for addition to KRSMA
See the Forestry section in Chapter 2, under the guideline Harvest in areas proposed for addition to the State Park or Refuge/Critical Habitat Area System.
Management Intent for Multiple Units in Region 4
Management intent for most units is included in the resource allocation summary table included at the end of this region. However, management intent that applies to multiple units within this region is included below.
Proposed KRSMA additions in Region 4
Consistent with the Kenai River Comprehensive Management Plan, state-owned and -selected land along Kenai River, Kenai Lake, Cooper Lake, and the tributaries of the Kenai River and Quartz Creek are proposed for addition to KRSMA and will be managed for Public Recreation and Tourism and/or Fish and Wildlife Habitat (depending on the units' designations). These include Units 388, 390, 391A, 391B, 391C, 391D, 391E, 391G, 391H, 391I, 391J, 391K, 391L, 391M, 391N, 391Q, 392A, 392B, 392C, 392D, 392E, 392F, 392G, 393, 394A, 394C, 394D, 397 and 408B.
Trails
This region has an extensive trail system. The most heavily used trails are U.S. Forest Service rights-of-way that, in part, cross state-owned and -selected lands. These include (from west to east): Resurrection Pass Trail, Bean Creek Trail, Stetson Creek Trail, Cooper Lake Dam Trail, and Crescent Lake Trail. In addition, there are a number of less heavily used trails that follow power lines, old logging trails, old road rights-of-way, and game trails. The community of Cooper Landing has also made several suggestions for hiking, biking, skiing, and off-road vehicle trails that depend on resources and authorizations from agencies and private landowners. See the Trails and Access section in Chapter 2 for goals and guidelines that address managing and maintaining US Forest Service trails that cross state lands.
Because of the high public use of trails in this region, ensuring legal access to existing and proposed trails, trail maintenance, and management and enforcement are high priorities. DNR will protect public access along these trails and ensure that easements or rights-of-way are filed on those trails listed that do not have such protection. Because most of the mature spruce along these trails are dead, fallen trees will result in costly maintenance and may lead toward additional spruce mortality. For this reason, salvage harvest is allowed. Rerouting of trails and legal access is allowed if the purpose is to provide for the needs of the long-term maintenance of the trail, trail experience, habitat values, and public safety. For additional guidance, see the Trails and Access section in Chapter 2.
Mineral Orders and Special Use Lands
See Chapter 2 and Appendix B for a summary and copy of Leasehold Location Order 21 that affects the riverbed of the Russian River above the falls (including Upper and Lower Russian Lakes). These also contain Mineral Closing Order 738 that closes the lower Russian River to new mineral entry.
Mineral Leasehold Location Order 20 that was adopted at the same time as the Kenai River Comprehensive Management Plan (KRCMP) applies to this region, specifically, the units proposed for addition to KRSMA. The KRCMP also designated these same units as Special Use Lands under 11 AAC 96.010(a)(2) and 11 AAC 96.101(b). This designations requires authorization from DNR for any disturbance to the land that might involve clearing of trees, brush, or vegetation; the movement and/or excavation of soil or material; construction or placement of any structure(s); or any activity that tends to reduce fish and wildlife productivity or result in significant disturbance to fish and wildlife habitat. These lands will be managed by DNR Division of Parks and Outdoor Recreation (DPOR) in accordance with the KRCMP and a Cooperative Management Agreement between DPOR and the Division of Mining, Land and Water.
Personal firewood cutting areas
Harvest for personal use firewood is compatible with the management intent for Units 388, 389, 395, 408A, and 408C.
Roads for resource development
Prior to road design and construction in the region that is associated with timber harvest activities, consideration will be made for potential future uses of the roads, such as for access to a future subdivision or recreation site. See also the Joint Use and Consolidation of Surface Access guideline in the Transportation and Utilities section in Chapter 2.
Navigable waterbodies
See the Management Intent for Navigable Rivers section at the end of this chapter for management intent for the beds of the navigable rivers that are located in Units 600, 602, and 603 but not annotated as units on the region maps.
Specific Management Intent for Units in Region 4
Management intent for most units is included in the resource allocation summary table included at the end of this region. However, management intent for some units was too long to be included in the table so is included below.
Unit 390 West shore Kenai Lake
This unit contains a Waikiki Beach, a beach along the Snug Harbor Road that is a popular recreation site used primarily by residents of Cooper Landing. This site will be managed as a public recreation site. A management agreement with the community to take care of the site and build recreation facilities is consistent with management intent for the unit and will help meet the additional management and maintenance needs for Waikiki Beach. Manage growth of Camp Kushtaka consistent with the lease agreement. Upgrades and maintenance of Snug Harbor Road should be designed in consultation with DPOR and appropriate to the park setting. The design should be for a low-speed road, with natural features emphasized, with viewing opportunities of the lake and mountains. Management intent for the unit includes encouraging and allowing for a trail paralleling the Snug Harbor Road. If traffic volumes increase significantly, an alternative road location on the bench lands should be considered in order to keep road and traffic impacts low adjacent to the lake.
Unit 393 Mouth of Juneau Creek
The Bean Creek Trail is heavily used in winter and less often in summer for access to the Resurrection Pass Trail. In addition, it has the potential to serve as a connector for future ski trails in the Cooper Landing area. Management intent is to protect public access along this trail and to protect the brown bear travel corridor and concentration area along Juneau Creek. Maintain a minimum 200 foot-wide setback from ordinary high water along the Kenai River and Juneau Creek. Building additional trails or other facilities in these corridors should be avoided. Because the existing Bean Creek trailhead is not serviceable because of inadequate parking and the lack of winter snow removal, the USFS, DNR, borough and community should cooperate in identifying a better site for the trailhead that can be used over the long term and provides adequate parking, signage, and legal access for both summer and winter access.
At the time the KAP was adopted, a decision on whether or not to build the Sterling Highway bypass and its location had not been made. One of the potential routes being examined would cross the northern part of this unit. The determination of what mitigating measures will be required if the bypass is built will be determined as part of the process that determines whether or not the bypass will be built.
Unit 394B Sterling Highway east of Gwin's Lodge
The unit has bench lands that may be suitable for community development. The unit boundary was drawn to exclude riparian habitat and eagle roosting concentration areas. This unit is designated Public Recreation and Tourism-Dispersed Use and Fish and Wildlife Habitat and will be retained in state ownership. The designation is based on the fact that the unit may be a brown bear movement corridor. If the Sterling Highway is not re-routed to the north side of the Kenai River, DNR may change the designation of the unit to Settlement and convey it to the borough without an amendment to the plan. DNR would retain Unit 395 instead. The intent of this guideline is to make the unit with the most traffic conveyable to the borough, presuming that the unit retained in state ownership will have less vehicular traffic and will better retain it's value for brown bear habitat and travel. Also see management intent for Unit 395 below.
Unit 394E Sterling Highway Junction with the Russian River Campground Road
This unit is state selected. DNR should retain the selection but make it a low priority pending the resolution of USFS and Native Corporation land ownership issues concerning the Russian River area. After the resolution of these issues, this unit should be considered for relinquishment, and only conveyed to the state if it needs the acreage to fill its land entitlement. At this time, the state has a strong interest in ensuring public ownership and access to the Russian River. If the USFS rejects the Native corporations' claim to title, state relinquishment of the selection should be considered since the USFS would likely manage the unit for the same public recreation and wildlife habitat purposes as the state. In addition, the heavy public use the site is receiving requires significant expenditures for resource protection and facilities maintenance.
Unit 395 Bench west of Juneau Creek
This bench above the Kenai River has seen past logging activities and is bisected by logging roads. The proposed Sterling Highway reroute that would bypass Cooper Landing may go through this unit. The fact that the unit contains developable land and existing and potential future additional access make the unit suitable for community growth. The Cooper Landing Management Plan (1997) recommended that the borough select this parcel and use it for this purpose. However, the parcel may also serve as a brown bear movement corridor between the Juneau Lake and Cooper Creek/Russian Lake areas. For these reasons, this unit has been designated Settlement and is available for conveyance to the borough after the Sterling Highway is rerouted north of the Kenai River. If the Sterling Highway is not rerouted to the north side of the Kenai River, DNR may re-designate this unit Fish and Wildlife Habitat and Public Recreation and Tourism - Dispersed Use and retain it in state ownership (without an amendment to the plan) and convey Unit 394B instead.
If this unit is conveyed to the borough, the state will retain a 100-foot scenic buffer along either side of the new Sterling Highway right-of-way. In addition, legal access for the existing, or relocated, Resurrection Trail right-of-way will be retained by the USFS (or the state) along with a retention or a conveyance subject to buffer along either side of the trail. Provisions will also be made to ensure that the bypass has limited access in order to preclude a proliferation of driveways along the new route. These provisions are intended to prevent strip development, unsafe driveways along the highway, retention of scenic values along the new route, continuing access to the Resurrection Trail, and minimal disruption to the suspected brown bear travel corridor (if a significant corridor is found to exist). If these intents can be met, all or portions of the unit may be considered for conveyance to a municipality and for commercial recreation leasing. Also see management intent for Unit 394B above.
Unit 408A Materials site at MP 40 on the north side of the Sterling Highway
This unit will remain in state ownership even after the materials extraction is complete because of its existing habitat values and proposed enhancement of these values. Over the life of the materials sale (ADL 27155) the site will be excavated below the water table in stages and reclaimed to create fishery enhancement ponds that connect to an existing anadromous stream. Rehabilitation of the rearing ponds and access channels will be in coordination with ADFG. A management plan developed by DOTPF in cooperation with federal state and local resource agencies will guide the development, operation, and rehabilitation of this site. In the future, the unit may also have potential as a community shooting range as long as this use is compatible with plans for materials extraction and rehabilitation of the site for fisheries enhancement. Because of ongoing activities at the site, this unit is not recommended for addition to Kenai River Special Management Area at this time.
Table 3.4 Resource Allocation Summary Table
For a key to the two-letter designation abbreviations in this table, see the beginning of this chapter
396
397
398
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Message from Teachers
Hello year 6. We hope that you are all well and had a lovely half term break. Did any of you have a go at creating a piece of artwork inspired by nature for the Go Wild Competition? If you didn't there is still time to enter. https://www.rspb.org.uk/funand-learning/for-kids/rspb-kidscompetitions/wild-art/
English
Monday- Watch 'Ruin' on The Literacy Shed https://www.literacyshed.com/ruin.html
When is this story set? How do we know? What do you think has happened? How did one man survive or are there more? What is trying to stop him and why? What will happen next?
Tuesday – Describe the setting in the opening scene.
Wednesday – Create an internal monologue for the character. (See notes on the site)
Thursday - Create a character profile (fill in the missing information)
Friday – When the film ends what happens next? Continue the story.
Maths
Please open the following link which will take you to the White Rose Maths website and open Summer Term week 3 (w/c 4 th May) which is great revision of fractions.
https://whiterosemaths.com/homelearning/year-6/
There is a power point to watch and then an activity to complete which you can access by clicking 'Get the Activity'. You can either print this out or look at it on the screen and complete on paper.
The answers are also there so you can see how you have done when you have completed it!
Monday – Simplify Fractions
Tuesday
– Compare and order fractions
Wednesday
– Add and subtract fractions
Thursday
– Mixed addition and subtraction
Friday
– You have 2 choices today:
Friday Challenge from White Rose maths – a recipe involving shape
OR
https://www.bbc.co.uk/bitesize/topics/zhdwxnb/article s/zyrj7ty
- Football Fractions with Gary Lineker
Year Six Activities
W.b. 1
st
June 2020
Spellings and times tables for the week
Complete a blank multiplication square daily, find out which times tables you are struggling with and try to learn them so that you can complete the whole square quickly and accurately.
https://www.educationquizzes.com/ks2/times-tables/
Extra Activities
Art/DT – design a futuristic machine draw diagrams and make notes about its special functions and how they work.
PSHE – How do you think the person in the story is feeling? Why? Last week was Mental Health Awareness Week. This year's theme is kindness. Two thirds of us say that when people are kind to them it has a positive impact on their mental health. Make a list of all the kind things that you have done for other people recently or things that people have done for you. Get your friends and family to add to your list and then add stories of kindness that you have heard on the news.
RE – Watch simple acts of kindness part 1 on you tube and explain what is meant by this bible quote. https://www.youtube.com/watch?v=GdYJr03eJjE Proverbs 11:17 A man who is kind benefits himself, but a cruel man hurts himself.
Science – Look at the BBC Newsround 'Mental Health Awareness Week 2020: The importance of being kind' article and list all of the scientific benefits of kindness. https://www.bbc.co.uk/newsround/52557800
Maths Starter Activities
How quickly can you complete the multiplication square? Do a new one each day to see if you can improve your time and accuracy.
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
MARK SCHEME for the May/June 2006 question paper
0470 HISTORY
0470/01
Paper 1, maximum raw mark 60
These mark schemes are published as an aid to teachers and students, to indicate the requirements of the examination. They show the basis on which Examiners were initially instructed to award marks. They do not indicate the details of the discussions that took place at an Examiners' meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination.
All Examiners are instructed that alternative correct answers and unexpected approaches in candidates' scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated.
Mark schemes must be read in conjunction with the question papers and the Report on the Examination.
The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session.
* CIE will not enter into discussion or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2006 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
APPLICATION OF THE MARK SCHEME
1. Use of the Mark Scheme
1.1. It is not possible to cover every possible type of response within a levels of response mark scheme and examiners are expected to use their professional judgement at all times in ensuring that responses are placed in the correct levels and given an appropriate mark within that level.
1.2. Marking must be positive. Marks must not be deducted for inaccurate or irrelevant answers. Half- marks must not be used.
1.3. The full range of marks should be used. Do not be afraid to award full marks or no marks. Failure to do this will seriously affect the distribution of marks. Be prepared to reward candidates who show any level of understanding. The mark scheme starts from basic acceptable response.
1.4 Be consistent from script to script and from batch to batch.
1.5. Indicate that all answers have been seen.
1.6. Do not transfer marks from one part of a question to another.
1.7. If a candidate reaches a particular level s/he must be rewarded with a mark within that level. It is not necessary to work through the levels.
1.8. Exhaustive lists of possible facts are not given in the mark scheme, as there is often a choice of factual knowledge that candidates may use.
1.9 WHERE EXAMPLES OF RESPONSES ARE GIVEN, THESE ARE NOT PRESCRIPTIVE, BUT ARE INTENDED AS A GUIDE.
1.10 Where a band of marks is indicated for a level these marks should be used with reference to the development of the answer within that level.
2. Marking
2.1. All marking should be in red.
2.2. The level, and mark awarded for each part question, MUST be shown clearly in the margin of the script towards the end of an answer, e.g. L3/8.
2.3. At the end of each question the total mark achieved by the candidate for that question MUST be indicated in a circle.
2.4. The total mark for each question should be transferred to the front page of the script. The marks for the three questions should be totalled and indicated. The final total for the script should then be circled.
2.6. It is not necessary to tick the body of an answer and examiners should refrain from doing so.
2.7. Examiners must indicate, in the body of the response, where a level has been achieved and, where appropriate, marks are gained.
3. Assessment Objectives
3.1. The Assessment Objectives being tested in each part of a question are:
(a) recall, description
(b) recall, explanation
(c) recall, explanation and analysis.
© University of Cambridge International Examinations 2006
Section A
1 (a) Describe the events of 1848-49 in Rome and Venice.
Level 1 General answer
e.g. Both were attacked.
People had to flee.
Level 2 Describes events
e.g. Rome
'15 th Nov – Pope's prime minister Count Rossi, assassinated.'
th
'16
Nov – uprising in the city.'
'Eight days later Pope fled Rome.'
'Feb 1849 – Mazzini founded new Roman Republic.'
'July - Mazzini and Garibaldi tried unsuccessfully to defend city against the French.'
Venice
'Aug 49 besieged by Austrians.'
'Refugees fled from city.'
(b) Why did Charles Albert fail to defeat the Austrians in 1848-49?
Level 1 General answer
e.g. 'He was let down by his supporters.'
'He was indecisive.'
Level 2 Identifies why
e.g. 'The Piedmontese army moved slowly.'
'The Austrians re-grouped.'
'He delayed his decision too long.'
'His army was left short of men.'
Level 3 Explains why
[4-7]
e.g. 'Charles Albert delayed too long in deciding to take action waiting for the results of the Lombard plebiscite.'
'The slow movement of the Piedmontese army gave the Austrian forces an opportunity to get reinforcements.'
'He was promised support from the people of Lombardy but this failed to materialise.'
'The Pope sent an army but then withdrew support.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) Cavour and Garibaldi both contributed to the unification of Italy. Which of these two played the more important part? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'They were both important.'
Level 2 Identifies work of one / both
e.g. 'Cavour worked with France in secret.'
'He brought about reform and industrial growth.'
'Garibaldi liberated Sicily and Naples.'
Level 3 Explains contribution of either Cavour OR Garibaldi
Level 4 Explains contribution of both Cavour OR Garibaldi
e.g. Cavour
'His diplomatic skill ensured Piedmont-Sardinia dominated Italian politics.'
'To this end he continued the programme of reform and opposed Austrian domination.'
'His work as PM was designed to strengthen transport communication and telegraph lines, essential for industrial growth and an asset in war.'
'He encouraged industrialists to build factories and encouraged scientific farming. Reformed the legal system and reduced the power of the Catholic Church.'
'His troops acquitted themselves well in the Crimea and at the peace conference as an equal gained the ear and support of France's Napoleon III who was sympathetic to Italian Liberation in northern Italy.'
'Following an agreement that France would support him if Austria attacked. Cavour then tried to provoke Austria who declared war. Austria were defeated (1859) by the combined power of P-S and France.'
'P-S now formed a union of states in n-w Italy. Only Venetia was missing.'
Garibaldi
'He led an expedition to Sicily and he liberated the whole of southern Italy.'
'He campaigned for the liberation of Rome although this worried the government as it could have provoked a major war.'
'In 1860 he recognised Victor Emmanuel II as King of Italy when he surrendered his conquests.'
Level 5 Explains with evaluative judgement of 'most important'
[7-8]
© University of Cambridge International Examinations 2006
[2-3]
[3-5]
2 (a) Describe the conditions in the South at the end of the Civil War.
Level 1 General answer
e.g. 'It was devastated.'
'There was bitterness.'
Level 2 Describes conditions
e.g. 'Buildings needed re-building.'
'Transport (roads and railways) needed re-building.'
'The economy had collapsed.'
'There was soaring inflation.'
(b) Why were carpetbaggers resented by the South?
Level 1 General answer
e.g. 'They took advantage.'
Level 2 Identifies why
e.g. 'They wanted to control state governments.'
'They were often corrupt.'
'They imposed their own view'
Level 3 Explains why
[4-7]
e.g. 'They were thought to be northern politicians who went south at the end of the war to make money and then return north.'
'Often wanted to promote the regeneration of the south and bring it closer to the north by developing industry, introducing free public education and encouraging enterprise.'
'They took control of the state governments of the Deep South and imposed their wishes.'
'They introduced corrupt and spendthrift governments.'
'They prevented the people of the South from trying to restore their towns and plantations to their former glory.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) 'Reconstruction solved nothing.' How far do you agree with this statement? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Problems were not overcome.'
Level 2 Identifies impact
e.g. 'Initial representation did not happen.'
'Governments were elected by universal suffrage.'
'Carpet baggers took advantage.'
'Southerners took the law into their own hands.'
Level 3 Explains agreement OR disagreement
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'The Union victory preserved the Union but the South was treated with 'malice' and the wounds remained open well into the twentieth century.'
'Johnson's policy was one of reconciliation. The Southern states were allowed to elect legislatures and send senators and representatives to Washington. But Congress was controlled by hardliners, radical Republicans who wanted to punish the South.'
'The hardliners prevented Confederate representatives from taking their seats. This gave them a huge majority and they were able to pass laws they saw fit.'
'The Basic Reconstruction Act of 1867 allowed military governors to form governments elected by universal suffrage but Confederate leaders were disqualified from voting and old Confederate politicians could not stand for office.'
'Carpet-baggers and scalawags were able to take control of the state governments in the Deep South and impose their wishes which were often corrupt and spendthrift. This affected the peoples of the South who were trying to restore their towns and plantations to their former prosperity.'
'Southerners took the law into their own hands through the Ku Klux Klan who intimidated ex-slaves and dealt with the scalawags and carpet baggers.'
'By 1877 the white peoples of the southern states controlled their state governments. Treatment of blacks did not improve, the old prosperity had gone and many plantation holders were left bankrupt.'
Level 5 Explains with evaluation of 'how far'
[7-8]
© University of Cambridge International Examinations 2006
3 (a) What were the benefits to Japan of the Anglo-Japanese Alliance of 1902?
Level 1 General answer
e.g. 'Prestige.'
'Security.'
Level 2 Describes benefits
[2-5]
e.g. 'As Britain was still the most powerful nation it was a recognition of Japan's position as a major force in world politics.'
'It gave Japan security as Britain agreed to come to her assistance if she was attacked by more than one foreign power.'
'Japan's special interests in China were recognised.'
'It accepted that Japan had a legitimate interest in Korea.'
(b) Why was there rivalry between Russia and Japan at the beginning of the twentieth century?
Level 1 General answer
[1]
e.g. 'Because of Russian activity.'
Level 2 Identifies why
e.g. 'Russia's designs on the Far East worried the leaders of Japan.'
'Russia was building the Trans-Siberian railway.'
'Russia gained access to the sea.'
'Russia threatened Japan's aim of increasing their raw materials.'
'Russia threatened Japan's imperialist ambitions.'
'Russia threatened Japan's links with Korea.'
Level 3 Explains why
[4-7]
e.g. 'Russia was building the Trans-Siberian railway, the longest in the world across inhospitable and uninhabited territory. Japan was concerned about the ulterior motive for this.'
'By getting permission to build part of the railway across Chinese territory the Russians gained access to warm water ports which were ice-free in winter, unlike Vladivostok.'
'Russia's interests in Manchuria conflicted with Japan's interests in this area. Manchuria had coal and iron ore that Japan wanted to exploit.'
'Russia had imperialist ambitions in the Far East having claimed the Ryukyu Islands and Formosa from China.'
'Russia had gained influence in Korea which was the key to Japanese expansion in Asia.'
© University of Cambridge International Examinations 2006
[1-2]
(c) How far was Japan a great power by 1914? Explain your answer.
Level 1 Unsupported assertions
e.g. 'They had because other nations saw them as a threat.'
Level 2 Identifies reasons
e.g. 'Militarily they were strong both on land and sea.'
'They had adopted a constitutional parliament.'
'The modernisation programme developed industry and finance.'
'Good education was seen as important.'
Level 3 Explains agreement OR disagreement
[1]
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'Steps were taken to move towards a constitutional monarchy to be instituted from 1890. This was announced as a 'gift' to the people from the emperor. However ministers remained unelected as they were chosen by the Emperor. At first government depended on bribery and police bullying.'
'Japan became more progressive with the adoption of western clothes and calendar. Education was deemed important and universities developed.'
'More people were employed in the rapidly developing industry, trade and finance sectors although increasing costs resulted in many factories being sold cheaply to private investors.'
'The army was developed into an efficient fighting force equipped with modern arms. The navy was developed based on British ideas.'
'The main effect of the war from 1894 was to further strengthen Japan as a Far Eastern power and highlighted the success of the modernisation programme under the Meiji Emperor. It also strengthened the military elements in the government with only officers currently serving in the armed forces able to become Ministers of the Army and Navy.'
'Japan gained prestige and security with the signing of the Anglo-Japanese Alliance (1902). This recognised Japan's position as a major force in world politics and this position was further strengthened by the spectacular victory against Russia. The Americans were now concerned about the Japanese threat to the Philippines.'
Level 5 Explains with evaluation of 'how far'
[7-8]
© University of Cambridge International Examinations 2006
4 (a) Describe the colonial rivalry that existed between Germany and other powers by 1900.
Level 1 General answer
[1-2]
e.g. 'The Kaiser wanted 'a place in the sun'.'
'It brought competition.'
Level 2 Describes the rivalry 2-5
e.g. 'Britain and France already had large empires compared to Germany and Kaiser Wilhelm was determined to build up the German empire.'
'A large empire would provide Germany with a market for her growing industries.'
'It would be a status symbol showing Germany's greatness and gaining it respect.'
(b) Why did the Kaiser become involved in Morocco in 1905 and 1911?
Level 1 General answer
e.g. 'To gain power.'
Level 2 Identifies why
e.g. 'He wanted to test the Entente Cordiale.'
'To split Britain and France.'
'To keep Morocco independent.'
'To gain compensation.'
'Fear of a French takeover.'
Level 3 Explains why
[1]
[2-4]
[4-7]
e.g. 1905
'Britain and France had agreed the Entente Cordiale in 1904 giving France a free hand in Morocco. The Kaiser wanted to test the strength of the Entente to try and cause a split as he did not believe Britain would stand by France over Morocco.'
'He did not want France to extend her North African Empire.'
1911
'In 1911 the Sultan asked France to help crush a rebel revolt. Germany thought a French takeover would follow and so sent a gunboat to the Port of Agadir.'
'From 1904 the right for France to organise Moroccan affairs had been accepted by Britain and the Kaiser wanted to break up the Entente Cordiale.'
© University of Cambridge International Examinations 2006
(c) 'The Anglo-German naval race was the most important cause of war in 1914.' How far do you agree with this statement? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Yes it was because both Britain and Germany increased their naval power.'
'No it was colonial rivalry.'
Level 2 Identifies reasons
e.g. 'It was the building of the Dreadnought battleship.'
'It was suspicions caused by the alliances.'
'It was caused by nations trying to be the best industrially.'
'Germany wanted to gain colonial strength.'
'It was the assassination of Archduke Franz Ferdinand.'
'There was unrest in the Balkans.'
'France was a bitter enemy of Germany.'
Level 3 Explains agreement OR disagreement
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'The British navy was the most powerful in the world and was used to defend its empire. Germany began to increase the strength of its navy with powerful ships and Britain felt threatened.'
'There was a race between Britain and Germany to see who could build the most Dreadnought's as this was the most powerful battleship in the world.'
'Britain feared German world domination if the Kaiser had both the strongest navy and army.'
'The major powers were suspicious of each other and the alliances (Triple Entente and Triple Alliance) that existed between them.'
'Britain was the world's leading industrial nation and used its empire to bolster trade. By 1914 Germany was producing more iron, steel and coal and politicians felt Germany's expansion was threatening Britain's wealth.'
'Kaiser Wilhelm wanted to acquire colonies and Britain and France thought he might try to take parts of their empires. This happened in Morocco. Here Britain supported France but suspicion of German motives grew.'
'France wanted Alsace and Lorraine back after losing them to Germany in the FrancoPrussian War of 1871. France needed Britain and Russia as allies.'
'There was intensive rivalry in the Balkans between Russia and Austria-Hungary where AH did all it could to stop the Serbians uniting. Russia supported this.'
'A public protest against A-Hs policy was the assassination of Archduke Franz Ferdinand. Austria invaded Serbia and Russia promised to support Serbia. Germany declared war on Russia who was joined by its ally France.'
Level 5 Explains with evaluation of 'most important'
[7-8]
© University of Cambridge International Examinations 2006
5 (a) What were the main aims of the League of Nations when it was set up in 1920?
Level 1 General Answer
e.g. 'Those in the covenant.'
'To uphold the Treaty.'
Level 2 Describes aims
e.g. 'To maintain peace.'
'To discourage aggression from any nation.'
'To encourage countries to co-operate, especially in trade.'
'To encourage nations to disarm.'
'To improve living and working conditions in all parts of the world.'
'To encourage international co-operation.'
'To encourage collective security.'
(b) Why did its structure and membership weaken the League?
Level 1 General Answer e.g. 'It was too idealistic.'
Level 2 Identifies why
e.g. 'Not all nations were members.'
'It had to rely on collective security.'
'It was dominated by Britain and France.'
'It was too slow to take action.'
'Decisions had to be unanimous.'
'The USA was not a member.'
'It did not have its own armed forces.'
Level 3 Explains why
[4-7]
e.g. 'Not all nations were members of the League. The USA never joined and this deprived the League of the support of the most powerful nation in the world.'
'The defeated nations, like Germany, were not members at first. Other nations, such as Japan, left when they got into disputes with the League.'
'The League had no armed forces of its own. It relied on collective security. Too often this meant nations looking to the League to take action when they weren't willing to act themselves.'
'The League was dominated by Britain and France but they never agreed on how powerful it should be or how it should operate.'
'The League was too slow to take action. All decisions, in the Assembly and Council, had to be taken unanimously.'
'The League was too idealistic. It was unrealistic to expect nations to obey the League without giving it the power to enforce its will.'
'All member states had equal voting rights. All decisions in Assembly and Council had to be unanimous. This was fine when members agreed with each other, but not when they disagreed.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) How far was the League of Nations a success? Explain your answer.
Level 1 Unsupported assertions
e.g. 'It was a success as it settled disputes.'
Level 2 Identifies areas of disputes / unsupported argument
e.g. 'It successfully settled disputes, e.g. Aaland Islands, Upper Sileia.'
'It failed with Vilna and Corfu.'
'Dealt with disputes in S. America.'
'It was successful in dealing with smaller nations.'
'It was successful with humanitarian work.'
Level 3 Explains successes OR failures
Level 4 Explains successes AND failures
[1]
[2-3]
[3-5]
[5-7]
e.g. Success
'It resolved the dispute in 1920 between Sweden and Finland over the Aaland Islands by deciding they were to go to Finland. Sweden accepted and war was avoided.'
'In 1921 it helped to arrange a plebiscite in Upper Silesia after both Poland and Germany had claimed the land. Both accepted the League's decision.'
'The League successfully arranged international help to prevent the collapse of the Austrian and Hungarian economies (1922-3).'
Failures
'Mussolini was ordered to withdraw from Corfu which he did. The Greeks were made to pay compensation when Mussolini used his influence with the Conference of Ambassadors. This undermined the League'
'The League was ignored when it requested Poland to withdraw from Vilna. Poland refused and remained in Vilna.'
'The League failed over Manchuria where it took twelve months for the Lytton Report and the League did nothing more than condemn Japan's actions. When the Report was accepted Japan left the League.'
'The League imposed sanctions on Italy after they invaded Abyssinia but these were ineffective as they did not include oil.'
'Behind the scenes the Hoare-Laval Plan showed that Britain and France were not prepared to take action which undermined the League.'
'The Great Powers continued to make agreements outside the League such as the Washington Naval Agreement (1922) and Locarno.'
'The League failed on disarmament when the Disarmament Conference of 1932-3 collapsed and this led directly to Germany leaving the League.'
'The League took no action over Hitler's actions in the Rhineland as Britain and France did not want a war.'
Level 5 Explains and evaluates 'how far'
[7-8]
© University of Cambridge International Examinations 2006
6 (a) When Hitler came to power what did he hope to achieve with his foreign policy?
Level 1 General answer
e.g. 'Reversal of the Treaty of Versailles.'
Restoration of national pride.'
Expand German territory
Level 2 Describes policy
e.g. 'Reversal of the Treaty of Versailles by retrieving lost land e.g. Saar;
re-militarisation of the Rhineland;
building up the German armed forces;
Anschluss with Austria.'
'Creation of a 'Greater Germany' by uniting all German speaking people in one home land.'
'To expand in the east and take over Poland and the west of the USSR (lebensraum).'
'To destroy the USSR and those who believed in communism.'
(b) Explain how Hitler destroyed the Treaty of Versailles.
Level 1 general answer
e.g. 'He ignored it.'
Level 2 identifies actions
e.g. 'Hitler withdrew from the League.'
'He began to re-arm.'
'Conscription was introduced.'
'Re-occupation of the Rhineland.'
'Anschuluss with Austria.'
Level 3 Explains how
[4-7]
e.g. 'At the Disarmament Conference of 1932-33 Germany wanted everyone to disarm to her own low level. France refused. Hitler withdrew from the Conference and the League and started to re-arm.'
'Hitler announced that Germany had an air force and was introducing conscription, both forbidden by the Treaty.'
'The signing of the Anglo-German Naval Treaty allowing Germany to build up its navy showed the military terms of the Treaty were dead.'
'Germany re-militarised the Rhineland with Britain and France making no effort to stop this. This was expressly forbidden to protect France.'
'Hitler ignored the Treaty with the Anschluss with Austria in 1938. This had been expressly forbidden and this united German speakers, making Germany more powerful.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) How far was appeasement justified? Explain your answer.
Level 1 Unsupported assertions
e.g. 'It bought time and so was justified.'
Level 2 Identifies for and against
e.g. 'It was right to try to avoid war.'
'Britain was not ready for war.'
'It gave in to a bully.'
'It was morally wrong.'
'It misjudged Hitler.'
'Excellent chances to stop Hitler were missed.'
It failed to prevent war.'
Level 3 Explains one side
[1]
[2-3]
[3-5]
Level 4 Explains both sides
[5-7]
e.g. 'The Treaty of Versailles had been harsh on Germany and it seemed right to try to settle grievances by negotiation. Britain and France were happy as Hitler was only rightfully getting back what belonged to Germany.'
'Some people approved of Hitler's policies particularly the way he had reduced unemployment.'
'Memories of the First World War (and Spanish Civil War) were still fresh and it was felt right to avoid another war.'
'Many liked the idea of a strong Germany as a protection against the USSR. The USSR under Stalin seemed a greater threat.'
'Rearmament was not complete and it was an opportunity to stall for time.'
'The British government was trying to deal with the depression and did not want to spend large sums on arms.'
'It was thought that by giving concessions to Hitler he could be trusted and it would reduce the chances of war.'
'The appeasers misjudged Hitler treating him as rational person. In fact it encouraged Hitler to demand more. The mind of a dictator was misunderstood.'
'It gave Hitler an advantage. He grew stronger and stronger before war started.'
'Appeasement was wrong – it allowed Hitler to break international relations. They were prepared to give away parts of other countries.'
'Appeasement was simply another word for weakness and cowardice.'
'By following the policy vital opportunities were missed to stop Hitler such as the remilitarisation of the Rhineland.'
'By abandoning Czechoslovakia an important ally was lost.'
'It did not work as Hitler marched into Poland and war started.'
Level 5 Explains with evaluation of 'how far'
© University of Cambridge International Examinations 2006
7 (a) What was agreed at the Potsdam Conference?
Level 1 General answer
e.g. 'What to do about Germany.'
'To have war trials.'
Level 2 Describes what was agreed
e.g. 'Japan would be attacked as planned.'
'Anything of value could be taken from Germany as reparations.'
'Details of German zones of occupation finalised.'
'Industrial equipment could be taken from own zone in Germany as reparations.'
'USSR to have additional reparations.'
'Nuremberg trials set up to deal with Nazi war criminals.'
'Eastern border of Poland to be moved west and all non-Poles sent back to Germany.'
'Germans living in Hungary and Czechoslovakia sent back to Germany.'
(b) Why was there continuing tension over Berlin in the years 1945-1949?
Level 1 General answer
e.g. 'There was no trust.'
Level 2 Identifies why
e.g. 'Berlin was divided into zones of occupation.'
'The Allies merged their zones.'
'The Allies introduced a new currency.'
'On one side was capitalism and on the other communism.'
'Marshall Aid provided money.'
'There was the Berlin Blockade.'
Level 3 Explains why
[4-7]
'By 1948 the USA, British and French zones had been merged to form West Berlin. Stalin thought this was against the Yalta Agreement.'
'By these actions West Berlin became a small island of capitalism and democracy surrounded by communism.'
'The USA poured millions of dollars into West Berlin to rebuild it. Stalin was convinced this was a ploy to try to get East Berliners to become envious of what capitalism might give them.'
'Stalin was angry that the Allies were planning to introduce a new currency. Stalin said this broke the agreements as both superpowers had to agree on any decisions.'
'Stalin feared that the Allies were planning to reunite Germany and wanted to force the Allies to remove their troops from West Berlin to stop such plans.'
'The USA convinced the world that Stalin was plotting to take over the whole of Germany and then the rest of Europe.'
'Tension came to a head when Stalin blockaded all road and rail routes into West Berlin. Eventually Stalin had to back down.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) 'It was Truman not Stalin who brought about the Cold War.' How far do you agree with this statement? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Each side was to blame because they followed different ideas.'
Level 2 Identifies reasons
e.g. 'Soviet Union and USA did not trust each other.'
'Stalin wanted to spread communism.'
'The Soviet Union wanted to avoid any future attack.'
'Eastern Europe was communist controlled.'
'Stalin set up Cominform and Comecon.'
'There was the Berlin Blockade.'
'The West was against Communism.'
'USA introduced economic aid.'
'The USA had the atomic bomb.'
Level 3 Explains agreement OR disagreement
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'Truman was more anti-communist than Roosevelt who had got on reasonably well with Stalin.'
'The USA interpreted the Soviet takeover of eastern Europe as the start of spreading communism around the world and responded with the Truman Doctrine and Marshall Plan which was to help the vulnerable European economy suffering from the after effects of war. The USSR saw this as a threat.'
'The fact that the USA had the atom bomb encouraged Stalin to rush through the Soviet response and the arms race had started.'
'The USA and USSR held different ideologies of capitalism v communism and actions led to suspicion and hostility as they drifted apart at the end of the war as there was no common enemy.'
'Harmony not helped by politicians such as Churchill and his "Iron Curtain" speech.
'The Soviet Union wanted a weak Germany to avoid any future attack.'
'Following Yalta it was expected that there would be free elections in Eastern Europe countries after their liberation. The Red Army made sure their new governments were communist controlled.'
Stalin refused to allow Soviet bloc countries to accept aid as he thought the real purpose was for the USA to build up friendships with European countries.'
'European countries set up NATO to help each other if attacked by Stalin. In response Stalin created the Warsaw Pact.'
'To counter the Marshall Plan Stalin set up Cominform to strengthen co-operation between communists and Comecon to develop economic co-operation between communist countries.'
Level 5 Explains reasons with evaluation of 'how far'
[7-8]
© University of Cambridge International Examinations 2006
8 (a) Describe how the Soviet Union reacted to events in Hungary in 1956.
Level 1 General answer
e.g. 'It was brutal.'
'They used force.'
'They used military.'
Level 2 Describes events
[2-5]
e.g. 'Khrushchev sent in tanks but they were withdrawn after a week. On 4 th November 200,000 Soviet troops and 2,500 tanks arrived in Budapest.'
'After two weeks of bitter street fighting it is thought that 27,000 Hungarians had died and Soviet control restored.'
'They executed Nagy and his fellow leaders.'
'It prevented Hungary leaving the Warsaw Pact.'
'The Soviet Union was not prepared to let go of countries within its sphere of influence.'
(b) Why was the Soviet Union worried by developments in Czechoslovakia in Spring 1968?
Level 1 General answer
[1]
e.g. 'Change was threatened.'
Level 2 Identifies why
e.g. 'Reforms were threatening Soviet control.'
'If freedom granted for one others would follow.'
'Actions were against the Brezhnev Doctrine.'
Level 3 Explains why
[4-7]
e.g. 'Brezhnev was the new Soviet leader and he was just as determined as previous leaders to maintain Soviet control of eastern Europe and he felt this control was being threatened.'
'Dubcek was appointed to lead the country. He wanted to modernise communism, talking about 'socialism with a human face'. These reforms were known as the 'Prague Spring'.'
'Dubcek assured Brezhnev that he did not want to leave the Warsaw Pact but Brezhnev knew that if control was lessened in one country others would follow.'
© University of Cambridge International Examinations 2006
[1-2]
(c) How important was 'Solidarity' in the decline of Soviet influence in Eastern Europe? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Very important as it brought change.'
Level 2 Identifies reasons
e.g. 'Solidarity set an example to others.'
'Gorbachev introduced perestroika and glasnost.'
'Afghanistan was a big issue.'
'Gorbachev's reforms caused decline.'
Level 3 Explains agreement OR disagreement
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'Solidarity had forced a strong Soviet union backed Communist government to give way through the action of industrial workers backed by popular opinion and the use of non-violent methods.'
'The government in Poland had lost the confidence of the people and Solidarity showed that a Communist government could not solve Poland's economic problems.
'Although the USSR still wanted a one-party Communist government in Poland they did not use force to ensure this unlike in Hungary and Czechoslovakia.'
'Gorbachev's reforms including the freedom of speech allowed discontent to grow.'
'Many wanted to see the collapse of Communism as Gorbachev's reforms were not working as food shortages remained and prices were high.'
'Gorbachev wanted a more equal relationship and was no longer willing to use armed forces to get his way. This helped to reduce spending on the military.'
'Gorbachev introduced perestroika. This encouraged more competition in industry and glasnost where Soviets could criticise the government. These reforms came too quickly.'
'Interest in capitalist methods increased as did trade with the West. This also increased Soviet awareness of better standards of living in the West.'
'Communism was seen by many as corrupt and Soviet industry and agriculture inefficient. This was not helped by the spending of large sums of money on defence and in Afghanistan.'
Level 5 Explains reasons with evaluation of 'how important'
[7-8]
© University of Cambridge International Examinations 2006
Section B: Depth Studies
9 (a) What political problems existed in Germany in the period 1918-1920?
Level 1 General answer
e.g. 'There was a mutiny.'
'There was a new constitution.'
'There was a change in the form of government.'
'The communists and right wing extremists.'
Level 2 Describes the problems
e.g. 'There were strikes and demonstrations in 1918.'
'Sailors took over Kiel.'
'There was a new democratic government.'
'Kaiser Wilhelm had fled the country.'
'There was the Kapp Putsch.'
'There was the Spartacist rising in 1919.'
'In 1920 the Freikorps led by Kapp tried to set up a right wing government.'
'There was a general strike of Berlin workers.'
'Communists thought there should be a revolution.'
(b) Why was 1923 a year of crisis for the Weimar Republic?
Level 1 General answer
e.g. 'Money was worthless.'
Level 2 Identifies why
e.g. 'There was an occupation of the Ruhr.'
'There was hyperinflation.'
'Germany did not pay.'
'There was an attempt to seize power.'
'Because of the Munich Putsch.'
Level 3 Explains why
[4-7]
e.g. 'French and Belgium troops entered the Ruhr and began to take what was owed to them in the form of raw materials and goods.'
'The government ordered passive resistance (strike). The French reacted harshly killing over 100 workers.'
'There were no goods to trade so the government printed more money. Prices rocketed and the money was worthless. There was hyperinflation.'
'Business went bankrupt and people's savings were wiped out.
There was the Munich Putsch with Hitler attempting to seize power from the Weimar Republic.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) How successful was the Weimar republic in dealing with Germany's problems by 1928? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'It was as it was known as the 'golden age'.'
Level 2 Identifies issues
e.g. 'Hyperinflation was ended.'
'Germany was accepted back into the international community.'
'Loans came from the USA.'
'Political stability still existed.'
'The farmers lot was not improved.'
Level 3 Explains successes OR failures
[2-3]
[3-5]
Level 4 Explains successes AND failures
[5-7]
e.g. 'Hyperinflation was ended and confidence returned with the introduction of a new currency and reduction in government spending.'
'In return for starting to pay reparations again the Germans, under the Dawes Plan received loans to encourage industry thus raising the standard of living and resulted in the French and Belgium troops leaving the Rhur in 1925.'
'By 1928 industrial production was higher than pre-war levels.'
'Germany was accepted back into the international community through the Locarno Pact and the Kellogg-Briand Pact. They also joined the League of Nations.'
'A more open approach resulted in a revival in art and culture through newspapers, theatres, painters and literature.'
'There remained serious problems with the economy which depended on American loans that could be withdrawn at any time.'
Unemployment remained a serious problem as the economy was not growing fast enough.'
'Farming suffered from depression throughout the 1920s due to the fall in food prices. Many farmers went into debt.'
'Some argued that the new ideas of culture and art were unpatriotic and they wanted to celebrate traditional values. They argued this new phase meant that Germany was going into moral decline.'
'No one party was able to secure a majority in the Reichstag and nationalists opposed Stresemann's policies.'
'Extremist parties such as the Nazis and Communists were determined to overthrow the Weimar Republic. In 1925 Hindenburg was elected President. As he was a supporter of the Kaiser this indicated the true feelings of many.'
Level 5 Explains opposition and evaluates 'how successful'
[7-8]
© University of Cambridge International Examinations 2006
10 (a) Describe how the Nazis tried to win the hearts and minds of young people.
Level 1 General answer
e.g. 'At school.'
'Through youth organisations.'
Level 2 Describes methods
e.g. 'Through membership of the Hitler Youth and League of German Maidens.'
'Through indoctrination such as at school.'
'The Nazis controlled the school curriculum promoting their ideas.'
'Through Nazi controlled radio stations.'
(b) Why did the Nazis try to change the role of women?
Level 1 General answer
e.g. 'It was important.'
Level 2 Identifies why
e.g. 'The Nazis held traditional views.'
'Men needed jobs.'
'To meet the views of Hitler.'
Level 3 Explains why
[4-7]
e.g. 'The roles of women were changing and women had more freedom. The Nazis preferred women to adopt a more traditional role of wife and mother. (Three Ks)'
'Unemployment was high and Hitler wanted to get men into employment and so women were encouraged not to go out to work.'
'The birth rate was falling and they wanted this increased to provide the army of the future.'
'By 1939 large numbers of women were required to work in the factories on the war effort.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) How successful was the Nazi regime in dealing with opposition? Explain your answer.
Level 1 Unsupported assertion
[1]
e.g. 'The Nazi regime was very successful in dealing with opposition as it ended up with very few opponents in Germany.'
Level 2 Describes reasons for success and/or opposition
[2-3]
e.g. Success
The SS and the Gestapo. Control of the courts. The use of concentration camps. Informers. Banning of political parties and public meetings. The use of terror. Propaganda. Agreements with the churches. The Enabling Act.
Opposition
Opposition groups like Swing and the Edelweiss Pirates. The White Rose Group. July Bomb Plot. Dissatisfaction in the army. Passive resistance and non-cooperation.
Level 3 Explains example(s) of success OR opposition
[3-5]
Level 4 Explains example(s) of success AND opposition
[5-7]
e.g. 'The Nazis were mostly very successful at getting rid of opposition. The SS went round terrorising people into obedience. They could arrest people without trial and put them into concentration camps where people were tortured or indoctrinated.'
'The Gestapo spied on people. They had informers everywhere and encouraged people to inform on their neighbours and children to inform on their parents. They also tapped phones. All this meant that for a long time the Nazis did not have many opponents.'
'However, during the war opposition grew. Some of the army officers were worried the war was going badly and planned to blow Hitler up. It went wrong and they were all executed.'
'Some young people also began to rebel during the war like the Swing Youth. They were fed up with the Nazis controlling their lives and giving them no freedom.'
'The Navajos gang and the Edelweiss Pirates were generally regarded as delinquents but during the war they got involved in spreading anti-Nazi propaganda and in 1944 took part in an attack in which a Gestapo officer was killed. Some were arrested and publicly executed.'
'Hans and Sophie Scholl led a student group in Munich called the White Rose Movement. They were executed in 1943 for ant-Nazi activities.'
Level 5 Explains with evaluation
[7-8]
© University of Cambridge International Examinations 2006
11 (a) Describe the impact of the Russo-Japanese War (1904-5) on the Russian people.
Level 1 General answer
e.g. 'It made them unhappy.'
'They had poor conditions.'
Level 2 Describes events
[2-5]
e.g. 'The defeat left the people believing that the Tsar's government was weak and incompetent.'
'Prices increased and there were food shortages.'
'Factories closed causing unemployment.'
'The middle classes demanded political reforms.'
'There were strikes with workers demanding better pay and conditions.'
'It led to demonstrations.'
(b) Explain how the Tsar was able to survive the 1905 Revolution.
Level 1 General answer
e.g. 'He made concessions.'
'He gave the Liberals what they wanted.'
Level 2 Identifies how
e.g. 'He issued the October Manifesto.'
'The middle classes wanted an end to the revolution.'
'He did not allow opposition.'
'Russia was ready for change.'
'He split his opponents.'
'He offered the middle classes what they wanted.'
Level 3 Explains how
[4-7]
e.g. 'The October Manifesto gave Russian people basic rights such as freedom of speech and the right to form political parties.'
'The October Manifesto promised elections and a Duma established.
It said an elected parliament would be set up.'
'Through force the government re-established order throughout Russia.'
'The Tsar promised a constitutional monarchy.'
'The Japanese war ended and he was able to use returning soldiers to crush revolutionaries.'
© University of Cambridge International Examinations 2006
[1-2]
[1]
(c) Which of the following was the most important reason for the overthrow of Tsar Nicholas II:
the influence of Rasputin;
military defeats in the First World War;
food shortages?
Explain your answer with reference to all three reasons.
Level 1 Unsupported assertion
e.g. 'Rasputin had the greatest effect.'
Level 2 Describes reasons
e.g. 'Rasputin was influencing the government.'
Despite the Tsar, Russia suffered heavy defeats at the hands of Germany.'
'People in the cities were starving.'
Level 3 Explains ONE
[1]
[2-3]
[3-5]
Level 4 Explains TWO OR THREE
e.g. 'Concern grew at the influence of Rasputin over the Tsarina. While the Tsar was away the Tsarina relied almost entirely on Rasputin's advice on the appointment, or sacking, of ministers. On Rasputin's advice sound ministers were dismissed and replaced with officials who were unable to cope with the demands of war. The Tsar's opponents seized on Rasputin as a sign of his weakness and suggested he was unfit to rule.'
'Within weeks of the outbreak of war the Russians were defeated at Tannenberg. About 90000 Russians were captured and over 100000 drowned. A week later a further 100000 troops were slaughtered.'
'As the war was not going well the Tsar had put himself in personal command of the armies. In 1916 over one million Russians died in battle. Russian armies were badly-led and poorly supplied being short of food, weapons and ammunition. By 1917 there was deep discontent in the army and many soldiers were supporters of the revolutionary Bolshevik party'
'By 1916 there were food shortages. What made it worse was that there was enough food but it could not be transported to the cities. The rail network could not cope and by 1917 many working men and women stood and shivered in bread queues and cursed the Tsar.'
Level 5 Explains with evaluation of 'most important'
[7-8]
© University of Cambridge International Examinations 2006
12 (a) What was Lenin's 'Political Will' (Testament)?
Level 1 General answer
e.g. 'A statement.'
'A letter.'
Level 2 Describes Testament
e.g. 'A statement by Lenin of his views.'
'In it was a statement warning against Stalin.'
'Lenin thought that Stalin had concentrated too much power in his own hands.'
'Stalin stated he thought Trotsky was the most capable man in the present committee.'
'It suggested Stalin should be removed from post.'
(b) Why was Stalin able to become leader of Russia by 1928?
Level 1 General answer
e.g. 'By using people and then ditching them.'
Level 2 Identifies why
e.g. 'Stalin had a power base.'
'He played one group against the other.'
'Stalin was underestimated by the other contenders.'
'He used his power within the Communist Party.'
Level 3 Explains why
[4-7]
e.g. 'Stalin put himself forward as a great friend of Lenin, such as appearing as chief mourner at Lenin's funeral.'
'He tricked Trotsky into missing Lenin's funeral.'
'He was General Secretary of the Communist party and had put many supporters in top Party posts to guarantee support.'
'Trotsky's ideas were too extreme for many as he wanted permanent revolution whereas Stalin's policy was socialism in one country.'
'Lenin's warning about Stalin was ignored because of the jealousy of most communist leaders felt towards Trotsky.'
'Stalin, Zinoviev and Kamenev accused Trotsky of trying to split the communist party.'
'Stalin had Zinoviev and Kamenev sacked having accused them of working with Trotsky.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) Which was the more effective of Stalin's methods for controlling the people of Russia - terror or propaganda? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Propaganda was the most effective.'
Level 2 Identifies actions
e.g. 'The idea of the 'cult of Stalin'.'
'The media was controlled by the state.'
'He introduced the Purges.'
'He held 'show trials.'
'Many were put in labour camps.'
Level 3 Explains effectiveness of one
Level 4 Explains effectiveness of both
[2-3]
[3-5]
[5-7]
e.g. Terror
'Stalin was not prepared to accept challenges to his authority and he planned to purge the top of the Party membership to clear out his opponents. They were arrested, tried and sentenced to long periods of imprisonment.'
'This was not enough and in 1935 he started the 'Great Terror' where Zinoviev and Kamenev were shot. The 'show trials followed'.'
'The secret police spread fear as hundreds of thousands of people were murdered and imprisoned without trial. It was enough for there to be suspicion of disloyalty.'
'Millions were imprisoned in labour camps. They were kept in terrible conditions and forced to work through the freezing cold Russian winter.'
Propaganda
'He used propaganda to create the 'cult of Stalin' in which Stalin was worshipped as a leader. Pictures and statues of him were everywhere and places named after him. People at meetings had to clap when his name was mentioned.'
'The state told people what to think. Radio, films and newspapers were all controlled by the state. Schools taught communist versions of history and science.'
'The hiding of the truth made many Soviet citizens believe the propaganda. They were told Stalin was a great genius who would look after them resulting in one of the world's most evil tyrants being loved by many of the people he ruled.'
Level 5 Explains with evaluation of 'more effective'
[7-8]
© University of Cambridge International Examinations 2006
13 (a) Describe how the lives of women changed in the 1920s.
Level 1 General answer
e.g. 'Increased freedom.'
'Employment.'
'Financial independence.'
Level 2 Describes changes
e.g. 'They got the vote.'
'There was opportunity to develop careers.'
'New household appliances, such as washing machines, made their lives at home easier.'
'There was a new freedom – flappers, smoking and drinking in public and the way they dressed.'
'No chaperones.'
'Freedom of movement – cars.'
(b) Why was prohibition introduced in the 1920s?
Level 1 General answer
e.g. 'To make America dry.'
Level 2 Identifies why
e.g. 'To prevent social problems.'
'Pressure from campaigners.'
'Anti-German pressure.'
Level 3 Explains why
[4-7]
e.g. 'To remove inconsistency. Some states already had a law and this made it the same nationwide.'
'If banned the USA would become a safer place as it was claimed that alcohol caused many social problems.'
'There was pressure on politicians from groups such as the Anti-Saloon League.'
'The First World War had created strong anti-German feeling and many USA brewers were of German descent.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) How far did the lives of Americans improve during the 1920s? Explain your answer.
Level 1 Unsupported assertions
e.g. 'It was a period of sharp contrasts.'
Level 2 Identifies change
e.g. 'There was a popular image of fun.'
'People had more time and money.'
'Mass entertainment grew.'
'Black Americans suffered discrimination.'
'Prohibition was introduced.'
'The role of women changed.'
'Farmers struggled to keep going.'
Level 3 Explains ONE side
[1]
[2-3]
[3-5]
Level 4 Explains BOTH sides
[5-7]
e.g. 'Following war some Americans had money to spend on entertainment. Young women were freer giving a popular image of one long party. There was a craze for new dances and jazz.'
'The movie industry developed giving an opportunity for escapism although some questioned the impact of movies on morality.'
'Sport, such as baseball, developed as a form of mass entertainment.'
'Home entertainment increased with radio and the first national broadcasting network opened in 1926.'
'Many women became liberated from traditional roles as mothers and housewives by the widespread availability of contraception and labour saving devices.'
'The boom in consumer industries created many new jobs and many families owned a car giving them greater freedom.'
'In the south, black people suffered under laws that kept them segregated from white people and living in poverty. They feared the lynch mobs particularly after the revival of the Ku Klux Klan.'
'The introduction of prohibition turned out to be a failure, putting huge sums of money into the hands of gangsters and unleashing a crime wave.'
'Farmers struggled against competition from Canada with nearly six million farm labourers being forced off the land.'
Level 5 Explains with evaluation as 'how far'
[7-8]
© University of Cambridge International Examinations 2006
14 (a) Describe the work of the Tennessee Valley Authority (TVA).
Level 1 General Answer
e.g. 'It worked to improve the area.'
Level 2 Describes the work
e.g. 'It built a series of dams on the Tennessee river to irrigate dried out land.'
'It provided electricity.'
'It created thousands of jobs in an area badly hit by the depression.'
'It irrigated land to improve farming.'
(b) Why did Republicans oppose the New Deal?
Level 1 General answer
e.g. 'Because they did not like it.'
Level 2 Identifies why
e.g. 'People were helped by the state.'
'It was the opposite of 'rugged individualism' / Republican Party.'
'It was expensive.'
'It was a waste of money.'
'It created unnecessary jobs.'
Level 3 Explains why
[4-7]
e.g. 'The Republicans argued the New Deal was making people too dependent upon the state. They believed in 'rugged individualism' where individuals helped themselves rather than being helped by the state.'
'They felt Roosevelt was acting like a dictator, forcing Americans to do what he wanted.'
'The New Deal was expensive and the huge cost was objected to by the Republicans who thought people's money was being wasted.'
'The wealthy were wealthy because they had worked hard. High taxes discouraged people from working hard and gave money to people for doing nothing or unnecessary jobs.'
'Schemes such as the TVA created unfair competition for private companies.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) 'The New Deal was a success.' How far do you agree with this statement? Explain your answer.
Level 1 Unsupported assertion
[1]
e.g. 'It was a success as it helped Americans.'
Level 2 Identifies impact
e.g. 'It helped the unemployed.'
'It introduced social welfare.'
'The government became more involved in people's lives.'
'Farmers did not benefit.'
'Black Americans saw little benefit.'
'There was a slump.'
Level 3 Explains agreement OR disagreement
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'The New Deal significantly reduced unemployment from a very high level by creating millions of jobs.'
'Millions of poor people received food, shelter and clothing and emergency relief stopped people from starving.'
'Construction work on dams and roads helped the future development of industry.'
'Workers' rights improved with the regulation of working conditions (NRAC) and the right to join unions. Successful strikes followed.'
'The lives of those farmers with large farms improved significantly with incomes rising.'
'The New Deal raised the morale and confidence of many and they began to believe in themselves again.'
'Although unemployment was reduced it was not ended. Many argued the various schemes did not provide real jobs. It took the coming of war to remove unemployment.'
'Many employees resented the improved workers' rights and hired thugs to beat up and intimidate union leaders and workers.'
'The New Deal did not go far enough in dealing with poverty. Many were excluded from social security including five million farm workers and domestics.'
'The limitations were shown in 1937 when the economy went back into recession when Roosevelt cut the spending on the New Deal.'
'The programme did nothing for the black Americans' civil rights.'
Level 5 Explains with evaluation of 'how far'
© University of Cambridge International Examinations 2006
15 (a) What was the impact of the Second World War on the Nationalist Government?
Level 1 General answer
e.g. 'They lost power.'
'The Red Army was viewed more favourably.'
Level 2 Describes impact
[1-2]
[2-5]
e.g. 'Chiang ignored the Japanese as he regarded the communists as a greater threat.'
'Ignoring the Japanese increased the strength of the communists who were viewed as being more patriotic.'
'They became a party of the landlords and a puppet of the Americans.'
'The Nationalists were forced to retreat to an area around Chungking losing much land to the Japanese and the Communists.'
'They failed to gain the support of the peasants.'
'Crooked government officials lined their own pockets.'
(b) Why did the Communists benefit from the Second World War?
Level 1 General answer
e.g. 'Because the nationalists lost popularity.'
Level 2 Identifies why
e.g. 'They expanded their territory.'
'They were seen as friends of the people.'
'They used the Red Army to forge links.'
Level 3 Explains why
[4-7]
e.g. 'The Japanese invasion in 1937 and the retreat of Chiang Kai-shek to Chongquing gave many opportunities for the Communists to expand the area under their control.'
'From 1937 to 1940 Communist fighters took control of many parts of north China.'
'The tactics of the Japanese ensured that the peasants were more than willing to join with the communists in helping to attack the Japanese. This fighting for China gave the Communists the support of the people and they were seen as defenders and friends of the people, winning over the people by providing medical care and opening schools.'
© University of Cambridge International Examinations 2006
[1]
(c) Who was more responsible for the outcome of the Civil War - Mao or Chiang Kaishek (Jiang Jieshi)? Explain your answer.
Level 1 Unsupported assertions
e.g. 'Mao was responsible because he was better organised.'
Level 2 Identifies reasons
e.g. 'Mao had the support of the peasants.'
'Mao was seen as looking after China's interests.'
'Chiang was a dictator.'
'He used America.'
Level 3 Explains either Mao leadership OR Chiang Kai-shek
[1]
[2-3]
[3-5]
Level 4 Explains Mao AND Chiang Kai-shek
[5-7]
e.g. 'Mao was a popular leader which came from the Long March. During the Second World War he was seen as a liberator because of his successful guerrilla tactics against the Japanese. This won him huge backing from both the peasants and the middle classes. They recognised that Mao was fighting to defend China's national interests.'
'Mao ensured the Communists were popular. They cared for the peasants and did not take businesses. They treated people fairly keeping firm law and order.'
'As Chiang became older he became more and more of a dictator. Inflation was high and aid from America went into the pockets of Chiang, his family and friends.'
'The Kuomintang had become the party of the landlords. His soldiers, unlike the Red Army, treated the areas they went into badly. US support made Chiang appear to be no more than a puppet of the Americans.'
Level 5 Explains with evaluation of 'how far'
[7-8]
© University of Cambridge International Examinations 2006
16 (a) Describe China's relations with the USSR in the 1950s and 1960s.
Level 1 General answer
e.g. 'Friendly but later cold.'
'They disagreed on policy.'
Level 2 Describes relations
[2-5]
e.g. They wanted to be allies and signed the Treaty of Friendship, Alliance and Mutual assistance in 1950.'
'Hostility of the UNO and the USA made relations between China and the USSR much stronger.'
'The new Soviet leader Khrushchev wanted better relations with the West and this brought a cooling of relations between China and the USSR.'
'There were armed clashes between Soviet and Chinese troops on the border and Russia refused to help in the border war with India in 1962.'
'The Soviets stopped all economic aid to China by 1960.'
'Tension increased when China tested its own atomic bomb in 1964 despite Russia's refusal to help the development.'
'Mao disapproved of the Soviet invasion of Czechoslovakia in 1968.'
(b) Why did China's relations with the USA improve after 1970?
Level 1 General answer
e.g. 'Policies changed.'
Level 2 Identifies why
e.g. 'China joined the UNO.'
'The USA changed their foreign policy.'
'Trade developed.'
'China was less friendly with Russia.'
Level 3 Explains why
[4-7]
e.g. 'In 1971 a majority of nations voted with the USA for China to join the UN and for the expulsion of Taiwan. This marked the end of China's isolation.'
'The USA under Nixon began to change its foreign policy accepting it was not possible to fight Communism everywhere.'
'In 1972 Nixon visited China and met Mao. As a result increased trade began to develop with the West as the ban on trade was lifted.'
'Within two years trade had increased significantly and was helping to build up Chinese industry.'
'China viewed the USA as a useful ally against Russia.'
© University of Cambridge International Examinations 2006
[1-2]
[1]
(c) Had China become a superpower by 1990? Explain you answer.
Level 1 Unsupported assertions
e.g. 'No, it is not like the USA.'
Level 2 Identifies reasons / defines superpower
e.g. 'A country that dominates the world economy.'
'A country where there is internal stability and unity.'
'A country that is strong militarily.'
'Nuclear power available.'
'Developing a Greater China.'
'Poor communications.'
'Investment growing.'
Level 3 Explains agreement OR disagreement
[1]
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'China's modernisation policy introduced by Deng Xiaoping after 1978 has been a tremendous success. In the 1990s growth averaged 12.6%.'
'Foreign investment is flowing into China to deal with identified underdeveloped areas of natural resources and manpower.'
'A massive military might with comparable armaments to the West.'
'There has been the emergence of a Greater China with some nuclear capability.'
'China has joined the space race and is capable of launching humans into space.'
'China is suffering from high inflation that is not being effectively controlled.'
'The infrastructure is not equipped to cope with transport and communication networks often inadequate.'
'Criminal activity rife. Crime is growing faster in the provinces where reform has been more successful.'
'Some would argue that the fall of the Soviet block affected the ideology that underpins China and that democratic influences are playing a role.'
Level 5 Explains with evaluation
[7-8]
© University of Cambridge International Examinations 2006
17 (a) Describe the Jameson Raid.
Level 1 General answer
e.g. 'It was a failure.'
'Jameson had to surrender.'
Level 2 Describes events
[2-5]
e.g. 'Rhodes planned a rising of Uitlanders to be helped by an armed force led by Jameson.'
'Dr Jameson led a raid into the South African Republic with 500 men and was forced to surrender. (the Transvaal).'
'He hoped that the British mining people would rise in revolt and overthrow its government.'
'He was supported by Cecil Rhodes.'
'There was no revolt of Uitlanders and the Boer forces surrounded Jameson and forced him to surrender.'
'Rhodes had to resign as Prime Minister of Cape Colony.'
(b) Why did the Anglo-Boer War of 1899-1902 leave bitterness in South Africa?
Level 1 General answer
e.g. 'Because they lost.'
Level 2 Identifies why
e.g. 'Because of the policy relating to farming land.'
'They hated the concentration camps.'
'They lost their capital towns.'
'They became part of the British Empire.'
Level 3 Explains why
[4-7]
e.g. 'Kitchener's scorched earth policy destroyed the farms of the Afrikaners leaving nothing for the families to return to.'
'The concentration camps were a disaster as their poor sanitation caused the deaths of 28000 women, children and blacks.'
'The Boer capitals of Bloemfontein and Pretoria were captured by British forces.'
'To stop the guerrilla raids Kitchener criss-crossed the countryside with barbed wire.'
'The Boers had to surrender. The two republics with the gold fields became part of the British Empire.'
'Most Boers believed they were the victims of a monstrous British injustice.'
© University of Cambridge International Examinations 2006
[1-2]
[1]
(c) To what extent were South Africa's problems solved by the formation of the Union in 1910? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'No they were not solved as the Union did not deal with certain issues.'
Level 2 Identifies impact
e.g. 'It failed to deal with the rights of blacks.'
'Segregation was continued.'
'It was a unitary state.'
Level 3 Explains agreement OR disagreement
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'Many Britons had felt guilty about the Boer War and wished to win over their defeated foe. To do this they created the Union of South Africa. This was an excellent deal for the Afrikaners and an appalling one for blacks. It kept the old voting systems which meant that only a tiny handful of well-off Cape blacks could vote, far few to have any influence on law–making. It also meant that, since there were three Afrikaners to every two English-speaking whites, all white governments from 1910 were led by Afrikaners.'
'The practices by which races had been segregated in the two Boer Republics now became part of the new constitution as this was considered to be the right policy.'
'It was to be a union of two races, the British and the Afrikaners. The African was excluded.'
'The constitution stated that the Westminster style of government would be used with a unitary state in which political power would be won by simple majority.'
'The question of voting rights for blacks was left to each of the four self-governing colonies to decide for themselves.'
'It was a self-governing dominion of the British Empire.'
Level 5 Explains with evaluation of 'to what extent'
© University of Cambridge International Examinations 2006
18 (a) Describe the measures taken to enforce apartheid in the 1950s.
Level 1 General answer
e.g. 'They were harsh.'
'They prevented all opposition in any form could be prevented.'
Level 2 Describes measures
e.g. 'Political activists were arrested, tortured and murdered.'
'Banning orders stopped the person named from writing, speaking and broadcasting.'
'Any gathering could be banned by the Minister of Justice.'
'Newspapers were censored.'
'People who were arrested could be detained without trial for up to 90 days. This was later extended to 180 days.'
'The government could declare a state of emergency.'
'People could be placed under house arrest.'
(b) Why were the events of Sharpeville important?
Level 1 General answer
e.g. 'Awareness increased.'
Level 2 Identifies why / describes events
e.g. 'The outside world took notice.'
'The economy of South Africa was affected.'
'The ANC and PAC were banned.'
'There were many protests across South Africa.'
'A lot of people were killed.'
Level 3 Explains why
[4-7]
e.g. 'The events at Sharpeville led to worldwide condemnation of apartheid. It was the beginning of a widespread protest campaign outside South Africa. The UN called for sanctions against South Africa.'
'The economy was affected as in the next eighteen months R248 million left South Africa. The gold and foreign reserves plummeted R209 million.'
'The government banned the ANC and the PAC. These two groups abandoned nonviolence and founded militant resistance organisations.'
'There were many protests including the burning of pass books and stay-at-home protests.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) 'International condemnation of apartheid had little effect.' How far do you agree with this statement? Explain your answer.
Level 1Unsupported assertions
[1]
e.g. 'This is true at first.'
Level 2 Identifies impact
e.g. 'Fear of damaging trade.'
'UN often a lone voice.'
'Government realised world pressure was growing.'
Level 3 Explains agreement OR disagreement
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'In 1962 the UN proposed tough economic sanctions - cutting off all trade links including essential supplies of oil. The main trading countries of Britain, USA, Germany and Japan did not want to impose tough sanctions as their investments were doing well in South Africa.'
'During the Cold War, countries in the West felt they needed support from South Africa against the Soviet Union. South Africa's geographical position on the sea route from the Gulf was strategically important.'
'South Africa was a major source of uranium for the US nuclear industry.'
'In the 1970s international sanctions began to take effect and companies stopped investing in South Africa. The government realised they could no longer resist change.'
'Increased media interest around the world of clashes between protesters and police heightened the condemnation of apartheid.'
Level 5 Explains with evaluation of 'how far'
[7-8]
© University of Cambridge International Examinations 2006
19 (a) Describe the German colonisation of Namibia up to 1900.
Level 1 General answer
e.g. 'Germany wanted to gain power.'
'There were many disputes.'
Level 2 Describes colonisation
[1-2]
[2-5]
e.g. 'During the nineteenth century, merchants from Germany tried to trade with Africa.'
'With the establishment of the German Empire (1871) there was a demand that Germany should have its own colonies.'
'In 24 th April 1884 Namibia was declared as being under German
'protection'.
'To support this claim warships were sent.'
'It was called German South West Africa.'
'Land holding was increased around Walvis Bay.'
'Chief Maharero refused to co-operate.'
'In 1895 a number of protection treaties were drawn up to make the claim legal and reduce opposition.'
(b) Why did the Herero rebel against the Germans?
Level 1 General answer
e.g. 'Because they did not get on.'
Level 2 Identifies why
e.g. 'The Herero were unhappy with the way they were treated by the Germans.'
'The Treaty was invalid.'
'Germany sent troops.'
'von Francois built a fort.'
'Germany was after land.'
Level 3 Explains why
[4-7]
e.g. 'The Herero were unhappy with the way they were treated by the Germans.' (taking cattle, rude/provocative behaviour, failure to protect)
'Tension still existed after the protection treaty because of the rudeness shown by the increasing number of Germans coming to Namibia.'
'In 1888 Maharero declared the Treaty with the Germans invalid.'
'British rights and mining concessions were recognised and German ones ignored.'
'Germany sent troops to Namibia to put down resistance. They were said to be on a scientific expedition.'
'von Francois built a fort at Windhoek, pretending to create a neutral zone. It was to exercise greater control. Namibians offered peaceful resistance.'
© University of Cambridge International Examinations 2006
[1]
(c) How far did the people of Namibia benefit from the First World War? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Most Namibians were not involved.'
Level 2 Identifies how / describes the war
e.g. 'The Germans surrendered to a South African force in July 1915.'
'Some Rehobothers were killed as they refused to guard S. African POWs.'
'Many Namibians were forced to move settlements during the war.'
'The mandate was given to the British.'
'South Africa wanted Namibia.'
Level 3 Explains agreement OR disagreement
[2-3]
[3-5]
Level 4 Explains agreement AND disagreement
[5-7]
e.g. 'The majority of Namibians were not affected by the fighting as this was mainly between Germany and South Africa.'
'The defeat of Germany removed control from a harsh and often cruel country.'
'Namibia became a mandated territory. It was the intention that the mandate was to prepare the country for independence.'
'During the war the Germans evacuated many settlements with the inhabitants forced to leave behind all their possessions.'
'The defeat of Germany did not mean the end of colonial oppression as the country was now occupied by a South African army.'
'The mandate was to be administered by South Africa who wanted to annexe Namibia and make it the fifth province. The L of N refused to agree.'
'South Africa wanted to exploit the people and the natural resources through oppression and exploitation.'
'Farmland was wanted and a large settlement of Boers started on land stolen from Namibians.'
Level 5 Explains with evaluation
[7-8]
© University of Cambridge International Examinations 2006
20 (a) Describe life in a Palestinian refugee camp.
Level 1 General answers
e.g. 'It was overcrowded.'
'There was a lack of basic facilities.'
Level 2 Describes life
e.g. 'A overcrowded area of tents.'
'Areas without water, electricity or sewers.'
'A run-down area of a town.'
'Possibility of epidemics.'
'Food in short supply.'
(b) Why did Israelis believe it was their responsibility to look after Jewish but not Palestinian refugees.
Level 1 General answer
[1]
e.g. 'They are concentrating on their own.'
Level 2 Identifies why
e.g. 'It is a political issue.'
'The Arab states should be responsible.'
'The Palestinians left against advice.'
'It would change Israel.'
Level 3 Explains why
[2-4]
[4-7]
e.g. 'Any Jew in the world has the right to live in Israel.'
'The Arab states are the ones who should look after the Palestinians as they have the money.'
'The Israeli's say the Palestinians left against the Israeli advice and they are therefore not the responsibility of Israel.'
'The Israeli's believe that it is not their responsibility to let the Palestinians back as it would no longer be a Jewish state.'
© University of Cambridge International Examinations 2006
[1-2]
(c) 'The Arab states were as responsible as Israel for the failure to resolve the Palestinian refugee problem.' How far do you agree with this statement? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'There were faults on both sides.'
Level 2 Identifies agreement/disagreement
e.g. 'The Arabs failed to look after the Palestinians.'
'The Palestinian's plight was used by the Arab states politically.'
'The new Israel felt under threat.'
'The Israelis used violence against Palestinians.'
Level 3 Explains agreement OR disagreement
Level 4 Explains agreement AND disagreement
[2-3]
[3-5]
[5-7]
e.g. Palestinian
'Wealthier Palestinians left as early violence increased in 1947/48. The departure of this group demoralised other Palestinians.'
'Neighbouring Arab governments were unhappy about the news of refugees as they feared they would have to support them. The governments of Syria, Jordan and Lebanon tried to persuade people not to become refugees. The Lebanese government blocked the border to prevent refugees entering.'
'Some argue that the Arab leaders have deliberately kept the Palestinians living in squalor in refugee camps because this is good propaganda against Israel. Arab oil wealth could have been used long ago to improve the situation.'
Israel
The Israeli's were worried about a large Arab minority in a new country and hoped that agreement could be reached with neighbouring Arab countries for a peaceful transfer of populations.'
'From March 1948 the Haganah changed its approach and began an offensive against Arabs by destroying villages and expelling inhabitants.'
'In the village of Deir Yassin over 250 villagers were killed and this sent shock waves through the wider Palestinian Community. Palestinians in Haifa and Jaffa fled their homes feeling under threat.'
'The Jewish leaders were not prepared to allow the refugees to return as Israel was battling for survival and they felt an influx of Palestinians would make the Jewish state less secure.'
'Between July and November 1948 a significant number of Palestinians were made homeless by the Israelis. The abandoned Palestinian towns were quickly filled by Jewish settlers making it impossible for the Palestinians to return to their own homes.'
'Israel has the view that it did not create the problem and the Palestinians could have looked after their own as the Jews did.'
Level 5 Explains and evaluates "how far"
[7-8]
© University of Cambridge International Examinations 2006
21 (a) Describe Sadat's actions in 1977 to bring peace with Israel.
Level 1 General answer
e.g. 'He was seeking peace.'
'He went to Jerusalem.'
Level 2 Describes actions
[2-5]
e.g. 'In November 1977 Sadat shocked the world, and horified many Arabs, by announcing that he was prepared to go personally to the Israeli parliament, the Knesset, to seek peace.'
'Begin accepted the offer and Sadat received an official invitation which he did on 19 th November and spoke to the Knesset on the 20 th calling for a peaceful settlement of all disagreements between Arabs, Palestinians and Jews.'
'It showed that Egypt recognised the existence of Israel.'
'Sadat wanted peace in exchange for the land of the Sinai peninsula.'
(b) Why was the Camp David agreement of 1978 thought by some to be a success?
Level 1 General answer
e.g. 'It was a first step to peace in the region.'
Level 2 Identifies why
e.g. 'Egypt and Israel were at peace.'
'Some concessions were made to Palestinians.'
'Israel was allowed access to the Suez canal.'
Level 3 Explains why
[4-7]
e.g. 'It was agreed Israel would gradually leave Sinai and go back to the borders of 1948.'
'Israel agreed to allow Palestinians in the West Bank some rights of self government within five years.'
'Egypt agreed to allow ships going to and from Israel to use the Suez Canal.'
'After thirty years of conflict, Egypt and Israel were at peace with each other.'
© University of Cambridge International Examinations 2006
[1-2]
[1]
(c) 'The USSR was more successful than the USA in influencing events in the Middle East.' How far do you agree with this statement? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'They have both been influential.'
Level 2 Identifies involvement
e.g. 'USA has supported Israel financially.'
'US presidents have worked for peace.'
'Israel failed to consult over Suez.'
'America arranged Camp David.'
'The USSR has provided weapons.'
Level 3 Explains agreement OR disagreement
Level 4 Explains agreement AND disagreement
[2-3]
[3-5]
[5-7]
e.g. USA
'In 1948 America and the USSR supported the creation of Israel and Israel tried to keep on friendly terms. This continued until 1950.'
'The USA received full support from Israel in the war in Korea against communism and in return for Israel's support against communism the US government promised to stand by Israel in the event of attack and both signed a treaty of friendship in 1951.'
'In 1956 Eisenhower was very angry about not being consulted about the Suez Crisis insisting that Israel should withdraw. Having learnt its lesson, in 1967 Israel did not attack until it was sure of American backing.'
During the 1960s US policy became more sympathetic to the Arabs. The USA still supported Israel but felt the Palestinians should be helped.'
'After the surprise attack on the Israelis in 1973 the Americans airlifted emergency supplies of arms to enable a successful counter attack to take place.'
'As a result of the decline of the Soviet Union under Gorbachev, America's power to influence events increased.'
'The USA was instrumental in the Camp David talks and the signing of the Peace Treaty.'
'In the 1990s America was giving $3 billion annually to Israel's government and expected Israel to take American advice. This did not always happen.'
'In 1992 President Bush told the Israelis to stop expanding in the West Bank. The Israeli government refused to change its policy.'
''President Clinton brokered an agreement in 1993 between the PLO and the Israeli government (Rabin).'
Russia
e.g. 'Originally Russia supported the creation of the state of Israel. It was in 1955 the Russians started to sell weapons to Nasser as the US had refused. The Russians could see the benefits of a Black Sea naval base and the balancing of American power.'
'During the Six Day War Russia supported the Arabs and despite their defeat the support continued up to 1973. Russia was concerned and tried to get recognition of Israel's right to exist.'
'Russia has come out in favour of the PLO (after 1979) and the right of Palestinians to have their own country.'
'In 1982 the Russians proposed their own six-point peace plan.'
Level 5 Explains with evaluation of 'how far'
© University of Cambridge International Examinations 2006
22 (a) Describe working conditions in cotton mills in the early part of the nineteenth century.
Level 1 General answer
[1-2]
e.g. 'The atmosphere was poor.'
'The workers were treated badly.'
Level 2 Describes conditions
e.g. 'Atmospheric – poor ventilation, damp/humid air, smell of hot oil, poor lighting.'
'Treatment – long hours, poor wages, harsh discipline.'
'Dangers – factory fever, unguarded machinery.'
(b) Why did the cotton industry develop in the north-west of England?
Level 1 General answer
e.g. 'Because of the resources.'
Level 2 Identifies reasons
e.g. 'Imports of cotton readily available.'
'A large workforce was available.'
'There was water from the Pennines.'
'The atmosphere was damp.'
'Because of the coalfield.'
Level 3 Explains reasons
[4-7]
e.g. 'Imports of raw cotton from Turkey, India and Egypt could easily reach Lancashire through the port of Liverpool.'
'There were plenty of workers available many with experience of the domestic system.'
'The climate was damp which helps stop threads breaking.'
'The fast flowing Pennine streams provided power for the water wheels and soft water ideal for bleaching and dyeing the cotton.'
'Places such as Manchester provided a financial service close at hand.'
'The Lancashire coalfield provided coal to power the steam engines.'
'Transport links were good with the Bridgewater canal and then the railway providing a link to Liverpool.'
© University of Cambridge International Examinations 2006
[2-5]
[1]
(c) How successful were the Factory Acts in improving conditions in factories during the first half of the nineteenth century? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Little changed.'
Level 2 Identifies reasons
e.g. 'Robert Owen improved the conditions for his workers.'
'The Factory Acts reduced the hours of work.'
'Richard Oastler's letter raised public awareness.'
'The investigations shocked people who wanted something doing.'
'The Factory Acts were not enforced.'
Level 3 Explanation of success of Acts OR their failure OR other reasons
[2-3]
[3-5]
Level 4 Explanation of success AND failure of the Acts OR other reasons
[5-7]
e.g. 'The Factory Act of 1819 prevented children under 9 from working and children 9 -18 limited to 12 hours per day.'
'The 1833 Factory Act said no children under 9 to work, children 9-13 were limited to 8 hours per day and to have two hours schooling. To enforce the Act four inspectors were appointed.'
'The Acts of 1844 and 1847 cut hours of children and women still further with the maximum fixed at 69 hours per week. More inspectors were appointed.'
'It was the Act of 1853 that fixed the length of the working day at 10.5 hours.'
'The 1833 Act was not successful as four inspectors were not enough and the schools provided were of poor quality.'
'Proving children's ages was very difficult and if a mill owner was taken to court fines were very low.'
'It was not until 1853 that the hours of men were limited. They were fixed at 10.5 hours per day.'
'Richard Oastler, in a letter to the Leeds Mercury, raised the issue by comparing conditions to that of slavery and this started the movement supported by MPs Sadler and the future Lord Shaftesbury.'
'People were shocked when the evidence from the Royal Commissions was published and this led to the passing of the 1833 Act.'
'Robert Owen at New Lanark showed that improvements in productivity could be achieved by treating his workers, and their families well. He cut the working day, provided pay if they were off sick and refused to employ under tens.'
Level 5 Explains with evaluation of 'how successful'
[7-8]
© University of Cambridge International Examinations 2006
23 (a) Describe the problems of moving goods by road in the early nineteenth century.
Level 1 General answer
e.g. 'It was slow.'
'It was expensive.'
Level 2 Describes problems
e.g. 'It was slow because of the turnpikes.'
'Many stretches of road were just mud tracks or rutted.'
'There was o uniform system of repairs.'
'Tolls were often high increasing the cost of goods.'
'Horses and wagons were unable to carry heavy loads.'
'They were slow and therefore of little use for fresh produce.'
(b) Why did British industry benefit from the building of canals at this time?
Level 1 General answer
e.g. 'It made the movement of goods better.'
Level 2 Identifies reasons
e.g. 'They could carry heavy, bulky goods.'
'Industry was able to move raw materials and finished goods.'
'They reduced costs.'
Level 3 Explains reasons
[4-7]
e.g. 'Industry was growing and needed a reliable form of transport to move the finished goods to market.'
'Supplies of raw materials, such as cotton, were coming into the ports and needed moving to the manufacturing areas and roads could not do this.'
'Road transport was poor and there was a need for something more reliable and faster.'
'Canals were ideal for moving goods for which speed was not essentially such as pottery and coal.'
© University of Cambridge International Examinations 2006
[1-2]
[2-5]
[1]
(c) 'The development of railways was of more benefit socially than economically.' How far do you agree with this statement? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Yes because people could travel.'
Level 2 Identifies benefits
e.g. 'People could go to the seaside.'
'Suburbs grew.'
'Fresh produce was available in the towns.'
'The iron and coal industries flourished.'
Level 3 Explains agreement OR disagreement
Level 4 Explains agreement AND disagreement
e.g. Social
'People began to live outside the dirty towns and commute to work.'
'Excursion trips became available and people began to travel to seaside towns such as Blackpool for day trips and holidays.'
'Towards the end of the century organised sport based on leagues began to develop.'
Economic
'Fresh agricultural produce such as milk and fish could be brought to markets in the towns.'
'Fresh vegetables and fruit were available in the towns improving the health of the nation.'
'Bulk commodities, such as fertilizer, were easily transported to the farmers.'
'The iron industry prospered as there was a huge demand for iron to make rails and engines.'
'The coal industry prospered as railways consumed large quantities of coal to power the engines.'
'Railways were large employers providing jobs for thousands of people.'
Level 5 Explains and evaluates 'how far'
© University of Cambridge International Examinations 2006
[7-8]
[2-3]
[3-5]
24 (a) Describe the activities of the East India Company on the Indian sub-continent.
Level 1 General answer [1-2]
e.g. 'It traded.'
'It used bribes.'
'It had an army.'
Level 2 Describes activities
[2-5]
e.g. 'It was a private trading organisation which began trading with the East Indies in 1600.'
'It set up trading stations at places such as Calcutta, Bombay and Madras.'
'It expanded by using bribes to exploit the greed of the rajah rulers.'
'It formed its own army to protect friendly governments.'
'It pioneered the principal of direct rule interfering in the ruling of the territories when it felt necessary.'
(b) Why did the Indian Mutiny of 1857 take place?
Level 1 General answer
e.g. 'It took place because of unrest.'
Level 2 Identifies why
e.g. 'The British were trying to bring reform.'
'The views of the Indians were ignored.'
'Religion was an issue.'
Level 3 Explains why
[4-7]
e.g. 'The British were trying to bring reform and opposition to the British presence had been growing for some time.'
'There was opposition and unrest brought about by the reforms Lord Dalhousie was trying to introduce. They were being introduced too quickly.'
'The reforms were not only being introduced too quickly, they ignored many Eastern customs and religious practices.'
'The Mutiny broke out among the "sepoys" in the Bengal army of the East India Company who believed they were issued with bullets greased with cow or pig fat. This offended Hindu and Muslim religions.'
'They feared that they would be forcibly converted to Christianity.'
© University of Cambridge International Examinations 2006
[1]
(c) How important was the Indian Mutiny? Explain your answer.
e.g. 'British officers and their families were murdered and although only about a quarter of the sepoys took part the British were outnumbered and in danger.'
'The mutineers occupied the capital Delhi but within a few months the British were back in control. Order was not fully restored for two years.'
'Neither side emerged with credit. Indians massacred British families and in turn the British took merciless revenge.'
'It resulted in hatred and mistrust on both sides.'
'The British learned not to push their Westernising policy too far in the future.'
No more conquests of territory took place after 1858, the year the East India Company was disbanded. British troop numbers were increased.'
Level 5 Explains reasons and evaluates 'how important'
[7-8]
© University of Cambridge International Examinations 2006
25 (a) What were the aims of missionaries in the nineteenth century.
Level 1 General answer
e.g. 'To help people in other countries.'
'To stop evil customs.'
Level 2 Describes aims
[1-2]
[2-5]
e.g. 'To draw attention to the opportunities presented by hitherto unexplored territories.'
'Missionaries kept careful records of what they saw, charting their progress through unmapped territory.'
'They aimed to stamp out many of the evils they encountered such as slavery, barbaric punishments, sacrifices and heathen rites.'
'To impose what they considered to be right on other people.'
(b) Why were there differences in the ways in which European nations ruled their colonies?
Level 1 General answer
[1]
e.g. 'Because they wanted different things.'
Level 2 Identifies why
e.g. 'The French wanted equals.'
'Britain wanted control.'
'Belgium wanted the assets.'
Level 3 Explains why
[4-7]
e.g. 'The French were prepared to treat the peoples of their territories as equals. They prided themselves on the way they tried to assimilate each of their territories into the French way of life.'
'Britain wanted the advantages of control without offending local people and so devised a system of indirect rule.'
'The Belgium method was one of harsh repression melted out by officials which allowed King Leopold II to amass a massive fortune.'
© University of Cambridge International Examinations 2006
(c) 'Economic factors were the most important reason for imperialism in the nineteenth century.' How far do you agree with this statement? Explain your answer.
Level 1 Unsupported assertions
[1]
e.g. 'Yes because it created power.'
'It created wealth.'
Level 2 Identifies reasons
e.g. 'They provided raw materials and food products.'
'They provided a market for manufactured goods.'
'People were very patriotic.'
'It was important for strategic military purposes.'
'Technological developments in weaponry helped.'
Level 3 Explains agreement OR disagreement
Level 4 Explains agreement AND disagreement
[2-3]
[3-5]
[5-7]
e.g. Economic factors.
'There was a strong economic argument for an overseas empire as the territories would be expected to contribute raw materials and food products many of which would be unobtainable in the home country. These might be bananas, palm oil, rubber cocoa and tea.'
'The colonies provided markets for the home produced manufactured goods without restrictive import tariff restrictions.'
'The colonies provided a link to wider areas by providing a base for re-coaling boats.'
'Explorers and missionaries drew attention to the opportunities presented by unexplored territories.'
'Many statesmen wanted colonies to balance those acquired by their competitors to avoid being weaker than others.'
'Patriotism was important to the man in the street and the acquisition of an empire was something of which to be proud.'
'For strategic reasons in the days of the steam ship it was necessary to establish coaling stations and this was vital for a powerful navy.'
'Technological advances in weaponry made it safer for people to work and live overseas as they could defend themselves against the primitive weapons.'
Level 5 Explains with evaluation of 'how far'
© University of Cambridge International Examinations 2006 | <urn:uuid:efccf222-e036-40d2-b2db-ead53b32c6cf> | CC-MAIN-2024-46 | https://papers.xtremepape.rs/CAIE/IGCSE/History%20(0470)/0470_s06_ms_1.pdf | 2024-11-02T23:31:03+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027768.43/warc/CC-MAIN-20241102231001-20241103021001-00865.warc.gz | 423,317,859 | 20,447 | eng_Latn | eng_Latn | 0.997102 | eng_Latn | 0.998036 | [
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Preface
The Putting Essential Understanding into Practice Series explores the teaching of mathematics topics in K–grade 12 that are difficult to learn and to teach. Each volume in this series focuses on specific content from one volume in NCTM's Essential Understanding Series and links it to ways in which those ideas can be taught successfully in the classroom.
Thus, this series builds on the earlier series, which aimed to present the mathematics that teachers need to know and understand well to teach challenging topics successfully to their students. Each of the earlier books identified and examined the big ideas related to the topic, as well as the "essential understandings"—the associated smaller, and often more concrete, concepts that compose each big idea.
Taking the next step, the Putting Essential Understanding into Practice Series shifts the focus to the specialized pedagogical knowledge that teachers need to teach those big ideas and essential understandings effectively in their classrooms. The Introduction to each volume details the nature of the complex, substantive knowledge that is the focus of these books—pedagogical content knowledge. For the topics explored in these books, this knowledge is both student centered and focused on teaching mathematics through problem solving.
Each book then puts big ideas and essential understandings related to the topic under a high-powered teaching lens, showing in fine detail how they might be presented, developed, and assessed in the classroom. Specific tasks, classroom vignettes, and samples of student work serve to illustrate possible ways of introducing students to the ideas in ways that will enable students not only to make sense of them now but also to build on them in the future. Items for readers' reflection appear throughout and offer teachers additional opportunities for professional development.
The final chapter of each book looks at earlier and later instruction on the topic. A look back highlights effective teaching that lays the earlier foundations that students are expected to bring to the current grades, where they solidify and build on previous learning. A look ahead reveals how high-quality teaching can expand students' understanding when they move to more advanced levels.
Each volume in the Putting Essential Understanding into Practice Series also includes three appendixes to extend and enrich readers' experiences and possibilities for using the book. The appendixes list the big ideas and essential understandings related to the topic, detail resources for teachers, and present tasks discussed in the book. These materials are also available to readers online at the More4U website, where Appendix 3 includes materials and templates to facilitate hands-on
work with students. Readers can gain online access to each book's More4U materials by going to www.nctm.org/more4u and entering the code that appears on the title page. They can then print out these materials for personal or classroom use.
Because the topics chosen for both the earlier Essential Understanding Series and this successor series represent areas of mathematics that are widely regarded as challenging to teach and to learn, we believe that these books fill a tangible need for teachers. We hope that as you move through the tasks and consider the associated classroom implementations, you will find a variety of ideas to support your teaching and your students' learning.
Acknowledgments
The author extends thanks to the following teachers, students, and schools for providing students' samples for the activities in this book:
* Dana Anderson's prekindergarten class in Yeager Elementary School, Cy-Fair Independent School District, Houston, Texas
* Jennifer Broadwell, Sue Peterson, Tina Bradley, Tracy Bass, and Tracie Wolffis's first grade students from Oehrli Elementary School in Montague, Michigan
* Trisha Hall's second grade students from Lincoln Park Elementary, Mona Shores School District, Norton Shores, Michigan
* Sara Freeman Morris and Elsie Contreras's prekindergarten students in Panda Path Early Learning in Spring Branch ISD, in Houston, Texas
* Students and teachers from ten Head Start sites in Houston, Texas
* Ann Franzosa's kindergarten students in Hazle Township Early Learning Center, Hazleton Area School District, Hazle Township, Pennsylvania
* Four amazing grandsons (in prekindergarten, kindergarten, first grade, and second grade), who attended Meme's Summer School in Muskegon, Michigan
* All the teachers who have provided students' work over the past twenty years!
Special thanks go to the writing team of Project M 2 , funded by the National Science Foundation under Grant No. 0733189 developed at the University of Connecticut and published by Kendall Hunt. The author was privileged to work as a member of the writing team with four outstanding colleagues: M. Katherine Gavin, Tutita M. Casa, Suzanne H. Chapin, and Linda J. Sheffield. Although none of the student samples in this book came from the grant, the ideas that the team crafted certainly influenced the activities included in the book. | <urn:uuid:bc50eef9-13da-46f3-b3f6-8bd9a45135e5> | CC-MAIN-2020-16 | https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=s2g5%2FsJCf54%3D | 2020-03-30T11:23:38+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00028.warc.gz | 1,070,431,190 | 961 | eng_Latn | eng_Latn | 0.99749 | eng_Latn | 0.997986 | [
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Warmer 1
In which of these places do you expect to see security cameras? Do you agree or disagree with their use in each case? Think of reasons.
1. in airports
4. on buses or trains
2. in restaurants
3. in the street
5. at sports venues
6. in department stores
Key words 2
Fill the gaps in the sentences using these key words from the text.
1. ____________________________ is a situation where a person is not known.
2. A ____________________________ is someone who the police believe has committed a crime.
3. ____________________________ is the process of carefully watching people who might be involved in criminal activity.
4. If something is described as ____________________________, it makes you feel excited or hopeful about something you want, often something that you never get.
5. An ____________________________ is a set of people with the same culture and traditions who live in a place where most people have a different culture and different traditions.
6. A ____________________________ is something that makes people decide not to do something by making them realize that something unpleasant could happen to them.
7. When something is ____________________________, it has existed for a long time and is difficult to change or remove.
8. A ____________________________ is a minor problem that does not last very long.
9. If the boundaries between two things become ____________________________, those things become more similar so that you are no longer sure that they are clearly different.
10. ____________________________ is the gradual reduction of something important.
tantalizing
deterrent
suspect
erosion
blip blurred
surveillance
anonymity
ethnic group
entrenched
What do you know? 3
Decide whether these statements are true (T) or false (F). Then check your answers by reading the text.
1. In 2019, New York became the first city in America to ban facial recognition.
2. Police in China managed to arrest a man in a crowd of 50,000 by using facial recognition technology.
3.
There is one CCTV camera for every 11 people in the UK.
4. A bar in London uses facial recognition technology to identify potential criminals.
5. British governments have supported the use of CCTV technology since the 1970s.
6. Apart from some limited police trials, only private businesses can use facial recognition technology in the UK.
NEWS LESSONS / Can anyone halt the menacing creep of facial recognition technology? / Advanced
Can anyone halt the menacing creep of facial recognition technology?
The use of the technology in places like London's King's Cross is on the rise – and chipping away at our already fragile privacy Luke Dormehl
13 August, 2019
1 Compared with living in a small community, where everyone knows you, big cities have always offered a large degree of anonymity. You are just one tiny speck in a sea of humanity. It is a place where one can slip, unnoticed, into the crowd and where people can, should they wish, reinvent themselves.
2 Unless they decide to go for a walk at the King's Cross development in central London, that is. The owners of the site confirmed recently that facial recognition technology was being used "in the interest of public safety and to ensure that everyone who visits has the best possible experience." It's not clear how many facial recognition-enabled cameras are being used, how long they have been operating for or exactly what the technology is being used for.
3 The application of facial recognition technology is rising fast. Recently, a bar in London proudly announced that it was using the technology to identify queuing patrons. In exchange for the temporary loan of your face, you need no longer be pushed in front of by sharp-elbowed fellow drinkers. In China in 2018, meanwhile, police arrested a suspect singled out by the technology in a crowd of 50,000 people attending a pop concert. And so the examples continue.
4 Facial recognition is, at least as far as surveillance technologies go, pretty cool. It allows us to unlock our phones by taking a quick selfie. At a growing number of hotels, casinos, cruise ships, high street shops and airports around the world, it promises our own glimpse of celebrity exclusivity. We can be singled out for special treatment, whether it's barriers in the airport that lift as we approach or retail staff who know our preferences before we even speak.
can now work with live video, in something very close to real time. They can also cope with messy things such as variable lighting sources, which makes them a tantalizing prospect for surveillance systems.
6 Techno-fans may be thrilled with a technology that once belonged in the realm of sci-fi – but there are good reasons to be concerned about facial recognition's creeping presence. A number of researchers have noted that facial recognition algorithms can be less accurate when it comes to identifying individuals from certain ethnic groups. This increases the probability of false positives – particularly damaging when the technology is being used for security purposes.
7 But even if these faults were to be addressed (and they are being worked on), this story nonetheless highlights the growing pervasiveness of facial recognition, whether large numbers of people want it or not. The UK is, in many ways, the perfect testing ground for such technologies. It's long been one of the most surveilled countries in the world, based on the number of CCTV video surveillance cameras. There is estimated to be one CCTV camera per 11 people in the UK, with considerably higher proportions in crowded cities.
8 Most of these belong to private businesses, although successive governments have also supported the use of the technology since the 1990s. Ignoring potential evidence to the contrary, governments have frequently accepted the idea that video surveillance works as a deterrent and an identifier. When it launched its CCTV: Looking Out for You programme in the early 1990s, then-prime minister John Major noted that, "I have no doubt we will hear some protest about a threat to civil liberties with the advent of the new technology. Well, I have no sympathy whatsoever for so-called liberties of that kind." This is, needless to say, a "like-it-or-lump-it" argument that is disturbing i n its bluntness.
5 The use of facial recognition at locations such as the King's Cross development (home to Google's UK headquarters) relies on one of the big advances facial recognition has made in recent years. Rather than simply being able to match a still image, modern facial recognition systems
9 Facial recognition is simply the latest example of these tools, which have already become an entrenched part of life in the UK. Perhaps that's why police trials of facial recognition technology by London's Metropolitan Police and South Wales Police caused little more than a blip on the consternation scale.
10 In 2019, San Francisco became the first city in America to ban facial recognition. While this ban
NEWS LESSONS / Can anyone halt the menacing creep of facial recognition technology? / Advanced
covers only its use by city agencies like the police department and not private businesses, it's an important symbolic step that could trigger similar legislation elsewhere.
11 Could something similar happen in the UK? Already used in many private businesses, the deployment of facial recognition in a semi-public area like the King's Cross development shows how blurred the boundaries between public and private space can become. According to a report from the Financial Times, similar technology may also soon be adopted at locations in Canary Wharf. In these cases, there is no explicit opt-in from members of the public, and the technology is implemented entirely under the (perhaps questionable) assumption that doing so will prevent crime.
Comprehension check 4
Choose the best answers according to the text.
1. What, according to the article, is one of the big advances that facial recognition has made in recent years?
a. It allows people to unlock their phones.
b. It can now work with video in something very close to real time.
c. It makes people feel like celebrities as retail staff know what they like before they even speak.
2. What problem with facial recognition have some researchers noted?
a. It is less accurate when identifying people from some ethnic groups.
b. It is damaging when it is used for security purposes.
c. It singles people out for special treatment.
3. Why is the ban on facial recognition in San Francisco not all it seems?
a. It only applies to city agencies and not to private businesses.
b. It is nothing more than a symbolic step for other cities to copy.
c. It has only been applied in semi-public areas.
4. What, according to people in favour of facial recognition, is its main purpose?
a. to identify queuing customers in bars
b. to allow people to remain anonymous in large crowds
c. to provide security and prevent crime
12 "We can't place the responsibility on the consumer to act on this; there needs to be robust regulation put in place soon to provide ethical safeguards," Lee Waters, a Welsh Labour Assembly Member who has spoken out frequently about the impact of technology, told me. "But with Whitehall paralysed by Brexit, this is another area we are neglecting."
13 Whether this marks the start of a genuine public conversation on this subject or simply the continued erosion of public privacy remains to be seen. I wish I could be more confident that it would mean the former. But recent history gives us every reason to fear the latter.
© Guardian News and Media 2019 First published in The Guardian, 13/08/19
Find the word 5
Find the following words and phrases in the text.
1. a noun meaning a very small spot or mark (para 1)
2. a two-word phrasal verb meaning choose one person from a group for special attention (para 3)
3. a noun meaning the process of spreading through the whole of something and becoming a very obvious feature of it (para 7)
4. a five-word verb phrase meaning accept a situation even though you do not like it or agree with it (para 8)
5. a noun meaning a shocked or worried feeling, often caused when something unexpected happens (para 9)
6. a verb meaning make something happen (para 10)
7. a noun meaning the process of beginning to use something (para 11)
8. an adjective meaning strong and successful (para 12)
Complete the phrases 6
Complete the phrases from the text using these words.
Word-building 7
Discussion 8
Complete the sentences using the correct form of the word in brackets at the end of each sentence.
1. In big cities, people can usually remain ____________________________ in the crowd. [NOTICE]
2. New live-video technology can cope with ____________________________ lighting sources. [VARY]
3.
There is one CCTV camera for every 11 people in the UK, with ____________________________ more in crowded cities. [CONSIDER]
4. ____________________________ UK governments have supported the use of surveillance technology. [SUCCEED]
5. The 'like-it-or-lump-it' argument was described as disturbing in its ____________________________. [BLUNT]
6. The author is unsure whether this is the start of a genuine public conversation or the continued erosion of public ____________________________. [PRIVATE]
1. a sea of __________________
2. a __________________ assumption
3. the __________________ of technology
4. in the __________________ of public safety
5. an important __________________ step
6. a __________________ to civil liberties
impact
threat
interest
humanity questionable symbolic
Discuss the statements.
* What's the problem? People who obey the law have nothing to fear from surveillance cameras.
* Mobile phone tracking technology, facial recognition ... What next? CCTV in everyone's home?
* Surely it would be quite easy to fool this technology by growing a beard, using make-up or wearing sunglasses.
NEWS LESSONS / Can anyone halt the menacing creep of facial recognition technology? / Advanced
KEY
2 Key words
1. anonymity
3. surveillance
2. suspect
4. tantalizing
6. deterrent
5. ethnic group
7. entrenched
9. blurred
8. blip
10. erosion
3 What do you know?
1. F (San Francisco)
3. T
2. T
4. F (to identify customers who are queuing)
6. T
5. F (since the 1990s)
4 Comprehension check
1. b
3. a
2. a
4. c
5 Find the word
1. speck
3. pervasiveness
2. single out
4. like it or lump it
6. trigger
5. consternation
7. deployment
8. robust
6 Complete the phrases
1. humanity
3. impact
2. questionable
4. interest
6. threat
5. symbolic
7 Word-building
1. unnoticed
3. considerably
2. variable (or varying)
4. successive
6. privacy
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Message from the Headteacher
Message from the Headteacher
School Closure COVID-19 virus
I hope you and your families are well. Unfortunately the school is closed to pupils from this afternoon. The staff have been working incredibly hard to ensure the children can be supported at home with their learning during this challenging time. We have sent out a letter today to all families outlining the way in which home learning will be delivered. We understand that you may not always have internet access and will be designing a balance of online learning and practical, fun activities which will help you with the children, should you wish to use them.
Our aim is to help families and provide learning support through this period. We will also send out this weekly newsletter to keep our families informed of any developments. We will also be awarding merits each week, via this letter for those children who have impressed their teachers with online learning.
Congratulations to Emerald! Based on the last seven days, they are Wellington Primary School's top Doodling class, with 67% of students on target in the green zone. Be reassured parents , we still know who is going to be learning and trying their best!
The government has asked us to open a limited child care provision for critical workers children when needed and they have no safe alternative. We need to balance this request with the other advice to reduce social distancing. If you meet this criteria, then you may request this by filling the form that we sent out this morning and provide your work email and relevant evidence.
We all need to do what we can to reduce the spread of the COVID-19 virus.
That is why the government has given clear guidance on self-isolation, household isolation and social distancing. The most recent scientific advice on how to further limit the spread of COVID-19 is clear. If children can stay safely at home, they should, to limit the chance of the virus spreading.
Friday 20th March 2020
That is why the government has asked parents to keep their children at home, wherever possible, and asked schools to remain open only for those children who absolutely need to attend.
Mr Roche and his team will be giving the two school sites a deep clean on Monday. Once we receive your critical worker applications we will be in touch.
If you are entitled to free school meals (approx 82 pupils), you will have received a ParentMail inviting you to collect a meal or packed lunch on Monday, please order for the week before 9:30am on Monday through the school office.
We will miss you all during this very challenging time and will stay in touch each week. Stay safe and look after your loved ones.
Early Years
Nursery
This week the children in the nursery have been reading stories all about mums. They created Mother's Day cards and even practised organising and making a Mother's Day tea party!
In phonics, the children learned all about objects beginning with the letter c. They practised hearing this sound at the beginning of words. Then they had a go at forming the shape of the letter.
Finally, in maths the children have focussed on the number 9. They counted 9 objects and found out how to form the numeral 9.
Reception
We have been very busy in Reception this week making Mother's day cards. We've thought about all the special things they do for us and how important they are. In literacy we used our phonics knowledge to write a message to someone who is special to us.
In maths we have been using the terms 'more and less' to solve problems with numbers and objects. The children have been using scales, numicon and dominoes to do this. We have also been solving subtraction problems and singing the subtraction pirate song!
This week we have given each child a
'Doodlemaths' login. This is a great way to encourage your child to do maths at home. Please try not help your child with the activities as the programme will adapt the tutoring to your child's level. We advise each child to log in daily for 5 minutes.
Key Stage 1
Thank you again for all the fantastic science projects the children are really enjoying looking at them.
The winners in key stage 1 were:
1st - Ronit (Sycamore class) for a great model of the human brain.
2nd - Jaymin (Ebony class) for an excellent model of the water cycle with a written explanation of how the cycle works.
3rd - Akira (Pine class) for creating her own creative weighing scales!
Everyone who entered received a science certificate.
Year 1
Year 1 has been very busy this week during science week. The children investigated how to put pencils through a bag of water! They investigated using blunt and sharp pencils and the speed that they pushed the pencil through! They had so much fun carrying out lots of fun science experiments including the skittles experiment and how to make an egg float! They even carried out an experiment to make tap water move! Have a look at our great experiments and ask us in year 1 if you want to try these experiments at home.
We even carried out an experiment to make the tap water move in different directions without touching it!
Year 1 Merits
Willow - Aaruhi, Abdulla, Ayla, Amina and Shameek
Beech - Alexandru,Ayoub,Chrisha,Prathana and Edgar
Ebony - Neathra, Hadi, Vinuga, Sarah, Meghma and Dillon
Maple - Nyay,Yuvan,Atiksh,Iris,Munria and Kushika
Year 2
Year 2 has been investigating germs this week! They used bread to collect germs from around the school and then observed how the bread changed throughout the week!
We are keeping a close eye on the bread to see how the germs grow and spread. We made some great predictions.
Next week year 2 will be reading the Poem - The Sound Collector By Roger Mcgough. They will be creating their own poem based on sounds that they hear around school.
Also during this week the children in year 2 experimented with Curly Wurlys they had to work as a team to find out how to stretch their Curly Wurly the longest! The longest Curly Wurly was nearly 4m!
Year 2 Merits
Pine - Ridhi, Danyial,Pearl, Inaya, Ashley, Raissa.
Aspen - Taran, Aarna, Summayah, Shivakumar, Tyler and Sahasrara.
Chestnut - Samanvi, Mishika, Haripriya, Natalia, Deen, Muhammad (Azaan)
Sycamore - Jayan, Gabriel, Trisha.G, Ishita, Divansh, Liyana
Winners of wooden puppet contest are -
Otis (Beech) Rudra (Ebony) Aleksander (Pine) Munria (Maple) Eduard(Elm)
Key Stage 2
Year 3
In Sapphire this week the merits go to Wsna for demonstrating clear learning in our programming as part of computer lessons. Yusef and Shrihth also receive a merit for their amazing work with Doodle Maths. After an introductory session in class they went home and achieved over 100 Doodle stars each.
In Topaz merits were awarded to Braylen for his excellent Art work in creating his mother's day card; Jivraj and Avni for their excellent defining frame for comparing two characters in Fantastic Mr Fox; Deesha, Temidayo and Umayma for their remarkable work on fractions and counting in tenths and Teja for her lovely work in RE, understanding what the word Faith means in a religious sense.
Doodle English and Doodle Maths have proved to be a big hit with year 3 with pupils encouraged to practice their learning at home on a computer, tablet or smartphone. If they complete a short practice, they gain Doodle stars that they can use to unlock upgrades to their Doodle robot avatar or participate in educational games.
In Maths this week, we have started working on fractions and improved our understanding of maths terms, especially focusing on what the numerator and denominator are. We also learnt what unit and non unit fractions were, how fractions are part of a whole and used a bar model to help us better understand what fractions look like. We then moved on to look at tenths in more detail and placed them on a number line. Finally we looked tenths as a decimal. For example 1/10 as 0.1.
We have been continuing to explore the book the Fantastic Mr. Fox by Roald Dahl comparing and contrasting characters using a thinking frame. This is helping us develop our reading skills through the continued use of the reading content domains.
Year 4 Merits
The children this week have been working away moving their learning forward and applying their skills in a variety of ways. This weeks merits go to -
* Obsidian Class - Asia, Amber
* Amber Class - Anusha, David, Safaa and Jolanne
Well done and continue to learn and aim high.
We have been investigating the best materials for soundproofing through using various materials and data loggers. We had to think and behave scientifically to test out which material would sound proof the noise from the buzzer. After predicting, we used the data loggers (which you can see in the photo) to record the sound of our buzzers, through the materials onto the ipad and we printed out the sound graphs.
We learnt that the bubble wrap and a woolly hat were the best soundproofing materials as they absorbed the sound waves more. This was great fun and we actually got to see the sound waves moving across the ipad screen.
Looking after your ears and hearing is very important, so keep volume of your headphones at a safe level. Our ears do not need to turn about, as we are able to catch sound waves from any direction, and then the waves travel into our ears. Sometimes if we hear something very faintly in the distance we may turn in that direction to improve our chances of hearing more clearly.
In English we had a go at writing Villainous Verses of poetry. This meant that we changed an original nursery rhyme or riddle to being the opposite or an alternative version.
Jack and Jill went up the misty mountain, To see the fabulous fountain. Jack fell down and broke his iphone and Jill came down with an ice-cone!! Amber (Obsidian Class)
In Maths we have been building upon our understanding of adding more than 2 fractions and also subtracting fractions. We have used lots of bar modelling and whole part models to scaffold our understanding, some of us used unifix cubes to show subtraction from wholes.
Year 5
Continuing from last week's maths, Year 5 have been converting decimal fractions to fractions and mixed numbers and vice versa. They have also looked more at rounding to the nearest tenth (one decimal place) and hundredth (two decimal places).
The children have enjoyed the new on-line maths programme called Doodle Maths and as mentioned above, Emerald class are currently leading the way out of Key Stage 2! The children will continue to do this at home while the school is closed. They have also been checking that they can use Google Classrooms, as well as Times Tables Rockstar and My Maths.
In English, we have started looking at Greek Myths. Particularly the story of King Midas. This story will continue to be used for the next couple of weeks, as the children work in myth structure and characterisation, so they can write their own.
The children all have a fully activated BUGS CLUB account and will be expected to read one book a week and complete the question activities. There will be English tasks on Google Classrooms and they will need to use Doodle English everyday!
In topic, we considered how land use has changed across the UK, and the impact this has had on people as well as the environment. We even looked at the issues regarding the new HS2 railway.
This week, the merits are:
Emerald -
Anagha and Sarfraz, for super trumpet (solo) playing of the new tune they learned. Humrajpal, Phoebe, Marlon and Ibraheem, for great contributions in RE, and imparting their knowledge regarding the Easter story.
Diamond -
Tom (gets two!) - one for writing a detailed and exciting adventure story for his reading task, and another for always being helpful and supportive of others in his class.
Ajit, for significant improvement in his COLD TASK writing - writing a character reflection as Apollo.
Sangeethan, for writing a well constructed and thought out Folk Tale for his reading task.
Oliver, for answering the comprehension questions in hios reading task fully and supporting his answers with evidence from the text.
Year 6
In Maths this week, Year 6 continued their learning of area and perimeter; they have been calculating the area of triangles and parallelograms using formulas.
In English, we have been analysing the features of a newspaper report and working towards writing a newspaper article about the Nagasaki bombings. So far we have been gathering facts and written our headlines and lead paragraphs. The children wrote some very bold headlines that used techniques such as alliteration.
In Topic, we started our new topic the Victorians. The children were organising key events during the Victorian era into timelines and comparing school to today, to school in Victorian times.
During science, the children continued to learn about circuits and created their own burglar alarms. They made the switches using wooden pegs and foils.
In Ruby, this week's merits go to Haroon and Keira for their excellent explanations of their circuits using scientific vocabulary correctly. Donte, Nathan and Muhammed get a merit for their
organisation of key events during the Victorian era. Haroon has been awarded a merit from Mrs Kahlon for his assistance when using data loggers. | <urn:uuid:0c1a009b-c378-4011-b8d8-0318d56ca79f> | CC-MAIN-2020-16 | https://www.wellington.hounslow.sch.uk/images/uploads/pdfs/newsletter20-3-20_.pdf | 2020-03-30T10:05:40+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00029.warc.gz | 1,262,619,589 | 2,872 | eng_Latn | eng_Latn | 0.994061 | eng_Latn | 0.999053 | [
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Podcast interview: Henri Weimerskirch
PNAS: Welcome to Science Sessions. I'm Paul Gabrielsen. Albatrosses patrol the oceans of the Southern Hemisphere, sometimes spending years at sea and covering nearly 10,000 miles before landing. In all that time, they observe and sometimes follow the comings and goings of fishing vessels – some operating illegally. Henri Weimerskirch, of the French National Center for Scientific Research or CNRS, has been studying albatrosses for 40 years. In a recent PNAS article, Weimerskirch and his colleagues report that albatrosses carrying GPS and radar dataloggers, which were developed to study the behavior of juvenile birds, could pick up the radar signals of fishing boats. This made the birds sentinels of the sea, and provided a much more complete picture of illegal fishing in the Southern Ocean than had been known before. Weimerskirch tells how the study came to be.
Weimerskirch: The story started a few years ago when I was entrusted to track juvenile wandering albatrosses and I wanted to have an idea whether they came close to fishing boats because fishing, especially longline fishing, is a major problem for this species. When they're at sea they are very attracted by vessels, and especially by fishing vessels because they are attracted by the discards or the bait that are put in the water through the lines. And we wanted to develop new loggers that record the presence of a boat nearby the bird. We realized that in fact the birds were encountering several boats that were not supposed to be in the area, especially in the economic zone around the breeding grounds. So that's from where the idea for this kind of study started.
PNAS: Weimerskirch describes the dataloggers used in the study.
Weimerskirch: We started with the first type of loggers that record the emission, the radar emission of boats. This means that we develop a miniature antenna that receives the radar emission. We also have GPS for the accurate location and we also have an Argos antenna, so that we can recover the information very quickly after the vessel has been located by the albatross. We have tried to miniaturize it to the minimum, so at the moment the logger weighs between 45 and 60 grams so that we can put it, it's not a problem for a large albatross which weighs between 10 and 12 kilograms.
PNAS: Commercial boats use an Automatic Identification System, or AIS, to selfidentify to other boats. Some of the radar signals that the albatrosses' dataloggers detected contained AIS information. That indicated a legitimate commercial vessel. Radar signals without AIS data suggested a possible illicit fishing operation. More than a third of the detected vessels in international waters were not broadcasting AIS signals, while the proportion varied between 15% and 100% in the waters around island nations. Weimerskirch says the study revealed as much about albatrosses as it did about boats.
Weimerskirch: One part I was very interested is the part of the young albatrosses. These young albatrosses are leaving the island for the first time, they are completely naïve and they go at sea to search for food and they will stay at sea for several years, up to 10 years, continuously at sea. And the question was: Were the individual, these young birds, attracted by a vessel like their parents or like adults are very attracted? So the first result, and we were, I was quite surprised of it, the young birds were much less or even not attracted at all when they encountered the vessel. Where an adult is within 30 kilometers and sees a vessel, he will immediately change his route and go to the vessel. This attractivity to the vessel built up with age.
PNAS: Weimerskirch says that other researchers and fishery services are beginning to use the dataloggers and data from the albatross sentries.
Weimerskirch: The study has attracted quite a lot of attention. The same kind of our logger are just now being used in New Zealand by the fishery service there because there is a problem of an endangered species of albatross there where there is a high mortality and they want to know where the mortality occurred and whether it's due to fisheries. And we will also use our loggers on the South African Marion Island where we detected in our study that there were, all the fishing boats around this island were illegal fishing boats. The loggers are also being used just now from South Georgia by British researchers.
I think this will bring quite a lot of discussion, especially in the RFMO, the regional fishing management organization, which are international organization especially the one managing tuna fishing in the southern Indian Ocean and in the South Atlantic because there is quite a lot of discussion about the amount of fishing there and also whether all countries are indeed declared when they are fishing.
PNAS: Albatrosses may not be the only animals suited for an ocean sentinel role.
Weimerskirch: There are British researcher that I entrusted by our loggers to use them on sea turtles. I think we have to modify the loggers so they can be on diving animals but it's not a big problem because sea turtles are quite large. Here is a reasonable good potential of future studies using the logger and the approach of this concept of using animals as sentinels in the oceans.
PNAS: Thank you for listening to PNAS Science Sessions. We would love to hear your thoughts about this show. Get in touch with us at PNAS on Facebook, Twitter, PNAS.org, or with the hashtag #sciencesessions. If you liked this episode, please consider leaving us a review on iTunes. Your review helps us spread the word, and we really appreciate it. Also, don't forget to subscribe to Science Sessions on iTunes. | <urn:uuid:8b935e37-9a9a-4b48-a087-7f82c84e4707> | CC-MAIN-2020-16 | https://www.pnas.org/sites/default/files/additional-assets/images/Podcast/podcasttranscript54.pdf | 2020-03-30T11:19:16+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00028.warc.gz | 1,104,159,081 | 1,211 | eng_Latn | eng_Latn | 0.99904 | eng_Latn | 0.999089 | [
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Information about School Closures Under the New York State Guidance
Why is my school being closed?
The New York City Health Department has identified a confirmed case of COVID-19 in a student or staff member in your school and is requiring your school to close as directed by New York State.
What is COVID-19?
COVID-19 is a coronavirus, a type of virus that can cause either mild illness, such as a cold, or can make people sick with pneumonia. There is community person-to-person transmission COVID-19 in New York City, meaning there are cases that have no known link to travel. For context, this is similar to the flu or other common colds that circulate seasonally.
There are no specific vaccines or treatments available for this novel coronavirus, or any other coronavirus. However, medication and vaccine research is underway.
What are the symptoms of COVID-19?
Symptoms of COVID-19 can include fever, cough, or shortness of breath. Most people with COVID-19 will have mild symptoms. An infection can result in death, but that is a rare outcome. People who are at most risk for severe illness are those aged 50 and older, and people with health conditions including: chronic lung disease, heart disease, diabetes, cancer, or a weakened immune system. These people should avoid unnecessary large gatherings.
How can I prevent COVID-19?
Health Department recommends the following precautions to slow the spread of COVID-19:
- Stay home if you are sick. Avoid close contact with people who are sick.
- Cover your nose and mouth with a tissue or sleeve when sneezing or coughing—do not use your hands.
- Wash your hands often with soap and water for at least 20 seconds, or use an alcohol-based hand sanitizer.
- Do not touch your face with unwashed hands.
- Do not shake hands. Instead, wave or elbow bump.
- If you have family or friends who are elderly, have compromised immune systems, or chronic respiratory or coronary issues, do not visit them if you feel sick. Stay home and keep your loved ones safe.
- Clean and disinfect frequently touched objects and surfaces using a regular household cleaning spray or disinfecting wipes.
- Get your flu shot. Although the flu shot will not protect you from COVID-19, it will help prevent the flu which has similar symptoms to this coronavirus.
Will I know who in my school has tested positive for COVID-19?
No. A medical diagnosis is private information, and the Health Department will not share the information with administrators, teachers or anyone else in the school.
What should I do about rumors or gossip in my school about people experiencing COVID-19?
The Health Department encourages you to create a supportive environment in your school to prevent and address fear and stigma around COVID-19. Please help separate facts from fear and guard against stigma and discrimination. Many posts on social media and stories in the news are not rooted in science and are offensive, demeaning and racist. Speak out against negative behaviors, including negative statements on social media about groups of people, students, teachers, staff or parents in your school community; or exclusion of people who pose no risk from regular activities.
Remember that anyone returning to school healthy after being sick presents no increased risk to the school community and should be treated like all other colleagues, staff and students.
How will my school community be notified that school is closing?
The City Health Department will provide you with information for you to use when communicating the closure to your school community. Under the State Guidance, the communication must align with the communication plan in your emergency operations plan.
What should I do during the 24 hours when my school is closed?
There is evidence of community transmission the virus that causes COVID-19 in NYC and the global spread of this virus has been declared a pandemic by the World Health Organization. For that reason, all New Yorkers should be self-monitoring themselves for symptoms of fever (feeling feverish or having a temperature of 100.4◦F), new cough, new shortness of breath, or new sore throat. Also, practice "social distancing" which means avoiding unnecessary social interactions.
What should I do if my child is sick?
Students who are most at risk for serious illness are those with those who have chronic conditions, such as heart disease, lung disease, cancer, diabetes or a weakened immune system. These students and their families should closely monitor for symptoms of COVID-19 (new fever, cough or shortness of breath) and stay in close contact with their provider.
If you or a family member develop new symptoms (feeling feverish or having a temperature of 100.4◦F, new cough, new shortness of breath):
- Monitor yourself for 3-4 days.
- Most people do not need testing for COVID-19 if they are not admitted to the hospital. Accessing unnecessary health care when you don't need it may lead to spread of COVID-19 and could prevent others with more serious illness from medical care.
- If you do not get better, call your healthcare provider.
- If you don't require medical care, stay home until you are fever-free for 72 hours without the use of fever reducing medicine like Tylenol before you go back to work or school.
- As much as possible, separate yourself (for example, stay in another room) from other family members, especially those who are 50 years of age or older or who have chronic conditions like lung disease, heart disease, diabetes, cancer or a weakened immune system.
- Clean high-touch surfaces (such as faucet handles, doorknobs and light switches) frequently with disinfectant products (such as Clorox, Purell, and Peroxide products).
What can I do if I feel overwhelmed or distressed?
Emotional reactions to stressful situations such as this emerging health issue are expected. It is normal to feel sad, anxious or overwhelmed, or have other symptoms of distress, such as trouble sleeping. If symptoms become worse, last longer than a month or if you struggle to participate in your usual daily activities, reach out for support and help. You can call NYC Well at 888-NYC-WELL (888-692-9355) or text "WELL" to 65173. NYC Well is a confidential helpline that is staffed 24/7 by trained counselors who can provide brief supportive therapy, crisis counseling, and connections to behavioral health treatment and support in over 200 languages.
How long will my school be closed?
The State Guidance requires the school to be closed for 24-hours. During the 24 hours, the Health Department will assess the school environment and determine when the school will reopen.
Do students or staff need to stay home while the school is closed?
No. The State Guidance addresses school closure and does not address individuals. Anyone required or recommended to stay home will receive individualized information.
Should staff or students be tested because of this case of COVID-19 in our school?
No. Students and staff do not need to be tested just because their school was closed.
I know about a case of COVID-19 in my school. Should I inform the City Health Department?
No. The Health Department does not need schools to report cases to them. We will contact a school if they need to close.
I know a student or staff is being tested for COVID-19. Do I need to take action while results are pending?
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Grades 3 & 4 Lesson Plans
Career Education
"Career Day by the Bazillions"
https://www.youtube.com/watch?v=CR71AhdHadM&t=62s
Link to video:
Objective: be introduced to different career options
NJSLS 9.2.5.CAP.3
NJSLS 9.2.5.CAP.1
*Listen to video for careers not familiar with and familiar with
*Select 2 or 3 and write a sentence about what each career does and if it interests you or not
"Curious Kids-Careers"
https://www.youtube.com/watch?v=etGdRIKNf98&t=851s
Link to video:
Objective: learn about unusual career paths and what they do
NJSLS 9.2.5.CAP.3
NJSLS 9.2.5.CAP.1
*Watch video for unusual career paths
*List the unusual careers seen on the video and describe what they do
What Do You Want to Do For a Living?
Objective: recognize your own career paths https://www.mynextmove.org
NJSLS 9.2.5.CAP.1
*Complete each section:
NJSLS 9.2.5.CAP.3
-Search careers with key words
-Tell us what you like to do
-Browse careers by industry
Unusual Occupations
Objective: recognize and select unusual occupations not familiar with https://vacareerview.org/k5/whats-that/unusual-occ
NJSLS 9.2.5.CAP.1
*Select one unusual occupation from each letter of the alphabet included and read the occupation's description
NJSLS 9.2.5.CAP.3
*Write down on a piece of paper each occupation title and why you would be interested or would not be interested in that job and your reasons why
Kids Search
*When the list of found careers appears, click on at least 5 and read facts about each including: Description, Duties, Where and When, What or Who They Work With
```
https://vacareerview.org/k5/check-it/kids-search/ Objective: recognize your own occupation interests NJSLS 9.2.5.CAP.1 NJSLS 9.2.5.CAP.3 *Search for careers in each categoryData, People, and Things Subjects Interests Clusters
```
Character Education
"Back of the Bus" (Rosa Parks Story) Read Aloud
Objective: treating others with respect
NJSLS 2.1.5.EH.1
Link to video: https://www.youtube.com/watch?v=1UopR1H9mUc
*Watch the video and explain why Rosa Parks acted the way she did and what could have been done differently by any of the others on the bus
"Count On Me" by Bruno Mars
NJSLS 2.1.5.SH.3
Objective: learning to be a good friend
*Listen to song in the PowerPoint file labeled "Grade 3 & 4 Video Lessons"
*Answer questions on slide and follow activity on the same slide where the story is attached
"Happy"-Emotion Charades
NJSLS 2.1.5.EH.1
Objective: understanding we all have different emotions
*Listen to story in the PowerPoint file labeled "Grade 3 & 4 Video Lessons"
*Answer questions on slide and follow activity on the same slide where the story is attached
Clark the Shark by Bruce Hale
NJSLS 2.1.5.SH.1
Objective: understanding there are rules to be followed
*Listen to story in the PowerPoint file labeled "Grade 3 & 4 Video Lessons"
*Answer questions on slide and follow activity on the same slide where the story is attached
"Inside Out"
NJSLS 2.1.5.EH.1
Objective: understand emotions can change our body's appearance
*Listen to the story in the PowerPoint file labeled "Grade 3 & 4 Video Lessons"
*Answer the questions on slide and complete activity on the next slide attached to the story slide
Wilma Jean the Worry Machine by Julia Cook
NJSLS 2.1.5.CHSS.3
Objective: how to deal with anxiety
2.1.5.EH.3
*Answer the questions on slide and complete activity on the next slide attached to the story slide
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Cats & Their Litter Boxes
The best thing about cats is that they don't need to be potty-trained. Relieving themselves in soft, loose material and burying their waste is an innate behavior, so even young kittens know what to do without being shown. All you have to do is provide an acceptable place for the cat to do her business. To start out on the right foot with your new cat or kitten we have a few suggestions:
Where should you put the litter box?
The litter box should be located in a place that provides the cat with some amount of privacy but that is convenient for her to get to. It may be desirable to you to put the litter box in the basement but your cat may find the basement unacceptable. A small kitten may not be able to climb down the stairs, or the floor may be too cold to walk on. Additionally, basements house a variety of giant noise-making monsters like the furnace, washer, and dryer. If a cat is frightened by the noise of one of these appliances while she is using her litter box, she may not want to return to that location to eliminate.
What kind of litter box should you use?
A standard plastic litter box is preferred by most cats. If you have a kitten, make sure the sides are not too high for her to get into the box. Be careful of using covered litter boxes. While some cats prefer the privacy, they must be cleaned more frequently because odors get trapped inside. A covered box that is not cleaned often quickly becomes unacceptable to most cats. Some cats don't mind a liner in the box, but others do. Experiment with two boxes, one with and one without the liner to see how your cat feels about them.
What kind of litter should you use?
Most cats prefer fine-grained, soft substrates for elimination, so the clumping litters or dust-free small grained clay litters are most acceptable. Usually the pellet-type litters or those that are scented are unacceptable to cats. Find the type of litter your cat prefers by giving her a choice of two or three different litter boxes containing different litters. Once you find what type of litter she likes, stick with it.
Do not put more than 2 inches of litter in the box. Cats do not like to sink into their toilet area.
How many litter boxes should you have?
If you have multiple cats, you should have multiple boxes in multiple locations in the house. A good rule of thumb is one box per cat plus one. Do not put them all in the same room as this essentially creates one toilet area, not several.
How often should you clean the litter box?
You must keep the litter box consistently clean to meet the needs of most cats. Scoop the feces out every day and totally change the litter at least twice a week. Do not use strong smelling cleaning products to wash out the box. The residual smell may cause your cat to avoid the box. It is sufficient to wash out the box with soap and water at each changing.
What does it mean if your cat stops using the litter box?
The first thing to consider is taking the cat to the veterinarian. It may be a medical condition causing your cat to eliminate outside the box. If the veterinarian does not find a medical problem, consider behavioral causes. Did you recently change litter brands? Did you move the box location? Are you cleaning the box often enough? Did something scare the cat when she was using the litter box? Is there unrest between the family cats? There are many reasons why cats stop using their litter boxes. Do a little detective work to try to figure out what is going on. | <urn:uuid:eafc755d-fb3e-4b28-a377-28798e7e0cb2> | CC-MAIN-2020-16 | https://www.chemungspca.org/uploads/1/1/1/5/111519743/cats_and_their_litterboxes.pdf | 2020-03-30T10:16:23+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00030.warc.gz | 857,398,999 | 770 | eng_Latn | eng_Latn | 0.999454 | eng_Latn | 0.999463 | [
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Spring Topic Web - The Penguins Tribe (Class 2/Year R &1) Topic
This topic web is specific to the Year 1 curriculum.
English
We will continue to access the majority of the English curriculum through our selected novel studies. During this term, will be studying Where The Wild Things Are and How To Catch a Star.
Reading
* Increasing our phonetic awareness through daily phonics sessions.
* Making predictions and inferences based on what we have read and explaining our answers.
* Answering questions about texts with increasing confidence and depth.
Grammar, Spelling and Composition
* Punctuation focusing on capital letters, full stops, question marks and exclamation marks.
* Using nouns and adjectives correctly as well as conjunctions to extend.
* Writing sentences with increasing accuracy and beginning to write longer pieces.
* Continuing to learn the year one common exception words.
Speaking and Listening
* Using standard English and speaking in full sentences consistently.
* Widening our vocabulary through oracy based lessons.
* Listening to others and responding appropriately.
Mathematics
This term, we will be adding and subtracting within 20 as well as working with numbers up to 50. This will involve counting in 2s, 5s and 10s, representing, comparing and ordering numbers and problem solving. We will also measure and compare length and height as well as measuring and comparing weight and capacity. We will continue to develop our reasoning skills and will use what we know to work out what we don't.
We will use the correct mathematical vocabulary to discuss our work and will explain our answers and workings out.
Science
History
This term, our focus will be materials. We will: identify, name, describe, classify, compare properties and observe changes as we conduct basic experiments.
We will continue to look at seasonal change as we move from Winter into Spring. This will involve tracking temperature and weather as well as the other physical changes we can see.
This term, we will be studying the
Terracotta Army to develop our understanding of events beyond living memory. We will also look at how seaside
holidays in England have changed over the last 100 years.
Art & Design
As a link with our topic focus, we will design our own willow pattern plates. We
will also be making our own Mother's Day
cards and gifts. We will continue to
develop a wide range of art and design
techniques in using colour, pattern,
texture, line, shape, form and space.
Design and Technology
This term, we will be designing our own Terracotta clay warriors. We will employ a range of techniques including pinching, rolling, snipping and printing. As we approach Easter, we will be doing some food technology work and making yummy treats to take home!
RE
This term, our question will be: Who is a Muslim and what do they believe? We will study places of worship, sacred texts, festivals and key religious figures. We will also study the Easter story.
PE
This term, we will continue to work with Mr Vasey on fundamental skills. We will also be working with Matt, our specialist tennis coach.
Computing
We will continue to learn about how to access and use technology safely. We will programme Beebots and learn about simple algorithms. We will use Google earth to look at images of the world. Computing skills will be employed across the curriculum as we use ICT to facilitate learning.
Geography
We will name the seven continents and five oceans of the world. We will explore geographical similarities and differences as we compare where we live with China. We will be studying seasonal and daily weather patterns in the UK the climate across different parts of China.
Music
We will continue to follow our Charanga music scheme. We will have weekly singing assemblies to build up a repertoire of hymns. We will play tuned and untuned instruments.
PHSE (including British Values)
We will be making resolutions for the year ahead and thinking about what we want to achieve. We will celebrate Chinese New Year and compare cultures and traditions with a focus on mutual respect. | <urn:uuid:86da5fdd-b752-4bb9-b3f9-7ac45b306aa5> | CC-MAIN-2020-16 | https://www.oxley-shepshed.leics.sch.uk/wp-content/uploads/2020/02/Penguins-y1-Spring-Topic-web.pdf | 2020-03-30T10:59:34+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00034.warc.gz | 1,107,865,489 | 835 | eng_Latn | eng_Latn | 0.998429 | eng_Latn | 0.998429 | [
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What's in Sex Ed?
For FCPS High School Children
Fairfax County School Board automatically enrolls every student in 80 hours of Sex Ed without parental permission. Examples of controversial or age-inappropriate material in 2019-20 lessons appear below.
Special note on curriculum change: The School Board voted in 2018 to promote the daily sex drug known as PrEP to high school students every year. Pre-exposure prophylaxis is controversial. Designed to inhibit the acquisition of HIV (with a 10% failure rate) in the high-risk population of gay men with multiple sex partners of unknown HIV status, AIDs Healthcare Foundation founder/director Michael Weinstein said PrEP "will cause a 'public health catastrophe' by triggering a dangerous increase in risky sex."
9th graders (14 years old)
- "Imagine you have…red sores on your genitals…how will you tell your sexual partner?" (G9 HGD L5)
- Daily sex drug PrEP is promoted (see note above). (G9 HGD L5)
- "Sex assigned at birth"—The concept of male/female sex determined by biology has been removed— students are taught their sex was merely "assigned at birth" (term promoted by transgender activists to support sex can change agenda). (G9 HGD L5)
- "Transgender" presented as positive option: "For most people, their gender identity is the same as their biological sex assigned at birth. For some people, it is not the same. 'Transgender' describes an individual whose gender identity…is different from the individual's sex assigned at birth." (G9 HGD L6)
- "Most teens will not be sexually active as 9 th graders but it is ok to start thinking about what might be the right choice for you in the future." (G9 HGD L4)
- Repeated references to "anal sex" and "sexual partners." "How will you tell your sexual partner…" (G9 HGD L5)
- Students instructed: "Teens can get prescription birth control without a parent." (G9 HGD L4)
10th Graders (15 years old)
- Promotes sex outside marriage: "The best choice for teenagers…is to practice abstinence from sexual activity until they are in a mutually monogamous relationship." (G10 HGD L4)
- Lessons discuss "having an abortion." (G10 HGD L2) "This lesson is about the options… keep and parent a child, adoption, and abortion." (G10 HGD L3)
- Keeping abortion secret: "A young woman who feels she cannot tell her parents about her decision may go before a judge who will decide whether she can have an abortion without notification and consent from…parents/guardians." (G10 HGD L3)
- "Some organizations and groups can help with this. They can help a young woman get a lawyer who will help her prepare to talk with the judge and who will be with her in court. This service is free." (From teacher lesson plan; may tell students.) (G10 HGD L3)
- Deception: "Emergency contraceptive pills may be taken up to five days after unprotected sex but are more effective at preventing pregnancy the sooner they are taken." But these pills work after conception to end a newly-conceived life. (G10 HGD L2)
- Daily sex drug PrEP is promoted (see note above). (G10 HGD L4)
- "Sex assigned at birth"—The concept of male/female sex determined by biology has been removed— students are taught their sex was merely "assigned at birth" (term promoted by transgender activists to support sex can change agenda). (G10 HGD L5)
- Transgender Identity presented as a positive option: "[S]ometimes the sex assigned at birth is different than a person's gender identity…Some individuals assigned the sex of male have a gender identity of female." (G10 HGD L5)
11 th graders (16 years old)
- Promotes sex outside marriage: "For individuals who choose to be sexually active, there are many methods of contraception available." "When two people decide to engage in sexual activity, it is important that they…make an informed decision about contraception." (G11 FLE L1)
- Daily sex drug PrEP is promoted (see note above). (G11 FLE L1)
12th graders (17 years old)
- "Deciding whether or not to be sexually active is a very personal decision." (G12 FLE L2)
- Deception: "It is true that almost 100% of sexually active individuals will contract an STI in their lifetime." (Not true for those who save sex for marriage and stay faithful in marriage.) (G12 FLE L2)
- Daily sex drug PrEP is promoted (see note above). (G12 FLE L2)
- Potential "sex partners" for teens: "What influences teens…[w]hy is it important to talk with a potential sexual partner about contraception?" (G12 FLE L2) | <urn:uuid:fe45ac41-7944-4e9a-b183-07374c33fa24> | CC-MAIN-2020-16 | http://straymonds.org/wp-content/uploads/2019/09/Whats-in-Sex-Ed-HS-2019-20.pdf | 2020-03-30T09:53:35+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00034.warc.gz | 165,699,464 | 1,051 | eng_Latn | eng_Latn | 0.99774 | eng_Latn | 0.997715 | [
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Pre-K/Kindergarten Lesson Plans
Career Education
"Career Day Read Aloud"
Link to video:
Career Day by Anne Rockwell
Objective: recognize different jobs in the community https://www.youtube.com/watch?v=soKRa6D90WQ
NJSLS 9.1.2.CAP.1
*Draw a picture of what you want to be when you grow up
*Listen to story on video and look for how many jobs you recognize
"Occupations Song"-The Learning Station
*Listen to the song on video
*Discuss with a family member one of the jobs you saw and why you think it would be interesting to do that job
Link to video: https://www.youtube.com/watch?v=BOv4EnaeM9w
Objective: recognize different jobs in the community
NJSLS 9.1.2.CAP.1
"Working A-Z" Booklet
*Using 13 pieces of paper-(construction paper, computer paper, lined paper) label each side with the letters of the alphabet-1 letter on the top of each page
Create an alphabet occupation booklet-
*Think of an occupation for each letter and draw a picture to match that letter
B- barber
Ex.: A- astronaut
C- cook
***Take your time creating your booklet-do your best drawing and coloring-work on only 2-4 jobs per day! Ask your family for help coming up with the names of the jobs for each letter of the alphabet!
Character Education
"Bein' Green by Kermit the Frog Lyrics"
Objective: recognize and respect the differences in others
Link to video:
https://www.youtube.com/watch?v=ryX2dQ3ixtw
NJSLS 2.1.2.EH.1
*Discuss with someone in your family how you can show respect to people who look, act, sound different from you
*Listen to Kermit's song
"Arthur's Nose by Marc Brown Children's Book Read Aloud" Link to video:
Objective: showing respect to ourselves https://www.youtube.com/watch?v=6svnySkKU7M&t=106s
NJSLS 2.1.2.EH.1,4
*Discuss what it means to be proud of who you are and what you look like to others
*Listen to the story on the video
"Howard B. Wigglebottom Learns We Can All Get Along"
Objective: learn how to get along with others
Link to video-https://wedolisten.org/Lessons
NJSLS 2.1.2.PGD.1
*Watch the story on the video
2.1.2.EH.1
*Complete the activities at the end of the video
"Howard B. Wigglebottom and Manners Matter
Objective: learn the importance of showing respect through manners
Link to video-https://wedolisten.org/Lessons
NJSLS 2.1.2.PGD.1
*Watch the story on the video and complete the activities at the end
2.1.2.EH.1
Do Unto Otters: A Book About Manners by Laurie Keller
treated
Link to video: https://www.youtube.com/watch?v=AKzM3CZoWqY
Objective: follow the Golden Rule of treating others as you want to be
NJSLS 2.1.2.EH.1
*Discuss how you want your friends to treat you and how you treat your friends
*Watch the video and listen to the story
What If Everybody Did That? by Ellen Javernick
Objective: understand what being respectful is and how to show it
Link to video:
https://www.youtube.com/watch?v=SD0apYFz5gg through your thoughts and actions
*Watch the video and look for ways that the character did not show respect to rules
NJSLS 2.1.1.EH.1,2,3
*Name 3 actions that were wrong in the story and how they could be improved
The Berenstain Bears Say Please and Thank You-Read With Me
188.8.131.52.EH.1
Link to video: https://www.youtube.com/watch?v=VQeSgW0gse8
Objective: understand the importance of manners with others
NJSLS 2.1.2.PGD.1
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79 Hula Valley
Names (also known as)
Huleh Valley, Merom, Samchuna (Egyptian), Semechonitis (Greek), Yam Sumchi (Talmud)
Etymology
Hebrew: עמק , transliterated Emek HaHula; also transliterated as Huleh Valley.
Lake Hula was historically referred to by different names. The 14th century BC Egyptians called the lake Samchuna, while the Hebrew Bible records it as Merom. In the 1st century AD, the Jewish-Roman historian Flavius Josephus termed it Semechonitis (in ancient greek Σημεχωνίτις), while in the Talmud it is called Yam Sumchi – i.e. Sea of Sumchi. Currently the lake is called Buheirat el Huleh in Arabic and Agam ha-Hula in Hebrew, stemming from the Aramaic Hulata or Ulata. The "Waters of Merom" has sometimes been used in scientific literature, although that term refers specifically to springs on the western side of the valley.
Location/Description
The Hula Valley is an agricultural region in northern Israel with abundant fresh water. It is a major stopover for birds migrating along the Syrian-African Rift Valley between Africa, Europe, and Asia. The marshland around Lake Hula, a breeding ground for mosquitoes carrying malaria, was drained in the 1950s. A
small section of the valley was later re-flooded in an attempt to revive a nearly extinct ecosystem. An estimated 500 million migrating birds now pass through the Hula Lake Park every year.
Scriptural references
Old Testament
Joshua 11:5 – "the waters of Merom".
Famous characters
Joshua and Israel Jabin king of Canaan
Brief history
Prior to its drainage in the early 1950s, Lake Hula was 5.3 kilometers long and 4.4 kilometers wide, extending over 12-14 square kilometers. It was about one and a half meters deep in summer and three meters deep in winter. The lake attracted human settlement from early prehistoric times. Paleolithic archaeological remains were found near the Bnot Yaakov ("Daughters of Jacob") bridge at the southern end of the valley. The first permanent settlement was Enan (Mallaha).
The Hula Valley was a main junction on the important trade route connecting the large commercial centre of Damascus with the eastern Mediterranean coast and Egypt. The cities of Hazor and Laish were built at key locations on this route approximately 4,000 years ago. The area came under Israelite control until it was captured by the Assyrian armies of Tiglath-Pileser III and its inhabitants were driven away. Joshua 11 records lake "Merom" as the site of a victory of Joshua over the Canaanites.
Throughout the Hellenistic, Roman, Byzantine and early Arab periods (fourth century BC to eighth centuries AD) rural settlement in the Hula Valley was uninterrupted. During the
Seleucid Empire, the town Seleucia Samulias was founded on the lake shore.
Traditional crops were rice (as early as the Hellenistic period), cotton and sugar cane (brought by the Arabs following their conquest in 636), sorghum and maize (brought after the discovery of the Americas). Water buffalo were introduced in the eighth century supplying milk and serving as beasts of burden.
In the Battle of Lake Huleh in June 1157, a Crusader army led by King Baldwin III of Jerusalem was ambushed and badly defeated by Nur ad-Din Zangi, the emir of Aleppo and Damascus. While the king and some fighting men escaped to a nearby castle, a large number were killed or made prisoner. The Latin Kingdom of Jerusalem escaped worse damage when their adversary became ill and was unable to follow up his victory.
In the 19th century, the valley, mainly marshy ground and a shallow lake, was inhabited by Ghawaraneh Bedouin who wove matting from the papyrus with which they built their homes. John MacGregor, a Victorian adventurer, was captured with his boat, the "Rob Roy", by dark-skinned Bedouin living in the Hula marshes. He was responsible for the first modern maps of the area. Mortality rates were very high due to the spread of malaria. In 1882, a traveler wrote that the region was "among the finest hunting grounds in Syria," home to "panthers, leopards, bears, wild boars, wolves, foxes, jackals, hyenas, gazelles and otters." During World War II, officers of the British Army wrote about hunting birds there.
In 1908, the Ottoman government granted a concession to drain the marsh to a French firm, which sold it to Lebanese businessmen. In 1933, during the British Mandate, the Palestine Land Development Company took over this concession and drew up plans to drain and irrigate the valley which brought scientific expeditions to the area.
The draining operations, carried out by the Jewish National Fund (JNF), began in 1951 and were completed by 1958.
Draining the Hula turned out to be a mixed blessing. Water polluted with chemical fertilizers began flowing into Lake Kinneret (Galilee), lowering the quality of its water. The soil, stripped of natural foliage, was blown away by strong winds in the valley, and the peat of the drained swamp ignited spontaneously, causing underground fires that were difficult to extinguish.
Hula Lake Park, known in Hebrew as Agamon HaHula, is located in the southern part of the Hula Valley, north of the nature reserve. It was established as part of a JNF rehabilitation project. In the early 1990's part of the valley was flooded again in the wake of heavy rains. It was decided to develop the surrounding area and leave the flooded area intact. The new site has become the second home for thousands of migrating birds in the autumn and spring. The lake covers an area of one square kilometre, interspersed with islands that serve as protected bird nesting sites. It has become a major stopover for migrating birds flying from Europe to Africa and back, and also a major bird-watching site. In 2011, Israeli ornithologists confirmed that Lake Hula is the stopover point for tens of thousands of cranes migrating from Finland to Ethiopia every winter. In Israel, farmers set out food for them to keep them from damaging crops near the lake.
Sources:
http://en.wikipedia.org/wiki/Hula_Valley
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64 Ashdod
Names (also known as)
Arabic – Isdud
Hellenistic name: Azotus
Etymology
Ashdod means "ravager" from "to be burly, powerful".
Location/Description
Ashdod is the 5th largest city in Israel, located in the Southern District of the country, on the Mediterranean coast, located 32 km (20 miles) south of Tel Aviv, 20 km (12 miles) north of Ashkelon and 53 km (33 miles) west of Jerusalem.
Ashdod's port is Israel's largest and accounts for 60% of the countries imported goods.
Scriptural references
Old Testament
Josh. 11:22; 15:46,47; 1 Sam. 5:1,3,5,6,7; 6:17, 2 Chron. 26:6; Neh. 4:7; 13:23,24; Isa.
20:1; Jer. 25:20; Amos 1:8; 3:9, Zeph. 2:4; Zech. 9:6.
New Testament
Acts 8:40
Famous characters
Philistines Dagon Tartan Alexander the Great Philip (Acts 8)
Brief history
The first documented settlements in Ashdod date to the Canaanite culture of the 17th Century BC (one of the oldest cities in the world).
The Philistines, Israelites, Byzantines, Crusaders and Arabs settled it. Ashdod was one of the key 5 cities of the Philistines (Ashdod, Ashkelon, Ekron, Gath, Gaza) - 1 Sam. 6:17.
When Israel entered the land, Ashdod was given to the tribe of Judah by Joshua (Josh. 15:46).
It was to Ashdod that the Philistines had taken the Ark of God and ascribed their victory over Israel to their god Dagon (Dagon means "fishform" from dag, a fish - also the male god of fertility). God brought a plague upon the Philistines for what they had done and smote them with a plague (field mice). In addition they suffered from an epidemic – probably a malignant skin disease.
In 950 BC Ashdod was destroyed during Pharaoh Siamun's conquest of the region. The city was not rebuilt until at least 815 BC. Around 715 BC, it was conquered by Sargon II, who destroyed the city and exiled its residents, including some Jews who were subsequently settled in Media and Elam.
Asdûdu led the revolt of Philistines, Judeans, Edomites, and Moabites against Assyria after expulsion of king Akhimeti, whom Sargon had
installed instead of his brother Azuri. Gath (Gimtu) belonged to the kingdom of Ashdod at that time.
An Assyrian general Tartan gained control of Ashdod in 711, and forced the "usurper" Yamani to flee (Isa. 20:1). Mitinti was king at the time of Sennacherib, and Akhimilki in the reign of Esarhaddon. Psamtik I of Egypt is reported to have besieged the great city Azotus for twenty-nine years (Herodotus, ii. 157); the Biblical references to the remnant of Ashdod (Jer. 25:20; cp. Zeph. 2:4) are interpreted as allusions to this event.
The city absorbed another blow in 605 BC, when Nebuchadnezzar conquered it. In 539 BC the city was rebuilt by the Persians, but was conquered in the wars of Alexander of Macedon.
In the Book of Nehemiah, the Ashdodites seem to represent the whole nation of the Philistines in the sixth century BC, the speech of Ashdod (which the younger generation of the Jews are described as adopting) would simply be the general Philistine dialect (Neh. 13:23).
The city prospered as Αzotus (Άζωτος) under the Hellenistic rule, until the Hasmonean Revolt. During the rebellion Judas Maccabeus arrived at its gates, but did not conquer it. He left it for his brother Jonathan, who conquered it in 147 BCE and destroyed the Temple of Dagon. According to Josephus (Antiquities of the Jews 13:15, volume 4), Alexander Jannæus possessed it. Pompey restored its independence by reconstructing its city walls, though it belonged to the dominion of Herod and Salome (Antiquities... 17:18, volume 9), and Vespasian had to later take it by force. Despite its location four miles (6 km) from the coast, both Ptolemy and Josephus described it as a maritime city. This curious description may refer to Ashdod's control of a separate shore-edge harbor, called Azotus Paraliyus, or Ashdod-Sea (Antiquities...13:15, volume 4). The city's prominence continued until the 7th century, when a citadel was built in Azotus Paraliyus as a stronghold against the Byzantine navy. To the west of the wooded height on which the city stands, traces of the ancient harbor Kal'at Al Mina can still be seen.
Modern Ashdod was established in 1956 on the sand hills near the ancient town. Today the population is 240,000 people.
Over 95% of Ashdod's population is Jewish (30% religious).
Sources:
Nineveh and Babylon – Layard (pp 343,350.) Bible History - Alfred Edersheim 1890 B.Frenkel (1990). The Philistines (in Hebrew). Israel: Society for the Protection of Nature in Israel, Ashdod branch. p. 119.
Cogan, Mordechai (1993). "Judah under Assyrian Hegemony: A Reexamination of Imperialism and Religion". Journal of Biblical Literature (The Society of Biblical Literature) 112 (3): 403–414.
Price, Massoume (2001). "A brief history of Iranian Jews". Iran Chamber Society. Archived from the original on 30 September 2007. Retrieved October 11, 2007.
J. Kaplan (1990). Yamani stronghold in Ashdod-Sea (in Hebrew). Israel: Society for the Protection of Nature in Israel, Ashdod branch. p. 125.
Isaiah 20:1
H. Tadmor (1966). "Philistia under Assyrian Rule". The Biblical Archaeologist (The American Schools of Oriental ReseHarris JC (2006). "The plague of Ashdod". Arch. Gen. Psychiatry . Retrieved July 22, 2009.
S.Shapira (1990). Battle of Ashdod (147BC) (in Hebrew). Israel: Society for the Protection of Nature in Israel, Ashdod branch - pg. 135.
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Saving the Heerdt Marsh
by Jana Haehl 2014
In this memoir, written in about 1980, Jana Haehl describes her role in the preservation of a large portion of marsh at the mouth of Corte Madera Creek. Heerdt Marsh "is one of the few historic tidal marshes in the [San Francisco] Bay that has never been diked or filled" (BCDC document), and one consequence is the complexity of its branched tidal chan-nel network, formed during the last several thousand years.
Corte Madera's Heerdt Marsh—now the northern section of the Corte Madera Ecological Reserve—is a typical salt marsh, with particularly strong stands of cordgrass, pickleweed, and salt grass. It is the largest piece of salt marsh remaining in southern Marin County, and a survey map of 1890 indicates that this marshland still possesses all the major inlets and has much the same appearance as it did at that time.
Five separate fill and development applications were filed for the 95-acre area during the period from 1968 to 1974. I was part of a coalition of conservationists, local government officials, and concerned citizens, formed to seek alternatives that would result in the preservation of the marsh.
The plan that spurred our efforts in 1974 to acquire the marsh for natural habitat and public open space purposes was one which featured dredging the marsh for a 335-berth boat harbor, yacht basin, and channel. Dredged spoils and imported fill were to be placed on another 47 acres of marsh which would be developed for marine commercial recreation, and other commercial and industrial uses.
After the Bay Conservation and Development Commission (BCDC) turned down William J. Heerdt's request for permits, he filed a lawsuit against me and several others whom he held responsible for thwarting his efforts.
Heerdt Marsh, looking towards the Greenbrae Boardwalk. Photo by Charles Kennard
We created some "Friends of Heerdt Marsh" letterhead paper and wrote letters asking for endorsement of the drive to acquire the marsh from every local government and conservation group, as well as many letters to individuals whose endorsement would be helpful. The letters were signed by the well-known local conservationist, Alice Higgins, a longtime member of the National Audubon Society, who had devoted most of her eighty years of life to protecting environmental values.
We put together the people, the agencies, and the potential funding sources necessary to acquire the Heerdt Marsh for permanent public ownership under the management of the California Department of Fish and Game as the Corte Madera Ecological Reserve. Much of the work in public education, zoning and planning, and preliminary fundraising had been done by others through Marin Conservation League, but the opportunity to acquire the property was on the verge of slipping away, with no acquisition funds in sight, when I became actively involved.
To create public awareness of the Heerdt Marsh as an important natural resource in imminent danger of
being destroyed, slide-shows and marsh-area hikes were sponsored, and an acquisition fund established.
We enlisted the help of several prominent educators, who agreed to write letters to support the contention that preservation of the marsh would provide a valuable educational opportunity for Marin students, from elementary school through college, to learn about an estuarine environment and directly observe its magnificent eco-system.
The renowned John Thomas Howell, Curator Emeritus of Botany at the California Academy of Sciences, contributed a letter affirming the marsh's priceless intrinsic value, saying that the Heerdt Marsh should be preserved at all costs, and he urged that BCDC's influence be exerted to save it.
BCDC was persuaded to take a tough stand on the permit application when it came before them, and, as a result, they were named as co-defendants in Mr. Heerdt's ten million dollar lawsuit against those of us who opposed his plan. This later proved beneficial for us, because the Deputy State Attorney General who represented BCDC during the litigation, Clem Shute, successfully argued all the public policy issues, leading to a judicial determination that the owner/developer had no vested rights in that application.
We still had no means to acquire the property, since local conservationists led by Lee Miller had raised only about ten thousand dollars over a period of several years. Local, county, state and federal governments had all declined to allocate public funds for acquisition.
All efforts were fruitless, for the project was small, it had no priority on long-standing lists, and the appraised value was relatively high per acre. However, because Marin had suffered substantial shoreline damage in the oil spill of 1972, reparations paid to the State by Standard Oil were committed to the purchase of the Heerdt Marsh through the efforts of State Senator Peter Behr; but an additional $110,000 was still needed to meet the appraised value.
In 1974 I became involved in Assemblyman John Burton's campaign for the United States congress, representing the Marin-San Francisco district. Running for the first time in Marin, John Burton needed a good Marin-type issue, and some visibility on an environmental cause was suggested as the perfect vehicle, so I enlisted his support on behalf of the Heerdt Marsh. He brought Sacramento officials to the marsh for an on-site evaluation of its merits, and the remaining funding was eventually included as a line item in the 19741975 state budget. Clout had been wielded by those in high-level positions, and the agencies to whom so many letters had been sent became eager to support the proposed acquisition. Subsequently, I was able to get a majority of the directors of the Marin County Open Space District to informally commit themselves to matching whatever funds had been raised locally, which brought in additional contributions from local conservationists.
Since Burton's efforts had moved the Heerdt Marsh many notches up on the State's priority list, the State's Deputy Attorney General in San Francisco, Clem Shute, was authorized to negotiate with Heerdt for purchase of the property. In the following months, I represented the Town of Corte Madera in meetings with California Fish and Game and other State agencies in discussions about the management and protection of the marsh. We supported its designation as an ecological reserve, which would give the marsh the protection it needed, but still allowing low-intensity recreational uses such as walking, picnicking, wildlife, and facilities for nature interpretation.
As of 2013, Heerdt Marsh is an essential part of the Corte Madera Ecological Reserve, and is best viewed by the public from the end of Industrial Way, and from a levee outside its southern edge.
Any use of text or photographs for other than personal purposes is prohibited without permission from Friends of Corte Madera Creek Watershed
Friends of Corte Madera Creek Watershed P.O. Box 415, Larkspur, California 94977
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Rye
History
For centuries, rye was viewed as a weed that grew in wheat. Because of this, however, the true value of rye as a grain was discovered.
Wheat with rye seeds mixed in it was shipped to southern Russia. There it was discovered that the soil and climate was too harsh for the wheat to grow, but the rye did very well. It was harvested and used, even though it made heavier, darker bread.
Because rye could thrive where wheat could not, it became a sub crop. Countries that previously had to buy wheat to make their leavened bread began using rye. During the Middle Ages, Northern Europeans became especially fond of rye.
In the American colonies, maize or corn was the most popular grain. It had saved the colonist from starvation. They grew rye mainly to mix with corn flour or meal in bread.
By the 18 th and 19 th centuries, rye's popularity decreased, even in northern Europe. The Romans and French had always preferred wheat breads and the Swedes, English, Scots and Danes also began favoring them. The Germans and Russians remained loyal to rye bread, which is still popular. In the United States, rye is used very little compared to wheat and oats. It is mainly used mixed with wheat flour in bread and rolls.
Geography
Rye can thrive in poorer soils and in colder, harsher conditions than can wheat and corn. It is frequently grown in northern and eastern European countries and Russia. In the United States, it was originally grown in the northeastern colonies. As land that was too poor for other crops became available, it was grown farther south. Today, North and South Carolina, Georgia and Oklahoma grow rye. The northern and central states also grow rye, but very little is now being grown in the northeastern states where it was first grown.
Nutrition
Rye is a cereal grain. Foods made from rye belong in the grain group on MyPlate. Foods in this group provide complex carbohydrates for energy, fiber for good digestion and protein. They also provide B-vitamins, potassium, iron and phosphorus. When the whole kernel of grain is eaten cooked or in flour, even more of these nutrients are obtained.
Rye berries or groats can be cooked whole or cracked for porridge. Whole berries can also be sprouted for salads and sandwiches.
Rye is milled into flakes, meal and flour. The flour is sifted during milling to remove the bran and germ. It is them called light, medium or dark rye flour. Light rye flour has all the bran and germ removed. Medium and dark rye flours have small amounts of bran left in for color. Whole rye flour is available, but it spoils quickly unless refrigerated. | <urn:uuid:29248937-5954-4b89-afdd-53f425ce42be> | CC-MAIN-2020-16 | https://www.familyconsumersciences.com/wp-content/uploads/Rye-Information.pdf | 2020-03-30T10:04:30+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00038.warc.gz | 938,898,533 | 595 | eng_Latn | eng_Latn | 0.998503 | eng_Latn | 0.998533 | [
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Brave New Farm?
By Jim Mason
May 2022
The factory farm is one of the more inappropriate technologies of this century: it requires high inputs of capital and energy to carry out a simple, natural process; it causes a costly chain of problems and risks; and it does not in fact produce the results claimed by its proponents. Moreover, the animal factory pulls our society one long, dark step backward from the desirable goal of a sane, ethical relationship with other beings and the natural world.
In our mind's eye the farm is a peaceful, pleasant place where calves nuzzle their mothers in a shady field, pigs loaf in the mudhole, and chickens scratch and scramble about the barnyard. We comfort ourselves with these bucolic images — images that are implanted by calendars, coloring books, and the countrified labelling and advertising of animal products.
The reality of modern animal production, however, is starkly different from these scenes. Now, virtually all of our poultry products and about half of our milk and red meat come from animals mass-produced in huge factory-like systems. In some of the more intensively managed 'confinement' operations, animals are crowded in pens and cages stacked up like so many shipping crates. On these factory farms there are no pastures, no streams, no seasons, not even day and night. Health and productivity come not from frolics in sunny meadows but from syringes and additive-laced feed.
The new factory systems allow operators (not all farmers operate them and not all who operate them are farmers) to maintain a larger number of animals in a given space, but they have created serious problems for consumers, farmers and the environment, and they raise disturbing questions about the degree of animal exploitation that our society should accept. The factory farm is one of the more inappropriate technologies of this century: it requires high inputs of capital and energy to carry out a simple, natural process; it causes a costly chain of problems and risks; and it does not in fact produce the results claimed by its proponents. Moreover, the animal factory pulls our society one long, dark step backward from the desirable goal of a sane, ethical relationship with other beings and the natural world.
Factories Come… Farms Go
Right under our noses agribusiness has wrought a sweeping revolution in the ways in which animals are kept to produce meat, milk and eggs. It began in the years before World War II, when farmers near large cities began to specialize in the production of chickens to meet the constant demand for eggs and meat. These first mass-producers were able to turn out large flocks all the year round once poultry experts discovered the role of vitamins A and D. When these were added to the feed, chickens could be raised indoors because they no longer needed sunlight and exercise for proper growth and bone development.
Large-scale indoor production caught on fast around the urban market centres, but the new methods created a host of problems. Nightmarish scenes began to occur in the crowded sheds. Birds pecked others to death and ate their remains. In the poorly ventilated poultry sheds contagious diseases were rampant, and losses multiplied throughout the budding commercial poultry industry. But during the war years demand for poultry was high, and the boom in the chicken business attracted the attention of the largest feed and pharmaceutical companies, which put their scientists to work on the problems of massproduction. Breakthroughs began to come thick and fast. Someone found that losses from pecking and cannibalism could be reduced by burning off the tips of chickens' beaks with a blowtorch. Within another year or two an automatic debeaking machine was patented, and its use became routine. The development of a new strain of hybrid corn made for richer feeds, faster-gaining birds and a greater number of 'crops' of chickens each year for farmers. Foremost of the developments, however, was the discovery that sulfa drugs and antibiotics could be added to feed to help hold down diseases in the crowded sheds.
The chicken itself was not entirely ready for mass-production, and the poultry industry set about looking for a better commercial bird. In 1946 the Great Atlantic and Pacific Tea Company (now A&P) launched the 'Chicken of Tomorrow' contest to find a strain of chicken that could produce a broad-breasted carcass at low feed cost. Within a few years poultry breeders had developed the prototype for today's fast-flesh broiler, a chicken that grows to market weight in about seven weeks. The pre-war ancestor of this bird took twice as long to grow to market weight.
News of the successes on the meat side of poultry production rapidly spread to egg producers. They too went to work on engineering their own specialized chicken, the 'layer' hen, which would turn out eggs and more eggs. Today's model lays about 25 per cent more eggs per year than did the all-purpose backyard chickens of the 1940s.
Egg producers tried to follow broiler producers' factory ways, but they were faced with one major problem: confined layer hens produced tons of manure each week. Broiler producers had had the manure problem in their large flocks too, but their birds were in and out within twelve weeks, and accumulations could be cleaned out between 'crops'. Egg producers, however, kept their birds indoors for a year or more, and they needed a means of manure removal that would not disturb the hens or interfere with egg production. Unfortunately for the layer hen, they found it: producers discovered that they could confine their chickens in wire-mesh cages suspended over a trench to collect droppings. At first they placed their hens one to each cage, but when they found that birds were cheaper than wire and buildings, crowded cages became the rule. Although crowding caused the deaths of more layer hens, this cost was slight against the increased total egg output. Evidently profits were being made, for ever-larger cage systems rapidly took over the egg industry. Articles in the May and July 1978 issues of Poultry Management report that between 1955 and 1975 flock size in a typical egg factory rose from 20,000 to 80,000 birds per house, and that in 1967 44 per cent of the nation's 300 million laying hens are caged in automated factory buildings. The typical cage in today's egg factory holds four or five hens on a 12- by 18-inch floor area.
Having proven that the chicken could be reduced to an animal machine, husbandry experts began looking about for ways to extend factory technology to the other farm animal species. In the 1960s they began developing systems for pigs, cattle and sheep that incorporated the principles of confinement, massproduction and automated feeding, watering, ventilation and waste removal. The wire cage, which made everything possible for the egg industry, would not work for these heavier, hoofed animals. But an innovation was found: it was the slatted floor — rails of metal or concrete spaced slightly apart and built over gutters or holding pits. Now large numbers of animals could be confined indoors and held to rigid production schedules, for the hard work of providing bedding and hauling manure had been eliminated.
The basics of factory husbandry had been established. Now the job of refining mass-production systems and methods fell to husbandry experts, and it opened up a great new field for them. It opened up, as well, great new markets for the agribusiness companies that could profit from the expanded sales of feed, equipment, drugs and the other products required by the new capital-intensive technology. Humanity and concern retreated further as animal scientists, funded by grants from these companies, worked out the 'bugs' in the new systems.
The Factory Formula
Factory methods and equipment vary from species to species, but the principles are the same: to keep costs down and to manipulate animals' productivity upward. These principles ensure that factory animals are crowded, restricted, stressed, frustrated, held in barren environments and maintained on additivelaced, unnatural diets. Although factories exist, or are in development, for each species of farm animal, pigs, chickens and veal calves suffer the most under the new husbandry and, for that reason, their plight should be examined in more detail.
The modern chicken is a business creation; it comes from the sterile laboratories of a handful of 'primary breeders'. These companies sell breeding animals to a few hundred 'multiplier' firms, which in turn produce the chicks that go to egg and broiler farms. At the multipliers birds have the run of the floors in the breeding houses, for freedom and exercise produce a higher percentage of fertile eggs. The eggs are usually hand-gathered and placed in giant incubators.
If the hatchery is turning out birds for egg factories, the first order of business is the destruction of half the 'crop' of chicks. Males don't lay eggs, and the flesh of these specialized layer breeds is of poor quality — 'not fit to feed', as one hatchery worker put it. At some hatcheries 'egg-type' males are thrown into plastic bags and allowed to suffocate. Females of the strain are debeaked, vaccinated and sent to 'grow-out' houses until, at about twenty weeks of age, they are ready to start laying eggs. At this point they are installed in the automated cage layer house. After a year or two in the cages their egg productivity wanes and it becomes unprofitable to feed and house them. The factory farmer may decide to use 'force moulting', a procedure which shocks the birds into renewed egg productivity for another few months by leaving them in the dark for several days without food or water. After a force moult or two the hens are spent, and they are delivered to the processors to be turned into soup stock, frozen pies and other convenience foods.
With broiler strains males are kept and raised for markets, although they are separated from females on many farms. Debeaked and toe-clipped, day-old chicks are ganged up under heaters at one end of the long broiler shed. As they grow, the partition is moved down the building until the young birds take over the entire floor. On most farms the floor is covered with wood shavings or other absorbent litter material. Here the broilers have it a bit better than their cousins in the layer cages. Nor are they confined as long, for they reach market weight (about 3'/24b) in approximately eight weeks. But their numbers are huge: over-four billion broiler birds go through these systems each year in the USA alone.
Pigs are raised in a variety of systems, but there has been a trend towards larger farms with factory facilities. Some of these farms have 'total-confinement' systems in which the pigs never see the light of day until they go to market; they are conceived, born, weaned, and 'finished' (fattened) in specialized buildings similar to those used in the poultry industries. These farms typically keep a few boars and a few hundred breeding sows to turn out the pigs raised for market, but an increasing number of farms don't bother with boars, relying instead on artificial insemination.
Shortly after conception the factory sow's misery begins when she is moved to a 'gestation' building. On some farms she may share a small pen with other sows, but in the more intensive factories she is restricted to a narrow stall in which she can only stand or lie down. In either event, she remains in her pen or stall for about four months, during which she may be kept in darkness and fed only once every two or three days.
A week or so before her pigs are due, she is moved to a 'farrowing' building and restricted again to a narrow stall. This stall permits her to lie and stand, but she cannot walk or turn around; its purpose is to keep her in position only to eat, drink and keep her teats exposed to the baby pigs. Soon after birth the pigs receive a battery of injections; their 'needle' teeth are clipped; their tails are cut off; and their ears are notched for identification. Near weaning time, in a couple of weeks or so, the males are castrated without anaesthetic. At this point the sow goes back to the breeding area, and the pigs are moved to pens in the finishing buildings, where they spend about twenty weeks until they reach a market weight of about 220 Ib.
Veal factories are perhaps the harshest of all the confinement systems. Newly born calves are taken from their mothers and turned into anaemic, neurotic animals to provide the luxury-grade 'milk-fed' veal preferred by gourmet cooks and fancy restaurants. The young calves, stressed by separation from their mothers, are placed in narrow wooden stalls, lined up row on row in the confinement building. For between fourteen and sixteen weeks each calf is confined to a space scarcely larger than its own body and is often tied at the neck to restrict movement further.
The calf is fed only 'milk replacer', a liquid mixture of dried milk products, starch, fats, sugar, antibiotics and other additives. The milk replacer is deficient in iron to induce anaemia — a necessary condition if the producer's calves are to have flesh white enough to fetch the market price for 'prime' veal. No hay or other roughage is permitted, for that too might darken the flesh. Even the wooden stalls and neck chains are part of the plan, as these restrictions keep the calf from licking its own urine and faeces to satisfy its craving for iron.
Other species are now being exposed to factory methods. Sheep experts are perfecting confinement systems in the USA, Europe and Australia. Domestic rabbits are being raised in cage systems similar to those used by the egg industry, and the budding rabbit industry is working hard to increase public demand for rabbit meat. In beef cattle feedlots stress from crowding and an unnatural diet adversely affect the animals' health. Liver abscesses are common in these animals because their digestive tracts are geared more to roughage than to the steady diet of high-energy grain and growth promotants that they receive.
Factory Problems, Factory Solutions
The industrialization of farm animals has provided farmers with tighter controls over their herds and flocks and it has eliminated much of the labour of feeding, waste removal and other chores, but it has also created a whole new set of problems for producers. These problems are seen as challenges by an evergrowing army of experts who churn out increasingly elaborate management schemes to keep the system working. Constant manipulations of animals' anatomy, physiology, heredity and environment are required to keep health problems in check so that mass commodity production can be maintained at a profitable level. Chief among these factory-related health problems are stress and disease.
In confinement animals are subjected to a variety of stresses. When birds are debeaked or when calves or pigs are weaned prematurely or castrated, some die from the shock. These causes of stress are occasional, however, and after a few days of adjustment most of the animals return to 'normal'. But other causes of stress in the factory farm are continuous. The animals have no relief from crowding and monotony. In a less restrictive environment they would relieve boredom by moving; confined animals cannot. Nor have they relief from social disturbances caused by factory conditions. When animals are crowded and annoyed, the likelihood and frequency of aggressive encounters increases. When growing pigs are moved to larger pens, outbreaks of fighting can occur, leaving pigs dead or injured. In the restricted space of confinement pens less aggressive animals cannot get away to make the show of submission dictated by instinct. Some animals may become so fearful that they dare not move, even to eat or drink, and they become runts and die. Others remain in constant, panicky motion, a neurotic perversion of their instinct to escape.
Under socially stressful conditions cannibalism can occur, especially among poultry and swine. Cannibalism in poultry results from a distortion of the birds' instinct to establish a social hierarchy or 'pecking order'. Birds that have evolved over millions of years, socializing in flocks of about a hundred members, cannot establish a pecking order among the thousands on the floor of a modern broiler or turkey house. In these super flocks of birds would peck each other relentlessly if controls were not used. Caged birds have the opposite problem: each cage contains a small 'flock', and one member has to fall at the bottom of the social ladder. This unfortunate bird cannot escape its tormentors. In pigs cannibalism takes the form of tail biting, described by one expert, in an article published in the March 1976 issue of Hog Farm Management, as follows:
Acute tail biting is often called cannibalism and frequently results in crippling, mutilation and death . . . Many times the tail is bitten first and then the attacking pig or pigs continue to eat further into the back. If the situation is not attended to, the pig will die and be eaten.
For the factory farmer management of these stress-related problems calls for manipulation of both animal and environment but not relief of crowded conditions — the primary underlying cause. Stress and related health problems can be reduced by keeping animals in darkness or under very low-intensity lights. Many total-confinement veal and pig operations keep their animals in total darkness around the clock except for brief inspection and feeding periods. For the factory farmer, on the other hand, cannibalism calls for direct animal engineering: if the factory cannot be modified to suit the animal, the animal is modified to suit the factory. To ensure that stressed pigs cannot tail-bite, farmers routinely cut off ('dock') the tails of young pigs a few days after birth. Cannibalism among poultry is controlled by debeaking, an operation that removes the front one-third of the bird's beak. Broiler chicks require only one debeaking because they are sent to market before their beaks grow back. Most egg producers debeak their birds twice, once at about one week of age and again during the growing period when the birds are between twelve and twenty weeks of age.
In large flocks labor costs are high, and the debeaking procedure is carried out as quickly as possible; experts recommend a speed of about fifteen birds a minute. Patience and precision tend to give way in monotonous work, and the beaks of many birds are sloppily cut. According to F. D. Thornberry, W. O. Crawley and W. F. Krueger, whose article on debeaking appeared in Poultry Digest in May 1975:
An excessively hot blade causes blisters in the mouth. A cold and or dull blade may cause the development of a fleshy, bulb-like growth on the end of the mandible. Such growths are very sensitive and will cause below-average performance . . . Incomplete severance causes torn tissue in the roof of the mouth. The bird's tongue must be held away from the blade. Burned or severed tongues result in cull (worthless) hens.
Even if debeaking is properly done, it is painful and can affect birds' health later. Some debeaked birds do poorly during the production cycle and do not grow to full size because 'beak tenderness' makes it difficult for them to eat and drink.
On some farms at the same time as birds are debeaked their toes are clipped just behind the claw by the same hot-knife machine. This operation is said to keep the birds quieter, as it prevents 'back ripping' and fighting. To hold down pecking and fighting among males on breeding farms producers usually cut off their wattles and combs.
Heightened levels of aggression and activity take their toll of stressed animals in a more direct way. Like any over-worked machine, they simply wear out. Pigs in particular are prone to a reaction that we would probably call 'shock' if it occurred in humans; the pork industry calls it porcine stress syndrome (PSS). Pigs may literally drop dead from stress when they are weaned, moved to a new pen, mixed with strange pigs or shipped to market. A condition common in layer operations is termed caged layer fatigue (CLF). The fatigued birds have brittle or broken bones and a pale, washed-out appearance in their eyes, combs, beaks and feet. It is thought that they somehow withdraw minerals from their bones and muscles, and eventually these birds are unable to stand. In broiler operations, some birds suddenly jump into the air, give off a loud squawk and fall over dead. This 'flipover syndrome' is usually seen in the larger, fastergrowing birds, yet poultry experts say its cause is not known. One southern broiler farmer told me that he had been losing several birds a day from this condition, which he called 'heart attack'. He told me that the problem is 'in the birds — they grow too fast these days'.
Stress leads to a string of reproductive problems as well. Reproductive functions are not essential to survival at the moment of stress, and so the animal's system puts them 'on the back burner' until the stress is gone. Under constant stress reproductive functions are always on the back burner. Hence male pigs lose their sex drive, females fail to conceive and the offspring of these animals may have incompletely developed reproductive organs and may be slower to reach puberty.
In attempts to compensate for these problems, factory operators resort to manipulation of animals' reproductive systems. In some of the more intensively managed factory pig and cattle operations, females are dosed with hormones to synchronize their oestral cycles or to tune in their labour contractions and delivery times to the factory schedule. Although these procedures can cause shock or death, artificial control of oestrus, ovulation, gestation and birth provides greater control over the entire factory operation. Oestrus control decreases time between pregnancies, aids assembly-line artificial inseminations, increases the chance of conception and makes planning and record keeping easier. Use of prostaglandins to induce labour contractions makes calving and farrowing more convenient and predictable for the farmer. Injections of progestins or steroids bring on twin calves, larger litters of pigs and bigger lamb crops.
Even without the use of drugs, farmers speed up reproductive cycles by separating calves, lambs and pigs from their mothers much earlier than nature would. In nature a calf might nurse and run with its mother for about a year; on a dairy farm it is lucky to spend more than a day with its mother. Although most factory pig farmers leave their sows and pigs together for about three weeks before separation and weaning, a few are trying to wean only a few days after birth in order to rebreed the sow sooner.
In addition to the manipulation of sex and reproduction, factory experts control growth rates to increase production. The poultry industry has known for some time that birds' rates of growth and egg laying depend on the daily change in the ratio of light to dark. In the spring, when days grow longer and nights become shorter, birds' body cycles pick up and their rates of egg laying increase. It didn't take poultry producers long to figure out that control over light meant control over production. They began to experiment with various light schedules. Some broiler producers have total control over light in their windowless houses; others take advantage of sunlight during the day and use artificial lights after dark. Egg producers try to create the illusion of eternal spring by keeping the lights on a little longer each day. After about a year of this the flock's productivity drops, and many producers use 'force moulting' to revive it. A few birds die in the process, but most come through and begin producing all over again on a renewed pseudo-spring light schedule.
Under the stresses of factory life an animal's defences are down, and it is more prone to the infectious diseases that easily spread throughout crowded buildings, since the controlled environment of an animal factory can be a hothouse of air pollution and airborne germs. Even with powerful ventilators working properly, the air of pig and poultry factories contains dust raised by mechanical feeders and excited animals, and it is often laden with ammonia and other irritating gases from the manure pits. Because factory buildings are usually in use all the year round and are isolated from the cleansing effects of sunlight and rain, many develop what producers call 'bacteria build-up'. A producer may have relatively few health problems in a new factory building during the first year or two, but eventually the interior can become infested with a variety of disease-causing organisms. Farming magazines indicate that both pig and dairy factories are plagued with diseases, many of which are brought on by factory conditions.
This battle against bacteria calls for strict measures throughout the factory. Everyone — animals, managers and visitors — must follow a one-way route from building to building to avoid bringing germs back to younger animals. Between 'crops' of animals farmers sterilize practically everything inside with an arsenal of hot water, high-pressure hoses, acids, cleansers and disinfectant chemicals. Animal disease experts recommend 'health programs' — routine doses of sulfa, antibiotics, vitamins and other medications at regular intervals throughout the production cycle — to help hold down disease losses. Producers must also use pesticides to get rid of the mites, ticks, fleas and other insects that tend to build up around concentrations of animals.
The factory operator, if he or she is a good manager, tries to control temperature, humidity, light, ventilation, drafts, dust, odors, noise, fighting, disease, waste removal, the supply of food and water and everything else that makes up an animal's environment. But when hundreds or thousands of animals are confined in a single room, it is not likely that every element of the environment will be satisfactory to every individual animal. Thus the health of some animals fails, and the causes are so diffuse that they are difficult to trace. Because of this, and because the mass-production schedule does not allow for precise, individualized treatment of animals, many producers use a shotgun approach to disease: they reach for a syringe full of broad-spectrum antibiotics when any symptoms appear.
Throughout the factory, then, constant manipulation of animals is necessary to maintain a profitable flow of meat, milk and eggs. The factory process provides a prime example of the disparity in the way we view technology (our own works) and the way we view animals and natural processes: we worship technology; we despise animals and nature. Animals have been reduced to mere things for our use, and all of their complex and wonderful life processes — growth, mating, birth, death — have been subjected to human design and control. We are simply unable to accept animals — especially food animals — as beings in their own right. Until we do, we will not be able to achieve sane and ethical relations with the rest of the natural world.
Drug Dependence in the Factory
It's hardly an overstatement to claim that today's factory animals are drug-dependent. The US Office of Technology Assessment reported in Drugs in Livestock Feed that nearly all poultry, most pigs and veal calves and 60 per cent of cattle get antibiotic additives in their feed, and according the US Department of Agriculture's Northeast Regional Newsletter of June 1978, 75 per cent of pigs eat feed laced with sulfa drugs.
Although farmers receive instructions to withdraw additives from the feed before shipping their animals, sometimes slip-ups occur, and residues can show up in the products. A few years ago the General Accounting Office monitored the US Department of Agriculture's meat and poultry inspection programme and published its findings in a 1979 report entitled Problems in Preventing the Marketing of Raw Meat and Poultry Containing Potentially Harmful Residues. According to the report, 14 per cent of meat and poultry produces sampled by the Department between 1974 and 1976 contained illegally high levels of drugs and pesticides. The report stated: 'Of the 143 drugs and pesticides identified as likely to leave residues in raw meat and poultry, forty-two are known to cause or are suspected of causing cancer; twenty of causing birth defects and six of causing mutations.' More recently the US Food and Drug Administration has expressed concern that as many as 500 or 600 toxic chemicals may be present in the country's meat supply, yet no adequate testing and monitoring programme exists to check for them. In an article published in the New York Times on 15 March 1983, Marian Burros noted that at present the Department of Agriculture monitors residues of only sixty chemicals. Despite calls by the General Accounting Office in its 1979 report and by the Carter Administration in 1980 for expanded residue testing, the Department of Agriculture continues to take random samples at the rate of only one per 220,000 animals slaughtered. Many scientists and government officials believe this residue monitoring programme is inadequate considering the extent to which the livestock and poultry industries rely on drugs and chemicals today. 'There is a good chance that the American public consumes meat with violative levels of carcinogenic and teratogenic chemical residues with some regularity,' according to Carol Tucker Foreman, Assistant Secretary of Agriculture from 1977 to 1980, whom Marian Burros cites in her article. Because of the rising concern over consumer health and safety, Representative James J. Howard of New Jersey has introduced the Farm Animal Practices bill (HR 3170) before Congress. If enacted, it would establish a special commission to investigate the ramifications of the use of drugs and chemicals in modern farm production.
More subtle but potentially more dangerous, perhaps, is a shocking new kind of pollution created by drug-dependent husbandry methods. Animal agriculture's extensive use of antibiotics since World War II has unloaded these substances into the environment and has exposed them to a wide range of microorganisms. As a result, a number of common disease-causing germs — for example, the bacteria that cause diarrhoea, septicaemia, psittacosis, salmonella, gonorrhoea, pneumonia, typhoid and childhood meningitis — have now had long-standing exposure to antibiotics and have developed drug-resistant strains. This means that if you come down with a disease from one of these strains, a shot of antibiotics will not help as it might have a decade or so ago.
Farmers (and the Rest of Us) Are Victims Too
Ironically, the trend toward complex, expensive husbandry systems is hurting farmers and rural communities. Those huge buildings full of specialized floors and feeding equipment don't come cheap. A modern, family-sized pig factory can cost from a quarter to a half a million dollars and a modest dairy facility about the same — not counting the cost of the land and animals. These financial burdens are so great the factory farmers must keep their buildings at capacity twelve months of the year, working longer and harder than ever just to meet their loan payments. So much for the 'labor efficiency' of the modern factory farm!
Moreover, the high capital investments required are a lure for agribusiness companies, urban investors and other non-farm interests looking for tax relief. US tax laws allow them to deduct from taxes due up to 10 per cent of money invested in factory buildings, and many obtain other tax advantages through transactions involving breeding animals. Some of these investors (and some of the largest farmers) may be more interested in the tax breaks than in profits, and they tend to keep producing even when prices are down. This tendency to operate at capacity in order to cover capital costs has created chronic overproduction in the poultry, pork and dairy industries. Constant overproduction keeps markets depressed, and small non-factory producers have a hard time breaking even on their small herds and flocks. When this happens the small farmers tend to quit raising animals altogether, and more and more production falls into the hands of the largest, most intensive operations.
The poultry industry, the originator of factory systems, offers a clear example of how the trend towards capital intensification affects farmers. Chickens and eggs, along with hogs, used to be the mainstay of the small, independent family farm before the poultry scientists and agribusiness companies got involved. As Harrison Wellford has pointed out in Sowing the Wind, as late as 1959 nearly 60 per cent of broilers and most turkeys were grown by independent farmers and sold on the open market. Today some fifty agribusiness corporations produce over 90 per cent of poultry meat. The farm family has been reduced to the status of 'poultry peons' who turn out company birds on company feed according to company schedules and specifications.
Despite these problems associated with the trend towards factory methods, agribusiness experts keep looking for solutions, keep tinkering with animals to get gains in productivity. Too much, they feel, has been invested to think of turning back. Yet animals' efficiency as commodity producers has biological limits, and not even factory methods can continue to squeeze greater and greater productivity from them. 'Sounding the Alarm for Ag Research', an article by R. L. Kohls in the June 1977 issue of Confinement, notes, for example, that increases in milk production per cow have levelled off since 1972; egg production per hen has levelled off at about 230 eggs per year; and pigs saved per sow have actually decreased since 1969. Now that data like these are coming in, factory methods are beginning to look less and less attractive. Farming magazines report that high energy costs and production problems are causing a few farmers to go back to less intensive methods. Because of his unpleasant experiences with factory systems, one farmer complained to Hog Farm Management in March 1979 that 'ten years of confinement raises more questions than answers'.
There are many, many costs in the new factory methods and systems for raising animals, although agribusiness experts would have us hear only their talk of benefits. They are fond of using cost-benefit analyses to justify the use of antibiotics in feed, chemical growth promotants or nitrites to cure meats. They assert that the benefits to consumers from these uses outweigh the risks involved. But if this sort of test is to have any validity in agricultural affairs, it must take into account all the costs of factory methods, which include threats to:
* the health of consumers, who dine on fatty, chemically dosed, antibiotic-fed animals;
* the environment, as a result of the accumulation of huge quantities of noxious animal wastes;
* our limited stores of fossil fuels;
* starving people, whose lives might be saved by the food and agricultural resources we are wasting;
* the land, which is forced to produce more and more grain to be turned into meat;
* wildlife, whose habitat is destroyed to grow grain;
* farm families and rural communities, whose livelihood and economic vitality have been undermined by the headlong rush toward high-tech factory systems;
* the animals themselves, who are restricted, mutilated, manipulated and reduced to mechanized production units;
* human dignity and self-respect, as a result of carrying on all of the above on such a massive scale.
Factory methods of animal production are not, as some agriculture experts claim, the inevitable result of a 'natural tide of history'. They are the product of decades of government policy and corporate profiteering. Although the trend is reversible, the forces behind it are well entrenched. Therefore there can be no immediate end to factory methods; it will take patient struggle to bring sanity and humanity back to farming.
The New Movement Against Factory Farming
In Europe during the past two decades there has been rising concern about animal welfare, food quality and the other problems associated with factory farming. As a result, government is beginning to be involved in action against the worst abuses of animals in livestock systems. In Britain the publication of Ruth Harrison's book Animal Machines in 1964 stirred up a controversy that led to the appointment of a parliamentary committee to investigate the new husbandry methods. The Brambell Committee — nine scientists, agricultural experts and others — reported in 1965 to the Ministry of Agriculture, Fisheries and Food (MAFF). Among other things, it recommended the passage of a new law to safeguard animals that would set maximum stocking densities for various systems, prohibit the debeaking of poultry and the docking of pigs' tails, prohibit the close tethering of veal calves and gestating sows and require the provision of iron supplements and roughage for veal calves.
No such law was ever passed, but in 1971 the MAFF established voluntary codes for various species that largely ignored the substance of the Brambell recommendations. The few recommendations made were couched in terms such as 'may be necessary' and 'should preferably have', and some of these recommendations have been ignored in practice.
In 1981 the House of Commons Agriculture Committee published a report on the welfare of animals in poultry, pig and veal calf systems which made recommendations similar to those of the Brambell Committee, though more cautious in tone. Again, the report was critical of the MAFF and the Government's enforcement of farm animal protection provisions. Among other things, the Agriculture Committee recommended more research into animal behaviour under intensive conditions, a change in taxation policy to discourage undesirable methods and to encourage alternative systems, an 'early end' to veal calf crates, the phasing out of close confinement of gestating sows and tighter controls on tail docking and debeaking. In response, the MAFF has indicated that these recommendations will be ignored once again.
On the Continent a West German appellate court has ruled that the battery caging of chickens amounts to cruelty under that country's animal protection laws because the birds are permanently unable to act out their inherited behavior patterns. Enforcement of the decision is being stayed until the German Agriculture Ministry can study the economic impacts. The Council of Europe Convention for the Protection of Animals Kept for Farming Purposes underwrites the principle that farm animals must be housed, fed, watered and cared for in ways appropriate to their physiological and ethological needs. Most EEC countries have ratified this Convention, as has the European Commission itself. More recently, the Convention published a draft proposal that would establish minimum standards with respect to cage size, floor space, lighting, beak trimming and other factors to safeguard the welfare of laying hens.
Progress against intensive systems has moved beyond the study/ recommendation stage in Switzerland, where a 1978 law and subsequent regulations have outlawed many factory farming practices. These provisions will, in effect, make battery cages for laying hens illegal by 1991. Switzerland's veal calves must receive iron in their feed and roughage in some form. Pigs must be allowed rooting time with straw, roughage or other suitable material, and restricted sows must be allowed exercise time periodically. Other provisions establish standards for lighting, flooring materials, space and other environmental factors.
In the United States efforts to stop intensive practices lag behind Europe's because until quite recently public awareness was low. Now major broadcast and print media are reporting the issues, and a number of animal protection organizations are campaigning more actively against factory methods. The Animal Welfare Institute, the Food Animal Concerns Trust and the Humane Society of the United States all have staff specialists in intensive farming, who regularly publish up-to-date information about farm animal welfare issues. The Farm Animal Reform Movement also publishes valuable material, although this grassroots group's main concern is picketing, demonstrations and other forms of activism to increase public awareness of farm animal welfare issues. | <urn:uuid:5bb5c470-acab-4c6f-aace-67a62f1e2879> | CC-MAIN-2024-51 | https://all-creatures.org/mdi2/img/brave-new-farm.pdf | 2024-12-04T00:33:35+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066140386.82/warc/CC-MAIN-20241203224435-20241204014435-00058.warc.gz | 75,367,515 | 8,064 | eng_Latn | eng_Latn | 0.998869 | eng_Latn | 0.999142 | [
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ACT for Chronic Pain
(Created 18 February 2012 – Release June 2015) Lance McCracken, Ph.D.
INTRODUCTION
Unlike some treatments for chronic pain problems, ACT does not seek to cure or control pain or other symptoms as a primary aim. The focus is on helping patients to acquire effective behavior patterns guided by what they hold as important, their goals, and values. The primary aim is to change behavior by changing the way people experience their thoughts, feelings, and sensations, not to change the thoughts, feelings, and sensations themselves. This is to disconnect people from struggling with pain and other symptoms and to connect them with their values and the means to reach their goals
The model of treatment here is based on Acceptance and Commitment Therapy (ACT) and can include mindfulness-based methods and other skills training, depending on the needs of the person seeking treatment. The primary treatment processes from ACT include acceptance, cognitive defusion, committed action, contact with the present moment, self-as context, and values. The aim in treatment of course is not that the patient will understand or believe these as psychological process – it is that they will engage in behavior patterns that include these processes.
The model of treatment is shown in the following Figure:
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The ACT Treatment Question
(4) AND do what takes you in the direction
(5) Of your chosen values
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NOTES ON SESSION MANAGEMENT AND STYLE
1. The treatment components described here are designed to assure the particular processes are taken into focus. They are designed to be delivered flexibly according to ongoing analysis of behavior problems patients present, guided, as needed, by supervision.
2. The primary processes here are specified in a roughly sequential fashion, and that sequence may work well for many patients, however, it is also possible to deviate from this sequence if that achieves a better result.
3. One goal here is to be sure that each process that is relevant to the individual is delivered as needed. Most of the processes will be brought into sessions repeatedly even if subsequent applications are brief.
4. The order in which processes are addressed is flexible, although there are advantages in some ways in starting with modules 1 and 2.
5. Sessions will usually progress by checking in with patients, seeing what has happened since the last meeting, often picking up a thread from the previous session, and watching what important psychological content or processes emerges to address.
6. Clinical skills around reflective listening, empathy, pace, and building a relationship are important; and it is probably useful to keep a focus on these without getting too focused or exclusively focused on all of the interesting ACT methods and exercises.
ACT Therapeutic Stance
Below we have detailed aspects of what is called the ACT Therapeutic Stance as a reminder. Consider what each of these notions means and how to incorporate them into interactions with patients, and review them as needed.
* Equal, vulnerable, compassionate, genuine, and respectful of client's inherent ability to make change.
* Willing to self-disclose when in the interest of the client.
* Fits methods to the needs of the client and situation.
* Tailors methods and exercises to client.
* Models acceptance of challenging content, including the client's difficult feelings, without needing to fix it.
* Uses exercises, paradox, metaphor, and de-emphasizes literal sense.
* Brings emphasis back to client's experience not the therapist's opinions.
* Does not argue, lecture, coerce, or attempt to convince.
* Recognizes process of flexibility in the moment and supports them within the therapeutic relationship.
Building Committed Action
ACT is a behavioral therapy and behavior change is key. In this guide there is a specific "committed action" part of treatment. In addition to this the therapist should keep an eye open for any occasions when committed action work can be done regularly, within each session and between sessions. Enhancing values-directed committed action is in some ways the main purpose of treatment and it creates opportunities for the practice of willingness, defusion, contact with the present, and observer skills. This is because even small movements toward experiences or activities that have been avoided can provoke the appearance of potential barriers.
It is easy to drift into talking about the problem or talking about behavior change in a disconnected way and to miss chances to DO behavior change. This is a reminder then to avoid this potential pitfall.
In session there are many potential occasions for committed action, such as choosing to bring painful experiences into the room and sit with them. When committed actions are achieved in sessions the patient can be asked if they are willing to commit to doing the same thing outside of session. When treatment time is short and the focus is on behavior change, there needs to be action, engagement, and taking steps (without pressure and coercion), experiencing what happens, and then flexible persistence, and generalizing – this cannot wait until the end.
The following brief outline can provide a guide for how to enhance committed action when occasions present themselves.
1) Identify relevant high-priority values domains and develop an action plan.
2) Help the patient commit to and take action.
3) Attend to and meet barriers to action with willingness, defusion, contact with the present, and self-as-observer skills.
4) Generalize to larger patterns of action and to wider situations over time.
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UNDERMINING EXPERIENTIAL CONTROL
The purpose of this session is to begin to establish what treatment will be like and to establish the agenda. Patients are often following an agenda already: I don't want to feel pain, I don't want to feel fear, I want to feel happy, and so forth, and then my life will be good. This session will gently investigate whether this is working or whether, as is often the case, it is a trap that is creating suffering and not reducing it.
1. At some point be sure that there has been a description of treatment, a rationale, an agreement from the patient and consent. Some primary principles in this treatment approach:
* Suffering is normal
* You cannot ultimately reduce all suffering, but you can amplify it, increase its impact on your life, and create a traps in the process of struggling
* You can learn how to live a good life without needing to reduce your pain
* In order to do this you can learn to live in the present, to let go of certain things, and to connect with other things, and we can talk more about that later.
2. Briefly discuss confidentiality, attendance, and "willingness" to participate in particular methods.
a. Consider describing your role and values as a therapist briefly.
b. Patients often feel pressured to do what therapists ask them to do. Reduce the role of this social pressure by clarifying that patients have the right to choose to participate within their own willingness to do so.
c. Return to this idea as needed at other times when exercises include "exposure" to uncomfortable or distressing experiences.
3. Observe whether the patient seems settled, focused, and the like.
a. Meet worries as normal reactions and avoid talking anyone out of these.
b. Welcome skepticism and encourage patients to see if what treatment offers appears useful to them. Engaging in treatment with skeptical thoughts is flexible.
c. Believing it will work is not necessary - willingness to participate is another process that can support engagement.
NOTE: Before moving on here consider introducing a brief willingness exercise. This can be used as a demonstration of typical exercises, and the willingness process can be further called on during subsequent parts of this session.
4. The focus of the session today is on what is being learned about managing pain.
a. Consider looking at how long the pain has been present.
b. Consider looking at the experiences (thoughts, feelings, urges, and so forth) that happen here when talking about this.
5. Use the worksheet called the "The Struggle with Pain," ask the patient to complete it, and structure the session around the results.
REMEMBER HERE: Focus on the process and not just trying to get certain answers!
6. Does experience show that pain can be reduced?
7. Does experience show that actions to reduce pain make life better, freer, and bigger; or do they make it smaller, more restricted, and more dominated by pain?
8. See if it is emerging that many things have been tried, yet they have not had great success in terms of long term relief or quality living.
9. Look at results gently, inquisitively, and avoid arguing about results or trying to "prove" that pain control is an unworkable goal. Do not force a conclusion.
10. See if it emerges that the solutions have become the problem and that there is a "vicious cycles" quality to what is happening.
11. Allow for feelings of discouragement without trying to reduce these - maybe there is no way ultimately to control pain and live well at the same time.
12. If patients push for an answer to this problem, notice that this may be the same as what is happening to them everyday: it's the urge again to find an answer, fix it, make it stop again, and so on. See if it is possible for the patient to make room for these without doing what they say, not forever, but just in this moment.
13. If needed, slow down this interaction or backup, to get contact with experience of what is called "creative hopelessness," hopeless because of the clear unworkability of pain control, and "creative" because once we see that something is not working something new can be tried.
14. This session is not about getting the patient to believe or agree that their agenda has been mistaken or that control is the problem – it is getting them to contact what their circumstances include and sit with these experiences.
15. "Roll with resistance," bring the patient's awareness to how the mind does not want to let go of solving this problem and so on.
16. Consider the "Man in a Hole" or "Tug of War with a Monster" metaphors, or consider one or another of the "don't think" or don't feel type exercises.
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BUILDING WILLINGNESS SKILLS
The purpose of this part of treatment is to help patients to develop what we will call their "willingness skills." This is their ability to
* Contact feelings of pain and emotional distress related to their chronic pain without acting to block or control them when this is not useful and to
* Engage in chosen activities fully, whether these include unwanted feelings or not.
The goals of this material are to help the patient (a) experience unwanted sensations and emotional experiences as natural responses linked to their personal history, (b) learn to experience feelings of pain and distress as no more than what they are, (c) gain an awareness of secondary distress or how distress is multiplied by responding with defense to our own distress, and (d) gain the ability to freely contact unwanted emotions when pursing goals or values requires it.
1. Review previous material and recent experiences briefly and notice issues to focus the session on the process of willingness.
2. Unless something otherwise emerges, ask the patient to consider for a few moments doing something they want to do but have not done due to pain or other feelings. Ask them to write it down. As they consider this, what shows up? What stops them? And, write these down.
3. See if life is like this…
Metaphor: Passengers on the bus
It is like you are a bus driver and you want to go where you want to go. At the same time on this bus are these scary passengers. They don't always want to go where you want to go, and when you don't go their way they let you know about it. They may rush up behind you, crawl all over you, and threaten you. They essentially bully you so you do what they say. You choose not to go where you want to go and they settle down, into the back of the bus and out of sight. In the meantime you're driving around in circles and not going anywhere in particular, just driving aimlessly. Now you may get fed up with this eventually. You may stop the bus and try to toss these passengers off, but there are many and they fight you. And notice that all the time you fight them the bus is not going anywhere. And so it's back to the old agreement, if they leave you alone you will only go where they say and nowhere else. Notice this interesting part, the key thing, these passengers have never done you any physical harm, they cannot, and never will. All they got over you is the ability to intimidate. The only power they have over you is the power you give them. You are the driver yet you trade your control over the bus to keep the passengers away. You may say that this is silly or that you do not have to put up with this. The truth is you do have passengers and they are your thoughts, feelings, sensations, urges, memories and the like.
4. We will talk more about "thoughts" at another time, and right now the focus is on moods, emotions, feelings, and body sensations.
5. Do you notice that there have already been times in your life when you have felt afraid and approached what you feared, felt tired and acted like you had energy, or felt pain and done an activity, perhaps because it was important, etc.
6. So, from this, as a matter of experience not belief, do feelings need to control our behavior?
7. Often the difference between occasions when feelings influence our behavior and when they do not is in whether we resist or struggle with these feelings or not. Whether we are willing to have them, make room for them, or even actively embrace them. If you are unwilling to have the passengers come up from the back of the bus, you can only go where they say. If you make room for your passengers, you can go wherever you want. This is not something to believe by the way, it is something to check in your experience, and something to do.
8. Ask the patient once again to consider something they want to achieve in their life or something they want to do, or ask the patient to recall a relevant recent event, within the last two weeks, when they were struggling with some experience they did not want to have. This type of query can create an appropriate start to one or another of the standard willingness exercises.
Exercise: Willingness
Ask the patient to close their eyes, focus on an experience they have struggled with, and describe it. Look for reactions, thoughts, urges, feelings and sensations that show up. Notice problem-solving, resistance, avoidance, and the like. Then guide the patient through the following three steps:
1. Observe. Identify where emotional experiences are located in the body and focus on the details of these with interest and curiosity (what part of the body?, where are the boundaries?, what are the qualities?, sharp or dull?, surface or deep?, hot or cold?, changing or staying the same?, and so on)
2. Breath. Include with these sensations a focus on, or connection with, the breathing. Breathe with the sensations.
3. Open up. Notice any tendencies to move away or avoid the experiences move deeper into them, embrace them, or make room for them instead. Instead of defending against them allow them to be present. This is not the same as liking them, it is simply saying "yes" to them, saying I will have you, giving permission.
9. You may introduce the notion of clean versus dirty discomfort.
a. Clean discomfort is the honest emotional experiences we get from living a full life.
b. Dirty discomfort is the additional distress we get from struggling with clean discomfort, resisting honest feelings, criticizing ourselves, or putting ourselves down for honest feelings.
10. Consider using the Chinese Handcuffs exercise on this occasion or another occasion [you will need a supply of Chinese finger traps to do this!]
Exercise: Chinese Handcuffs Metaphor
I wonder if the situation here is something like this [hand patient Chinese finger trap]. Did you ever play with these when you were a kid? We called them "Chinese handcuffs." They are also called Chinese finger traps. Check this out. This is just a tube of woven straw. Now, push both index fingers in, one into each end, and see what happens. You notice that as you pull them back out, the straw catches and tightens. You may notice other things that happen, such as in your feelings or thoughts. What's happening here? See, the harder you pull, the smaller the tube gets and the tighter it holds your fingers.
Maybe this situation with pain, distress, and the other experiences come with it, is something like this trap. Maybe there is no healthy way to get out of pain or distress once we are stuck in it, such as when it is a chronic condition, and any attempt to do so just restricts your room to move. Have you noticed something else about this little tube?
With this little tube, the only way to get some room is to push your fingers in, which makes the tube bigger. That may be hard to do at first, because everything your mind tells you casts the issue in terms of "in and out" not "tight and loose." But your experience is telling you that if the issue is "in and out," then things will be tight. Maybe you need to come at this situation from a whole different angle, different than what your mind tells you to do with your experience of suffering.
Is this "moving in" something they could do when they are struggling to get out of experiences outside of session? Let's identify some possible situations.
11. Consider using as homework the exercise that includes "filling the head" exercise that includes experiences that occasion defense and struggling (see attachments).
12. Generalize the use of willingness skills outside of session.
a. When some type of avoidance is happening observe and label emotional experiences and carefully connect with the particular physical sensations these entail.
b. Breathe with these sensations.
c. Open up, embrace, or move toward the feelings or sensations if this is what achieves your goal.
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COGNITIVE DE-FUSION
Processes of thinking and reconstructing reality based on the content of thinking are so automatic and overwhelming that we have little awareness at the time that they occur. Thoughts are constantly "catching us up," hooking, entangling us, and restricting or misleading our behavior. One goal in treatment is to loosen the influences on behavior from thinking, imagining, urging, and language in general, and to connect it with what can be contacted at the level of the senses.
1. Check in, listen, and observe how the patient is doing and what concerns or feelings are present; use reflective listening. Still, take care that the session does not drift.
2. Unless there is another important treatment priority, introduce that the purpose of this part of treatment is on developing what we will call "cognitive defusion skills" or the ability to "get out of your mind."
3. Remember that life is like driving a bus and this bus has our passengers in it. Some of these passengers are thoughts, beliefs, images, or urges
4. As with willingness skills defusion skills are not about changing thoughts (or pain or emotions) – they are about avoiding some of the ways our thoughts can pull us into struggling, defending ourselves, or trying to solve problems that don't need to be solved. Defusion is about being able to catch the process of thinking and to lessen some of the impact of the content of thinking.
5. One theme to include here is the notion that our minds have evolved to protect us not to make our life happy and full (elaborate on this if it is useful). In this sense "your mind is not your friend."
6. Say something like the following…
a. We would like to do some exercises that help us to understand the role of our mind and thinking in presenting barriers to our goals and doing what is important to us.
b. Notice, when we start to look at your thoughts your mind will try to make this a game about "right or wrong" or " true or false," and what we want to do instead is make this a game of "is it useful" or "does it help you get what you want."
c. As we go along notice that there is a difference between having a thought and following or "buying" a thought.
7. Let's look at some aspects of language and thinking. Do not do all possible exercises, select as you see fit!
Exercise: Milk, Milk, Milk
Have you ever noticed that thoughts/worries that bother you might not be what they seem? Things get really sticky when we believe that our thoughts are literally what they say they are, especially thoughts about ourselves that are evaluative and judgmental. For example, "Deep down, there is something wrong with me." And we tend to experience our thoughts, and what they say, as true and real. For example, we often believe we are what our thoughts say we are. We usually don't even notice that words like "deep down, there is something wrong with me" are thoughts. However, are you really what your thoughts say you are?
What if I say that thoughts are simply thoughts, nothing more and nothing less, rather than what they say they are? What if I say your pain is not what your thoughts say it is and you aren't the thoughts you have about yourself. It might be difficult to understand this point, so let's do a little exercise.
As I say, this exercise sounds silly. I'm going to ask you to say a word. Then you tell me what comes to mind. I want you to say the word, "Milk".
Now tell me what comes to mind when you said it?
What shows up when we say "Milk".
Can you feel what it feels like to drink a glass of milk? Cold, creamy, coats your mouth…right?
O.K. let's see if this fits. What came across your mind were things about actual milk and your experience with it. All that happened is that we made a strange sound — Milk --and lots of those things show up. Notice that there isn't any milk in this room. Not at all. But milk was in the room psychologically. You and I were seeing it, tasting it, and feeling it, to some extent. And yet, only the word was actually here.
Now, here is another exercise. The exercise is a little silly, and you might feel embarrassed doing it, and I am going to do it with you so we can all be silly together. What I am going to ask you to do is to say the word, "milk," out loud, over-and-over again, and as rapidly as possible, and then notice what happens. Are you ready?
O.K., Let's do it. Say, "milk" over and over again! (30 seconds). O.K. now stop. Tell me what came to mind while you kept repeating it?
Did you notice what happened to the psychological aspects of milk that were here a few minutes ago?
It's just a sound.
Creamy, cold, gluggy stuff just goes away. When you said it the first time, it was as if milk was actually here, in the room. But all that really happened was that you just said that word. The first time you said it, it was "psychologically" meaningful, and it was almost solid. But when you said it again and again and again, you began to lose that meaning and the words became just a sound. What I am suggesting is that… What happens in this exercise may be applied to our personal thoughts about ourselves or toward other people or situations. When you say things to yourself in addition to any meaning behind those words, isn't it also true that these thoughts are just thoughts? The thoughts are just smoke, there isn't anything solid in them. They are just words, sounds in our heads.
Now let's try something different.
Take a negative thought about pain and write it down, and try to find a "hot" and personally relevant one. Then try to reduce this to a single word if possible. It could be a word like "horrible" or "unbearable." Then write down this word.
Now write down how distressing this word it related to the pain from 0 meaning not at all distressing to 100 meaning the most distressing imaginable.
Next write down how literally true or believable this word seems as it applies to the pain.
Again 0 mean not at all believable and 100 means the most believable you can imagine.
Now take the word and do the same thing as was done with the word "milk." Say it as fast as possible for about 30 seconds.
What happens?
Now rate how distressing and how believable. Does this change?
Exercise: Labeling Thoughts as What They Are
One way to catch thoughts before they pass by unnoticed is to label them as what they are. This can also be done with emotional feelings, sensations, memories, and urges.
Instead of saying or thinking "my pain is terrible today" you can add a phrase and say "I am having the thought that my pain is terrible today."
Let's try this. Consider a situation that you have struggled with lately. Focus on it and notice a thought that occurs as you do. Find a particularly impacting thought and distill it down to its bare essence, like with just a couple words.
Now with this thought in mind, first focus on that thought and try to believe it as best you can for about 20 seconds. What happens?
Now, rephrase it in your thinking so that you experience that you are "having" the thought that….again, for about 20 seconds. So the way to say it in your mind is "I am having the thought that…" Experience what happens when you experience your thought this way. Notice what happens? Does anything change?
Next, rephrase the thought inside the expression "I am noticing that I am having the thought that…" Again, as you repeat this phrase and experience your thought this way what happens? Notice the experience and if it is different.
Maybe we can try this right now for a little while, just labeling our experiences as they happen and reporting them to each other.
For the next week, how about if you apply this process in our own self-talk. Apply labels to your thoughts, memories, feelings, sensations, and urges. You don't have to talk this way out loud to other people, but you can if you want to.
Exercise: "Get off Your Buts."
* This exercise is to show how habits of speech sometimes present barriers to functioning where they do not need to exist, particularly when it comes to the experiences of thoughts, feelings and sensations.
* Start by asking if the patient ever notices the experience of the word "but."
* Notice, it is a word that can get people into difficulty, telling us that we need to be prevented from doing something when that may not be true.
* If one were to look up "but" in the dictionary, one would find that it means "except
for the fact." When "but" is used it means that the phrase before the "but" would be true except for the fact of the phrase following the "but."
* "But" means that there is a contradiction, that both phrases cannot be true, the first phrase is limited by the second. I might say, "I would like to get out of bed in time for work BUT I feel sleepy." The "but" implies that something about feeling sleepy needs to get in my way of pushing back the duvet, putting my feet on the floor, and standing.
* There are many examples that can be considered: "I love my partner but I am angry at her," "I want to be a good friend but I have no patience right now," "I would go out with my friends tonight but I have pain (feel tired, feel anxious, etc.)" and so on.
* It is useful to note that for each statement like this a contradiction is implied but what is experienced is simply two things at once, an opportunity or a desire to act in a certain way AND a feeling or thought.
* This is important. Two experiences are occurring, such as love and anger, or a wish to be a good friend and impatience. It is not being directly experienced that they are irreconcilable although the "but" implies that they are.
* On occasions where "but" is used to imply a conflict between a course of action and a feeling, it is almost always a more accurate reflection of reality to replace the "but" with the word "and," "I love my partner AND I feel angry," or "I want to go out with friends AND I feel pain." After this discussion patients can be asked to watch when they use the word "but" and replace it with the word "and" to open up more free choice of actions that may be in directions they most want to go.
8. Just one more thing. How will you know when you may need to use your defusion skills? Here are some clues:
a. Your thoughts are old, familiar, stale, and lifeless.
b. You are so deep into your thoughts that the world outside your thoughts disappears.
c. You are doing a lot of comparing or evaluating.
d. You are stuck in other times, either the past or the future.
e. Your thoughts have a heavy "right and wrong" feeling.
f. Your thoughts are busy, racing, repetitive, or confusing.
NOTE: In this defusion material, consider an active or interactive exercise, such as take your mind for a walk.
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CONTACT WITH THE PRESENT MOMENT
One of the problems with thoughts is that they disconnect us from the world as it is available to our senses and they disconnect us from the present moment. Stuck inside our thoughts it is like we are living a past filled with losses, regrets, and pain, or in a future filled with fear and worry.
1. Check in with between session work and progress.
2. There are two exercises to do in this part of treatment. Both of these are to help in skills to stay more focused on the present.
3. One of the exercises is called "tracking thoughts in time."
4. The other exercise is a body awareness exercise.
Exercise: Tracking your thoughts in time
Because there are so many things to be mindful of, and this practice is not easy to develop, we want to start off small. I would like to begin by having you track your thoughts along a single dimension – time.
When thoughts, feelings, or bodily sensations arise, they tend to be associated with a certain time period in your life. Some lie in the past, some in the present, and some in the future. Even fantasies that have no basis in reality at all are generally associated with a particular time frame.
To see this more clearly, take the next five minutes and track where in time your thoughts lie. Take a moment to center yourself. Breathe deeply and slowly from your abdomen a few times. When you are relaxed, just let your mind wander at its will and watch what comes up.
While doing this, put your finger on an imaginary time line, either on a table in front of you or somewhere like your trouser leg. As thoughts arise, slide your finger to the point on the time line that the thought corresponds to. Imagine the time line including five points: distant past, recent past, present, close future, and distant future. You can choose any of these points for any thought that arises. However, note that this is a continuum, and you can use any point that makes sense, not just one of the five points. Try to be accurate about what is happening without judging what comes up. Just watch it and note where in time the thought lies.
Now, take the next five minutes, let your mind go, and track your thoughts in time.
(after five minutes) What did you notice about your thoughts? Was there a specific time that kept coming up, or did your thoughts move throughout time? Write a few notes on your experience:
It is likely that your thoughts moved around throughout time. If they kept moving back to one place, that's fine too. The point is simply to notice the thoughts and where they occur in time. There are no judgments that need to be made based on this information.
Learning to be mindful of where in time your thoughts are can be helpful in shifting your focus to the present moment. Let's repeat the exercise with a slightly different intention.
This time do the exercise with the (gentle, defused) intention to stay more in the present. When your mind drifts and your finger moves to the right or left, just notice what is actually happening in the present moment. If you are drifting, notice that. If you are having a thought about the future or past, notice that you are now having a thought. When you do that, you are back in the present and your finger will be able to drift back toward the middle.
Notice that if you get too intentional ("I must go for the next five minutes with my finger on the word 'present'"), you will actually enter the verbal future, or past ("I haven't been doing it!"). If that happens, notice that you are now having a thought, and let go of your fusion with the content of that thought.
With practice, you can stay in the present for a larger percentage of time, and your finger will serve as a kind of biofeedback meter to train you in all of the methods your mind uses to knock you out of the present. This exercise can be done anywhere, anytime. You can do it easily while walking, sitting, or standing. It is fun and a useful little form of practice.
Exercise: Free Choice Bodily Awareness
* Gently close you eyes.
* Be aware of sounds for a few moments and then gently turn your attention to your breathing.
* Notice your ears become more alert.
* Spend a few moments just paying attention to your breath, such as around your nose, or in your chest.
* If you find your mind wandering, as minds tend to, gently say to yourself "wandering" and refocus on the breath.
* After following your breath for a period of 1 or 2 minutes, gently release your attention from breathing and begin to attend to whatever arises in your body.
* You may notice a tingling sensation, numbness, pain, warmth, cold, pressure, or some other sensation.
* Your job is to simply notice what you notice and let it go, moving on to the experience of the next moment.
* Simply follow whatever comes into your awareness of your body from moment to moment.
* Allow sensations to be present for you without trying to block them.
* Don't cling to any experience; gently observe.
* Notice how they come and go.
* Notice how your mind will hook you and take you out of the process. There may be judgments or evaluations of sensations that are present or there may be urges to do something with the sensations present – bring your attention back and simply notice – this is all part of the process.
* This exercise is about simply being present with the changing sensations of your body.
* Now (after about 6 minutes), return your attention to your breath, for a couple minutes.
* Then gently open your eyes, completing this exercise.
5. Both of the exercises from his part of treatment can be readily practiced between sessions. Negotiate some level of practice of some combination of these for a week or two, preferably daily, with the idea that if they help practice can continue on some basis.
6. Address practice of these with goal-setting methods.
7. Also, consider the "notice five things" exercise (appendix) for use in session and self-directed practice.
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SELF AS CONTEXT AND THE OBSERVING SELF
Earlier the notion was introduced that "you are not your thoughts." This may be a provocative idea and in different senses this is both true and untrue, and that is not the point. The point is that thoughts we have about ourselves, our stories of who we are, can be among the most sticky and entangling experiences we have. These experiences can provoke the most struggling or defense and can be painful. In this part of treatment the focus is on developing a skill set we call "observing self," "observer self," "self-asobserver," or the like. This is about observing experiences from a certain point of view or from a certain distance. For patients we say "this is distinctly something you can do but not something your mind or thinking self can do," so we do this by practicing the experience of it.
1. Check in with exercises done, between session practice, progress being made, and barriers being encountered.
2. Use process of psychological flexibility and address issues that appear important to overall progress.
3. Set the agenda for the session: building self-as-observer skills.
4. The primary exercise to do here is called the "observer exercise," although others can be substituted, such as the "experientially I'm not that" exercise from GOYM.
5. And first, a brief exercise to get in touch with who you think you are.
Exercise: The Conceptualized self
We all have explicit and implicit thoughts and beliefs about who we are as a person. We basically take these as literally true without ever questioning them and often without consciously noticing them as what they are.
Let's record some of our answers to the following questions.
I am a person who…
I am a person who does not…
I am a person who cannot…
The best thing about me is…
The worst thing about me is…
Consider for a minute whether you have any investment in any of these, particularly the negative ones. Ask yourself, if a miracle happened, and this thing could disappear, who would be made wrong by this? Alternatively, is there any way it which this thing must continue for you to continue to be "right." That may sound strange but consider these questions and see what appears.
One of the problems with the labels we assign to ourselves is that we are automatically pulled into defending them as if they are true. This happens because we are both expected to "know" who we are and act that way. And, what if this is not necessary?
Would it be possible to let go of the labels, the self-evaluations, if this would help you to
live the life you want to live?
Exercise: "Observer Exercise"
We are going to do an exercise now that is a way to begin to try to experience that place where you are not your programming. There is no way anyone can fail at this exercise: we're just going to be looking at whatever you are feeling or thinking, so whatever comes up is just right. Close your eyes, get settled into your chair, and follow my voice. If you find yourself wandering, just gently come back to the sound of my voice. For a moment now, turn your attention to yourself in this room. Picture this room. Picture yourself in the room exactly where you are. Now begin to go inside your skin and get in touch with your body. Notice how you are sitting in the chair. See if you can notice exactly the shape that is made by the parts of your skin that touch the chair. Notice any bodily sensations that are there. As you see each one, just sort of acknowledge that feeling and allow your consciousness to move on (pause). Now notice the emotions you are having, and if you have any, just acknowledge them (pause). Now get in touch with your thoughts and just quietly watch them for a few moments (pause). Now I want you to notice that as you noticed each one of these things, a part of you noticed them. You noticed those sensations … those emotions … those thoughts. And that part of you we will call the "observer you." There is a person in there, behind those eyes, who is aware of what I am saying right now. And it is the same person you've been your whole life. In some deep sense, this is observer you is the "you" that you call you.
I want you to remember something that happened last summer. Raise your finger when you have an image in mind. Good. Now just look around. Remember all the things that were happening then. Remember the sights … the sounds … your feelings … and as you do that, see whether you can notice that you were there then, noticing what you were noticing. See whether you can catch the person behind your eyes who saw, and heard, and felt. You were there then and you are here now. I'm not asking you to believe this. I am not making a logic point. I am just asking you to note the experience of being aware and check and see whether it isn't so that in some deep sense the you that is here now was there then. The person aware of what you are aware of is here now and was there then. See whether you can notice the essential continuity – in some deep sense, at the level of experience, not belief, you have been you your whole life.
I want you to remember something that happened when you were a teenager. Raise your finger when you have an image in mind. Good. Now just look around. Remember all the things that were happening then. Remember the sights … the sounds … your feelings … take your time. And when you are clear about what was there, see whether you can, just for a second, catch that there was a person behind your eyes then who saw, and heard, and felt all of this. You were there then too, and see whether it isn't true – as an experienced fact, not a belief – that there is an essential continuity between the person aware of what you are aware of now and the person who was aware of what you were aware of as a teenager in that specific situation. You have been you your whole life.
Finally, remember something that happened when you were a fairly young child, say around 6 or 7. Raise your finger when you have an image in mind. Good. Now just look around again. See what was happening. See the sights … hear the sounds … feel your feelings … and then catch the fact that you were there, seeing, hearing, and feeling. Notice that you were there behind your eyes. You were there then, and you are here now. Check and see whether in some deep sense the you that is here now was there then. The person aware of what you are aware of is here now and was there then.
You have been you your whole life. Everywhere you've been, you've been there noticing. This is what I mean by the "observer you." And from that perspective or point of view, I want to look at some areas of living. Let's start with your body. Notice how your body is constantly changing. Sometimes it is sick, and sometimes it is well. It may be rested or tired. It may be strong or weak. You were once a tiny baby, but your body grew. You may have even had parts of your body removed, as in an operation. Your cells have died, and not all the cells in your body now were there when you were a teenager, or even last summer. Your bodily sensations come and go. Even as we have spoken, they have changed. So if all this is changing and yet the you that you call you has been there your whole life, that must mean that although you have a body, as a matter of experience and not of belief, you do not experience yourself to be just your body. So just notice your body now for a few moments, and as you do this, every so often notice that you are the one noticing [give the client time to do this.]
Now let's go to another area: your roles. Notice how many roles you have or have had. Sometimes you are in the role of a [fit these to the client; e.g., "mother … or a friend … or a daughter … or a wife … sometimes you are the respected worker … other times you are a leader … or a follower, " etc]. In a world of form you are in some role all the time. If you were to try not to, then you would be playing the role of not playing a role. Even now part of you is playing a role … the patient role. Yet all the while, notice that you are also present. The part of you you call you is watching and aware of what you are aware of. And in some deep sense, that you does not change. So, if your roles are constantly changing, and yet the you you call you has been there your whole life, it must mean that although you have roles, you do not experience yourself to be your roles. Do not believe this. This is not a matter of belief. Just look and notice the distinction between what you are looking at and the you who is looking.
Now let's go to another area: emotions. Notice how your emotions are constantly changing. Sometimes you feel love and sometimes hatred, sometimes calm and the tense, joyful – sorrowful, happy – sad. Even now you may be experiencing emotions – interest, boredom, relaxation. Think of things you have liked and don't like any longer; of fears that you once had that are now resolved. The only thing you can count on with emotions is that they will change. Although a wave of emotions comes, it will pass in time. Yet while these emotions come and go, notice that in some deep sense that "you" does not change. It must be that although you have emotions, you do not experience yourself to be just your emotions. Allow yourself to realize this as an experienced event, not as a belief. In some very important and deep way you experience yourself as a constant. You are you through it all. So just notice your emotions for a moment and as you do, notice also that you are noticing them [allow a brief period of silence].
Now let's turn to the most difficult area. Your own thoughts. Thoughts are difficult because they tend to hook us and pull us out of our role as observer. If that happens, just come back to the sound of my voice. Notice how your thoughts are constantly changing. You used to be ignorant – then you went to school and learned new thoughts. You have gained new ideas and new knowledge. Sometimes you think about things one way and sometimes another. Sometimes your thoughts may make little sense. Sometimes they seemingly come up out of nowhere. They are constantly changing. Look at your thoughts even since you came in today, and notice how many different thoughts you have had. And yet in some deep way the you that knows what you think is not changing. So that must mean that although you have thoughts, you do not experience yourself to be just your thoughts. Do not believe this. Just notice it. And notice, even as you realize this, that your stream of thoughts will continue. And you may get caught up in them. And yet, in the instant that you realize that, you also realize that a part of you is standing back, watching it all. So now watch your thoughts for a few moments – and as you do, notice also that you are noticing them [allow a brief period of silence].
So, as a matter of experience and not of belief, you are not just your body … your roles … your emotions … your thoughts. These things are the content of your life, whereas you are the arena … the context … the space in which they unfold. As you see that, notice that the things you've been struggling with and trying to change are not you anyway. No matter how this war goes, you will be there unchanged. See whether you can take advantage of this connection to let go just a little bit, secure in the knowledge that you have been you through it all and that you need not have such as investment in all this psychological content as a measure of your life. Just notice the experiences in all the domains that show up, and as you do, notice that you are still here, being aware of what you are aware of [allow a brief period of silence]. Now again picture yourself in this room. And now picture the room. Picture [describe the room]. And when you are ready to come back into the room, open your eyes.
6. Can the patient practice the perspective of "the observer" each day for the next week by noting what they are observing and who is observing it at the same time.
7. Do some goal setting and commitment work around this if appropriate.
VALUES CLARIFICATION AND VALUES-BASED ACTION
Values-based actions are ways of living that are guided by what patients hold has important or care the most about, sometimes called "what you want your life to stand for." Values provide the basis for choices and the criteria for "workability." Values also legitimize the confronting of painful, discouraging, and other challenging psychological experiences that arise during treatment and in daily life.
1. Check in and discuss the patient's experiences so far. Remember do not let the session drift from too much commotion being generated – remember to engage.
2. See if there is some material showing up that is related to the intended topic of the day: values.
3. Consider the following questions:
a. Deep down inside what is important to you?
b. What do you want your life to be about?
c. What sort of person do you want to be?
4. These can be difficult questions and curiously people rarely stop to answer them unless they are in treatment like this.
5. You may point out first that discussions of values often have both an encouraging AND painful side to them – can they see initially how this might be so?
a. Clarify that the challenge of looking at values is that it can be painful to see the distance between what we hold as important and what we are achieving.
b. Caring about something means opening ourselves up to loss and being hurt.
c. The other challenge with values is to get at these separate from the mind saying "it's impossible" or separate from other people's desires or goals. Touch on this at various points and see if people are contacting and understanding these issues.
6. Differentiate values from goals.
a. Goals are measurable and achievable; values are ongoing qualities of behavior.
b. Use the distinction between "going west" and "going to ______ (indicate appropriate destination city)." You may act this out metaphorically by moving about the room.
7. Clarify that values are to be chosen and described as if no one else needs to know them.
8. Ask the patient to report on a value they hold as important.
a. Shape these away from values that are defined according to a feeling, "and what would you be doing when you are feeling happy?" or "and what would that look like?"
b. Keep watching out for barriers to values clarification that take the form of "I can't" or unhelpful social influences.
c. Ask for more detail when values are defined vaguely, such as simply "my family." "And how is it that you want to participate in or with your family, what would that look like?"
d. Once one values statement is defined consider shaping others, etc.
e. If there is resistance or avoidance, say that taking about values itself is a values based action. Address resistance with willingness, defusion, (or methods for "rolling with" reistance).
9. Distributing the Values Assessment Rating Form, possible to do at home.
10. Consider one of the imaginal values clarification exercises, either the designing your tombstone or attending your own funeral exercise from ACT or one of the variants of these.
11. Or consider asking the patient to imagine they are 80 years old and looking back on their life as it is today. Then write down what they would say to complete the following sentence:
a. I spent too much time worrying about…
b. I spent too little time doing things such as…
c. If I could go back in time, then what I would do differently from today onward would be…
Exercise: Ask the patient, identify one values domain that is important to work on right now and say something like the following: "Close your eyes and, and settle in to being here and now. And, without needing to make any commitment, without needing to agree to take any action, imagine one large commitment and one small commitment, possibly the smallest one possible, that you could do in line with your values today. Notice what shows up in your experience as you consider these commitments. What does the mind say? First, having to DO this is NOT the issue, simply identify what these would be. … And, once these are identified, open your eyes, and write them down."
Now, will you do the small one? Today?
COMMITTED ACTION
Committed action is the choosing and re-choosing of a course of action. It is the flexible persisting with a course even when that course includes pain or failure.
1. Life includes experiences that are painful. As we were saying last time, as soon as we care about something this makes us vulnerable to feeling hurt or anxious. One choice here is to not care, but this gives you a life that is empty and feels dead.
2. Last time we talked about values. Life is presenting you with a question in relation to these. Will you commit to pursuing them, and to accepting the discomfort you experience along the way, and the ways your mind will try to talk you out of it?
3. The question is "yes" or "no." And if you answer "yes" you are not done, life will ask you this question again and again.
4. Saying "yes" does not make life easy, but it is certain to make it more alive.
5. This process is about courage and being bold. It does not have to be about making huge steps. Small steps are fine. It is movement we want, no matter how small. This is about the long run. This is not about quick solutions.
6. It is time again to select some of your values that need your attention.
Exercise: Goal Setting
Now we will develop a plan for you to take action according to what is important to you. We are interested in both short term goals or steps and long term goals. Help guide the patient through the following process
* Look over your values work and let's identify relevant high-priority values domains and develop a goal.
Right now identify a goal that you feel is practical, obtainable, and leads you in the direction of your values. Write this down.
* Now let's create an action plan. [Do this with patient.]
What smaller steps will you need to do so that your chances of reaching your goal is very likely. List these. Commit to when you will do these. Which one will you do now?
* Barriers will come up and many of these will need your skills in willingness, defusion, contact with the present, and your observer self.
Close your eyes and picture yourself engaging in the actions you are describing here. Watch the psychological barriers that come up. Write down each potential barrier you notice.
* Small patterns you begin with will then be built into larger and more natural patterns in more situations and over time.
7. You are likely to notice that the process of pursuing goals and values may feel unnatural at first. It may not feel like it is happening with ease. It may feel uncertain and you may feel anxious as you take actions that are new or that you have not done in a while. This is all part of the path toward change. Ask yourself whether your goals and values are worth it so that having these experiences is acceptable. If your answer is "yes," then you can keep moving. If your answer is "no," then you may want to review your goals and values.
8. Use the goal setting exercise worksheet that follows this general process and can be used at home.
9. Remember, the committed action skills being introduced here are more than setting goals and trying to reach them. Committed action is really about what happens when barriers show up and about long term patterns of behavior.
10. As you know a small change you do only once is unlikely to improve your life very much. Consider doing one of the following just once and never doing it again: exercising, eating healthy, expressing affection, accepting a social invitation. Where is this likely to get you?
Notice that the following can be a frequent behavior pattern:
Make a commitment → Break a Commitment
And this is only a short step away from
Make a commitment → Break a Commitment → Quit a Commitment
Or the following:
Make a commitment → Break a Commitment → Quit a Commitment → Feel Bad about Quitting
Or even:
Make a commitment → Break a Commitment → Quit a Commitment→ Feel Bad about Quitting → Fear Making Commitments → Give Up Making Commitments
If you want to create a different pattern consider the following:
Make a commitment → Break a Commitment → Keep a Commitment
That's you doing committed action! If this is important to you consider making your commitment more real and easier to follow by sharing it with others.
OPTIONAL AND ADDITIONAL SESSION CONTENT
The focus of this exercise is on awareness and observing behavior. Its purpose is similar to mindfulness treatment methods. The notion for participants to experience is that when working toward life goals, maintaining focus on the circumstances that help you reach those goals is useful if not necessary. Focusing on experiences to avoid, such as pain or other uncomfortable feelings, can interfere with that.
The act of focusing is important in treatment of pain because of the mutual control this entails. When I "look at" an object or experience I both bring my behavior into contact with the object or experience and, potentially, bring my behavior under the control of the object or experience at the same time.
1. Begin the session where this module will occur in the usual manner, briefly checking in with the group and looking for what is most appropriate to do.
2. The way we view things is often a matter of focus.
a. Put a finger up in front of your face and focus on it. What do you see? How clear are other objects and people in the room? (pause)
b. Now, notice what happens when you change your focus to the things several feet in front of you, or to the opposite side of the room. Now what do you see clearly and what seems to blur to a shadow? … Which kind of focus gives you a broader picture of the world, or enables you to see more of what's around you? … Which way would it work best if you needed to see where you are going?
c. When you focus on something close up, the things in the distance blur or disappear, become unrecognizable. Likewise, it becomes more difficult to know if you are headed in the direction you want to go, or if you have arrived at your destination. If you can change what you are focusing on, the picture you have of the world might be quite different. You may have a different "perspective." The finger in front of your face is one thing you can focus on.
d. "Problems" may happen when you continue to focus only or mainly on one thing and you can't see where you are going. After a while you may think that it is because of the finger itself, not because of your focusing on it. Without the focusing on the finger it is not the same matter.
3. Consider moving the focus specifically to concrete terms related to "destinations," goals, and values.
4. Consider touching on whether goals can have "value" regardless of whether pain is present or absent. Discuss what happens when no pain or minimal pain is part of the goal -- the original "goal" blurs or shrinks as awareness of pain increases.
5. A possible extension of the above exercise is to consider having the patient get up from their chair and walk around the room with the finger in front of their face.
6. It will be noticed that as wall as being an awareness and focusing exercise, this is also a willingness exercise.
Exercise: Walking Meditation
One simple way for bringing awareness into your daily life is to practice walking meditation. This means bringing your attention to the actual experience of walking as you are doing it. It means walking and knowing you are walking rather than walking and thinking of where you are going, worrying about other things, and having your mind somewhere else.
Walking meditation involves intentionally attending to the experience of walking itself. It involves focusing on the sensations in your feet or your legs or, alternatively, feeling your whole body moving. You can also integrate awareness of your breathing with the experience of walking.
1. We begin by making an effort to be fully aware as one foot contacts the ground, as the weight shifts to it, as the other foot lifts and moves ahead and then comes down to make contact with the ground in its turn.
2. Try to pick on one aspect of your walking rather than changing all the time (e.g., either your feet, or legs, full gait, or breathing, etc).
3. When the mind wanders away from the feet or the legs or the feeling of the body walking, simply bring it back when you become aware of it.
4. To deepen concentration, do not look around at the sights, but keep your gaze focused in front of you.
5. Practice letting your walking be as it is without the content of your mind rushing your body, turning your head, or changing your walking.
6. You do not need to look at your feet.
7. If you choose to do your walking in a fashion that does not look like normal walking, choose a place where you will not be scrutinized.
8. Choose a pace that maximizes your ability to concentrate. This is usually slower than your normal pace.
9. Look internally at the felt sensations of walking, nothing more.
10. Because we live so unconsciously we take things like walking for granted. But, it is an amazing balancing act, given the small surface area or your feet.
11. You may notice that sometimes when we are conscious or observing our walking, we can feel awkward or nearly lose our balance. You could almost say that we don't know how to walk on purpose or consciously.
12. When you try this make a specific intention to try it for a set period of time, possibly ten minutes or more.
Note that many people are unable to walk due to irreversible injury or illness.
You can practice meditation walking at any pace, including very slowly. Walking meditation is not to get anywhere. It is just to be with walking completely. If you come to practice walking meditation formally and have experience, you will find that you can practice informally in many different situations.
Exercise: Experientially I'm Not That
This is an awareness exercise and a "self-as-context/observer." The instructions are simple so you will be able to memorize them and then do the exercise without having to look at a script.
1. Simply get seated comfortably in a chair, such as in front of a small desk near a wall, or in a room with a number of objects in front of you. There should be several objects in front of you.
2. Take a couple deep breaths and then start by looking at a spot on the wall while breathing deeply and regularly. Keep your eyes on one spot for at least 10 to 15 seconds or thereabouts.
3. At some point after that (don't rush it), it will occur to you experientially that you are looking at the wall, and thus at an experiential level (in some sense of the term) you are not the wall. This is a distinction that is available in direct experience. We are not talking about a verbal belief that you are not the wall. If that were the point, we wouldn't need an awareness exercise since few of us believe we are the wall.
4. If you mind begins chattering to you about the truth or falsity of this belief ("well in one sense you are the wall…after all, you are the sum total of your experiences … etc), just thank your mind for the thought, notice that the person observing even that thought is not itself the thought you are observing, and then turn your attention back to the wall.
5. Don't let your mind rush you through this, and don't collude with your mind to try to figure this all out. This is not a verbal exercise, it is an experiential one.
6. When that experiential distinction between the observing self and the events observed comes into awareness, just notice it and gently file it away (do not try to believe the distinction or your mind will start chattering away, arguing, interpreting, and so on).
7. Now turn your gaze to an object on the desk, on the floor, or in the room in front of you. Repeat the same process with the new object (look at the object until the distinction between you, the conscious observer, and what you are conscious of occurs to you experientially, not merely as a matter of belief or disbelief). Continue doing this until several of the objects have been looked at (do not rush it!).
8. Then close your eyes and notice one at a time whatever pops up in your consciousness (bodily sensations, thoughts, and so on) in exactly the same way as you did with external objects. After you have done this several times (do as many as you like), finish by opening your eyes and repeat looking at the wall until the experiential distinction between looker and what is looked at becomes apparent.
Metaphor: Jump
The client may begin to promote the idea that willingness can be achieved via sequential steps. [They may put conditions on it such as "later," when they have had more time to think about it, or when they feel more confident.] Willingness is not measured by the magnitude of the situation the client tackles; it is the "whole act." As the Zen saying goes, "You cannot jump a canyon in two steps." The Jump Exercise makes this point.
1. Willingness is like jumping. You can jump off lots of things. [Therapist takes a book and places it on the floor and stands on it, then jumps off.]
2. Notice that the quality of jumping is to put yourself into space and then let gravity do the rest. You don't jump in two steps.
3. You can put your toe over the edge and touch the floor but that is not jumping. [Therapist puts toe on the floor while standing on the book.] So jumping from this little book is still jumping. And it is the same action as jumping from higher places.
4. [Therapist gets on a chair and jumps off.] Now this is jumping too, right? Same quality? I put myself into space, and gravity does the rest. But notice, from here I can't really put my foot down very well. [After getting back up on the chair, the therapist tries awkwardly to touch the floor with a toe.]
5. Now, if I jump off the top of this building, it would be the same thing. The jump would be identical. Only the context would have changed. But from there it would be impossible to try to step down.
6. There is a Zen saying, "You cannot jump a canyon in two steps." Willingness is like that. You can limit willingness by limiting context or situation.
7. You get to choose the magnitude of your jump. What you can't do is limit the nature of your action and still have it work.
8. Reaching down with your toe is simply not jumping.
9. What we need to do here is to learn how to jump: we can start small, but it has to be jumping from the very beginning or we won't be doing anything fundamentally useful. So, this is not about learning to be comfortable, or grit-your-teeth exposure, or gradually changing habits. This is about learning to be willing.
Metaphor: The Swamp
Journeying and growth metaphors are another powerful means to legitimise obstacles and to make moving through them a valued act. Many clients have long-standing and strongly reinforced avoidance repertoires that can be expected to reappear. As demonstrated in the Swamp Metaphor, the client's job is not just to determine direction, but to reaffirm that direction when obstacles appear. The Swamp Metaphor highlights the fact that when we are travelling in a particular direction, the journey can take us across difficult ground. It also communicates that we don't walk into pain because we like pain. We walk through pain in the service of taking a valued direction.
1. Suppose you are beginning a journey to a beautiful mountain you can see clearly in the distance.
2. Not sooner do you start the hike than you walk right into a swamp that extends as far as you can see in all directions.
3. You say to yourself, "Gee, I didn't realize that I was going to have to go through a swamp. It's really smelly, and the mud is all mushy in my shoes. It's hard to lift my feet out of the muck and put them forward. I'm wet and tired.
4. Why didn't anyone tell me about this swamp?"
5. When that happens, you have a choice: abandon the journey or enter the swamp.
6. Therapy is like that. Life is like that.
7. We go into the swamp, not because we want to get muddy, but because it stands between us and where we are going.
From: Hayes et al. 1999.
Exercise: What Are the Numbers?
ACT method to show the arbitrary nature of personal history, to show how easy it is to "program" irrelevant and non-functional private responses.
Suppose I came up to you and said, "I'm going to give you three numbers to remember. It is very important that you remember them, because several years from now I'm going to tap you on the shoulder and ask "What are the numbers?" If you can answer, I'll give you a million pounds. So remember, this is important. You can't forget these things. They're worth a million pounds. OK. Here are the three numbers: Ready? One,…two,…three. Now – what are the numbers?
Patient: One, two, three.
Therapist: Good. Now don't forget them. If you do, it'll cost you a lot. What are they?
Patient: One, two, three.
Therapist: Great. Do you think you will remember them?
Patient: I suppose so. If I really believed you I would.
Therapist: Then believe me. A million pounds. What are the numbers?
Patient: One, two, three.
Therapist: Right. Now if you really did believe me (actually I lied) it's quite likely that you might remember these silly numbers for a long time.
Patient: Sure.
Therapist: But isn't that ridiculous? I mean, just because some psychologist wanted to make a point here, you might go around for the rest of your life with "one, two, three" in your head for no reason that has anything to do with you. Just an accident, really. Crazy luck. You've got me as a therapist, and the next thing you know you have numbers rolling around in your head for who knows how long. What are the numbers?
Patient: One, two, three.
Therapist: Right. And once they are in your head, they aren't leaving. Our nervous system works by addition, not subtraction. Once stuff goes in, it's in. Check this out. What if I say to you that it's very important that you have the experience that the numbers are not one, two, three. OK? So I'm going to ask you about the numbers and I want you to answer in a way that has absolutely nothing to do with one, two, three. OK? Now, what are the numbers?
Patient: Four, five, six.
Therapist: And did you do what I asked you?
Patient: I thought "four, five, six," and I said them.
Therapist: And did that meet the goal I set? Let me ask is this way: how do you know four, five six, is a good answer?
Patient: Because it isn't one, two three.
Therapist: Exactly! So, four, five, six still has to do with one, two, three, and I asked you not to do that. So let's do it again: Think of anything except one, two, three – make sure your answer is absolutely unconnected to one, two , three.
Patient: I can't do it.
Therapist: Neither can I. The nervous system works only by addition – unless you get a lobotomy or something, four, five, six, is just adding to one, two, three. One two three is in there, and these numbers aren't leaving. When you're 80 years old, I could walk up to you and say, "what are the numbers?" and you might actually say, "one, two, three" simply because some guy told you to remember them! But it isn't just one, two, three. You've got all kinds of people telling you all kinds of things. Your mind has been programmed by all kinds of experiences. [Add a few relevant ones, if possible, such as, you think "I'm bad" or I don't fit in" or "I can't." But how do you know this is not just another example of one, two, three? Don't you even notice that these thoughts are in your parent's voice or are connected to things people told you?] If you are nothing more than your reactions, you are in trouble. Because you didn't choose what they would be, you can't control what shows up, and you have all kinds of reactions that are silly, prejudiced, mean, loathsome, scary, and so one. You'll never be able to win at this game.
Seeing that reactions are programmed undermines both the credibility of mounting a successful struggle against undesirable psychological content (because these reactions are automatic conditioned responses) and the need for this struggle (because they do not mean what they say them mean). "I'm bad" is not inherently any more meaningful than "one, two, three."
Exercise: Notice Five Things
This very brief exercise is a mindfulness-based or sensory-focus exercise that helps develop the skill of connecting to the present moment and getting out of a mental or verbal mode of contacting the world.
1. Pause.
2. Look around and notice five objects you can see.
3. Listen carefully and notice five sounds you can hear.
4. Notice five things you can feel in and around your body.
Exercise: Very Brief Self-as-Observer Exercise
Just as it says this is a quick exercise to develop participants sense or skill at self-as observer.
1. Close your eyes or set your gaze on a specific point in front of you.
2. Notice feelings in your body.
3. Notice thoughts in the mind.
4. Notice sounds around you.
5. Notice that you are noticing feelings, thoughts, and sounds.
6. Notice a distinction between the thinking mind and the observing mind.
Exercise: Mental Polarity Exercise
A link between self-conceptualization and successful performance is deeply imbedded in popular culture and is widely promoted in Psychology, for example, in the form of selfefficacy. Clients often enter therapy seeking to eliminate negative and limiting selfbeliefs and to produce self-confidence. ACT introduces the notion, and where needed shapes the experience, that it may be not so much the positive or negativeness of beliefs that is the problem, but attachment to beliefs.
This exercise is about ways that overattachment even to very positive beliefs can have unhelpful effects, a sense of unease, or threat.
Have the client close his or her eyes and ask the client to think thoughts that are described by the therapist and see what happens. Encourage the client to really try to believe these thoughts 100%. Start with positive thoughts and gradually make them more and more extreme (e.g., start with "I'm a valid person" and progress to "I'm perfect"). Ask the client to notice what the mind does with the input. Then repeat the same process with negative thoughts (e.g., start with "I have flaws as a person" and progress to "I'm 100% worthless. There is nothing about me that has any positive features"). Again, ask the client to notice what happens.
In debriefing, note what came up, which were harder (positive or negative thoughts), and so on. Usually, the more extreme the positive thoughts, the more the client resisted with negative ones, and vice versa. The point can be drawn out that there is no peace of mind at the level of content, because each pole pulls its opposite. Peace of mind is to be found elsewhere.
Parenthetically, it can be worthwhile to tell the client about the etymology of perfect. The first part of the word ("per") comes from a term that means "thoroughly." "Fect" comes from the same root as the word factory and means "made." In normal language, wholeness and perfection seem to be issues of evaluation. If to be perfect, however, is to be thoroughly made, perhaps perfection is more a matter of presence or wholeness. The idea "I am missing something" also comes in a moment that is always absolutely whole. No second contains more life than any other second, even the seconds that are filled with thoughts of how incomplete we are. The experience of that very thought can be complete.
EXERCISE FORMS AND WORKSHEETS
THE STRUGGLE WITH PAIN
For most people in treatment for chronic pain the experience of pain has become a barrier in their life. They also spend quite a lot of time trying to reduce or control their pain. We ask you to take some time to reflect on whether you are doing this and on how effective it is. Consider your own treatments and other methods you have been using, for example, resting, stopping work, taking medication, having procedures, and avoiding certain activities. How effective have these been, in the short term and in the long term? Are these methods helping you to do more of the things you want to do? Do they ever interfere with this? Complete the following exercise and see what there is to learn.
Willingness Exercise
Inside this head write down a single troublesome emotion, memory, thought, sensation, or urge that you have been struggling with. Now look at what you've written. Does it evoke other strong and difficult feelings, thoughts, or other experiences that are themselves the target of struggles? Is so, write them down inside the head too, because they are "fellow travellers" with your initial pain. Continue doing this until you have everything written down. Remember, acknowledging that you are struggling with a head full of these issues is itself a kind of willingness. Willingness is the answer "yes" to the question "Will you take me as I am?" Willingness is choosing. It is not wanting, being forced, conditional, self-deceptive, trying, or believing.
As a physical metaphor for real change in your life, are you willing to put your head on paper into your pocket and carry it for a while? How about one hour or more a day? If that is too much right now, you choose, specify it, and commit to doing so.
Values Assessment Rating Form
Name: _____________________________ Date: __________________
A value is a direction in life that you would like to move towards (e.g., the direction of West), but that you cannot arrive at, onceand-for-all (i.e., you can always keep moving West). In contrast, goals are attainable destinations in your valued direction (e.g., going to American from Europe). Thus, being a loving partner or a helpful colleague are both values, because you have to keep living like one, or you will cease to be one. Values are important because working towards them brings meaning and purpose to our lives.
The following are some possible domains in which people have values. Not everyone will view these domains the same, and this worksheet is not a test to find the "correct" values. Please list the most important values that you have in the domains indicated. In choosing your values, only write down those that you really want to work towards. In other words, before writing one down, ask yourself: "Would I write this value down, if nobody could know that I was working towards it?" If the answer to this question is "no," then this is not a true value for you, and you may want to look deeper into this domain.
Try to identify at least one statement of your value in each domain. For each value, rate how important it is on a scale from 1 (high importance) to 10 (low importance). Rate how successfully you have lived this value during the past month on a scale from 1 (very successfully) to 10 (not at all successfully). Finally rank these values in order of the importance you place on working on them right now, with 1 as the highest rank through to the number of values you listed.
Mindful Journaling
In this exercise we ask that you journal mindfully. To do so, get into the position of an observer and take some time to write out whatever comes up for you. You can write out every thought, every feeling, and every bodily sensation. It does not matter what you write. It does not have to be connected to anything. However, another way to do it is to think of a recent difficulty or something that has weighed on your mind. Your writing does not have to have any continuity or make sense. This is simply you watching yourself produce verbal content in the form of what your mind is doing in the moment. This is you watching your mind at work and giving voice to it.
Try to remain mindful as you write. Sometimes you'll sink into the content or possibly feel overwhelmed by it. That's ok. It happens. Just bring yourself back to the moment-to-moment experience of doing the task. Watch the pen move in your hand. Just sit and write and watch yourself write. Allow it to happen naturally, and when you are done, stop.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
This is a practice you can institute as much, and as often, as you like. Some people use a journal and keep material that they write. You can do that. You can also just pick up a piece of paper, write mindfully, and when you are done, set it free, tear it up, or throw it away; not out of a spirit of destruction or trying to rid yourself of your experiences, but in a spirit of letting it go.
Goals, Actions, Barriers Form
Please list some goals, actions, and barriers to values-based action for each of the valued directions that you identified on your Values Assessment Rating Form.
Recall that a value is a direction in life that you would like to move towards, but that you cannot arrive at, once-andfor-all. In contrast, goals are attainable destinations in your valued direction. Actions are concrete steps that you can take to accomplish your goals.
Goal Setting
Considering your values, particularly the ones that are moderately to highly important to you AND the ones that you rank as important to work on right now, identify one or two domains in which you would like to make a change.
Tips on goal setting
Goals are more likely to lead to success if they have the following qualities referred to as SMART
Specific Measurable Attainable Relevant Time-specific
o Goals should be precise and action-oriented so that you know just what you need to do and under what circumstances. "Get fit" is a vague goal, and "walk 500 meters at least three times per week" is specific.
o "Measurable" is another way to say that there needs to be a way that you can identify when your goal has been reached. If your goal is to exercise as least four times per week, for 35 minutes each time, for example, you can place a calendar on your refrigerator, make a check mark each time you exercise, and count your marks at the end of the week.
o Goals work best if they have an achievable or "attainable" quality. If goals are set too high can feel impossible or discouraging or can set you up for failure. At the same time goals set too low can feel as if they are not a challenge. Likewise it is useful to consider whether you have the skills you need so that your goal is "do-able." If you do not yet have a skill perhaps an initial step would be to learn it.
o We began the process of setting goals with a values exercise. This is to help your goals to reflect what is important to you in your life so that they are what we refer to as "relevant."
o Finally, it will help to set a deadline for each goal you set. We all need deadlines at times to assure that we do not put off doing the things we want to do. Setting a deadline gives you a clear target to meet and makes your goal "time-specific."
Another tip!
Be sure you avoid goals that define something you do not want to do rather than something you want to do. "Rest less" or "stop watching TV" are vague and negative goals and are not likely to feel vital should you try to meet them. "Walk the dog each day for 30 minutes" is both specific and positive.
Goal-Setting Worksheet
If you want to achieve your goals there are several techniques that are proven by research to significantly increase your chances:
o Write down your goal
o State the value that will be reflected in pursuing this goal
o Make a specific action plan
o Make a public commitment
o Review and plan for barriers to reaching your goal
1. The specific goal I want to achieve is _________________________________________________
2. My action plan
(Each step should itself be a SMART goal. Only specify as many steps as needed.)
a. My first step _______________________________________________________________
b. I will achieve this by the following date: __________________________________________
a. My second step ____________________________________________________________
b. I will achieve this by the following date: __________________________________________
a. My third step ______________________________________________________________
b. I will achieve this by the following date: __________________________________________
a. My fourth step _____________________________________________________________ b. I will achieve this by the following date: __________________________________________
3. My values that will be reflected in pursing this goal?
___________________________________________________________________________ ___________________________________________________________________________
4. This step is called "Going Public"
Consider who you will tell or how you with otherwise publicize your goals or subgoals, with your family, friends, or colleagues. You could meet or telephone a friend, e-mail people you know, or display some type of announcement in a visible place, such as at home or at work.
I will make a public commitment to my goal by…
__________________________________________________________________________
When it comes to setting goals it is helpful to focus on the positive aspects of reaching them. This can also feel good. On the other hand, we know that our chances of success in reaching goals can also be helped by remaining aware of potential barriers. The following exercise is to help you keep moving in a step-by-step fashion toward your goals and to incorporate or prevent the effects of barriers.
Use the following exercise to help you reach any of your current goals.
1. My goal ________________________________________________________________________
2. Potential benefits and setbacks
a. Write down one word that reflects and important way in which your life will be better when you achieve your goal
_________________________________________________________
b. Write down one word that reflects a barrier that appears to be standing in the way of you reaching your goal
_________________________________________________________
c. Write down another word that reflects and important way in which your life will be better when you achieve your goal
_________________________________________________________
d. Write down another word that reflects a barrier that appears to be standing in the way of you reaching your goal
_________________________________________________________
3. Say more
First describe in further detail all of the benefits that will come from reaching your goal:
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Now consider the barriers that might occur, particularly noticing the difference between barriers that are practical or fixable and those that are more like psychological experiences you are having about your goal, such anxiety or feeling unsure:
List the barriers that are psychological. These can include thoughts that are discouraging, emotional experiences, such as fear or worries, sensations in your body, such as pain, or others. Simply list and describe these here, labeling each as what it is, a thought, a sensation, an emotion, a memory, and so on. Then list one of your particular skills you will use to accept, defuse, observe, and so on:
Psychological Barriers
Strategy to Address Barriers
Now list the practical or fixable barriers that might occur and describe how you will deal with each:
Practical Barriers
Strategy to Address Barriers
Sources and Resources
Dahl, J., & Lundgren, T. (2006). Living beyond your pain. Oakland, CA: New Harbinger Publications.
Harris R. (2008). The happiness trap: How to stop struggling and start living. Boston: Shambhala Publications.
Hayes, S. C., & Smith, S. (2005). Get out of your mind and into your life: The new Acceptance and Commitment Therapy. Oakland, CA: New Harbinger Publications, Inc.
Hayes, S. C, Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and Commitment Therapy: An experiential approach to behavior change. New York: The Guilford Press.
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York; Delta.
Luoma, J. B., Hayes, S. C., Walser, R. D. (2007). Learning ACT: An acceptance & commitment skills training manual for therapists. Oakland: New Harbinger Publications.
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LGBTQI and Other Letters
A Glossary
Sex and Gender
Sex is a set of biological characteristics of an organism that in one way or another are connected to procreation (e.g., genetic, hormonal characteristics or those related to genitals). A person's sex is usually assigned shortly after birth by taking into consideration accepted medical criteria. In terms of sex, people can be male, female, or intersex. Due to existing stereotypes and lack of knowledge, there exists a widespread idea that there are only two sexes and that they are "opposites." In fact, there are many more variations that depend on a set of characteristics a person exhibits.
Intersex is an umbrella term that refers to a person that was born with such characteristics (including genitalia, gonads, and chromosomes) that do not fit into a binary system of male-or-female sex.
Gender is so-called "social sex," that is a set of characteristics, roles, modes of behavior, and other expectations assigned to people by their society and culture according to their assumed sex. The word "assumed" is incorporated into this definition intentionally because, as a rule, we base our conclusion about a person's sex on their appearance and our stereotypes, so our conclusion may not match the reality. Gender involves social differences are far more pronounced than biological ones: gender is also a continuum. Gender expectations change historically and geographically: things that were considered feminine at first become masculine or vice versa. A prominent example of gender stereotypes is attributing blue and pink colors to people of different sexes. A century ago blue was considered to be a strictly feminine color that symbolized tenderness, and pink was regarded as a color for men as it was believed to emphasize their strength and vitality. An important term that is connected to a definition of gender is binarism.
Binarism is a belief that there exist only two sexes, a male one and a female one, and, respectively, two genders. Binary perception of sex and gender is a foundation for a complex and twisted system of stereotypes and social practices that are rooted in a society's culture and legislation. This system gives rise to discrimination and exclusion from society of people who don't fit into dominant stereotypes and norms. Contemporary research on sex and gender proves that a binary approach doesn't represent all the varieties of sex and gender spectra and thus has to be reconsidered.
Sexual Orientation
Sexual orientation is a set of emotional, romantic, and/or sexual attractions to people of certain gender (or people of different genders). People can have various types of sexual orientation. Orientation becomes a part of a person's identity and influences their behavior. False assumptions regarding the "normalcy" of only one type of sexual orientation are often the cause of discrimination in society.
Heterosexuality is one type of a variety of types of sexual orientation, heterosexuality means that a person is psychoemotionally and sexually attracted only to people of a different sex or gender.
Asexuality means an absence of the sexual attraction to other people, however an asexual person can exhibit romantic or emotional attractions.
Bisexuality is one type of various types of sexual orientation, bisexuality means that a person is psychoemotionally and sexually attracted to people of masculine and feminine gender and of male and female sex.
Bisexuals are people who are psychosexually and emotionally attracted to both men and women.
Homosexuality is a type of a variety of types of sexual orientation; homosexuality means that a person is psychoemotionally and sexually attracted to people who are of the same sex or gender as this person. Use correct terms: a homosexual, a homosexual person, homosexuality. A word "homosexualism" is unacceptable because it has negative connotations, stigmatizes homosexual people, and describes a type of sexual orientation as a disease or pathology of some sort (try and say "heterosexualism"– it sounds absurd, doesn't it?).
Gay (homosexual) is a homosexual man, that is a man who is psychoemotionally and sexually attracted to men.
Lesbian is a homosexual woman, that is a woman that that is psychoemotionally and sexually attracted to women.
Pansexuality is a type of a variety of types of sexual orientation; pansexuality means that a person's emotional, erotic, and sexual attractions aren't contingent on another person's sex and gender. Contrary to bisexuality, pansexuality is a broader term and emphasizes not a duality of one's possible attractions but rather an independence of an attraction from sexual or gender characteristics.
Heteronormativity is such an approach to human sexuality that postulates heterosexuality as the only "normal" and "natural" orientation and regards all others as "deviations," "pathologies," or "perversions." Now this approach is regarded as erroneous from both medical and sociological viewpoints. Heteronormativity is a foundation for LGBTQI+ discrimination.
Homophobia is an umbrella term to refer to different forms of negative reactions to any variety of sexual orientation other than heterosexuality and to different adjacent phenomena. Homophobia is a phenomenon similar to racism, xenophobia, sexism, etc.
Gender Identity
Gender identity is a person's self-recognition and self-positioning as a representative of a certain gender, that is their belonging to a male, female, or another sex in a social context.
Gender expression (representation) is a way of public self-presentation, a way of expression of one's gender with one's appearance and behavior. One's clothes, gait, talk, haircut, presence or absence of body hair, presence or absence of make-up, etc, all this, consciously or not, are things that we use to express or confirm one's femininity, masculinity, or androgyny. One's name and personal pronouns that a person uses to refer to themselves can also be a means of gender expression. Some elements of our gender expression develop naturally, some are imposed by society. Each person decides for themselves what means of gender expression they will use.
Cisgender people are people whose identity, self-consciousness, self-expression, and behavior conform to societal expectations from these people as people of certain sex.
Transgender people are people that change or desire to change one's sex or gender because of their gender identity. Be correct: say transgender, transgender people, trans* people (the latter term is plural-only).
Queer person is a person whose identity is non-binary or gender-fluid. Queer people intentionally avoid their sexual and gender identity being fixed and defined within a traditional triangle "heterosexual – bisexual – homosexual" and within a traditional binary of "man-woman" respectively. For them, these categories are limiting. However, there also exists a broader meaning of this term. Sometimes queer means belonging to LGBTQI+ community.
Travesti is a person that plays a role of a person of another gender, creating a hyperbolically masculine or a hyperbolically feminine image, often with an aim of parody. Drag queens – people with assigned male sex who create a feminine image – and drag kings – people with assigned female sex who create a masculine image – are types of travesty. Travesties can be of any gender identity and sexual orientation.
Transphobia is an umbrella term for various types of negative reactions to transgender people and gender fluid people and to different social phenomena connected to them. Transphobia is a phenomenon similar to racism, xenophobia, sexism, etc.
LGBTQI+ and Human Rights
LGBT is an acronym that stands for lesbians, gays, bisexual people, and transgender people. The term "LGBT" emphasizes diversity of manifestations of human sexuality and diversity of gender identities in different cultures and is used to denote the community of gay, bisexual and transgender people.
LGBTQI+ is a term that is being used more and more often lately. It is a more inclusive acronym that in addition to lesbians, gays, bisexual and transgender people also includes intersex people and people who identify as queer. A spectrum of gender identities and sexual orientations can be very wide; still, each and every person has the right to be themselves, each and every person has human rights.
Human Rights are main rights and freedoms inherent to all people from birth regardless of their nationality, sex, gender identity, sexual orientation, national or ethnic origin, skin color, religion, language, or any other status.
Human rights include civil and political rights, such as the right to life, the right to freedom, respect for privacy, freedom of speech and thought, and prohibition of discrimination; social, cultural, economic rights, including the right to participate in cultural events, the right to food, and the right to education. The state assumes responsibility for providing and defending human rights. Securing human rights isn't an exclusive domestic affair of the state – they are secured by international law and international institutions.
The main system of protection of human rights is the Universal Declaration of Human Rights adopted by the United Nations General Assembly on 10 December 1948.
Discrimination is a situation of a violation of human rights, when because of stereotypes or a certain characteristic a group of people receives worse treatment than others. United Nations Human Rights Committee – an independent body of experts that monitors the enforcement of International Covenant on Civil and Political Rights – stated that in the Covenant the definition of discrimination includes "any distinction, exclusion, restriction or preference based on race, skin color, language, religion, political or other views, national or social origin, economic situation, birth or any other characteristic which has the purpose or effect of nullifying or impairing equality before the law or the equal protection of the law, or the recognition, enjoyment or exercise, on an equal basis, of all human rights and fundamental freedoms."
Discrimination has different manifestations – it ranges from insults and attacks to refusal to guarantee basic needs (medicine, education, etc) and services and to secure other rights. Victims of discrimination can find themselves in disadvantageous circumstances in employment or find that they have limited access to education, housing, or necessary medical help. Discriminated groups can lack the right to participation in social life and the right to freedom of association. In the sphere of justice, they can endure biased treatment, torture, and ill-treatment.
LGBTQI+ and Human Rights
(continued)
Discrimination appears as a consequence of disrespect to human dignity and of the refusal to acknowledge equal value of all humans. Article 1 of the Universal Declaration of Human Rights states that "all people are born free and equal in their dignity and their rights." Published in 2007, The Yogyakarta Principles on the Application of International Human Rights Law in relation to Sexual Orientation and Gender Identity state that discrimination on the basis of sexual orientation or gender identity includes "any distinction, exclusion, restriction or preference based on sexual orientation or gender identity which has the purpose or effect of nullifying or impairing equality before the law or the equal protection of the law, or the recognition, enjoyment or exercise, on an equal basis, of all human rights and fundamental freedoms."
Human Rights that LGBTQI+ people don't have in Ukraine:
he right to be protected from discrimination
the right to safety
the right to make important medical decisions on behalf of a partner in the case of a serious illness
the right to not undergo unnecessary medical treatments
to register a civil union
the right to inherit a partner's property or to pass on their property to a partner
the right to have documents that match their appearance and gender identity
the right to make arrangements for a partner's body in case of their death
Gay Pride, LGBTQI+ Pride is a public demonstration that aims to declare that LGBTQI+ is a part of society that has to enjoy the same rights as others, to advocate tolerance for LGBTQI+ in society and equal access to human rights, irrespective of gender identity and sexual orientation. Gay Pride marches take place in more than 50 countries in the world.
parental rights and the right to adopt children
the right to donate blood
the right to receive alimony
the right to not testify against their partner in court
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CURRICULUM OVERVIEW
Sharing our learning
Sharing our learning CURRICULUM OVERVIEW
Academic Year 2018-19
- Year:
- Term:
2
3
Dear Parents and Carers,
Happy New Year to you all! This is the third curriculum overview of our school year. Its purpose is to keep you up-to-date with what your children will be learning in school and suggest some ways in which you can offer support at home.
If you have any questions or if you require support with anything please do not hesitate to contact us. We would also really like to hear from you if you can support us in any way.
Thank you for your continued support.
Yours sincerely,
Headteacher
Homework
Homework is given out on Friday and it is expected back by the following Thursday. It will consist of:
- a mix of 'MyMaths' online homework (www.mymaths.co.uk)and other Mathematics homework
- 'Bug Club' for reading homework
- spellings for a weekly spelling quiz each Friday (please work hard on these to meet new standards)
- cross-curricular theme-related homework at various other times
RE
Information about our RE curriculum in Terms 3 and 4 is included in the 'Come and See' letter accompanying this overview.
English: Basic Skills – Reading, Phonics, Spelling and Handwriting
Spelling, Punctuation, Grammar & Handwriting
All children benefit from having regular handwriting and spelling practise and regular grammar and punctuation sessions focused on meeting their individual needs.
Guided Reading
All children will have daily reading activities to boost their levels of confidence, enjoyment and their comprehension skills.
You can support your child's learning at home by:
reading your child's reading books with them every day as well as enjoying different books together
encouraging your child to read challenging texts and different genres to widen their experience
Your Child's Teaching and Learning Team:
- Mrs A Broadhead
-
Mrs Walton
- Mrs C Raynes
Mathematics: Daily Number & Calculation Skills
We will focus on:
- multiplying whole numbers by 2,5, 10, 100 understanding what happens
- dividing whole numbers by 2,5,10, 100 and understanding what happens
- developing calculator skills
You can support your child's learning at home by:
playing games to practise the skills
using a calculator to do calculations and continuing to learn times tables and related division facts
Term 3
In Y2 our theme will have quite a big Science and History focus. The children will learn about the Great Fire of London and reflect on how it caused everyone to spring into action in order to try and control it and limit damage and loss of life. The children will reflect on how the fire forced people to think about what they needed to do in order prevent and deal with fires in the future. The children will investigate which materials can catch fire and which do not.
English Links to Theme
We will focus on stories during this theme. We will be reading stories about the Great Fire of London. We will focus on setting description, diary entries, poetry and non-chronological reports during this theme. We will be reading stories, non-chronological reports and creating imagery poems.
You can support your child's learning at home by:
reading and writing diary entries
describing images, including lots of adventurous adjectives and similes
looking at how non-chronological reports are presented and organised
researching and learning about The Great Fire of London
Mathematics Links to Theme
We will focus on 2D and 3D shape, measurement and multiplication
You can support your child's learning at home by:
revising the names and properties of 2D and 3D shapes
measuring items around the home and garden using a variety of equipment with different scales
o e.g. with rulers and tape measures
counting in 2s, 5s, 4s and 10s
History and Geography
We will:
- continue to learn how to read maps and identify places on a map using grid references
- tell stories about the past and talk about differences between things from the past and now - comparing how they look now
- describe things from the past
- ask questions of older people in order to find out more about the past
- begin to use different types of evidence to discover facts about the past
- use time lines in order to sequence events from 'The great fire of London'
- use key dates to order events (dividing the past into different periods of time presented this on a timeline)
You can support your child's learning at home by:
reading various maps
trying to use various grid references
looking at the differences in the hemispheres
investigating and then describing how artefacts from the past were used
exploring how many different ways there are to find out about the past
o e.g. evidence from pictures, good questions, objects, the internet, television, books and stories
Science
The children will:
- identify and name everyday materials
- identify different uses of everyday materials
- record their observations
- demonstrate and explain how shapes of objects made from some materials can be changed
- explain what recycling means
You can support your child's learning at home by:
talking about different types of materials
trying to change the shape of various materials
looking at the different types of recycling
Music
In our topic in Term 3 is called: 'Feel the Pulse' and the children will be exploring pulse and rhythm by:
- identifying the beat in different pieces of music, joining in at faster and slower speeds
- identifying rhythms of words
- performing rhythms to a given beat
- accompanying a chant/song by playing the beat or rhythm
Computing
In this unit we are looking to enable the children to:
- consider the technical and artistic merits to photographs
- take digital photographs
- review and reject images they take
- edit and enhance photographs
- select their best images to go in a class portfolio
You can support your child's learning at home by:
looking at family photographs together and discussing what they like and don't like about them (the subjects, artistically and technically)
showing them what you use to take photographs and talking about why you use this (e.g. a smart phone for ease of use and portability)
PE
This term the children will focus on developing the important core multi-skills that underpin all sporting activity, as well as our 'REAL PE' challenges – whilst focusing on embedding great respect in all we do, which is our Term 3 value.
You can support your child's learning at home by:
asking them about their lessons and what they have learned
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TEST YOUR KNOWLEDGE- TAKE THE UMPIRE QUIZ!
Becoming an umpire is a great way to stay fit and active while you work, earn tax free income and build your understanding on the game.
If you haven't thought much about umpiring before, take this quick quiz to test your knowledge- we bet you'll know more than you think you do!
1 What is the least number of players with which a team may take the court?
a. 7
b. 6
c.
5
d.
4
2 The ball is out of court when…
a. It touches the ground outside of the court
b. It touches an object or person in contact with the ground outside of the court
c. A player on court is holding the ball, and is also in contact with the ground, an object or person outside of the court
d. All of the above
3 If, at a Centre Pass the ball is still in the Centre's hands when the umpire's whistle is blown to signal the end of a quarter, which team will take the pass after the interval?
a. The team who had the ball
b. The opposing team
4 What is the umpires' decision when a player enters an area of the court which is outside of their designated playing area? Where is the sanction (free pass) taken?
a. Offside, in the players' designated playing area
b. Out of court, in the player's designated playing area
c. Offside, in the offside area
d. Nothing, play on
5 Can a player who has caught the ball with their left foot on the ground, step with their right foot, then lift and reground the left foot before throwing?
a. Yes
b. No
6 Is a goal scored if a player other than GS or GA throws or bats the ball through the goal ring?
a. Yes
b. No
7 What is the minimum distance a defending player must stand before attempting to defend?
a. 0.5 metre
b. 1 metre
c. 0.9 metre
d. 1.2 metre
8 Where is this distance measured from?
a. From the grounded foot of the player in possession of the ball and the feet of the defending player
b. From the hands of the defending player and the hands of the player with the ball
c. From the closest foot of the player in possession of the ball and the feet of the defending player
d. From the ball and the hands of the defending player
9 GK is sanctioned for obstruction in the goal circle, from where does the GS take the penalty?
a. Where the obstructing GK was standing
b. Where the GS in possession of the ball was standing
c. The GS can take a big step forward to wherever they like
10 When does Contact occur?
a. When players touch each other
b. When actions interfere with an opponent's play
c. When two players from the same team interfere with each other's play
11 May a player use the goal post to regain balance?
a. Yes
b. No
12 When can a player who arrives late take the court?
a. Whenever they like
b. When the ball goes out of court
c. When a goal is scored, stoppage for injury/illness/blood, next interval
d. When the ball is down the other end
13 After a goal is scored, which umpire blows their whistle for the centre pass?
a. The umpire controlling the half in which the goal was scored
b. The umpire controlling the half where the ball is heading
c. Both umpires
d. Either umpire
14 What action would an umpire take if two opposing players simultaneously enter the Centre third before the whistle is blown for the Centre Pass and neither make contact with the ball?
a. No action required, play continues
b. A toss up between the two players concerned
c. Breaking is called on the attacking player
d. Breaking is called on the defending player
15 Before the game, umpires must check …
a. Players' uniforms
b. Jewellery, adornments and hair
c. Correct length of nails
d. All of the above
16 Which of these diagrams shows the areas of control for each umpire?
ANSWERS
1 What is the least number of players with which a team may take the court?
c) 5 players
Rule 5.1(ii) During a match, a minimum of 5 and a maximum of 7 players from a team may be on the court at any one time, one of whom must play as Centre (Rule book page 21)
2 The ball is out of court when…
d) All of the above
8.3.1(i) The ball is out of court when: a) It touches the ground outside the court b) It touches any person or object in contact with the ground outside the court c) A player on court is holding the ball which is in contact with the ground, an object or a person outside of the court. (Rule book page 40)
3 If, at a Centre Pass the ball is still in the Centre's hands when the umpire's whistle is blown to signal the end of a quarter, which team will take the pass after the interval?
a) The Team who had the ball
8.2(ii) At a Centre Pass, before the whistle was blown to end the quarter/half, the centre pass will be ruled not have been taken if: a) The ball is still in the Centre's hands and no player from that team has been penalised (Rule book page 37)
4 What is the umpires' decision when a player enters an area of the court which is outside of their designated playing area? Where is the sanction (free pass) taken?
c) Offside, in the Offside area
9.7(i) A player is offside when the player enters a court area not designated for that player's position. This applies whether the player has contact with the ball or not. Sanction: Free pass where the player made physical contact with the ground in an offside area. (Rule book page 55)
5 Can a player who has caught the ball with their left foot on the ground, step with their right foot, then lift and reground the left foot before throwing?
b) No
9.6.1 A player who either receives the ball with one foot on the ground or, who after catching the ball in the air lands on one foot may: i) Step with the second foot in any direction, lift the landing foot and throw or shoot before the landing foot is regrounded (Rule book page 53)
6 Is a goal scored if a player other than GS or GA throws or bats the ball through the goal ring?
b) No
10.1 ii) If a player other than GS or GA throws or bats the ball through the ring no goal is scored and play continues (Rule book page 56)
7 What is the minimum distance a defending player must stand before attempting to defend?
c) 0.9 metres
11.1 An opposing player may attempt to deflect or intercept or defend a player in possession of the ball, provided there is a distance of not less than 0.9 metre (Rule book page 58)
8 Where is this distance measured from?
a) From the grounded foot of the player in possession of the ball and the feet of the defending player
11.1 An opposing player may attempt to deflect or intercept or defend a player in possession of the ball, provided there is a distance of not less than 0.9 metre measured on the ground from the nearest part of the landing foot of the player with the ball to the nearest part of the opposing player's nearer foot. (Rule book page 58)
9 GK is sanctioned for obstruction in the goal circle, from where does the GS take the penalty?
a) Where obstructing GK was standing
11.1 Sanction for obstruction infringements: Penalty pass where the infringer was standing (Rule book page 58)
10 When does Contact occur?
b) When actions interfere with opponents' play
12.1 Contact occurs when a player's actions interfere with an opponent's play whether these are accidental or deliberate (Rule book page 60)
11 May a player use the goal post to regain balance?
b) No
9.4.1(ix) A player may not use the goalpost to regain balance or as a support to recover the ball (Rule book page 51)
12 When can a player who arrives late take the court?
c) When a goal is scored, stoppage for injury/illness/blood, next interval
9.2 (iii) If the position has been left vacant the late player may, after advising the umpire, take the court immediately after: a) A goal has been scored b) A stoppage for injury/illness or blood c) An interval (iv) If the position has been left vacant the late player may not enter the match while play is in progress (Rule book page 46)
After a goal is scored, which umpire blows their whistle for the centre pass?
a) The umpire controlling the half in which the goal was scored
6.1.1 (iii) During a quarter/half the centre pass is started by the umpire controlling the goal end where the last goal was scored (Rule book page 29)
14 What action would an umpire take if two opposing players simultaneously enter the Centre third before the whistle is blown for the Centre Pass and neither make contact with the ball?
a) No action, play continues
8.2.1(iv) If two opposing players enter the centre third simultaneously before the whistle is blown: a) If neither player makes contact with the ball they are not penalised and play continues (Rule book page 38)
15 Before the game, umpires must check …
d) All of the above
5.1.1 (i) During a match players must wear: a) Registered playing uniform and suitable footwear (iv) Players may not wear anything that could endanger themselves or other players, specifically: a) No adornment or jewellery may be worn other than a wedding ring which must be covered with tape c) Fingernails must be short and smooth d) Hair must be suitably tied back (Rule book page 23)
16 Which of these diagrams shows the areas of control for each umpire?
b)
5.2.1(iv) Each umpire controls and gives decisions for one half of the court, including the goal line... the length of the court is divided in half across the centre from side line to side line (Rule book page 25)
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Lesson Plan: Coordinate Planes & Cartography
Grades and Contents:
5th Social Studies 5th Math
Topic:
Westward Expansion
Graphing Coordinate Pairs in First Quadrant
Enduring Understanding
People moved West seeking economic opportunities; they faced many challenges.
Coordinate pairs can be used to showcase key points when plotted on a plane.
Standards/Indicators
Social Studies:
5-2.1 Analyze the geographic and economic factors that influenced westward expansion and the ways that these factors affected travel and settlement, including physical features of the land; the climate and natural resources; and land ownership and other economic opportunities.
Social Studies 21st Century Literacy Skills:
Create maps, mental maps, and geographic models to represent spatial relationships.
Math:
5.G.1 Define a coordinate system.
a. The x- and y- axes are perpendicular number lines that intersect at 0 (the origin);
b. Any point on the coordinate plane can be represented by its coordinates;
c. The first number in an ordered pair is the x-coordinate and represents the horizontal distance from the origin;
d. The second number in an ordered pair is the y-coordinate and represents the vertical distance from the origin.
5.G.2 Plot and interpret points in the first quadrant of the coordinate plane to represent real world and mathematical situations.
Academic Language
Vocabulary
* Westward Expansion
* Perpendicular
* Coordinate
* Physical Map (specific physical features listed under criteria for mastery)
* Transcontinental Railroad
Objectives/Language Function
* Verbally identify the pros and cons of different types of maps for displaying information about Westward Expansion.
* Explain in writing the relationship between the coordinates on the map and key places on the Westward Expansion map by creating a map key.
* Identify key geographic places, landforms, and hardships that impacted travel and may have caused economic hardships during Westward Expansion.
* Explain verbally or in writing using the coordinate plane map as a visual aid some of the geographic factors which impacted travel and settlement during Westward Expansion.
Assessment Plan
* Pre-Assessment-
- Have students complete the "before" section of the anticipation guide as a pre assessment.
* Post-Assessment- Before releasing students to create their map or as a "center rotation", perform a quick formative assessment using quizziz.com. The following link will take you to precreated 11 question formative check which you can then duplicate in your account and have students take.
https://quizizz.com/admin/quiz/5b7c5000840d0d001a15682d/westward-expansion-5thgrade-5-21
(Printed copies of the formative assessment are also an option.)
At the end of the lesson students will complete the after reading anticipation guide.
* Criteria for Mastery for the Map/Letter:
- Have the following key places plotted on their map:
St. Louis "Gateway to the West", Rocky Mountains, Missouri River, Mississippi River, Columbia River, Colorado River, Snake River, Great Plains "America's Breadbasket"
- Show accurate coordinates (x, y) for at least 4 key places (answers may vary per student, but should be similar)
- Show at least 3 other "challenges" or "crossings" on their map: Hot, dry summers, dust storms, Native American Trails, Insect swarms, Inclement Weather
- In the letter, students will explain the setup of their map and they should explain key places on the map that would be important for fellow pioneers planning to travel out West to know about. Students should reference the coordinate pairs (absolute location) and/or cardinal directions/other landforms (relative location) in order to showcase knowledge of how to use and read a physical map.
Materials
* Read Aloud copy of You Wouldn't Want to Be an American Pioneer!
* Copies of Anticipation Guide with the Map Plan on the back
* Grid fabric (precut)
* US Map Stencil outline (to save time you can prepare a few of these ahead of time)
* Sharpie markers for plotting points
* Copes of a variety of US maps (physical, political, thematic) for use if needed
* Paper (for letter writing) or Device to record a short video
Teacher Preparation
This lesson can be used as an introduction to or as a entry level lesson into Westward Expansion, a review/support lesson for graphing coordinate pairs, and a reinforcement for maps skills/informational text graphic aids and features.
It may be to set up 3 stations in addition to student desks/tables/workspace. Although they will each create their own map, students could rotate through stations at their own pace where they complete specific tasks. (1) Formative Check on Quizizz.com (2) Brainstorming/Prototyping their map (3) Compose a letter explaining the map features (adds time to lesson) (4) Embellishing map (not required) once the "Hook" portion of the lesson is complete.
Meat of Lesson
* Hook
1. Tell students: Sometimes you must rely on the experiences and expertise of others in order to be successful, other times you have to take the risk and fail to be successful. Traveling out West was no different. Before we get started I need to learn a little about some skills you already have.
2. Have students complete the Before Reading portion of the Anticipation guide. While completing scan the work of students to see if time needs to be spent reviewing what a physical map is vs. what a political map. If needed, explain once back in whole group.
3. Complete the discussion questions in order to activate background knowledge.
4. Introduction: Today we are going back in time to see what it may have been like to be one such trailblazer. We are going to use skills from Math in order to be cartographers. Before we can get started we need to take the time to learn more about some of the specific geographical challenges faced by those traveling out West. We are focusing on geography challenges today, so as I read certain sections from this text, be sure to take a few notes about challenges you hear.
5. Read Aloud Specific Portions of the text. (suggested ones are marked, our choose your own, if time allows before the lesson the book could be available to students)
6. Have students then do 3-4 rotations of "Give 1, Get 1" to share out key geographical features/challenges, making sure to circulate to check for understanding.
* Brainstorm
- Have students flip their anticipation guide over. Quickly review coordinate planes (labeling x,y, axis) numbering and then plotting. Explain that they must have the most important geographical landforms that posed challenges plotted on their map (have them share out or show an anchor chart with them listed). Explain that some challenges that are related to geography but aren't landforms per se, can still be showcased on the map (ie. locust swarms!) During this time students will also plan which landforms they want to physically recreate for their map and how they plan to do.
* Prototype
- Before prototyping or intermittently during their brainstorming time, it may be beneficial to have students complete the formative assessment on quizizz. It is self-paced and the data is stored. This will be helpful to know which students may need more time and/or guidance with identifying key geographical places and why they were a hindrance.
- Students will use the grid fabric to create their map. There is a US Map Stencil included that students (or you beforehand) can use to draw out the US if they want it to be uniform.
- They will then use the materials to design and create their map.
* Share
- Have students assemble two circles. One circle will be the inner circle and one circle will be the outer circle. Students once in their circles, should turn to face each other (outside circle student facing an inside circle student) this will be a quick way for students to share their maps with many classmates. Give about 45 seconds for each students to talk and then have students rotate. This can be repeated at least 3 times (repeating more if time allows).
1st rotation: How did you plan for your map design?
2nd rotation: What did you think was the biggest challenge to showcase on a map?
3rd rotation: What is one thing you did on your map to make it easy for pioneers to use?
- If you let students take their maps home, try to take a picture of each student's map beforehand, and post the picture of their map with their completed letter.
* Synthesize
- Have students return as a group. Close out the lesson by a brief discussion.
- Have students complete the After Reflection on the discussion guide.
Supports for Student Learning
Accommodations
* ELs- Provide a skeleton for the letter that explains the map or allow students to video themselves explaining their map to others as if they were going to travel out West.
* Grade Level adaptations- N/A
* Advanced students- Students could create journal entries or travel logs for a few of the key challenging places to cross, expanding on the ways travel/settlement were impacted as opposed to a letter.
* Additional supports- More modeling in areas needed for support (IE gradual release method to plot St. Louis and guided brainstorm of how to represent that visual with a 3D pen)
Discussion Guides
* Hook-
What challenges do you think travelers heading out West may have faced?
Native American trails were often used to by pioneers and became like very common roads after much usage. Why do you think they used these? Why not create their own? How can challenges that they faced be best shown on a map? (Map Key, etc) Why is a physical map the best choice for this? (Shows landforms not political boundaries, etc)
What is a cartographer?
How might those skills have been valuabled during this time?
* Synthesis-
- How did our ability to graph coordinate pairs help us design better maps?
- Sometimes, following in the path of others helps us to be successful. Were there any tips or tricks that you learned from one of your classmates that helped you design a better map? Explain.
- Where there any landforms that you were struggling to plot or design on the map that you did something different with? What?
- How did this cartography lesson today help you understand what it may have been like to travel out West during this time period?
- What was challenging about today's lesson? What was fun?
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