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Teacher's Notes
The Eye
Years: 8-12
Duration: 24 mins
Summary
The eye is one of the five sensory organs used to collect information from our surroundings. Each structure within the eye controls an essential function enabling clear and lucid vision. This video, 'The Eye' takes the audience on an informative journey through this complex structure by means of a biological dissection of a cow's eye. The roles of various structures are clearly explained and are related back to their function. The process of accommodation, whereby the lens changes shape to allow for near and far objects to be viewed clearly, is explained and modelled with the use of light boxes and differing lens thicknesses. The effect of the blind spot (or optic disc) in our eye is also demonstrated. This video is divided into the following parts:
1. From Light Comes Sight
2. The Outer Eye
3. The Inner Eye
4. Forming an Image
5. The Iris
6. The Lens
7. Sending Images to the Brain
8. Accommodation
9. The Blind Spot
10. Seeing in the Dark
Pre-Video Work:
Recommended for Junior Students
1. Ask students to make a list of the five senses that humans generally have. Next to each sense, ask them to write down the structure that is used for each. Finally, to really test the students, ask them to write next to each the information that each sense collects from the environment. Students could then design a table with appropriate column headings into which they can re-write this information
2. Discuss with the students that a "stimulus" is something in the environment that can produce a response in an individual. Tell the students that the last column in the above question were all examples of stimuli.
3. Discuss with your students that sense organs like the eye can detect the stimuli of light and movement, but what else is needed to understand such stimuli?
4. To determine how much the students already know about the eye, ask them to name as many parts of the eye as possible and briefly discuss the function of each part.
5. Read the worksheet questions together to make sure that all students understand the type of information they will need to collect. It would also be beneficial for the students to view the video first and on a second viewing attempt the questions simultaneously.
Recommended for Senior Students
1. Discuss with your students the role that senses have in communication using specific examples (ie. vision - animals demonstrate courtship behaviour to communicate breeding times; olfactory - ants leave chemicals on the ground to act as trail markers etc)
2. Discuss the following terms with the students and ask them to make their own notes following the discussion.
a) Stimulus - any aspect of the environment (whether it be internal or external) that provokes a response in an individual by initiating the propagation of an electrical nerve impulse in a nerve fibre.
b) Receptor - a specialised cell capable of detecting stimuli. There are different receptors for different stimuli.
3. Ask the students to copy the table into their books and to fill in the missing information from a) to j). The following words can be used:
Mechanoreceptors (x2), Sound, Vision, Heat/Cold, Chemoreceptors, Olfactory (smell), Light, Odour, Taste
4. Discuss with your students the Stimulus-Response pathway that takes place for the stimulus of light. Students are to write notes based on this discussion using the following terms: Stimulus - Receptor - Control Centre - Effector - Response.
5. Read the worksheet questions to the students and ask them to spend some time writing answers to the questions for which they already have knowledge. Ask the students to correct or add to their answers as they watch the video.
| Sense | Stimulus | Sensory Receptor |
|---|---|---|
| a) Auditory (hearing) Touch - - g) i) | b) c) Pressure f) h) Sweet, sour, bitter salty substances | Photoreceptors (rods & cones) d) e) Thermoreceptors Chemoreceptors j) |
Research Tasks
Recommended for Junior Students
1. Use one of the websites listed in the "Information Sources" at the end of these notes (or any other eye website) to find out something new that you believe is interesting enough to tell the class about in a 5 minute presentation. Prepare at least one overhead transparency of information/diagrams for use during your presentation.
2. Visit the library or your local optometrist to research the following diseases of the eye. Write a paragraph of notes about each.
a) short-sightedness
b) far-sightedness
c) conjunctivitis
d) cataracts
e) sties
3. Use research material to explain:
a) how we see colours and
b) colour blindness.
4. Obtain a ray box kit with a variety of convex lenses of differing thicknesses. Experiment using the parallel light rays from the ray box to determine what happens to the path of the light rays as they pass through the different types of convex lenses. Trace onto paper the ray box, the light rays, the convex lens and the new path that the light rays take on the other side of the lens. Think back to the video's explanation of accommodation and write a paragraph explaining how your experiment models this process.
Recommended for Senior Students (see
Website Information Sources below for help)
1. Research the limited range of wavelengths detected by the human eye and compare this range with those of other vertebrates and invertebrates (mandatory HSC Biology knowledge).
2. Visit the library to research the following diseases of the eye. Write a paragraph of notes about each (the first two are mandatory HSC Biology knowledge).
a) myopia
b) hyperopia
c) astigmatism
d) achromotopsia
e) amblyopia
f) strabismus
g) presbyopia
3. Use information from secondary sources to describe cataracts and the technology that can be used to prevent blindness from cataracts (mandatory HSC Biology task).
4. Using information from secondary sources, compare and describe the nature of photoreceptor cells in:
a) mammals
b) insects and in
c) simple light receptors of one other animal (mandatory HSC Biology task).
Website Information Sources
Recommended for Junior Students
1.http://kidshealth.org/kid/body/eye_noSW.html (Junior Level approach to understanding the eye)
2.http://faculty.washington.edu/chudler/amaze.html
(Animal Senses)
3.http://faculty.washington.edu/chudler/chvision.html
(Vision activities)
4.http://www.exploratorium.edu/learning_studio/cow_eye/index.html
(Cow's Eye dissection - step by step pictures)
5.http://sps.k12.ar.us/massengale/Eye%20dissection.htm
(Alternative Cow's Eye Dissection with excellent worksheet)
6.http://faculty.washington.edu/chudler/neurok.html
(Sense Organ information and activities)
Recommended for Senior Students
1.http://www.exploratorium.edu/learning_studio/cow_eye/index.html
(Cow's Eye dissection - step by step pictures)
2. http://sps.k12.ar.us/massengale/Eye%20dissection.htm
(Alternative Cow's Eye Dissection with excellent worksheet)
3. http://boredofstudies.org/courses/science/biology/2003_Biology_N_communication_Ashlee_Betteridge.pdf
(Excellent for HSC Biology Course - covers the eye plus rest of Communication topic. Will help with
mandatory tasks as mentioned in the"Research
Tasks" of these Notes)
4.http://soma.npa.uiuc.edu/courses/bio303/Ch11.html
(electromagnetic spectrum, vertebrate eye, photoreceptors)
5.http://hyperphysics.phy-astr.gsu.edu/hbase/vision/retina.html#c1 (Retina, Fovea Centralis, Optic Nerve, Common Vision Defects and their
Correction)
6. http://hyperphysics.phy-astr.gsu.edu/hbase/vision/rodcone.html
( Rods and Cones)
7. http://ebiomedia.com/gall/eyes/octopus-insect.html
(Insect and Cephalopod eye)
8. http://www.stlukeseye.com/Conditions/Default.asp
(Eye Diseases Index)
The Eye - Video Worksheet for Junior & Senior Students
The Outer Eye
1. What TWO structures protect the eyeball?
3. Where do excess tears go?
2. What does the tear gland do for the eye?
4. What role do the eyelashes have?
6. The white part of the eye is called the i) _________. It is a tough ii)____________ coating of the eye.
5. What does the conjunctiva do?
7. Where is the optic nerve found and what does it do?
9. What is meant by 'fixation'?
8. How many pairs of muscles are there in the eye to control its movement?
10. What does the sclera become at the front of the eye?
12. Is the cornea convex or concave?
11. Draw a diagram of the iris and pupil to show their arrangement.
The Inner Eye
1. What is behind the cornea?
3. What is behind the lens?
2. Give TWO roles for this substance?
4. What is the function of this substance?
6. Name the THREE layers at the back of the eye.
5. What is found at the back of the eye?
7. Where is the optic disc found and what happens here?
Forming an Image
1. What is released from the eye when the cornea is cut out?
3. Describe the pupil.
2. What can be seen with the cornea removed?
The Iris
1. Describe the iris.
3. The effect described in question 2 is called the pupillary light reflex. Why is it called a 'reflex'?
2. What does the iris muscles do in a) bright light and b) dim light?
4. Why is this reflex so important?
The Lens
1. What ligament connects the lens to the ciliary body?
3. How do images appear on the retina?
2. What is the role of the lens?
4. What helps us to make sense of this image?
6. What are the names of the TWO types of cells in the retina?
5. What does the retina contain?
7. What do they turn light into?
Accommodation
1. Define 'accommodation'.
3. What helps the lens to change shape?
2. How is it achieved?
4. When the lens is thick the eye can focus on _________objects.
6. Why do people need to wear glasses/contact lenses?
5. When the lens is thin the eye can focus on _________ objects.
7. What happens to the lens as you get older?
9. Far-sighted people can see clearly into the distance but have trouble seeing objects close to them. A __________ lens helps to bend the light rays in a little before they enter the eye enabling them to be clearly focussed onto the retina.
8. What type of lens is used to correct the vision of short-sighted people?
10. The optic disc is also called the __________ ___________ because it does not contain any photoreceptors.
12. Why doesn't this happen when two eyes are used?
11. Why could the woman in the video demonstration not see the circle at a certain point when one eye was covered?
13. What is the tapetum?
15. What is the function of the dark choroid?
14. What layer of the eye is it part of?
16. How does the tapetum differ?
18. Why do eyes appear red in photographs sometimes?
17. Many nocturnal animals have a tapetum. What are the advantages and disadvantages of this structure?
19. How does the red-eye reduction function of cameras help to prevent this?
Activities following the video
Recommended for Junior Students
1. Match the structures in Column A with their functions in Column B by drawing a line
2. Provide each student with a piece of paper and then give your class the following oral instructions to follow to prove that humans have a blind spot.
a) Cut out a rectangle with dimensions 12cm x 8cm on the piece of paper you have been given.
b) Measure in 4cm from the top, bottom and left edges. Draw a 1cm black cross in this position.
c) Measure in 4cm from the top, bottom and right edges. Draw a 1cm black dot in this position.
d) Place your right hand over your closed right eye.
e) Hold the paper in your left hand about 30cm in front of your face.
f) Focus on the black dot and slowly move the paper towards your face.
3. Repeat the cow's eye dissection (or other mammalian eye) as shown in the video. For younger classes it is recommended that each step of the dissection be performed together, as instructed by the teacher, to enable discussion and to maintain class control so that an atmosphere of respect for the biological material can be achieved.
4. Provide an unlabelled diagram of a cross section of the eye and have students label as many structures as they can.
Recommended for Senior Students
1. Repeat the cow's eye dissection (or other mammalian eye) shown in the video to gather first-hand data to relate structures to functions (mandatory HSC Biology task).
2. Repeat the demonstration shown in the video modelling the process of accommodation (mandatory HSC Biology task).
a) Write the methodology for modelling the process of accommodation using the
following pieces of equipment:
Light box
Thick convex lens
Thin convex lens
b) Perform the modelling activity and record your results by tracing the light path from the source, through the anterior and posterior surface of each convex lens. Show the bending of light that occurs at each medium's boundary. Also, draw a diagram of the eye showing the lens shapes for near and far focussing.
c) To conclude the report:
- state the definition of accommodation
- explain how focussing is achieved by the eye (mention the refractive mediums of the eye as well as the action of the ciliary muscles)
- discuss the similarities and differences that exist between this model of accommodation and the real process.
3. Complete the following table stating the functions of each eye structure. | <urn:uuid:2595df0a-6d08-4359-adf4-5963873a1296> | CC-MAIN-2023-14 | https://digital.films.com/HTTP/77405.pdf | 2023-03-24T12:07:33+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945282.33/warc/CC-MAIN-20230324113500-20230324143500-00265.warc.gz | 243,498,319 | 3,026 | eng_Latn | eng_Latn | 0.980509 | eng_Latn | 0.997389 | [
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N AM E : ________________________________ DATE: ____________________
READING: Older People are Happier
Vocabulary Preview
- Match the words on the left with the meanings on the right.
1. in your twenties
A. a short time ago
2. depressed
B. easy to understand
3. researcher
C. the way you think about something
4. recently
D. ask questions
5. interview
E. between the ages of twenty and thirty years old
6. clear
F. a problem that is not easy to make better
7. serious problem
G. very sad
8. view
H. a person who finds out information
- Use the above words to complete the sentences. Use Past Tense when necessary.
1. Will you get married ____________________ or in your thirties?
2. Sad movies always make me feel ____________________.
3. Air pollution is a ____________________ in many big cities around the world.
4. I ____________________ traveled to India. I just returned home last week.
5. The company will ___________________ me before they decide to give me a job.
6. Our teacher always explains things in a ____________________ way.
7. I think we should worry less about money. What is your ____________________?
8. Maria wants to become a __________________. She likes finding out information.
- Choose any two of the above words and write your own sentences.
1. _________________________________________________________________
2. _________________________________________________________________
NAM E: _____________________ DATE: ____________________
READING
Topics: Describing People / Emotions
Older People Are Happier
How old are you? Are you in your twenties or thirties? If your answer is 'yes', then you probably feel stressed and maybe a little depressed about many things in your life. However, researchers studying happiness found out something quite interesting. The researchers recently interviewed 1,546 people between the ages of twenty and one hundred. They learned that older people are much happier than younger people. This information surprised the researchers because older people have many health problems. The researchers are now asking themselves, "Why are older people happier with their lives?" There is no one, clear answer to this question. The answer may be, however, that older people have learned how to think differently. For example, a younger person might see a problem as a very big and very serious one. A person who is fifty or sixty, however, might view that same problem as a small problem. As Professor Jeste, at the University of California, says, "a lot of big things become little" for older people. So, if you are young and a little unhappy now, don't worry. You will probably feel happier when you are older.
NAM E: _____________________ DATE: ____________________
READING
Grammar Practice
Older People Are Happier
- Complete the paragraph by circling the correct words.
How old are you? (1)_____ you in your twenties or thirties? If your answer is ‘yes’, then you probably (2)_____ stressed and maybe a little depressed about many things in (3)_____ life. However, researchers studying happiness found out something quite interesting. (4)_____ researchers recently interviewed 1,546 people between the ages of twenty and one hundred. (5)_____ learned that older people are much happier (6)_____ younger people. This information surprised the researchers (7)_____ older people have many health problems. The researchers are now (8)_____ themselves, “Why are older people happier with (9)_____ lives?” There is no one, clear answer to this question. The answer may be, however, that older people have learned how to (10)_____ differently. For example, a younger person might (11)_____ a problem as a very big and very serious one. A person who is fifty or sixty, however, might view that same problem as a small problem. As Professor Jeste, at the University of California, says, “a lot (12)_____ big things become little” for older people. So, if you are young and a little unhappy now, don’t worry. You will probably feel happier when you are older.
1.
(A) Do
(B) Are
(C) Is
2.
(A) feel
(B) feels
(C) feeling
3.
(A) your
(B) you
(C) yours
4.
(A) A
(B) An
(C) The
5.
(A) The
(B) They
(C) He
6.
(A) there (B) then
(C) than
7.
(A) because
(B) so
(C) and
8.
(A) ask
(B) asking
(C) asked
9.
(A) they're
(B) their
(C) there
10.
(A) think
(B) thinks
(C) thought
11.
(A) sees
(B) saw
(C) see
12.
(A) to (B) at
(C) of
N AM E : ________________________________ DATE: ____________________
READING: Older People are Happier
How Much Do You Understand?
- Write ‘T’ (True) or ‘F’ (False) next to each statement.
1. The article is about how to become happier.
2. The researchers were between the ages of 20 and 100.
3. The researchers have many health problems.
4. The researchers are not really sure why older people are happier.
5. Older people view life in a different way than younger people.
6. You shouldn’t worry too much about feeling a little unhappy if you are young.
Discuss
- Discuss the following questions with your classmates.
1. Are you surprised that older people are happier than younger people? Why? / Why not?
2. Are you happy today? Why? / Why not?
3. What kinds of things make you happy? Why?
Write
- Choose one of the above discussion questions. Write a short paragraph to answer it.
_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
Reading Lesson Topic: Describing People / Emotions
Headline 'Older People are Happier'
Grammar Focus Mixed (includes comparatives)
Vocabulary
189 words
A1 words-78% / A2 words-13% / B1 words-6% / B2 words-1%
AWL Words in this text: depressed, researchers, stressed
Vocabulary Analysis by: vocabkitchen.com
Level Elementary to Pre-Intermediate (CEFR A2)
ANSWER KEY
Page 1
- Vocabulary Preview
1. E 1. in your twenties
2. G 2. depressed
3. H 3. serious problem
4. A 4. recently
5. D 5. interview
6. B 6. clear
7. F 7. view
8. C 8. researcher
ANSWER KEY Page 3 ANSWER KEY Page 4
- Article (Grammar)
- How Much Do You Understand?
News Sources:
- http://ucsdnews.ucsd.edu/pressrelease/graying_but_grinning_despite_physical_ailments_older_adults_happier
- http://www.huffingtonpost.com/entry/the-surprising-age-when-thousands-say-theyre-
-
happiest_us_56b4cbb3e4b01d80b245f8fc?8loko6r http://www.huffingtonpost.com/entry/proof-that-older-people-are-happier-than-those-in-their-20s-and-
30s_us_57beeb3be4b085c1ff27dfa3?section=&
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Chorleywood to Chalfont & L via Sarrat Bottom & Chenies
An all time favourite of mine, this walk takes a very pretty stretch of the lower valley of the Chess, including short stretches of the river, a ford, the Chorleywood Estate and the opportunity to visit Chenies Manor. The route can be muddy and includes a steep hill down into the valley and back up again to gain the station.
Chorleywood House Estate
In the early 18th Century when it consisted of just two farms, Chorleywood Farm and Meeting House Farm. The land and property changed ownership several times until John Barnes bought the estate in 1822 and built a Regency mansion, called Chorleywood House, replacing the existing farm house. In 1892, the house was bought by Lady Ela Russell, a relative of the Duke of Bedford. She modified and enlarged the house. She developed the estate to be virtually self-sufficient, with her own farms and market garden. She created formal gardens and parkland near the house, and built cottages for her chauffeur and gardener behind the house. She installed electricity using her own generator housed in a building near the summerhouse. Water was pumped from the Chess by a waterwheel to a well which was also supplied by a spring. She built a chapel, and a drill hall. These buildings are still in use, and have recently been restored by Three Rivers.
Nothing came of later plans to turn it into a golf club, but this was during the depression of the 1930s. In June 1940, the mansion and land were bought by Chorleywood UDC together with Hertfordshire County Council and LCC and designated a public open space.
River Chess
Once past the water treatment area this becomes Tony's favourite valley. The River Chess is a chalk stream, its water coming from the groundwater held in the chalk of the Chiltern Hills. The Chess is fed by springs which form where the water table reaches ground level. The mineral rich water emerges at a constant temperature of about 10°C. The unique character of chalk streams means that they provide a very rich habitat for wildlife, which makes the Chess a great place to come into contact with nature.
The River Chess Association lists Brown trout, brook Lamprey, Grayling, Bullhead, Great White Egret, Green Sandpiper, Grey Heron, Grey Wagtail, Mute Swan, Osprey, Stonechat, Water Rail, Water Crowfoot, Purple Loosestrife, Hemp Agrimony, Water ForgetMe-Not, Branched Bur-reed, Mayflies and Water voles, which are one of the UK's rarest mammals, See http://www.riverchessassociation.co.uk/wildlife.html
Frogmore Meadow
The site has marshy areas and fens beside the river, damp grassland and drier, more acidic areas. The river bank has water voles, and damp areas are dominated by meadow foxtail and Yorkshire fog, with some marsh marigold and marsh bedstraw.Other typical plants are marsh marigold, greater bird's foot trefoil, ragged robin and the rare marsh valerian. Sedges abound and there are six species. The drier areas support plants such as betony. Butterflies include skippers, meadow browns, ringlets and marbled whites
Chenies Manor
This Grade I Listed Building, known formerly as Chenies Palace, was owned by the Cheyne family who were granted the manorial rights in 1180. The manor remained in their possession until the end of the 15th century.
The semi-fortified brick manor house which forms the core of the present day structure was built by Sir John Cheyne around 1460. Both Henry VIII and Queen Elizabeth I visited the house on numerous occasions accompanied by their Courts.
The original manor house was extended in the 16th century by John Russell, later 1st Earl of Bedford, to whom the property passed through marriage. In 1627, the 4th Earl of Bedford relocated the principal family seat from Chenies to Woburn Abbey. Chenies Manor then became a secondary home. In the 1950s the estate was bought by the present owners, the MacLeod Matthews family, who commenced a long process of restoration which continues to this day. Visit http://www.cheniesmanorhouse.co.uk/ | <urn:uuid:9a32495c-132b-4a19-b83c-b6cc8a80ae42> | CC-MAIN-2023-14 | https://tonero.me.uk/walkmaps/T&Swalks43.pdf | 2023-03-24T13:39:35+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945282.33/warc/CC-MAIN-20230324113500-20230324143500-00265.warc.gz | 650,922,724 | 920 | eng_Latn | eng_Latn | 0.99825 | eng_Latn | 0.99825 | [
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Federal Wage System Job Grading Standard for Cooking, 7404
Table of Contents
WORK COVERED
This standard covers nonsupervisory work involved in the preparation of regular or special diet foods and meals. This includes cooking meats, poultry, fish, shellfish, and vegetables and making soups, gravies, sauces, desserts, and other foods. Cooks use standardized recipes and menus and personal knowledge and experience to measure, assemble, and mix ingredients; regulate cooking temperatures; and add seasoning to foods. They use specialized knowledge and skill to design and prepare decorated foods and aesthetic food arrangements. This includes techniques to mold food items into various forms, carve fruits and vegetables into various shapes, and create ice sculptures.
WORK NOT COVERED
This standard does not cover work which primarily involves:
- Preparing regular and special diet bakery products such as bread, rolls, cakes, cookies, pies, doughnuts, pastries, puddings, fillings, and icings. (See Job Grading Standard for Baking Series, 7402.)
- Cutting, trimming, and removing bones from meat and preparing and processing fish and poultry. (See Job Grading Standard for Meatcutting Series, 7407.)
- Food service work or simple food preparation work or a combination of both, including setting and waiting on tables; attending food counters; serving food; assembling trays for hospital patients; washing dishes, pots, and pans; transporting food, equipment, and supplies by manual or motorized carts; and assisting in food preparation. (See Job Grading Standard for Food Service Working Series, 7408.)
TITLES
Jobs covered by this standard are to be titled Cook.
GRADE LEVELS
This standard describes three levels of nonsupervisory cooking work (grades 4, 6, and 8). The standard does not describe all possible grades at which jobs might be established. If jobs differ substantially from the skill, knowledge, or other work requirements described for the grade levels in the standard, they may be graded above or below the levels described based on sound job grading methods.
COOK, GRADE 4
General: Grade 4 cooks perform a full range of simple cooking by preparing and cooking items that require little or no processing such as pancakes, sausage, eggs, hamburgers, and fresh or canned vegetables. They prepare all forms of hot cereals; broil meats; prepare and cook concentrated or dehydrated soups, sauces, and gravies; and make cold sandwich fillings. Cooks at this level prepare pureed diet foods such as peas and spinach and convenience items such as frozen hash browns, fish fillets, and chicken nuggets. Some cooks at this level prepare and bake pizza.
In addition, cooks at this level:
- prepare food by peeling, chopping, grinding, paring, cutting, slicing, dicing, pureeing, dredging, flouring, or breading;
- weigh, measure, and assemble ingredients for regular and modified menu items;
- set up and replenish a salad bar;
- portion foods for distribution and meal service; and
- cover, date, and store leftovers according to established procedures.
They mix ingredients according to precisely written recipes that produce quality products, minimize preparation time, and avoid food material waste.
Cooks at grade 4 operate a variety of kitchen equipment which utilizes gas, electricity, steam, or microwave heat sources. They disassemble and assemble component parts and accessories for cleaning, and follow safety procedures regarding the operation of equipment to avoid personal injury or damage to the equipment. They clean and use a variety of cooking utensils required to measure, weigh, and process food items. They clean, store, and maintain all kitchen utensils and clean and maintain all equipment and work areas after each use practicing a "clean as you go" concept. They perform various other cleaning tasks (e.g., walls and ceilings, floors, work tables, walk-in refrigerators, and duckboards) following an established cleaning schedule. The cooks follow established sanitation procedures when handling food. They ensure that foods are stored at the correct temperatures to prevent bacteria growth. They maintain accurate food inventories and rotate stock items to prevent spoilage.
Skill and Knowledge: Grade 4 cooks require a working knowledge of the methods and procedures relating to food preparation in small quantities, and the skill to apply such information to cook a limited variety of prepared foods (i.e., foods that are completely prepared in advance and are then kept warm during meal service such as soup) or short-order foods (i.e., "prepared to order" foods that are cooked as they are ordered). They know how to read and can understand written food service material (e.g., food labels, standardized recipes, computerized
food production sheets, metric conversion tables, and basic work instructions) and have a knowledge of special and modified diets.
They perform basic arithmetic computations in multiplying ingredients in a recipe and calculating how many servings a container will hold. They know the various tables of weights and measures and are able to convert from the U.S. standard system to the metric system. Grade 4 cooks regulate cooking temperature and steam pressure, and check for correct cooking time and the condition of the food being cooked. Cooks at this level are knowledgeable of the characteristics of the various foods they prepare such as color, flavor, consistency, texture, and temperature and cooking time required. They are skilled in planning, coordinating, and timing the sequence of steps required to have their menu items ready for serving at mealtime. They are able to season foods according to set procedures, making adjustments when appropriate. They are knowledgeable of infection and spoilage control procedures. At this grade, cooks know how to operate, breakdown, and clean the food service equipment they use such as a meat grinder, coffee urn, griddle, and broiler.
Responsibility: Grade 4 cooks receive assignments in the form of written and oral instructions from their immediate supervisor. Instructions typically consist of the cook's worksheet, menus, standardized recipes, and meal schedules. A higher grade cook or supervisor checks to see that the work is being done properly and is available to answer technical questions. The employee is responsible for the proper use and cleaning of equipment, safety practices, personal hygiene, and conformance with food service sanitation requirements. When learning new or more difficult work, cooks at this level receive detailed instructions from a journey level cook or the supervisor on cooking methods and use of equipment. Work is evaluated by the supervisor or higher grade cook in terms of quality of food cooked and adherence to instructions and time schedules.
Physical Effort: Cooks at this grade level perform work requiring continual standing and walking, and frequent stooping, reaching, pushing and pulling, and bending. They frequently lift or move objects weighing up to 18 kilograms (40 pounds) unassisted, and occasionally lift or move objects weighing over 18 kilograms (40 pounds) with the assistance of lifting devices or other workers.
Working Conditions: The work is performed in kitchen areas which are well lighted but are often hot and noisy. The cooks are exposed to steam, fumes, and odors from cooking and to extreme temperature changes when entering walk-in refrigeration or freezing units. There is danger of slipping on wet floors that have been recently mopped or where food has been spilled. They are subject to possible cuts from knives and burns from steam, hot foods, stoves, and hot grease and water.
COOK, GRADE 6
General: Cooks at this grade level prepare and cook a variety of menu items including regular and special diet entrees and dessert items. Working alone or with a higher grade cook, they roast, broil, bake, fry, boil, steam, and stew meats, fish, and poultry. They prepare soups, stocks, broths, gravies, sauces, and puddings without the use of packaged mixes. They make a variety of dessert items such as baked Alaska, crepes, and mousses. They adjust standardized recipes for the number of servings required in large quantity cooking. They slice meat items by hand conforming to a specific size requirement or weight specification. They maintain the proper temperature for all foods during holding, transport, reheating, and serving to assure quality control and food safety.
Cooks at grade 6 perform yield testing for selected food items to determine the serving weight or volume after preparation and gather other test data to assist management in making purchasing and menu pricing decisions. Some cooks at this level may also maintain rotation of food inventories to prevent spoilage. In some work situations they provide assistance to the supervisor or a higher grade worker in ordering food in accordance with daily and weekly menu requirements. They may prepare food production worksheets from computerized recipe files.
Cooks at this grade also:
- prepare cold food platters such as ham, salmon, and roast beef platters, and salads and hors d'oeuvres;
- mix and prepare cold sauces, meat glazes, molded aspics, and salad dressings; and
- carve vegetables and fruits as garnishes for food platters and dishes.
Some cooks at this level operate specialized equipment to cook food in large quantities and to rapidly chill and store the prepared items under refrigeration for long periods of time. This kind of food preparation system is typically used in a hospital or similar health care facility. These cooks follow special health and safety procedures in storing items in the food bank and in reheating food items.
In some work situations, under the guidance of their immediate supervisor or a higher grade cook, these cooks may prepare an entire meal which requires coordinating the cooking of several items with different cooking times and characteristics. They plan the cooking process to produce a complete meal on time and at the proper temperature.
Skill and Knowledge: Grade 6 cooks have basic knowledge of food preparation principles and a practical understanding of the physical changes that occur during the processing and cooking of food. They have working knowledge of the planning process involved in cooking an entire meal including the different preparation methods for various food items, the necessary time for cooking these different items, and how to schedule and coordinate their preparation to produce a properly cooked meal on time.
They evaluate a variety of raw and cooked food items to decide if they are fresh and whether cooked foods are done by their appearance, consistency, texture, and temperature. Cooks at this level have a knowledge of how to prepare specialty sauces such as bechamel and hollandaise. Also, they have a knowledge of cold food presentation and the skill to carve and use colorful fruits and vegetables as garnishes. They have a knowledge of standard formulas used in yield testing to determine portion cost and to adjust ingredients in standard recipes when altering the number of servings required. Some cooks at this level may have a working knowledge of special and modified diets, and of the cooking techniques to use in following the adjusted recipes. They know the principles of food spoilage, food borne illness, and food safety. These cooks know how to follow standardized recipes and cooking techniques. Some cooks at this level have skill in using standardized recipes and cooking techniques that have been adapted to the requirements of a specialized food preparation system. They are skilled in operating and cleaning specialized equipment such as a cook tank, agitating kettle, pump fill station, tipper tie, blast chiller, and vacuum packer. Cooks at grade 6 have practical knowledge of methods and procedures necessary for ordering, issuing, and storing food items in accordance with inventory and sanitation requirements. They know how to operate, breakdown, and clean the standard food service equipment they use such as a food processor, slicing machine, rotary or convection oven, and a deep fat fryer.
Responsibility: Grade 6 cooks receive work assignments orally and in writing from their immediate supervisor or a higher level cook in the form of a cook's worksheet, menus, standardized recipes, meal schedules, and special work orders. They plan, coordinate, and time their work assignments to assure that food items are prepared on time and are at the proper temperature. Cooks at this level make judgments about the recipe modifications needed to meet changes in the number of servings required. They adjust the amounts and proportions of ingredients in recipes while maintaining the original balance between ingredient quantities and the number of portions needed. They suggest to a higher level cook or their supervisor adaptions of standardized recipes to allow for differences in the cooking equipment specified in the recipe and the equipment that is available. They assist in training lower grade cooks and advise them on how to improve their work methods. They are responsible for the safe use and care of kitchen equipment. Work at this level is evaluated in process and upon completion by the supervisor or higher grade cook in terms of the timeliness, quality, flavor, and appearance of prepared foods and conformance to sanitation and safety standards.
.
Physical Effort: The physical effort is the same as described at grade 4
Working Conditions: The working conditions are the same as those described at grade 4.
COOK, GRADE 8
General: Cooks at this grade independently prepare all types of meats, poultry, seafood, vegetables, fruits, sauces, and gravies for regular and modified diet menus. They prepare, cook, season, and portion food for all meals by following standardized recipes at different levels of difficulty and plan, regulate, and schedule cooking procedures so that numerous completed food products are ready at the appropriate temperature and time. They plan and prepare or coordinate the preparation of entire meals. They prepare and present food so that it is visually appealing to customers, and it conforms to established food standards in terms of shape, size, texture, color, and flavor. The cooks also prepare foods for such modified diets as diabetic, sodium restricted, and low-cholesterol. Cooks at this level prepare menu items using special or difficult recipes that require numerous interrelated steps, many ingredients, and lengthy preparation time. They prepare a variety of menu items using several different and complex methods of preparation such as cook/chill.
Cooks at grade 8 examine all food for quality and freshness before preparation. They prepare, season, and cook braised and sauteed meats, poached fish, steamed or fricasseed poultry, creamed soups, and casserole dishes. They monitor temperatures and steam pressures, evaluate the condition of food being cooked at frequent intervals, and turn and baste meat to add flavor and to prevent uneven cooking and drying out. Cooks at this level may make substitutions and adjustments in food preparation procedures and seasoning to make the food more attractive and to improve taste. They make modifications to recipes for ingredient quantities, the number of servings, and the size of the equipment available. They test and evaluate new food products and develop and modify standardized recipes, including detailed equipment lists.
In some work situations, cooks at this level may coordinate the work of lower graded cooks engaged in a variety of standard cooking operations simultaneously at one or more work centers. They direct and monitor the preparation of menu items by lower grade cooks, and review menus and standardized recipes with them to assure that food items are made correctly.
Skill and Knowledge: At this grade, cooks have a thorough knowledge of the full range of food preparation principles including the techniques and procedures necessary to develop new or revise current recipes. They know the procedures related to cooking in large quantities. Grade 8 cooks have skill necessary to overcome practical production problems, evaluate final food products, and initiate corrective action when an item does not meet established quality standards. They develop standardized recipes for quantity cooking. They are able to expand and modify recipes according to the capacity of the equipment in the kitchen as well as in response to adjustments in the number of servings needed.
They have a thorough understanding of the importance of flavoring materials such as vanilla, herbs, and spices and the special rules that apply to the use of seasonings when modifying or extending recipes for large quantities of food. Cooks at this level plan and coordinate a full range of food preparation activities involving quantity food production where a number of items are cooked simultaneously and require varied cooking methods, timing requirements, many ingredients, and numerous interrelated steps.
They have the skill to manage various cooking processes so that food items are served at their peak taste, texture, and appearance with minimum holding periods and so that safe and critical temperature and time control points are met. Some cooks at this level are required to have a knowledge of special and modified diets such as high protein, low cholesterol, low fat, calorie restricted, and sodium restricted diets. They instruct lower level cooks how to use exchange lists in diabetic meal planning to provide the patient with a greater variety of food choices, or they give guidance on which meats, fish, and other foods are prohibited and which are permitted and with what degree of frequency in a controlled diet, including preferred cooking methods.
Cooks at this level apply skill in the operation, breakdown, and cleaning of food service equipment used in large quantity food production (e.g., trunnion kettle, chopper, vegetable peeler, and vertical cutter-mixer). They have broad knowledge of sanitation regulations and proper food protection procedures.
In some work situations, grade 8 cooks may need to be skilled in assisting and guiding lower graded cooks on the more intricate tasks involved in carrying out a comprehensive cleaning schedule, such as the cleaning of air-conditioning or ventilation equipment and mechanical dishwashers. They may also organize and coordinate the work of lower grade cooks at one or more work centers in a production kitchen in order to accomplish a variety of quantity cooking operations.
Responsibility: Grade 8 cooks work under the direction of a supervisor who establishes written daily work assignments and who provides general instructions orally or in writing. They are responsible for analyzing and correcting production problems independently, and coordinating the cooking process for food items assigned directly to them. They may also be responsible for coordinating the cooking of items prepared by other cooks at one or more work centers. Cooks at this level know the type and quantity of food to prepare from the cook's worksheet or oral instructions. They determine when items are done and make changes or adjustments in recipes for the improvement of flavor, texture, and appearance. They calculate and determine portion servings from quantities of food issued such as roasts. They provide instruction to lower grade cooks in food preparation principles and techniques, and on sanitation and safety practices. Their work is subject to spot checks by the supervisor for conformance with quality food standards, timeliness, and adherence to established operating procedures including the proper use of commercial food service equipment.
Physical Effort: The physical effort is the same as described at grade 4.
Working Conditions: The work conditions are the same as those described at grade 4. | <urn:uuid:759add5d-9e09-4df7-937b-e267a36ca38b> | CC-MAIN-2023-14 | https://www.opm.gov/policy-data-oversight/classification-qualifications/classifying-federal-wage-system-positions/standards/7400/fws7404.pdf | 2023-03-24T12:50:34+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945282.33/warc/CC-MAIN-20230324113500-20230324143500-00263.warc.gz | 1,020,064,670 | 3,866 | eng_Latn | eng_Latn | 0.943415 | eng_Latn | 0.996873 | [
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Oxfordshire County Council
HAILEY CE PRIMARY SCHOOL
RELATIONSHIPS AND SEX EDUCATION POLICY
1. Aims
Through our PSHE programme, we aim to provide children with the knowledge, skills and understanding that they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. In providing children with an understanding of healthy and respectful relationships and appropriate boundaries, we consider effective Relationships and Sex Education (RSE) to be a fundamental part of our approach to supporting pupils to grow into confident, caring, responsible and respectful young people.
At Hailey, RSE is taught within the Personal, Social, Health and Economic (PSHE) education curriculum. In addition, some aspects of the RSE programme will be covered through science, ICT, assemblies and class stories
RSE is lifelong learning about personal, physical, moral and emotional development. It should teach children and young people to develop and form positive values, attitudes, personal and social skills, and increase their knowledge and understanding of how to make informed decisions and life choices.
2. Statutory requirements
As a maintained primary school, we must provide relationships education to all pupils as per sections 34 and 35 of the Children and Social work act 2017.
This policy has been written in accordance with the statutory guidance document "Relationships Education, Relationships and Sex Education (RSE) and Health Education" (DfE, 2019). The Department for Education guidance states that by the summer term 2021, all primary schools must teach Relationships and Health Education. The teaching of Sex Education in primary schools remains non-statutory, with the exception of the elements of sex education contained in the science national curriculum: including knowledge of the main external body parts; the changes as humans develop to old age and reproduction in some plants and animals. Other related topics that fall within the statutory requirements for Health Education, such as puberty and menstrual wellbeing, will be included within PSHE education lessons.
Within the statutory guidance document for RSE and Health Education, the DfE also encourages schools to deliver age-appropriate sex education if they feel their pupils need this information:
"It is important that the transition phase before moving to secondary school supports pupils' ongoing emotional and physical development effectively. The Department continues to recommend therefore that all primary schools should have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science – how a baby is conceived and born."
Should you like to see the guidance from the government please visit: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/ 805781/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf
3. Curriculum
3.1 Statutory RSE Curriculum Content
Our RSE curriculum is embedded within our PSHE curriculum. We have developed the curriculum taking into consideration the age, needs and feelings of our pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an age appropriate manner so they are fully informed and do not seek answers online.
Key objectives of the statutory Relationships Education curriculum by the time children leave primary school are outlined below:
how to manage these situations and how to seek help or advice from others,
These areas of learning are taught within the context of family life, taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).
3.2 Statutory Science Curriculum Content
3.3 Non-Statutory Sex Education
The DfE guidance 2019 also recommends that all primary schools have a sex education programme tailored to the age and the physical and emotional maturity of pupils, and this should include how a baby is conceived and born. Although sex education is not compulsory in primary schools, we believe children should understand the facts about human reproduction before they leave primary school. We therefore provide some non-statutory sex education, covering how human reproduction and conception occurs.
Children will be taught:
Year 1 RSE and health education lessons summary:
There are approximately 3 lessons. Here is a summary of what the children will be learning -
1. Children will learn about the basic principles of hygiene and how to look after themselves and keep their bodies clean.
2. Children will be introduced to the concept of growing and changing (that babies grow into toddlers, children and then finally adults).
3. The final lesson looks at different types of families and knowing who we can ask for help when we need it.
Year 2 RSE and health education lessons summary:
There are approximately 3 lessons. Here is a summary of what the children will be learning -
1. The first lesson begins with children discussing the ways boys and girls can be the same and different. Children will explore the idea that some people have preconceived ideas about boys and girls for example that boys like blue and girls like pink.
2. Children will be introduced to the idea that making a new life requires both a male and female.
3. The final lesson focuses on the physical differences between boys and girls including the anatomical difference using the terminology 'vagina' and 'penis'.
Year 3 RSE and health education lessons summary:
There are approximately 3 lessons. Here is a summary of what the children will be learning -
1. The first lesson begins with children discussing what the terms male and female mean and identifying the differences and similarities between males and females.
2. Pupils learn about the biological differences between male and female and identify and name the biological terms. The teacher will then use the scientific words related to these parts and determine whether you are anatomically male or female.
3. The final lesson will centre on what differences there are in families and who makes up a family.
Year 4 RSE and health education lessons summary:
There are approximately 3 lessons. Here is a summary of what the children will be learning -
1. The children will discuss all the stages of a human lifecycle including baby, toddler, child, teenager, adult and elder. They will talk about what these words mean and when these stages take place.
2. In lesson two the children will learn and discuss what puberty is and what it means. The teacher will explain that this is a special time when a child gradually grows and develops into a young adult and both their bodies and feelings change.
3. The third lesson focuses on recapping what the children remember about puberty. Again, the teacher will explain that puberty can happen at any time between the age of 8 and 16 and that it starts and ends at different times for everybody. The children will discuss hormones and how these are the reasons for the changes that will happen in the coming years. The teacher will briefly discuss the physical changes that will occur during puberty including hair and body part growth.
Teachers will emphasise that these changes are normal and happen to everyone. They are nothing to be apprehensive about
Year 5 RSE and health education lessons summary:
There are approximately 3 lessons. Lesson 3 will be taught in single gender groupings. Here is a summary of what the children will be learning -
1. The first lesson will focus on the children's understanding of what puberty is - the children will be told that it is a time in a person's life where they will grow and develop into young adults. The children will then explore some of the physical and emotional changes that take place between the ages of 8 and 16. We emphasise that these changes are normal and can happen at different times to different children. The children will then discuss what changes will happen to men and women.
2. In the following lesson children talk in more detail about puberty and will discuss menstruation and what this means for girls. Changes that happen to boys will then be discussed.
3. The third lesson will allow children to discuss everything they have learnt and the children will discuss how to stay clean and healthy.
School emphasises that these changes are normal and are nothing to be apprehensive about but that pupils can talk at school with an adult or with you at home about anything they are worried or concerned with.
Year 6 RSE and health education lessons summary:
There are approximately 3 lessons. These lessons will be taught in single gender groupings. Here is a summary of what the children will be learning -
1. The first lesson describes how and why the body changes during puberty in preparation for reproduction. Pupils will briefly recap what they learnt last year about puberty. (The Year 5 lessons discussed some of the physical and emotional changes in boys and girls during puberty). Any misunderstandings will then be clarified.
2. The second lesson begins with children talking about what the word relationships means and what examples they know of relationships (including friendships, siblings, husbands, wives, and friends).
3. The last lesson will bring all the learning from the previous two lessons together about relationships, intercourse and reproduction so any misunderstandings can be clarified.
4. Delivery of RSE
Our Relationships and Sex Education programme will be delivered in an age appropriate and sensitive manner by school staff. Teaching is normally taught in mixed gender groups, though some content is covered in single sex groups e.g. menstrual hygiene, single sex question sessions, etc.
We aim to provide a learning atmosphere where children feel safe and relaxed, and where they feel confident to engage in discussions around potentially sensitive subjects and themes.
Ground rules in class and across the school are essential when discussing sensitive subject matter and teaching RSE. Clear ground rules are established in partnership with the class, then reinforced at the start of each relevant lesson. As a minimum, ground rules are likely to include the following basic guidelines:
* Listen politely to each other
* Everyone gets a turn to speak, if they want to
* Everyone has a right not to speak
* Everyone's contribution is respected
* We don't ask or have to answer any personal questions
* We use anatomically correct language when we have learnt it
Dealing with sensitive issues and questions
Pupil's questions will be dealt with honestly and sensitively and in an age appropriate way. A questions box will be available for pupils to ask anonymous questions. If staff are faced with a question in the lesson that they do not feel is appropriate for the whole class, creating a time to talk to a child individually will be used where appropriate. Children may also be signposted back to parents/carers and the teacher will contact the parents/carers to give a context to the conversations that have been held in class.
If any questions raise safeguarding concerns, staff will refer to the Designated Safeguarding Lead.
Since RSE incorporates the development of self-esteem and relationships, pupils' learning does not just take place through the taught curriculum but through all aspects of school life including the playground. It is important then that all staff understand they have a responsibility to implement this policy and promote the aims of the school at any time they are dealing with children.
5. Roles and responsibilities
5.1 The governing body
The governing body has delegated the approval of this policy to the CPA Committee.
5.2 The headteacher
The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of RSE.
The headteacher also ensures that members of staff are given sufficient training, so that they can teach effectively and handle any difficult issues with sensitivity. In addition to this they will monitor this policy on a regular basis and report to governors on the effectiveness of the policy
5.3 Staff
All staff are responsible for delivering RSE in a sensitive way, modelling positive attitudes to RSE, responding to the needs of individual pupils, responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of RSE and monitoring progress.
5.4 Pupils
Pupils are expected to engage fully in RSE lessons and, when discussing issues related to RSE, treat others with respect and sensitivity.
5.5 Parents
The school is well aware that the primary role in children's RSE lies with parents and carers. We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and co-operation. In promoting this objective, we will:
* carry out our statutory duty to consult with parents and governors on the contents of this policy
* inform parents about the school's RSE policy and practice; this includes informing parents by letter
or email before beginning to teach a unit of RSE
* answer any questions that parents may have about the RSE of their child; this includes providing opportunities for parents to view the resources that are used in lessons
* take seriously any issue that parents raise with teachers or governors about this policy or the arrangements for RSE in the school
6. Parents' right to withdraw
As previously stated the RSE curriculum consists of both statutory and non-statutory elements. Parents do have the right to withdraw their children from the non-statutory/non-science components of sex education within RSE. They do not have the right to withdraw their children from statutory relationships education, health education or the science curriculum.
Parents wanting to withdraw their children are invited to speak to the class teacher. The class teacher will explore the concern of the parents and the possibility of adjusting the programme or approach and will discuss any impact that withdrawal may have on the child. He/she will talk with the parents about the possible negative experiences or feelings that may result from withdrawal of the child and the ways in which these may be minimised. If the parent still wishes to withdraw the child, requests for withdrawal should be put in writing and addressed to the Headteacher. Once a child has been withdrawn they cannot take part in sex education until the request for withdrawal has been removed.
Alternative work will be given to pupils who are withdrawn from sex education and that child will go to another class for the duration of the lesson.
7. Confidentiality
Teachers conduct sex education lessons in a sensitive manner. However, if a child makes a reference to being involved, or likely to be involved in sexual activity, then the teacher will take the matter seriously and deal with it as outlined in the Child Protection and Safeguarding Policy. Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse or exploitation. If the teacher has concerns, they will draw these to the attention of the designated person responsible for child protection or the headteacher as a matter of urgency. Disclosure of female genital mutilation must be reported to the police (either by the teacher to whom it is disclosed or by the DSL).
Legally, the school cannot offer or guarantee absolute confidentiality. We aim to ensure that pupils' best interests are maintained and try to encourage pupils to talk to their parents or carers to provide support. If confidentiality has to be broken, pupils are informed first and then supported by the designated teacher throughout the whole process.
8. Special Educational Needs
Pupils with special educational needs will be given the opportunity to fully participate in RSE lessons, and a differentiated program will be provided where necessary, to ensure that all pupils gain a full understanding.
9. Equalities and Diversity
Schools, like all public institutions, have specific responsibilities in relation to equality and protected characteristics. Hailey Primary School is committed to equality of opportunity in all aspects of school life. Planning and resources are reviewed to ensure they comply with equalities legislation and the school's equal opportunities policy. All RSE is taught without bias and in line with legal responsibilities such as those contained within the Equality Act (2010). Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions but also respect others that may have different opinions.
The personal beliefs and attitudes of staff delivering RSE will not influence the teaching of the subject in school. We aim to value and celebrate religious, ethnic and cultural diversity as part of modern Britain. We will explore different cultural beliefs and values and encourage activities that challenge stereotypes and discrimination and present children with accurate information based on the law. We will use a range of teaching materials and resources that reflect the diversity of our community and encourage a sense of inclusiveness. We do not use RSE as a means of promoting any form of sexual orientation.
10. Complaints Procedure
Any complaints or concerns about the Relationships and Sex Education programme should be made to the class teacher in the first instance. Parents can choose to follow the Hailey complaints procedure if they feel things are not resolved.
11. Monitoring Arrangements
The delivery of RSE is monitored by the Senior Leadership Team.
12. The School Environment
The school will ensure that the whole school environment reflects the values of respect for themselves and others. It will:
* ensure that posters and displays use positive images and celebrate difference and diversity
* use anonymous question boxes or similar items enabling children to have questions and concerns answered privately where needed
* ensure that communication between staff and pupils is welcomed and encouraged, and children know how to access members of staff
* provide provisions for pubertal girls entitled to PP funding, including sanitary ware and free sanitary towels
* ensure that discriminatory behaviour is always challenged in any context
13. Further policies
In conjunction with this policy, please also see:
* Behaviour policy and procedures
* Safeguarding and child protection policy
* Anti-bullying policy and procedures
* Online safety policy
* Equalities Policy
Please see below a useful document produced by the government, which provides answers to frequently asked questions: https://www.gov.uk/government/news/relationships-education-relationships-and-sexeducation-rse-and-health-education-faqs | <urn:uuid:305971ec-cc49-4e9f-a3dc-6527fa56b3f0> | CC-MAIN-2023-14 | https://www.hailey.oxon.sch.uk/wp-content/uploads/2011/06/SRE-policy-2021.pdf | 2023-03-24T11:38:02+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945282.33/warc/CC-MAIN-20230324113500-20230324143500-00266.warc.gz | 905,964,292 | 3,679 | eng_Latn | eng_Latn | 0.995568 | eng_Latn | 0.998632 | [
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Up-to-date, easy-to-follow coverage of electricity and electronics In Teach Yourself Electricity and Electronics, Fifth Edition, a master teacher provides step-by-step lessons in electricity and electronics fundamentals and applications. Detailed illustrations, practical examples, and hundreds of test questions make it easy to learn the material quickly. This fully revised resource starts with the basics and takes you through advanced applications, such as communications systems and robotics. Solve current-voltageresistance-impedance problems, make power calculations, optimize system performance, and prepare for licensing exams with help from this hands-on guide. Updated for the latest technological trends: Wireless Systems Fiber Optics Lasers Space Communications Mechatronics Comprehensive coverage includes: Direct-Current Circuit Basics and Analysis * Resistors * Cells and Batteries * Magnetism * Inductance * Capacitance * Phase * Inductive and Capacitive Reactance * Impedance and Admittance * AlternatingCurrent Circuit Analysis, Power, and Resonance * Transformers and Impedance Matching * Semiconductors * Diode Applications * Power Supplies * Bipolar and FieldEffect Transistors * Amplifiers and Oscillators * Digital and Computer Basics * Antennas for RF Communications * Integrated Circuits * Electron Tubes * Transducers, Sensors, Location, and Navigation * Acoustics and Audio Fundamentals * Advanced Communications Systems Make Great Stuff! TAB, an imprint of McGraw-Hill Professional, is a leading publisher of DIY technology books for makers, hackers, and electronics hobbyists. This spiral-bound quiz book is loaded with fun for young fans of
the American Girls Collection(, with questions and advice culled from "American Girl(" magazine. A complete reference designed to help readers build a more extensive and effective vocabulary furnishes a handy pronunciation guide, tips on using prefixes and suffixes, etymologies, and a glossary of usage, complemented by vocabulary tests, exercises, and word puzzles. Original. HOW IS THIS TOEFL BOOK DIFFERENT? This TOEFL book is different because it uses an integrated vocabulary learning system called recycling. Recycling is simple. Each exercise is divided into four quizzes. Quiz 1, a multiple-choice vocabulary quiz, introduces ten new words. Next, you will do Quiz 2, which is a sentence-completion quiz based on the ten words in Quiz 1. Next, you will do Quiz 3, a spelling quiz. The speaker in the audio will say the same ten words in turn. You will then have ten seconds to spell each word by saying it and typing it. Finally, you will do Quiz 4, which is a 60-word typing test based on the ten new words you have been recycling through Quizzes 1, 2 and 3, plus words, phrases and idioms recycled from previous exercises. BONUS MATERIAL Learn essential rhetorical strategies and a testproven way to develop opinion-based and fact-based TOEFL essays. The entire Science Quiz series is now available in one e-book. Three books - 339 questions (The answers can be found in a separate section). These quizzes will be extremely helpful to learn the vocabulary that drives the area of science that is linked to each title. Find out exactly where your science knowledge lies. Below are the three books included in the series with information and sample questions for each one. Enjoy!Life Science – General Science Quiz #1 Do you know where your basic knowledge skills lie regarding Life Science? Here are a few sample questions to give you an indication. Try these: This is any living thing or once-living thing (8 letters): This is the study of interactions between organisms and their environment (7 letters): This is to move long distances each year to reach warm areas and better feeding grounds (7 letters): This is a change in the genetic code of an organism (8 letters): This is a part of the blood that helps injuries from bleeding (8 letters): How did you do? Answers are provided to each question found in this book. There are 158 questions in this quiz and they are all related to General Life Science. Enjoy!Physical Science – General Science Quiz #2Do you know where your basic knowledge skills lie regarding Physical Science? Here are a few sample questions to give you an indication. Try these: This is the measure of how much mass something has for its size (7 letters): This type of energy is energy that comes from movement (7 letters): This is the joining together of two or more atomic nuclei (2 words): This is the support on which a lever turns (7 letters): This is the throwing off of static electricity (9 letters): This is a hot spring that shoots steam and hot water into the air (6 letters): How did you do? Answers are provided to each question found in this book. There are 92 questions in this quiz and they are all related to General Physical Science. Enjoy!Earth Science – General Science Quiz #3Do you know where your basic knowledge skills lie regarding Earth Science? Here are a few sample questions to give you an indication. Try these: This is an imaginary line that circles the Earth halfway between the North and South poles (7 letters): This is the 0-degree line of longitude (2 words): This is a deep, long valley on the ocean floor (6 letters): This "rock" is a type of rock that is formed when igneous or sedimentary rock changes under very high temperatures or pressure (11 letters): This is a thin layer of gas found in the stratosphere that filters out much of the harmful radiation
from the sun (5 letters): This "era" was the geological era that started 570 million years ago and lasted 346 million years (9 letters): This type of "cloud" is a low-lying gray cloud that covers a wide area (7 letters): How did you do? Answers are provided to each question found in this book. There are 89 questions in this quiz and they are all related to General Earth Science. Enjoy! Questions and answers with assigned points on a widerange of topics, such as history, literature, geography, sports, the Bible, science, art, mythology, and religion, are arranged into twenty-five "rounds." The verbal section of the GRE is essentially a vocabulary test. With a few exceptions, if you know the word, you will probably be able to answer the question correctly. Thus, it is crucial that you improve your vocabulary. Even if you have a strong vocabulary, you will still encounter unfamiliar words on the GRE. Many students write off questions, which contain words, they don't recognize. This is a mistake. This book introduces numerous techniques that decode unfamiliar words and prod your memory of words you only half-remember. With these techniques, you will often be able to squeeze out enough meaning from an unfamiliar word to answer a question correctly. Nevertheless, don't rely on just these techniques--you must study word lists. Obviously, you cannot attempt to memorize the dictionary, and you don't need to. The GRE tests a surprisingly limited number of words, and this book has 4000 prime candidates. Granted, memorizing a list of words is rather dry, but it is probably the most effective way of improving your performance on the verbal section. All the words you need for success on the GRE! Features: * 4000 Words Defined * Word Analysis section * 200 Prefixes, Roots, and Suffixes * Concise, practical definitions Kakuro Quiz kakuro From Level 2 To Level 3 . kakuro puzzle book medium . Cute gift for Girl and Girls | 8.5 x 11. 101 kakuro-puzzles . kakuro-puzzles : Educative & Brain Training in kakuro quiz. ( kakuro puzzle books for adults ) Santiago, an old Cuban fisherman, has gone 84 days without catching a fish. Confident that his bad luck is at an end, he sets off alone, far into the Gulf Stream, to fish. Santiago's faith is rewarded, and he quickly hooks a marlin...a marlin so big he is unable to pull it in and finds himself being pulled by the giant fish for two days and two nights. HarperPerennialClassics brings great works of literature to life in digital format, upholding the highest standards in ebook production and celebrating reading in all its forms. Look for more titles in the HarperPerennial Classics collection to build your digital library. "Aaron Burr was an enigma even in his own day. Founding Father and vice president, he engaged in a duel with Alexander Hamilton, resulting in a murder indictment that effectively ended his legal career. And when he turned his attention to entrepreneurial activities on the frontier he was suspected of empire building - and worse." "In the first book dedicated to this important case, Peter Charles Hoffer unveils a cast of characters ensnared by politics and law at the highest levels of government, including President Thomas Jefferson - one of Burr's bitterest enemies - and Chief Justice John Marshall, no fan of either Burr or Jefferson. Hoffer recounts how Jefferson's prosecutors argued that the mere act of discussing an "overt Act of War" - the constitution's definition of treason - was tantamount to committing the act. Marshall, however, ruled that without the overt act, no treasonable action had occurred and neither discussion nor conspiracy could be prosecuted. Subsequent attempts to convict Burr on violations of the Neutrality Act failed as well."--BOOK JACKET. Money Math Quiz for Kids Book 6 Dollars and Cents book
contains worksheets and answer sheets at the end of every quiz, that can help you teach kids to count money. Can you imagine not knowing how to count money well? You'd never know if you got the right amount of change back. You wouldn't even know how much to give the cashier. You'd not be able to budget or to keep track of your total while shopping. Wouldn't that be terrible? Money skills are very important. Children begin learning about money so young to ensure they have a good grasp on handling money when they are adults. Here's how you can help your child to learn to count money. Money Math Quiz for Kids Book 6: Dollars and Cents is your child's reference to money counting where it matters... Also available: Money Math Quiz: Easy Money Math Quiz For Kids Book 1 Money Math Quiz 2: Easy Money Math Quiz For Kids Book 2 Money Math Quiz 3: Easy Money Math Quiz For Kids Book 3 Money Math Book 5 Practical Consumer Math In J. R. R. Tolkien's The Fellowship of the Ring, what is the name of Tom Bombadil's wife? Which character does Scarlett Johansson play in the 2012 film The Avengers? Who is the protagonist of the video game The Legend of Zelda? Which barbarian hero carried a sword called "Graywand"? How well do you know the who, where, what, when and how of science fiction and fantasy? Do you dare face the ultimate test of knowledge drawn from the greatest novels, movies, comic books, video games and televisions shows in the history of these genres? Complete with questions ranging from easy to mind-bogglingly hard and including true or false, multiple choice, short answer, and match-up sections, this fun-filled book is the perfect gift for all lovers of science fiction and fantasy. Here's a workbook that will test your child's knowledge on continents, landmarks and Earth's geography. Question and answer game books are ideal learning tools because the information they present is direct. It is recommended that two or more people make use of this workbook. Throw questions to each other and get answers back. Find out who scores the highest. Good luck! Does it ever feel impossible to get upper primary and high school students to stop interacting with classmates and focus on maths? So stop trying. Convert that natural impulse to interact into productive maths learning with Quiz-Quiz-Trade. Your students will be up, moving about the classroom, quizzing each other on essential math skills, and coaching and praising each other. Each set of cards focuses on a need-to-know maths concept. Students each receive a quiz card. They pair up and quiz both ways, then trade cards and find a new partner to quiz. Each time they have a new partner and a new quiz question. Great for practicing concepts, test prep, and for revisiting concepts throughout the year in a fun quizzing format.Repeated practice boosts maths skills and knowledge.Transform need-to-know mathematics curriculum into an interactive quizzing game that students love! Quiz cards are also great for other engaging structures including Fan-N-Pick, Showdown, and RallyQuiz.Quiz Card sets in this book...Data analysisComparing fractions, decimals, & percentEvaluating expressionsMultiplying & dividing fractionsIntegersLCM ¿ probabilityPythagorean theorem rates, ratios, & proportionsLinear equationsSquare roots & perfect squaresSurface area & volumeTables, graphs, & ordered pairs The global halal industry is likely to grow to between three and four trillion US dollars in the next five years, from the current estimated two trillion, backed by a continued demand from both Muslims and non-Muslims for halal products. Realising the importance of the halal industry to the global community, the Academy of Contemporary Islamic Studies (ACIS), the Universiti
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the highest average rating from multiple online outlets, and aggregated millions of votes to make sure we brought you only the best. These books have stood the test of time; they have made the transition from being classics of pen and ink and paper to being true timeless digital classics. This book will make sure you know their names, and those of their authors. *Trivia and riddles for all ages*Anyone who has either an aptitude for word games, or a deep knowledge of literature and best selling titles, will be able to derive many hours of profitable pleasure from this book. It can be enjoyed by readers of any age, and the clues and hints will help less experienced solvers get better over the course of the 30+ chapters. It can also be solved by people in groups; this way, even the most intractable clue will prove to be as nothing in front of the concentrated effort of multiple minds bending towards its solution.*A thorough mental workout*Most of us give our bodies the benefit of regular gym sessions (when we aren't too lazy, that is). However, our mental muscles are often left to atrophy. This book will combat that; by combining the skills of pattern recognition and word completion with the rusty mental database of book titles that you already possess, you will be able to level up and solve pretty much every puzzle in the book. At the end of even a few chapters, you will feel the difference, and will be able to return, refreshed and invigorated, to your daily life. Money Math Quiz 2 contains worksheets that can help you teach kids to count money. Can you imagine not knowing how to count money well? You'd never know if you got the right amount of change back. You wouldn't even know how much to give the cashier. You'd not be able to budget or to keep track of your total while shopping. Wouldn't that be terrible? Money skills are very important. Children begin learning about money so young to ensure they have a good grasp on handling money when they are adults. Here's how you can help your child to learn to count money. Children may not quite understand the concept of money in terms of cost and what constitutes a good value, but most kids like money because they know you need money to buy things you want. Teaching children to count money is one of the basic concepts that they will use during the course of their entire lives, but can be confusing at first. Make sure your child has a basic understanding of simple math before introducing easy ways to count money. Children begin to learn about money at a very early age. It begins in first grade. As young as age six and seven your child learns the coin names and values. By the end of second grade children are adding and subtracting dollar amounts. Children need all the help they can get learning how to count money. These skills are needed not only for school, but also for life. Teaching money is the perfect candidate for hands-on learning. Get out the real thing, use play money, or even make your own, but the more realistic the better. Learning about money, how to earn it, save it, and spend it is of great interest to children! So they are naturally very motivated to learn how to count it. Children also instinctively recognize money as a medium of exchange and a symbolic form of power. Gradually involving children in the everyday financial affairs of the home makes good sense and will help take the mystique out of those shiny coins Preschoolers can begin to count money as soon as they begin learning to count. They may not know coin values, but show them small sets of coins separated by denomination and let them count with you. The first thing a child needs to learn is to identify the coins. They need to know the coin names and values. A penny is called a penny. That is it's name. A penny is worth one cent. To teach your child the coin
names and values tell them what they are while showing them a penny, nickel, dime, quarter, and fifty cent piece. Kids learn from being shown and told. It may take telling and showing your child each coin several times. Work on one coin at a time. This prevents confusion The very best way I have of teaching coin counting is to start the first day of school and do it. Also available: Money Math Quiz: Easy Money Math Quiz For Kids Book 1 Money Math Quiz 3: Easy Money Math Quiz For Kids Book 3 Quizzes, questions and activities help girls to foster self-discovery in such areas as personal style, friendship and life skills. Color illustrations throughout. THE PERFECT CHRISTMAS DAY ACTIVITY! Which Haruki Murakami novel shares its title with a Beatles song? In Roald Dahl's Charlie and the Chocolate Factory, what is Charlie's surname? What is heavy-drinking Rachel Watson known as in the title of a 21st-century bestseller? And what do you get if you add the number of Bennet sisters in Jane Austen's Pride and Prejudice to the number of Karamazov brothers in Fyodor Dostoevsky's The Brothers Karamazov? With four hundred questions covering books from literary classics to modern bestsellers, through iconic children's books and books you say that you've read but really you haven't, The Penguin Book Quiz is as appropriate for a making you look well-read at a party as it is for a book-loving family to tuck into after Christmas dinner: it's as enjoyable to read as it is to play. Featuring the work of everyone from Antony Beevor to Zadie Smith, books from The Very Hungry Caterpillar to Ulysses, and with movie, music, television and literary references abound, this entertaining quiz tickles the fancy (and the brains) of light and heavy readers alike. Answers: - Norwegian Wood Bucket - The Girl on the Train - Eight (five sisters, three brothers) The entire Math Quiz series is now available in one e-book. Seven books - 685 questions (The answers can be found in a separate section) – WOW! These quizzes will be extremely helpful to learn the vocabulary that drives the area of math that is linked to each title. Remember, math is not just about solving problems. Find out exactly where your math knowledge lies. Below are the seven books included in the series with information and sample questions for each one. Enjoy!Math Quiz #1 - Whole Numbers and Number Theory Most people know what five plus four equals. But do you know what these numbers are called? What's a composite number? How about the number inside the division box? Do you know or remember what it's called? What is multiplication really? These are just a few of the things you'll need to know to be successful on this quiz. There are 63 questions in this Math Quiz that are all related to Whole Numbers and Number Theory.Math Quiz #2 – Fractions, Decimals, Ratio and Proportion, Percents/InterestWhen comparing fractions, how can you tell which fraction is larger? What is unique about a fraction whose denominator is twice as large as the numerator? What determines the worth of a decimal number? What is the actual percent in a problem called? These are just a few of the things you'll need to know to be successful on this quiz. There are 89 questions in this Math Quiz that are all related to Fractions, Decimals, Ratio and Proportion, and Percents/Interest.Math Quiz #3 – Customary and Metric MeasurementOne pint is how many fluid ounces? What is the quantity of matter in an object? How is electricity measured? These are just a few of the things you'll need to know to be successful on this quiz. There are 64 questions in this Math Quiz that are all related to Customary and
Metric Measurement.Math Quiz #4 – GeometryLine segments that have the same length are called what (9 letters)? What is a line segment with endpoints on a circle called (5 letters)? This is the point where the x-axis and y-axis meet (6 letters): This reasoning is a way to reach a conclusion based on a pattern (9 letters): These are just a few of the things you'll need to know to be successful on this quiz. There are 134 questions in this Math Quiz that are all related to Geometry.Math Quiz #5 – Pre-AlgebraA term that is a number is called a what? When something has the same value or is equal to (10 letters): What is the steepness of a straight line called? This is a number that multiplies a variable (11 letters): These are just a few of the things you'll need to know to be successful on this quiz. There are 102 questions in this Math Quiz that are all related to Pre-Algebra.Math Quiz #6 – AlgebraThis is the point where coordinate axes cross (6 letters): What does a vertical line test on a graph tell about a set of ordered pairs? These types of lines have the same slope (8 letters): A number or a group of numbers written with operation signs is called what (10 letters)? These are just a few of the things you'll need to know to be successful on this quiz. There are 156 questions in this Math Quiz that are all related to Algebra 1.Math Quiz #7 – Maps, Schedules, Graphs, Charts, Data, Probability, and StatisticsThis explains what each symbol represents within a graph (3 letters): Sometimes when it's difficult to read data it's helpful to use this "plot" or "diagram" (7 letters): This "sampling" is generally the most accurate method to sample a population (6 letters): These are events for which the outcome of one affects the outcome of the other (9 letters): These are just a few of the things you'll need to know to be successful on this quiz. There are 77 questions in this Math Quiz that are all related to Maps, Schedules, Graphs, Charts, Data, Probability, and Statistics. A latest treasury of engaging and lighthearted trivia is designed for road trips, family vacations and other ventures, and is complemented by striking National Geographic photography. Simultaneous. Money Math Quiz Book 4: The Half Dollar; By now, your students should know the value of the penny, nickel, dime and quarter. In this assignment, we will be introducing the half dollar. I have provided an answer sheet at the end of this quiz for teachers and parents. Now let's get started. As Stated above each student should know the value of four main coins, which are the penny worth 1 cent. The nickel, which is worth 5 cents. The dime, whose value is 10 cents and the quarter worth 25 cents. Here is the half dollar, whose value is worth 50 cents. A separate sheet is included with a larger image of the 50 cent coin, front and back for you to pass on to your students. Also available: Money Math Quiz: Easy Money Math Quiz For Kids Book 1 Money Math Quiz 2: Easy Money Math Quiz For Kids Book 2 Money Math Quiz 3: Easy Money Math Quiz For Kids Book 3 Money Math Book 5 Practical Consumer Math Money Math Quiz for Kids Book 6 Dollars and Cents Bored at home and wondering what you can do to hang out with your friends, family or neighbours?Let's put the social back in social distancing!From my bubble to yours, The Great Lockdown Quiz 3 in 1 is a great way to set up quiz nights tailored to your social group's interests.With 3 books, 1350 questions and bonus tiebreakers, there's something for everyone.Included Categories: The Big Lockdown Quiz 1 & 2: SportsMusicMovies/TVGeographyFoodLiteratureAnimalsScienceHistoryThe Big Literary Quiz: Harry PotterClassic RomanceScience Fiction/FantasyChildren's LiteratureBooks to MoviesRecent LiteratureClassicsPoetry, Plays and MusicalsGeneral
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This is a companion training aide for virtual bankruptcy assists who draft Chapter 7 and Chapter 13 bankruptcy petitons under the direction of attorneys. Contains self-tests as well as a complete set of Client Intake Forms and finalized petition so you can immediately recognize your mistakes. Ongoing support and training provided by author, Victoria Ring of 713Training.Com The roots of environmental aesthetics reach back to the ideas of eighteenth-century thinkers who found nature an ideal source of aesthetic experience. Today, having blossomed into a significant subfield of aesthetics, environmental aesthetics studies and encourages the appreciation of not just natural environments but also human-made and human-modified landscapes. Nature and Landscape is an important introduction to this rapidly growing area of aesthetic understanding and appreciation. Allen Carlson begins by tracing the development of the field's historical background, and then surveys contemporary positions on the aesthetics of nature, such as scientific cognitivism, which holds that certain kinds of scientific knowledge are necessary for a full appreciation of natural environments. Carlson next turns to environments that have been created or changed by humans and the dilemmas that are posed by the appreciation of such landscapes. He examines how to aesthetically appreciate a variety of urban and rural landscapes and concludes with a discussion of whether there is, in general, a correct way to aesthetically experience the environment. This quiz book covers the entire Texas math grade 3 curriculum. It includes one quiz for every skill that grade 3 students need to have, plus additional mixed quizzes that are perfect for TAKS preparation.* Covers the entire mathematics curriculum * Includes one quiz for every skill that students need* Easily integrates with student learning throughout the year* Questions just like those found on the TAKSFour Ways to Use this Book* Build confidence by focusing on one skill at a time* Reduce text anxiety by allowing ongoing test practice* Use individual quizzes to target gaps in knowledge* Use quizzes as revision and practice as the student learns "Over a decade after its publication, one book on dating has people firmly in its grip." —The New York Times We already rely on science to tell us what to eat, when to exercise, and how long to sleep. Why not use science to help us improve our relationships? In this revolutionary book, psychiatrist and neuroscientist Dr. Amir Levine and Rachel Heller scientifically explain why why some people seem to navigate relationships effortlessly, while others struggle. Discover how an understanding of adult attachment—the most advanced relationship science in existence today—can help us find and sustain love. Pioneered by psychologist John Bowlby in the 1950s, the field of attachment posits that each of us behaves in relationships in one of three distinct ways: • Anxious people are often preoccupied with their relationships and tend to worry about their partner's ability to love them back • Avoidant people equate intimacy with a loss of independence and constantly try to minimize closeness. • Secure people feel comfortable with intimacy and are usually warm and loving. Attached guides readers in determining what attachment style they and their mate (or potential mate) follow, offering a road map for building stronger, more fulfilling connections with the people they love. With more than 50,000 books sold, this resource for teachers and school teams will open illuminating and productive new visions of how to improve grading practices. Children can learn as they play with these spiral-bound, laminated cards, designed to stand upright like a mini flip-chart. The cards contain questions and answers
on a variety of science and maths topics, designed to link directly with the Curriculum at Key Stage 2. Ideal entertainment for travelling and fun for all the family. Easy Money Math Quiz For Kids Book 3 contains worksheets that can help you teach kids to count money. Can you imagine not knowing how to count money well? You'd never know if you got the right amount of change back. You wouldn't even know how much to give the cashier. You'd not be able to budget or to keep track of your total while shopping. Wouldn't that be terrible? Money skills are very important. Children begin learning about money so young to ensure they have a good grasp on handling money when they are adults. Here's how you can help your child to learn to count money. Children may not quite understand the concept of money in terms of cost and what constitutes a good value, but most kids like money because they know you need money to buy things you want. Teaching children to count money is one of the basic concepts that they will use during the course of their entire lives, but can be confusing at first. Make sure your child has a basic understanding of simple math before introducing easy ways to count money. Children begin to learn about money at a very early age. It begins in first grade. As young as age six and seven your child learns the coin names and values. By the end of second grade children are adding and subtracting dollar amounts. Children need all the help they can get learning how to count money. These skills are needed not only for school, but also for life. Teaching money is the perfect candidate for hands-on learning. Get out the real thing, use play money, or even make your own, but the more realistic the better. Learning about money, how to earn it, save it, and spend it is of great interest to children! So they are naturally very motivated to learn how to count it. Children also instinctively recognize money as a medium of exchange and a symbolic form of power. Gradually involving children in the everyday financial affairs of the home makes good sense and will help take the mystique out of those shiny coins Preschoolers can begin to count money as soon as they begin learning to count. They may not know coin values, but show them small sets of coins separated by denomination and let them count with you. The first thing a child needs to learn is to identify the coins. They need to know the coin names and values. A penny is called a penny. That is it's name. A penny is worth one cent. To teach your child the coin names and values tell them what they are while showing them a penny, nickel, dime, quarter, and fifty cent piece. Kids learn from being shown and told. It may take telling and showing your child each coin several times. Work on one coin at a time, this prevents confusion. The very best way I have of teaching coin counting is to start the first day of school and do it every day. Also available: Money Math Quiz: Easy Money Math Quiz For Kids Book 1 Money Math Quiz 2: Easy Money Math Quiz For Kids Book 2 The bestselling workbook and grammar guide, revised and updated! Hailed as one of the best books around for teaching grammar, The Blue Book of Grammar and Punctuation includes easy-to-understand rules, abundant examples, dozens of reproducible quizzes, and pre- and post-tests to help teach grammar to middle and high schoolers, college students, ESL students, homeschoolers, and more. This concise, entertaining workbook makes learning English grammar and usage simple and fun. This updated 12th edition reflects the latest updates to English usage and grammar, and includes answers to all reproducible quizzes to facilitate self-assessment and learning.
Clear and concise, with easy-to-follow explanations, offering "just the facts" on English grammar, punctuation, and usage Fully updated to reflect the latest rules, along with even more quizzes and pre- and post-tests to help teach grammar Ideal for students from seventh grade through adulthood in the US and abroad For anyone who wants to understand the major rules and subtle guidelines of English grammar and usage, The Blue Book of Grammar and Punctuation offers comprehensive, straightforward instruction. The reading section of the SAT is essentially a vocabulary test. With a few exceptions, if you know the word, you will probably be able to answer the question correctly. Thus, it is crucial that you improve your vocabulary. Even if you have a strong vocabulary, you will still encounter unfamiliar words on the SAT. Many students write off questions, which contain words, they don't recognize. This is a mistake. This book introduces numerous techniques that decode unfamiliar words and prod your memory of words you only halfremember. With these techniques, you will often be able to squeeze out enough meaning from an unfamiliar word to answer a question correctly. Nevertheless, don't rely on just these techniques--you must study word lists. Obviously, you cannot attempt to memorize the dictionary, and you don't need to. The SAT tests a surprisingly limited number of words, and this book has 4000 prime candidates. Granted, memorizing a list of words is rather dry, but it is probably the most effective way of improving your performance on the verbal section. All the words you need for success on the SAT! Features: * 4000 Words defined * Word Analysis section * Sentence Completion section * 200 Prefixes, Roots, and Suffixes * Concise, practical definitions
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what is
bipolar disorder?
Bipolar disorder is a type of mood disorder where people experience times of excessive low and high mood.
These episodes or changes last at least a week and affect the way a person thinks, feels and acts. This can interfere with relationships, work or study and day-to-day living.
It can affect the way people think, feel and act to the point where it interferes with daily life. While coping can be tough, with the right support, things can get better.
Most people who develop bipolar disorder will have experienced symptoms by the age of 25.
Regular emotions vs bipolar disorder
It's normal to experience a range of emotions in our lives. Emotions can be affected by the things going on around us, things going on with friends or family, stressful events, or sometimes by nothing at all.
These ups and downs are common and generally don't cause too many problems. They can build our resilience and help us to learn how to manage difficult situations, and highs and lows in the future.
Bipolar disorder is different to general mood changes or anger outbursts. Mood changes associated with bipolar disorder are more extreme, last longer and have a significant impact on someone's ability to function as they normally would.
Dealing with bipolar disorder
A person diagnosed with bipolar disorder will experience times of low mood (clinical depression) and times of high or elevated mood (mania).
The experience of bipolar disorder is different for everyone. Some people will have one or two episodes and then never have another one, while others have several episodes close together. Many people diagnosed with bipolar disorder lead full productive lives and have years without symptoms between episodes.
Bipolar episodes
What is a depressive episode?
A depressive episode is a period of lowered mood, with changes in thinking and behaviour that usually lasts for at least two weeks. It has a significant impact on a person's dayto-day life.
Changes include:
* low mood – sadness, irritability, tearfulness
* losing interest in enjoyable activities
* changes in appetite and weight – eating more or less than usual, gaining or losing weight rapidly
* changes in sleeping patterns – trouble falling or staying asleep, or sleeping much more than usual
* lowered energy and lack of motivation
* feelings of hopelessness and worthlessness
difficulty with concentration and memory
* • thoughts about suicide.
What is a manic episode?
A manic episode is a period of constant and unusually elevated ('high') or irritable mood, and a noticeable increase in energy or activity.
This generally lasts at least a week and is very different from someone's normal state. It leads to a range of difficulties that have a big impact on a person's daily life.
Someone experiencing mania may have:
* Elevated mood. Feeling euphoric, 'high' or 'on top of the world', or very irritable.
* Less need for sleep. Sleeping very little without feeling tired.
* More energy, activity and drive. Having lots of projects or plans, walking long distances, being always 'on the go'.
* Racing thoughts and rapid speech. Thoughts speeding around from topic to topic, speech that's difficult for others to follow.
* Being disinhibited. Engaging in high-risk behaviours that are out of character and potentially harmful, like sexual risk-taking, driving too fast, abusing alcohol or other drugs, or spending large amounts of money.
* Inflated self-esteem. Ranging from exaggerated, uncritical self-confidence to 'grandiose' beliefs (e.g. the person saying they have special powers or talents).
* Psychotic symptoms. For example, hearing or seeing things that aren't experienced by anyone else (i.e. hallucinations) or having intensely strong beliefs about something that's only real to them (i.e. delusions). These usually match the person's elevated mood.
Important: If someone is experiencing these symptoms, take them seriously and ensure they access professional support.
The experience of bipolar disorder is different for everyone, and there are also different types of bipolar. Whether these experiences are pleasant or frightening, some people may be reluctant to get help. They may not believe that they're unwell or that they need treatment. They may also be feeling very suspicious or confused, making it hard for them to trust others.
If you or someone you know is going through a tough time you can get help and support from headspace, your school or university wellbeing service or your local health provider. For more information, to find your nearest headspace centre, or for online and telephone support, visit headspace.org.au
How can I get help?
Getting help early on is especially important for anyone experiencing symptoms of bipolar, as it can have a big impact on all areas of life.
Seeking support early can reduce the likelihood that you'll have problems in the future, and help you stay healthy and learn skills to get through episodes of illness.
A mental health professional, a general practitioner (GP) or psychiatrist will work with you and the important people in your life to help you to understand your experiences and develop a support plan.
A support plan will usually involve a combination of medication and psychological therapies. Your GP or psychiatrist can help you to find a medication that works for you. Psychological therapies can help you to understand your mood patterns, manage difficult thoughts and feelings, and develop a plan to avoid becoming unwell in the future.
Strategies usually include:
* having regular patterns of sleeping and eating
* looking after your overall health with exercise and healthy food
* learning to manage stress
* avoiding alcohol and other drugs
* keeping in contact with supportive people
* getting a good balance of rest and activities
* learning to recognise your 'warning signs' and ways to manage them.
If you need immediate assistance call 000 or to speak to someone urgently, please call Lifeline on 13 11 14 or Suicide Call Back Service on 1300 659 467.
The headspace Clinical Reference Group have approved this clinical resource. Fact sheets are for general information only. They are not intended to be and should not be relied on as a substitute for specific medical or health advice. While every effort is taken to ensure the information is accurate, headspace makes no representations and gives no warranties that this information is correct, current, complete, reliable or suitable for any purpose. We disclaim all responsibility and liability for any direct or indirect loss, damage, cost or expense whatsoever in the use of or reliance upon this information. Version 1.0, 10 April 2019 | <urn:uuid:439e6d52-99cb-4270-a5ee-9fae2e6430c2> | CC-MAIN-2021-04 | https://dpvhealth.org.au/app/uploads/2018/02/04-Bipolar-headspace-fact-sheet-WEB-1.pdf | 2021-01-27T19:21:31+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704832583.88/warc/CC-MAIN-20210127183317-20210127213317-00588.warc.gz | 314,225,334 | 1,319 | eng_Latn | eng_Latn | 0.998248 | eng_Latn | 0.998314 | [
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Save Energy and The Environment
Use Energy Efficiently, Prevent Air Pollution
I mprove your home's comfort, and save energy and money while doing the right thing for the environment.
Tighten your ducts.
Cash in on special offers.
Know the facts.
The average family spends $1,400 a year on energy bills—nearly half on heating and cooling. Energy-efficient heating and cooling equipment sized and installed correctly with properly sealed ducts can save homeowners as much as 20% on annual energy costs.
Keep it clean.
A dirty air filter can increase energy costs and lead to early equipment failure. Clean or change the air filter monthly. Some filters only need to be changed every 3 months. Dirt and neglect are the leading causes of system failure.
Also, have equipment checked seasonally to make sure it is operating efficiently and safely, and identify problems early.
Bundle up your home.
Hidden gaps and cracks can add up to as much airflow as an open window. The more heat that escapes, the more cold air enters, causing the system to work harder and use more energy. Home sealing can save up to 10% in energy costs.
Start by sealing air leaks and adding insulation—pay special attention to the attic and basement, where the biggest gaps and cracks are often found. If you are replacing windows, choose ENERGY STAR*-qualified ones.
© 2010 MHNet
If you have a forced air furnace or heat pump, a duct system circulates warm air throughout the home. Leaky ducts can reduce the system's overall efficiency by 20%. Sealing ducts can save up to $140 annually on energy bills and helps consistently heat every room.
Buy the right equipment.
Make sure new equipment is properly sized for your home. An oversized system costs more to buy and operate, and will cycle on and off too frequently, reducing comfort and leading to early system failures and repair costs.
Correct size and proper airflow ensures that the system works efficiently, saves you money, and helps protect the environment.
Put your home to the test.
Doing a home improvement project? Online tools help evaluate your home's energy performance and offer solutions to increase comfort and energy efficiency. Visit www.energystar.gov and have utility bills handy for savings calculations.
Consult a professional.
Find an experienced, licensed contractor before starting on any heating and cooling overhaul. Visit www.natex.org to find a contractor whose technicians are certified by NATE (North American Technician Excellence). The contractor should properly size equipment, test airflow, and perform a quality installation.
Concerned about the cost of new heating equipment? Check with your utility company or visit the rebate finder at www.energystar.gov to see if any special deals on high-efficiency heating equipment.
Manufacturer rebates are usually offered in fall and early spring. Ask for ENERGY STAR-qualified equipment—it might cost more up front, but it will offer you greater savings and comfort for years to come.
Be smart when you shop.
If your heating equipment has been poorly maintained and is 15 years or older, it's probably time for a more efficient replacement. Ask for an ENERGY STAR when buying the following equipment:
* Furnaces: 15% more efficient than standard models.
* Heat Pumps: qualified geothermal heat pump—30% more efficient with a $200 annual savings; qualified electric heat pump—20% more efficient and about $130 annual savings.
* Boilers: features electric ignition and new combustion technologies to be 7% more energy efficient.
* Programmable Thermostats: save about $100 annually.
*ENERGY STAR is a joint program of the U.S. Environmental Protection Agency and the U.S. Department of Energy that is designed to help people save money and protect the environment through energy-efficient products and practices.
Source: WPO, US Environmental Protection Agency
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Whatcom Conservation District presents
Make Your Own Watershed Lesson: Grades K-5
What is a watershed?
A watershed is an area of land from which all the water drains to the same location such as a stream, pond, lake, river, wetland or estuary. Analogy: like all the water that falls into a bathtub flows down a single drain. Rivers and streams are paths where surface water collects and moves from high to low elevation. Initially, water moves downhill in small streams. The small streams flow into larger streams until they eventually merge into rivers and flow into lakes or oceans.
How do rivers form?
Flowing water cuts a path into the surface of the earth. Velocity (speed of water), water quantity, vegetation, and the geography of the landscape (i.e., slope, geology) all determine the shape of a river's path, or channel. Most river and stream channels develop a meandering (curving) pattern naturally as they flow across the landscape.
What is erosion?
As water flows, it carries sediment (soil particles such as sand, clay, and rock). The movement of sediment plays an important role in shaping stream channels. Various sizes of sediment particles can move along with the water. Fast-moving water can pick up, suspend, and move larger particles more easily than slow-moving water. Heavy storms can make a significant impact on sediment movement.
What is a riparian zone?
The riparian zone is the strip of water-loving vegetation near streams, lakes, and other bodies of water. The word "riparian" comes from the Latin word "ripa", which means riverbank. Riparian vegetation is crucial to the health of a river. It provides bank stability, habitat for diverse communities of plants and animals, shade (which plays a major role in determining water temperature), organic materials, protection from flooding, and storage for a sustained summer flow. In turn, the river provides water for the riparian vegetation. When the riparian zone is cleared of vegetation, or degraded, the health of the river suffers as a direct result.
Why does flooding happen?
Flooding occurs when water exceeds the capacity of a body of water such as a river or lake. Floods can also occur from the oceans when heavy storms, high tides, or tsunamis cause water to overflow into coastal lands and communities. Periodic flooding of rivers occurs naturally and is usually the result of heavy rain or rapid snowmelt. This flooding results in the creation of floodplains that can help hold excess water. Flooding can be especially dangerous and destructive in urban areas where streets create corridors for swift moving water. In order to prevent flooding of developed areas, sometimes artificial levees are constructed.
How do communities influence our watersheds?
Communities are often developed on floodplains. As a result, land is converted from fields or woodlands to roads and parking lots (impervious surfaces), and the land loses its ability to absorb rainfall or rapid snowmelt. Impervious surfaces increase runoff in urban areas by two to six times that which would occur on a natural landscape.
What do salmon need in a river system?
When in freshwater, young salmon (fry, parr, and smolt) like to live in areas of gravel, where the water is cool, clean and clear. Young salmon also like to live in rivers which have natural grassy banks with some deciduous trees near the river. This is because lots of insects (that salmon eat for food) live in the overhanging grasses and trees. Sometimes these insects will fall into the river where the young salmon can eat them. Deciduous trees are also useful to shade the edges of riverbanks. This shade provides cover for the fish so that predators find it harder to find them.
The young salmon eventually migrate from our rivers to the sea t.
After a year or more at sea, adult salmon return from their feeding grounds back to their river to spawn. These spawning areas may be in small tributaries of river systems where there is clean gravel and a good flow of fresh clean water.
Because they live in streams, lakes, rivers, estuaries and ocean, the health of salmon populations are a good indicator of how well we are taking care of the marine and terrestrial ecosystems along Canada's Pacific coastline. If we have abundant healthy salmon runs, then we have probably achieved the goal of managing human activities with ecosystems in mind.
VOCABULARY:
Alluvium: Clay, silt, sand or gravel carried by water.
Best Management Practices (BMPs): structural or nonstructural methods that prevent or reduce the movement of sediment, nutrients, pesticides, and other pollutants from the land to surface or ground water.
Cover crops: By planting seasonal cover on annual cropland, farmers can reduce soil erosion and reduce fertilizer use. Some common examples of cover crops are grasses or legumes such as ryegrass, wheat, crimson clover and radishes.
Culvert: Metal pipe that allows water to flow under a road.
Erosion:The process by which the surface of the earthis worn away by the action of water, gl aciers, winds, waves, etc. Example: When the riverbank collapses, falls into the river and is carried downstream.
Fry: Young fish at the stage they begin to move in schools and feed in the river.
Habitat: The place where a population (e.g. human, animal, plant, microorganism) lives and its surroundings, both living and non-living.
Impervious surfaces: Predominantly artificial structures—such as pavements (roads, sidewalks, driveways and parking lots) that are covered by impenetrable materials such as asphalt, concrete, brick, stone—and rooftops.
Large Woody Debris: Logs, branches, or sticks that fall or hang into rivers. This debris gives salmon places to hide and provides food for insects and plants which salmon feed upon.
Levee: A natural or artificial slope or wall usually made of earth and placed parallel to the course of a river.
Non-point Source Pollution: Diffuse pollution sources (i.e. without a single point of origin or not introduced into a receiving stream from a specific outlet). The pollutants are generally carried off the land by storm water. Common non-point sources are agriculture, forestry, urban, mining, construction, dams, channels, land disposal, saltwater intrusion, and city streets.
Parr: The salmon are known as parr once they are over a year old. They stay in freshwater for between one and four years, feeding on small insects and growing larger.
Riparian: The area of vegetation along a river, streambank or lake.
Redds: A nest for egg deposition which the female salmon digs in the gravel on the river bottom using her tail.
Run-off: The water from rain or snow that runs across land and then into streams and rivers.
Sediment: The sand, gravel, rock or other materials (alluvium) that settle down to the bottom of the river.
Steward: Someone who takes care of and protects the environment.
Velocity: The speed of water flowing downstream.
Watershed: The area of land that is drained by a river or stream system, or the total area that lies up slope from any point on that river or stream. Also called drainage basin. | <urn:uuid:226b519a-0192-498c-a45c-60dc8b040a0d> | CC-MAIN-2021-04 | https://whatcomcd.org/sites/default/files/pubedu/watershed_curriclum_background.pdf | 2021-01-27T19:00:19+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704832583.88/warc/CC-MAIN-20210127183317-20210127213317-00591.warc.gz | 632,253,391 | 1,504 | eng_Latn | eng_Latn | 0.997744 | eng_Latn | 0.997862 | [
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Waste Management: Facts and Future
The world has a waste problem. This is known by virtually everyone on the planet, but hardly anyone cares to look at the exact figures and to face the reality of what is coming in terms of the condition of our home: Earth. In order to highlight how much waste, us humans produce, the following paragraphs will be written in detail.
First, let us start with the yearly count. According to The World Counts, "Every year we dump a massive 2.12 billion tons of waste. If all this waste was put on trucks, they would go around the world 24 times" ("Tons of Waste Dumped – Globally, This Year"). Not only is this amount unprecedented and is only getting worse every year due to population growth, the majority of countries are not dealing with waste properly.
For instance, the United States is known for producing the largest amount of garbage in the world. "The U.S. consumes 30 percent of the world's resources despite making up only 5 percent of the world's population. It also produces 30 percent of the world's waste. In only a year, Americans throw away around 26,800,000 tons of food, 8,550,000 tons of furniture and furnishings, 6,330,000 tons of clothing and footwear, and tons of other waste" ("Top 10 Countries that Produce the Most Waste"). Therefore, it can be said that the United States is the main problem-country to regulate in terms of waste production.
Another disturbing note is that 99 percent of the materials we purchase our thrown away within six months ("Tons of Waste Dumped – Globally, This Year"). This is caused by the capitalist idea of wanting to always have something new and fashionable, instead of something old. Also, producers of materials sometimes make sure that products do not last long. This phenomenon is called planned obsolescence (The Economist).
With this much being thrown away and at such a rapid rate, the future looks dim. The World Bank reports that, "Without urgent action, global waste will increase by 70 percent on current levels by 2050, according to the World Bank's new What a Waste 2.0: A Global Snapshot of Solid Waste Management to 2050 report" (World Bank).
This is important to take in, as all this waste harms human health, natural environments, and speeds up climate change. The poorest nations, unfortunately will be hit the hardest by the increasing amount of garbage due to their lack of proper waste management systems, population growth, and uninformed populace about how to handle waste.
Looking farther into the future, when will be the peak of our waste? In other words, when will waste production be so high, that its effects will be irreversible? Around the year 2100, the peak of our waste production is estimated to come. By this time, the world will be covered in trash, with no more space for landfills, and the burning of waste either being too harmful for the environment or not enough to combat the exponential growth of garbage (Stromberg, Joseph).
All that trash will not only be unsightly, but also harmful to humans, animals, and plants. Plastics and other materials are ingested by animals, and the chemicals these materials contain can easily get inside our bodies, and affect our hormones and overall health. In addition, the spread of garbage hinders plant growth ("How Our Trash Affects the Whole Planet").
Waste management is more pertinent than ever. By 2050, the exponential production of trash will result in a 70% increase of waste. Furthermore, by 2100, the world will be so covered in trash, that it will be a common sight wherever we go. Governments and organizations have to curtail this increase, or else Earth will be swallowed by human garbage, and disease, death, and a lack of living space will come as if a nightmare.
Works Cited
"Tons of Waste Dumped – Globally, This Year." The World Counts, www.theworldcounts.com/counters/shocking_environmental_facts_and_statistics/world_wast e_facts.
"Top 10 Countries that Produce the Most Waste – IILyear4." Google Sites, sites.google.com/site/iilyear4/top-10-countries-that-produce-the-most-waste.
"Planned Obsolescence." The Economist, The Economist Newspaper, 23 Mar. 2009, www.economist.com/news/2009/03/23/planned-obsolescence.
"Global Waste to Grow by 70 Percent by 2050 Unless Urgent Action Is Taken: World Bank Report." World Bank, www.worldbank.org/en/news/press-release/2018/09/20/global-wasteto-grow-by-70-percent-by-2050-unless-urgent-action-is-taken-world-bank-report.
Stromberg, Joseph. "When Will We Hit Peak Garbage?" Smithsonian.com, Smithsonian Institution, 30 Oct. 2013, www.smithsonianmag.com/science-nature/when-will-we-hit-peakgarbage-7074398/.
"How Our Trash Affects the Whole Planet." Green Living Ideas, 24 Mar. 2016, greenlivingideas.com/2015/04/24/how-our-trash-affects-the-whole-planet/. | <urn:uuid:0c13c94f-3466-42c9-85c6-7eea53c0fb70> | CC-MAIN-2021-04 | https://www.5staressays.com/blog/expository-essay/waste-management-facts-and-figures.pdf | 2021-01-27T20:27:02+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704832583.88/warc/CC-MAIN-20210127183317-20210127213317-00590.warc.gz | 638,669,548 | 1,094 | eng_Latn | eng_Latn | 0.989929 | eng_Latn | 0.996349 | [
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Year 2 Home Learning Pack Week Beginning: 15.06.2020
Information for parents
This learning pack has been created to give you and your children a variety of activities and ideas to choose from while they are at home. We completely appreciate that many families will have a lot to manage at this time, so these packs have been put together as ideas to support your child's learning over the coming week. We have therefore compiled different activities that your child may wish to explore, depending on the time and resources that you have available.
When your children have completed different activities, you can upload them onto Google Classroom or Tapestry using their individual logins. However, if your child does work in separate books or on paper, this can be brought into school with them when they return. Work will not be formally marked but children will certainly be praised for all of the fantastic learning that they have achieved.
Diary entries
Alongside all of the ideas that we have set out in these learning packs , we feel that it would be really interesting for children to write their own diary entries over the coming weeks. Imagine looking back on what they wrote 20 years ago and being able to share it with others!
English
This weeks focus is creative writing.
Start by watching https://www.literacyshed.com/little-boat.html
Draw a story map to show the adventure the little boat went on and what happened along the way.
Annotate your story map with adjectives.
You could then imagine you are the boat and write home describing what has happened, what you saw and how you are feeling. OR
Create your own boat and think of an adventure that it could set sail on. You could start by plotting your ideas on a story map and then tell or perform your story to someone at home. What actions could you include to make it come alive?
Another video clip you could base your work on is:
https://www.literacyshed.com/onceinalifetime.html
Become a detective and think of verbs and adverbs to do with floating and sailing gracefully.
Can you write an ending to the story? Where do the turtles take him?
Here are some more creative writing ideas that you could explore....
* Imagine a giant box is delivered to your front doorstep with your name on it. What's inside and what happens when you open it?
* Write a short story about what it might be like if you woke up one morning with a mermaid tail.
* Write about what would it be like if you had an alligator as a pet!
* If you could have any secret super power, what would you want it to be and why?
* Imagine what it might be like to live on a boat all the time.
* Write about what you might do if you have the super power to become invisible.
* Imagine you've invented a time machine! What year do you travel to?
* Imagine you are stranded on an island. Write a message in a bottle hoping that someone might find you and rescue you. How will they know where you are? Are there any landmarks around you? (You could make your paper look authentic by staining it with a used tea bag)
Remember to use your basic skills (capital letters, finger spaces, full stop, commas, exclamation marks and question marks) and beautiful presentation. Is your handwriting joined? Have you used any adjectives?
To challenge yourself – can you pick out your favourite adjective? Can you make a list of the verbs and nouns that you have inlcuded (think back to our sentence toolkit we use in school) Enjoy being creative!
Maths
This week we would like you to visit the link: https://whiterosemaths.com/homelearning/ and watch the video.
Then, work through the activities on the sheet (You will find these in Google Classroom) and then check your work. We don't expect you to print the worksheets off, but it would be useful for children to show their workings and then check their answers.
Alongside these White Rose Hub activities, don't forget to use the following websites (using your individual logins) to practice other basic skills: Times Tables Rock Stars, Numbots and Education City
Monday
Tuesday
Wednesday
Thursday
Friday
If you like art:
If you like reading and writing:
If you like designing and making:
If you like researching/ presenting:
Other ideas:
30 Days Wild
Doddi have signed up to The Wildlife Trusts' 30 Days Wild campaign.
Full details about 30 Days Wild can be found here:
https://action.wildlifetrusts.org/page/57739/petition/1
Below, are some links that will provide you with lots of inspiration for wild activities:
https://www.devonwildlifetrust.org/take-action/30-days-wild-challenge
https://childsplayabc.wordpress.com/30-days-wild-30-nature-related-activities
https://www.ourbeautifuladventure.co.uk/blog/2016/6/1/30-wild-ideas-for-30-days-wild
http://kidsinthegarden.co.uk /ca t egory/30-da ys - wild/
http://treetoolsforschools.org.uk/categorymenu/?cat=activities
Free Online Resources:
| Name of Resource | | Overview/Notes |
|---|---|---|
| | Continue to encourage the children to complete regular practice of their multiplication and division facts. | |
| | For Reception and Key Stage 1 to build basic skills and number facts practice. | |
| | Spellingframe includes all the words - both statutory and the example words - from the National Curriculum for Spelling for Year 1 to Year 6. Choose a spelling rule and each word is read aloud and provided within a sentence for context. Different games to help with practice. | |
| | Useful information and resources about a range of different topics. The history and science resources are especially useful if completing topic-themed projects. | |
| | Covers everything from letters and sounds to reading full sentences. Complements all synthetic phonics programmes used in schools. Computer version is 100% free. | |
| | Practice letter sounds and phonics using the simple games and activities on this website. | |
| | A vast bank of resources for the full range of subjects. Includes information slides, video clips, games and interactives. | |
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Yanchep Secondary College
Guidelines for preventing and managing bullying
Rationale
Bullying is a learned behaviour which is unacceptable. However, bullying behaviours can be changed. Yanchep Secondary College takes an educative approach to managing and preventing bullying. The school's processes and activities promote the development of the values and behaviours that create and maintain inclusive, safe and supportive education environments.
The outline of our vision for the school community in the school plan is:
Yanchep Secondary College is committed to providing an inclusive learning environment that maximises:
- Student engagement and achievement
- encourages and develops a sense of community and
- prepares students to enter the world who are socially aware and ready to make their mark on the world
Staff, parents and students at this school are committed to treating each other with care and respect and accepting individual differences.
All members of our school community are committed to ensuring a safe and supportive environment where all members have the right to be respected and have a responsibility to respect each other.
Definitions
Yanchep Secondary College provides a clear definition of bullying to their school community and includes explanations of the concerning behaviours in the school plan:
Bullying is an ongoing misuse of power in relationships through repeated verbal, physical and/or social behaviour that causes physical and/or psychological harm. It can involve an individual or a group misusing their power over one or more persons. Bullying can happen in person or online, and it can be obvious (overt) or hidden (covert).
Confirming if the behaviours were intentional is not required to implement the strategies for responding effectively. Young people involved in bullying are not always fully aware of the impact of their actions on others. It is more important to act as a result of the effects on the targeted individual immaterial of the determination of intent.
Bullying involves:
- Verbal bullying: The repeated use of words to hurt or humiliate another individual or group. Verbal bullying includes using put-downs, name-calling, insulting someone about the way they look or behave, spreading rumours, and homophobic, racist or sexist comments.
- Social/relational bullying: Involves repeatedly ostracising others by ignoring someone or keeping them out of conversations, convincing others to dislike or exclude an individual or group, spreading rumours, and sharing information or images that will have a harmful effect on the other person.
- Physical bullying: Includes violent actions towards another person which involves hitting, pinching, biting, pushing, pulling, shoving, damaging or stealing someone's belongings, and unwanted touching.
- Cyberbullying: Involves the use of technology to bully a person or group with the intent to hurt them socially, psychologically or even physically. Cyberbullying includes abusive texts and emails, hurtful messages, images or videos, imitating, excluding or humiliating others online, nasty online gossip and chat.
- Bystanders: Bystanders are those who are aware of, or witnesses to, the bullying situation. A supportive bystander will use words and/or actions to support someone who is being bullied by intervening, getting teacher support or comforting them. All members of a school community need to know how to support those who are being bullied and how to discourage bullying behaviours.
Terminology
The Department of Education promotes the use of affirmative language that supports the values of the Western Australian Curriculum (i.e. Health and Physical Education curriculum).
The terms 'bullies' and 'victims' are not recommended as appropriate terminology to use when identifying, reporting, recording and responding to bullying incidents. It is important that bullying is seen as a behaviour. It is more appropriate to identify and label the unacceptable behaviour such as 'students who are bullied', 'students who bully others' and 'students who engage in bullying behaviour'. This will ensure that the unacceptable behaviours are addressed in a manner that supports the individuals involved to learn and demonstrate more acceptable social behaviours without the impact of enduring labels.
Rights and responsibilities of school community members
Members of the Yanchep Secondary College school community have the right to expect that their school is safe and has supportive learning environments. This expectation comes with a shared responsibility by the whole-school community to prevent and effectively respond to behaviours that have the potential to affect school safety and wellbeing, including bullying.
Yanchep Secondary College is focused on ensuring all members of the school community have explicit knowledge of their responsibilities and support to develop the required skills to fulfil them. It is through each school community member fulfilling their responsibilities that the rights of all are supported. Focusing only on the rights of individuals or groups will not effectively contribute to this same goal.
The whole-school community includes students, staff, parents, caregivers and the wider community who interact within the school context.
Rights and responsibilities of school community members
| MEMBERS | RIGHTS |
|---|---|
| All students, teachers, parents, wider school community | are safe and supported in the school environment are included are treated with respect |
| School leadership | is supported in developing the school’s plan to prevent and effectively manage bullying is supported in implementing the strategies and programs under the school’s plan |
| Staff | feel safe and supported in the workplace are informed of the school’s plan on bullying have access to professional learning in preventing and effectively managing bullying have access to curriculum resources suitable for supporting students in building positive relationships, resiliency, safety and bullying prevention (including social/ emotional learning) |
| Students | have access to curriculum that supports the building of resiliency and social skills are informed of the school’s plan on bullying are provided with supports to stop bullying |
| Parents | are treated with respect are confident their children are provided with a safe and supportive school environment are provided with access to information on the prevention and management of bullying are informed of the school’s plan and opportunities to participate |
| Wider community: including other professionals | are strategically included in prevention and bullying management |
School strategies to prevent and manage bullying
The Yanchep Secondary College policy relating to student wellbeing and safety is the foundation for effective practices to counter bullying. All Schools are required to outline clear procedures, strategies and programs for preventing and responding to bullying. Schools can adopt a number of strategies and approaches (i.e. whole-school prevention and targeted early intervention and intervention for bullying incidents) to foster a positive school climate and a safe environment for everyone. Bullying. No Way! has developed a decision-making tool called Steps to Examine Programs and approaches in Schools (STEPS) to guide schools to select appropriate and evidence-based bullying prevention programs and approaches.
Ongoing and collaborative planning, monitoring and reviewing of the school's processes, strategies and programs will ensure that schools are ready to respond effectively. This includes:
- setting a timeline for review and updating;
- using appropriate assessment tools to identify bullying issues and the school's progress towards achievement targets (snap-shot measures);
- collaborating and linking with all key stakeholders of the school community;
- using existing data to monitor changes over time (longitudinal measures);
- making adjustments to the selected strategies and programs based on the data;
- reviewing available resources (including human resources) to ensure that the approaches and strategies are suitable, accessible and sustainable; and
- communicating any changes to the whole-school community.
Whole-school prevention strategies
Whole-school practices and approaches include:
- promote a whole-school student support approach with shared leadership;
- promote collaborative relationships between the school, parents and the wider community on developing and implementing school-based strategies and programs with students;
- develop a positive whole-school plan based on the teaching and recognition of respectful and prosocial behaviour;
- develop active, trusting relationships within the whole school community;
- establish a skilled resourced student support team;
- provide professional learning for staff and parents in identifying, preventing and addressing bullying;
- implement a whole-school social competency development curriculum;
- utilise frameworks from Mind Matters, Kids Matter Primary, Friendly Schools and Bullying. No Way!;
- implement developmental, evidence-based social emotional learning programs such as Friendly Schools Plus, Promoting Alternative Thinking Strategies (PATHS™), and Aussie Optimism to develop shared understanding of: o what behaviours constitute bullying;
o the impact of bullying;
o safe and supportive bystander responses; o positive social problem solving skills;
o promote a school culture that seeks to be proactive and restore relationships affected by persistent or unresolved conflict;
o promote positive staff role modelling; and
o ensure the plans or policies are monitored, reviewed and refined regularly and collaboratively.
Preventative classroom strategies can include:
- develop supportive and inclusive classroom environments;
- implement teaching and classroom management strategies that teach and encourage positive behaviours, and address negative behaviours effectively;
- implement teaching and learning programs to develop positive communication, empathy, tolerance, assertiveness, social and coping skills;
- promote the use of cooperative learning strategies;
- encourage and support help-seeking and positive bystander behaviour;
- utilise social problem-solving approaches to resolve peer-based conflicts; and
- Implementing strategies from resources such as Cyber Savvy and the Office of the eSafety Commissioner to promote cyber safety and positive digital citizenship.
Playground strategies to be considered could include:
- coordinate a highly visible and active approach to playground supervision;
- implement identification of and supervision adjustments to high-risk situations and settings;
- offer a range of organised activities during break times that encourage positive peer relations and networks;
- provide developmentally appropriate unstructured playground activities and equipment for all students;
- recognise and reinforce positive playground and pro-social behaviour; and
- develop and communicate whole-school processes for responding to playground issues.
Targeted early intervention strategies
Effective schools identify and respond to bullying behaviours early. Early identification and effective responses reduce the associated risks and potential long-term harms caused by bullying.
Targeted early intervention strategies include:
- raise awareness and plan around specific forms of bullying, such as cyberbullying and racism;
- identify and target early signs of problematic peer relationship issues within the school community;
- identify individuals and groups at risk that require targeted programs;
- teach effective bystander behaviour to targeted groups or for specific situations;
- teach pro-social behaviour to identified students and groups;
- provide high supervision areas for students with higher support needs;
- provide effective options for individual students experiencing safety issues (such as buddy systems, alternative play areas and transition routines);
- provide access to specialist/pastoral care staff and case management processes for students at risk of being targeted or those who demonstrate bullying behaviour; and
- promote the inclusion of parents of students at risk in identifying and addressing bullying behaviours that may be occurring within the community.
Intervention for bullying incidents
Schools provide clearly articulated procedures for responding to incidents of bullying:
- staff are provided with the support and training to confidently manage bullying situations as they occur;
- staff, students and parents have processes for reporting incidents of bullying or when they become aware that a student needs support because of bullying;
- intervention practices that resolve conflicts, restore relationships, and promote tolerance and social problemsolving are used for responding to bullying incidents;
- there are processes for recording and monitoring bullying incidents and interventions;
- students who are being bullied are provided with supports to promote recovery and resilience; and
- case management of students involved in persistent bullying is implemented.
Intervention approaches include:
- the method of shared concern;
- group support approach (formerly referred to as the 'no blame approach');
- social problem-solving approaches;
- community conferences;
- small group and individual conferences;
- motivational interviewing;
- cooperation circles;
- Bullying First-Aid - teacher response/interview; and
- Co-LATE Model - teacher interview process from Friendly Schools Plus.
School psychologists can assist schools in implementing whole-school approaches in preventing and managing bullying.
NOTE: Refer to the Student Behaviour policy and procedures in situations which have resulted in significant harm or where violence has occurred.
Resources
The following websites represent examples of some of the online resources available that may inform schools in planning whole-school prevention and management approaches. Many have links to other valuable resources.
- https://bullyingnoway.gov.au/ – Safe and Supportive School Communities (SSSC) Project; Queensland Department of Education, Training and Employment on behalf of the Australian Education Authorities (2018)
- https://www.esafety.gov.au/ – Office of the eSafety Commissioner; Australian Government
- http://cybersavvy.com.au/ – Cyber Savvy; Telethon Kids Institute
- https://studentwellbeinghub.edu.au/ – The Student Wellbeing Hub; Federal Government Department of Education and Training (2017)
- www.friendlyschools.com.au – Friendly Schools Plus (2012); Child Health Promotion Research Centre, Edith Cowen University
- https://www.kidsmatter.edu.au/ – KidsMatter; Australian Government Department of Health
- https://www.mindmatters.edu.au/ – MindMatters; Australian Government Department of Health
- http://thinkuknow.org.au/ – ThinkUKnow Australia; Australian Federal Police (AFP) | <urn:uuid:36281680-588d-445f-b6ed-f94a46b1959e> | CC-MAIN-2021-04 | https://www.yanchepsc.wa.edu.au/wp-content/uploads/2018/05/Bullying-Policy.pdf | 2021-01-27T19:51:08+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704832583.88/warc/CC-MAIN-20210127183317-20210127213317-00590.warc.gz | 1,056,972,906 | 2,676 | eng_Latn | eng_Latn | 0.991619 | eng_Latn | 0.995214 | [
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Lake Tekapo Village 1
Nestled around the southern shoreline of Lake Tekapo, the village is home to approximately 350 permanent residents. Dominating the skyline to the west is Mt John - a classic example of a Roche Moutonnée (harder bed-rock sculptured by advancing glacial ice). The village itself is built on old glacial terminal moraine and is surrounded by unique glacial features which become obvious from the air.
Mt John Observatory 2
Lake Tekapo has some of the clearest and darkest night sky in the world and is home to the Mt John Observatory housing the biggest telescope (1.8 metre MOA) in the country. Built in the 1960's the observatory is now mainly used for research purposes by Canterbury University. In 2012 an area of 1,700 sq miles around the observatory was declared as the Aoraki Mackenzie International Dark Sky Reserve.
Lake Alexandrina 3
Famous for Rainbow and Brown trout fi shing, this springfed lake provides a striking contrast to the turquoise-blue glacial water of Lake Tekapo. The lake is one of New Zealand's Scenic Reserves with over 40 species of birds within it's biologically rich catchment. Rowing boats are the only mode of transport on the lake as sail and motor boats are prohibited.
Lake Tekapo 4
Glaciers grinding against rock, produce a fi ne 'rock fl our' that when washed into the lake, creates it's unique turquoise-blue colour. 120 metres deep and with an average temperature of 7°C, Lake Tekapo is the fi rst in a chain of 7 lakes providing hydroelectric power to all of New Zealand. During the summer months Lake Tekapo is popular for waterskiing and other watersports as well as trout and salmon fi shing.
Godley Peaks and Glenmore Stations 5
Both these high country sheep stations are 50,000 acres (20,000 hectares) in size. They each farm approximately 10,000 Merino sheep, a breed famous for its super-fi ne wool and ability to survive in harsh environments. They graze high on the mountains during summer and are mustered on foot by shepherds and their dogs to the lower country for the winter months protected from the deep winter snows.
The Godley River 6
Carved out by the glacier, which formed Lake Tekapo, the shingle valley fl oor is over two kilometres across, and criss-crossed with river channels - the famous South Island 'braided' river system. Black Stilt (in Maori: 'Kaki'), one of the world's rarest birds, nest and feed within the channels, well protected from predators.
Lilybank Station 7
Passing the Macauley River we fl y over the Godley Valley and one of New Zealand's most isolated high country sheep stations Lilybank, famous as a safari game and recreation area. Look out for its 4WD track access fording the Macaulay River; there are no bridges, so when the river is high the station can be isolated for days at a time.
Mt Sibald and the Sibald Range 8
On our right is the Sibald mountain range with Mt Sibald the dominant peak at 9,200' (2,800 metres). Flanking the eastern edge of the Godley River, this range clearly shows active erosion typical of the geologically young Southern Alps. Musterers' huts, seen in the valleys below, are used for accommodation and shelter during autumn musters on the sheep stations. There are also many sporting animals in this area including Chamois, Himalayan Tahr and Red Deer.
The Godley Glaciers 9
As we enter the Mt Cook National Park, located at the headwaters of the mighty Godley River, you will see the isolated Classen and Godley Glaciers'. At their bases' are the large terminal lakes frozen over during the winter months. In summer you can occasionally see icebergs fl oating in the lakes that have broken off the glaciers, melting, to feed the Godley River.
The Murchison Glacier 10
16 kilometres long, the Murchison is New Zealand's second longest glacier. Flowing in parallel valleys, the Tasman and Murchison Glaciers are separated by the Malte Brun range, dominated by Mt Malte Brun at 10,400' (3,170m).
13
AIR SAFARIS
AIRPORT
12
11
FRANZ JOSEF
9
10
Head of the Tasman Glacier 11
The mighty Tasman is the longest glacier in New Zealand, starting at Hochstetter Dome and fl owing 29km down the Tasman Valley past Mt Cook. With 50 metres of annual snow fall covering a base of ice up to 800 metres deep, mountain huts and vast snowfi elds ensure the upper reaches of the glacier remain popular for skiing and climbing.
Franz Josef Glacier 12
After crossing the Southern Alps (Main Divide) you will see the Westland National Park spread out below and on a clear day 300km of coastline. At the head of the glacier is the beautiful Geike snowfi eld, famous for high altitude cross country skiing. Plummeting steeply westward, this magnifi cent 'river of ice' descends almost to the Tasman Sea at a recorded rate of up to 4 metres per day.
13
West Coast Rainforest
The Southern Alps stands like a fortress wall in the path of the moisture-laden westerly air fl ow rolling in off the Tasman Sea. Within a few kilometres of the ice-world of the glaciers is the temperate rainforest of Westland sustained by up to 5 metres of rainfall annually. Of the 140 glaciers that make up the Westland National Park, Franz Josef and Fox Glaciers' are the only two that penetrate the lower forest zones.
Fox Glacier 14
Maori understanding of the alpine world was based on great myths to enable generations to commit to memory the unique landforms of the area. The Maori name for Fox Glacier, "Te Moeka o Tuawe" was derived from an ancestor Tu Awe who fell to his death while exploring the area. The bed of the glacier was his fi nal resting place and it is said that when his lover Hine Hukatere wept, the bed of the Fox and Franz glaciers fi lled with her everlasting tears of ice.
Mt Tasman (11,475 ft / 3,497m) 15
Known as a classic ice-climb, Mt Tasman is New Zealand's second highest mountain. It was fi rst climbed in January 1895 by Mathias Zurbriggen. The Balfour icefall and glacier descends off its western fl anks.
Aoraki/Mt Cook (12,316 ft / 3,754m) 16
'Aoraki'- the Cloud-Piercer! New Zealand's highest mountain stands supreme with its snow and icefi elds spilling into the glaciers below. It was fi rst climbed on Christmas Day 1894 by locals Tom Fyfe, George Graham and 19 yr old, Jack Clarke. In 1991 a giant rock avalanche occurred on Mt Cook lowering the highest peak by 20m. An estimated 14million cubic metres of rock and debris, travelled 7.3km from its source at an approximate speed of 400-600km/hr.
Mt La Perouse (10,100 ft / 3,078m) 17
A beautiful peak dominated by its huge southern rock face. In 1948 La Perouse featured in one of the last big ground rescues (before the use of helicopters) - an injured climber successfully rescued from near the summit in an epic effort over 6 days!
Tasman Glacier 18
29 kilometres long with ice up to 2,600' / 800m deep, the Tasman is easily New Zealand's longest glacier. Moraine (rock and gravel scraped or fallen from the valley walls) covers the ice for much of its length. At it's terminus is a glacial lake 150m deep and lined with ice, feeding into the huge braided Tasman River and then into Lake Pukaki.
Tasman Glacier Lake 19
This lake formed in 1991 and has been growing ever since. The icebergs, which are clearly visible from the air, have taken about 500 years to travel from the neve at the top of the Tasman Glacier to where they appear today. Underneath this lake the ice is still over 200 metres thick.
MacKenzie Basin 20
Approximately 14,000 years ago the ice that covered this area from the last Ice Age began its retreat - today golden tussock and grasslands cover the glacial deposits that remain clearly visible from the air. Dramatic ice-carved landscape, subtle ever-changing hues, and air of exceptional purity - just some of what make the Mackenzie so special. | <urn:uuid:672147d1-0aa4-467c-83d4-65a33c616543> | CC-MAIN-2021-04 | https://content.wetu.com/Resources/71885/lake_tekapo_back_welcome_aboard_2012_v6.pdf | 2021-01-27T20:03:41+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704832583.88/warc/CC-MAIN-20210127183317-20210127213317-00592.warc.gz | 282,299,654 | 1,908 | eng_Latn | eng_Latn | 0.996932 | eng_Latn | 0.996932 | [
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Curriculum Intent Statement Art and Design John Whitgift Academy
Art can embody some of the highest forms of human creativity, our curriculum is brave, ambitious and creative, it is designed to ensure that all our students are able to achieve and make progress, we stretch and challenge, adapt and develop, express and experiment. We aim to engage, inspire and challenge our students, equipping them with the knowledge and skills to experiment, invent and create their own works of art. The Art curriculum is critical and contextual at its core, it is designed so that students can build up from the formal elements and refine, develop and build upon their skills as the key stages progress, and we place a high value upon the importance of drawing. Students investigate ideas through the visual language, exploring techniques, materials and processes through their own practical work. As student's progress throughout key stage three they will be able to think critically and develop a more rigorous understanding of Art and the world around them, at key stage four students are encouraged to think as an artist and be creative, experimental and ambitious with their sustained units of work. The curriculum engages students to explore how Art both reflects and shapes our history as well as investigating the contemporary, how it contributes to the culture, creativity and wealth of our society, in doing so students are able to see beyond the analytical and realistic and consider/explore the conceptual. Our curriculum develops the use of the visual language by seeing, understanding, questioning and practising, their own work this supports them to become articulate, confident and expressive developing skills and confidence in oracy and rhetoric while forming opinions and an understanding of Art throughout history and today's society. Students learn to think and act as artists working creatively and intelligently. We build a passionate and reflective pupil through our curriculum to have a brave approach when developing skills with media and their techniques, using the physical act of art as a tool for looking, experiencing and learning. Understanding and applying the formal elements of art across all disciplines: line, shape, form, tone, texture, pattern, colour and composition are vital in underpinning creative work and successful students and this is reinforced throughout the curriculum. We are committed to nurturing resilient, ambitious and curious students who will embed creativity in their own futures, careers and everyday life.
Overarching concepts
- Resilience – trying something more than once and conquering setbacks.
- Safety and safe working practice – using tools and techniques safely and responsibly.
- Culture – a vast range of cultures, creative endeavours within them and their disciplines
- Cross Curricular – Interconnected with history, literature, mathematics.
- Proportion and Scale – mathematical approaches in Art
- Formal Elements – showing understanding and application of line, tone, texture, pattern, shape, form, colour and composition
- Observe and record – mark making and drawing
- Explore and respond – experimenting with media and their properties
-
Refine and Reflective– vocalise, visualise, annotate and present findings.
- Describe and analyse – how and why?
- Independence – identify own strengths and weaknesses | <urn:uuid:b4ce9c57-18ac-48d1-9eb8-14e2753381d3> | CC-MAIN-2021-04 | https://www.johnwhitgift.org.uk/documents/download/5dc543b0-eff0-4990-9668-112a0a0102fa.pdf | 2021-01-27T19:55:14+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704832583.88/warc/CC-MAIN-20210127183317-20210127213317-00595.warc.gz | 826,022,927 | 626 | eng_Latn | eng_Latn | 0.997109 | eng_Latn | 0.997109 | [
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World Words
King Rat
China Mieville
Student's Activities
Pre‐Listening Activity 1
This piece is called 'King Rat'. Just the word 'rat' sends a shiver down the spine of many
people. Some people may develop a phobia about the creatures (musophobia). In most cultures, rats hold a position of fear or disgust.
A. Look at the list of words and phrases. Some of them are taken from the text you will listen to and read and describe rats. Some of them are not from the text and may describe something other than rats. Use a dictionary, and decide which words you think describe rats and make a separate list of them.
scale roofs scratches
scuttle slide silently
slip away slither down
smooth soft
spill over squeeze between
trots wags tail
weave
1. Why do these words remind you of rats?
2. Which animals might the remaining words describe? Why?
B. In the text, the author uses the 'voice' of the rat in the first person. At one point, the rat says:
"I have business tonight."
What business do you think the rat would have that night? Use some of the words in your list about rats above to describe this business.
Pre‐listening Activity 2
You will hear the author talking about an extract from his novel, and some students discussing their reaction to it. Read through the following comments which are made in the broadcast and decide first who was speaking ‐ the author or the students ‐ and then decide if they were discussing the atmospherecreated or perhaps thecityin which the story is set, or are they talking about possible deeper meanings? Or they might be talking aboutmetaphors. Then listen to the broadcast to check your answers.
a. "It made me think that it went over this building fluidly and smoothly but at the same time, like mercury, it was heavy, dense….."
b. "The words make it more graphic. All these words ‐ like 'filth' ‐ make it more real in my mind."
c. "….it doesn't look out of control. I wanted this sense of him rushing but with an extraordinary kind of enclosed control …."
d. "Whenever you visit London you are within 10 feet of a rat, or something like that."
e. "I don't think it is the job of the writer to say what these levels are because all books are collaborations between writers and readers so I hope the reader will find meanings in them."
f. "…. a kind of organism that is breathing, that's making noise, that has skin, that has lungs, that has a voice box ….."
g. You learn all the different levels of a rat's life and for me it was a kind of roller coaster ride of London.
h. "I'm very much a Londoner and have lived here all my life and it feels very much part of me.
i. "This character who is speaking is a supernatural figure. He looks like a man but he is the king of the rats, and he is a rat, and he does sometimes bring death."
j. "I don't know how to describe it other than dark. It was ominous."
k. "It's as if death is on their back, whispering and waiting to claim that life."
l. "I wanted the book to open creepily, forbiddingly, so that people were maybe a little chilled, but also intrigued.
| | atmosphere | the city | deeper meanings | metaphors |
|---|---|---|---|---|
| The author | | | | |
| The students | | | | |
After Listening Activities
1. What happens next in the story? What is attracting the rat to the building? Is his 'business tonight' in this building? What is in the building? What is the bait?
Write or tell what happens next. ‐ and remember that the title is 'King Rat', not just 'Rat'!
2. In the interview, there is some discussion about metaphors. Which metaphors did you find especially striking? | <urn:uuid:2ea24724-59fb-4e65-aa43-0c6df6d9588f> | CC-MAIN-2021-04 | https://www.teachingenglish.org.uk/sites/teacheng/files/rat_students.pdf | 2021-01-27T20:22:42+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704832583.88/warc/CC-MAIN-20210127183317-20210127213317-00596.warc.gz | 1,003,005,241 | 1,458 | eng_Latn | eng_Latn | 0.999364 | eng_Latn | 0.999663 | [
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Voice-over
We face risks every day - whether at work or home - from extreme weather or unsafe food and water, risks can translate into harm to people around the world.
This year, as we all struggle to deal with the unprecedented human and economic costs of the COVID-19 pandemic, it has become even more vital to understand people's attitudes to risks and threats they face every day.
Lloyd's Register Foundation believes a better understanding of how people perceive risks and their attitudes towards the risks they face will help design interventions that will keep people safe.
Flooding is just one of the severe weather events that have seriously harmed a quarter of adults in Mexico over the last 2 years.
JOEL, Puebla, Mexico
"It's something very powerful, emotionally and physically, it was a big loss economically, you lose everything. It's the powerlessness of watching the water rising inside your house and you can't do anything. You watch the water rising, how it's flooding everything, and you just have to wait."
Voice-over
The Lloyd's Register Foundation has commissioned the world's largest survey into how people think and feel about risk and safety.
To avoid harm from risks we face, we need to first understand them.
37% of the adult population in Mexico said they or someone they personally know have experienced serious harm from violent crime in the past 2 years.
GEORGINA, Mexico City, Mexico
"It's very dangerous here, the other day they took a young girl. A taxi came by, she got in, she was wearing her school uniform and now her parents don't know what happened to her."
Voice-over
About one in five people in India experienced serious harm from eating unsafe food. Around one in five people also experienced serious harm from drinking unsafe water.
PRIYANKA, New Delhi, India
"Sometimes the water levels are too low. We don't get clean water and if we drink that water there are high chances of falling sick from bacteria, getting stomach infections. Children fall sick frequently and become weak."
Voice-over
The aim of the World Risk Poll is to provide data that can inform policies and bring meaningful intervention where it's needed most - using a unique, open, and comprehensive global dataset on public understanding of risk and safety.
29% of adults who work in India said they have been injured while working.
ANKIT, New Delhi, India
"We go into the field to work, anything can happen at any time, we can get injured, grievously with our equipment. We can get attacked by wild animals or catch an infection because of insects or we experience snake bites."
Voice-over
Through an increased understanding of how people think and feel about risk, we can explore the gap between perceived dangers and actual threats, and discover how risk is shaped by personal, social and experiential factors.
About one-third of adults in South Africa have experienced serious harm from severe weather events in the past 2 years.
MPHO, Johannesburg, South Africa
"When we have storm winds, you see we are living in the shacks so the wind when it is too strong, it takes off our shacks. If my neighbor's shack has went away with the wind, we wake up and go help them."
Voice-over
The Lloyd's Register Foundation World Risk Poll is the first of its kind, a survey on a scale never seen before across different countries and demographic groups.
SAWATI, Soweto, South Africa
"A house four streets away blew up, it went into ashes, because of gas. The community had to rush in and help but some people died."
One in five adults who work in the U.S. say they have been seriously injured while working; and 40% of people said they or someone they know have experienced serious harm from mental health issues.
Voice-over
By applying insight to better understand and manage the risks facing us all, we can make our world a safer place. | <urn:uuid:3662afeb-7931-4ef2-b75f-6b9539003755> | CC-MAIN-2021-04 | https://wrp.lrfoundation.org.uk/wp-content/uploads/2020/09/The-Lloyds-Register-Foundation-World-Risk-Poll-Insight-into-Action-Transcript.pdf | 2021-01-27T18:44:40+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704832583.88/warc/CC-MAIN-20210127183317-20210127213317-00597.warc.gz | 664,925,717 | 797 | eng_Latn | eng_Latn | 0.999125 | eng_Latn | 0.999136 | [
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Communalisation of Education
The History Textbooks Controversy
Delhi Historians' Group
CONTENTS
Section 1 An Overview
Communalisation of Education, The History Textbooks Controversy: An Overview
Mridula Mukherjee and Aditya Mukherjee
Section 2 What Historians Say
1. Propaganda as History won't sell
Romila Thapar
2. Historical Blunders
Bipan Chandra
3. The Rewriting of History by the Sangh Parivar
Irfan Habib
4. Communalism and History Textbooks
R. S. Sharma
5. Guru Tegh Bahadur's Martyrdom
Satish Chandra
6. NCERT, 'National Curriculum' and 'Destruction of History'
Arjun Dev
7. Does Indian History need to be re-written
Sumit Sarkar
Section 3 What other Commentators Say
1. Talibanasing Our Education
Vir Sanghvi
2. Udder Complexity
Dileep Padgaonkar
3. Textbooks and Communalism
Rajeev Dhavan
4. Consensus be Damned
Anil Bordia
5. What is History
Subir Roy
6. History as Told by Non-Historians
Anjali Modi
7. History,Vaccum-Cleaned
Saba Naqvi Bhaumik
8. Joshi's History
Editorial in Indian Express
9. History as Nonsense
Editorial in Indian Express
Section 4 Text of the Deletions made from the NCERT books
Section 1: An Overview
COMMUNALISATION OF EDUCATION THE HISTORY TEXTBOOK CONTROVERSY: AN OVERVIEW
Mridula Mukherjee and Aditya Mukherjee Professors of History Centre for Historical Studies Jawaharlal Nehru University
The current controversy over the nature of history textbooks to be prescribed in schools reflects two completely divergent views of the Indian nation. One of the most important achievements of the Indian national movement, perhaps the greatest mass movement in world history, was the creation of the vision of an open, democratic, secular and civil libertarian state which was to promote a modern scientific outlook in civil society in independent India. The authors of the NCERT textbooks who are now under attack share this vision of the Indian nation. Over the last fifty years after independence a valiant effort was made by the Indian people to translate this vision into a reality in India. It is this great effort which is now being threatened by communal forces, which had little to do with the national movement and, in fact, through their loyalist policies, ended up weakening it. These communal forces are now attempting to use history textbooks as instruments to further their vision of a narrow, sectarian and 'Talibanised' Hindu nation.
The communal forces in India are deeply aware that communalism is essentially an ideology, a particular way of looking at society. Hence it is in the ideological sphere that they have focused their efforts. What better place to start than the tender formative minds of young children. Communal forces have tried to poison the minds of young children with hatred and distrust about other communities. For many years now, the RSS, for example, has through its Saraswati Shishu Mandirs and Vidya Bharati primary and secondary schools, and through its Shakhas undertaken this project. They have, for example, in books published by Saraswati Shishu Mandir Prakashan for classes four and five, portrayed all communities other than the Hindus as foreigners in India, wrongly described the medieval period as the Muslim period and, following the footsteps of the British, portrayed the period as one of great oppression and decline. These books, in the name of instilling patriotism and valour among Indians, spread falsehoods, treat mythological religious figures like actual historical figures and make absurd claims such as that the Qutab Minar was built by Samudragupta. They claim that Ashoka's advocating of Ahimsa (non-violence) spread "cowardice" and that the struggle for India's freedom became a "religious war" against Muslims, and so on. (It is not surprising that Mahatma Gandhi, the apostle of non-violence and the builder of the freedom struggle as a common struggle of the Hindus and Muslims against British imperialism gets described in their lexicon as a 'Dushtatma'.) Quite understandably, the National Steering Committee on Textbook Evaluation (consisting of a large number of experts from all over the country) appointed by the NCERT itself, a few years ago, came to the conclusion that "the main purpose which these books would serve is to gradually transform the young children into …bigoted morons in the garb of instilling in them patriotism." One may emphasise here that the communalists have focused attention on history because it is on a particular distorted and often totally fabricated presentation of history that the communal ideology is hinged.
While the RSS/ Hindu communal effort to spread a communal interpretation of history has been around for many years, the new and more dangerous trend is the attempt to use government institutions and state power to attack scientific and secular history and historians and promote an obscurantist, backward looking communal historiography. In 1977, when the Hindu communal forces first came to share power in the Indian government (the Jana Sangh one of the former incarnations of the BJP had merged with the Janata Party) an attempt was made to ban school textbooks written for the NCERT by some of the finest historians of that generation. The attempt failed not only because the NCERT itself resisted such a move but also a countrywide protest movement developed on this issue.
In recent years the Hindu communal forces, who have a much firmer grip over state power with the BJP leading the coalition government at the centre, have launched an attack on secular and scientific teaching and research in Historyæindeed the very discipline of history is under attack. Anticipating resistance from autonomous institutions like the NCERT or the ICHR the government first took great care to appoint Hindu communalists or those who had decided to serve their interests as their Directors or Chairpersons. Efforts have been made also to fill up other institutions which would have an impact on education and ideology formation such as universities, schools, colleges, and even the UGC with people who would toe or at least not resist the government's communal agenda.
It is in this context that the NCERT has introduced a new National Curriculum Framework which virtually seeks to take history out of school textbooks until class X in the name of reducing the weight of the current heavy schoolbag. Only certain 'themes' from history are now to be integrated with civics and geography and taught as one subject. Unlike 1977, this time round the attempt is not to ban these books but to do away with them altogether in the name of bringing in new books with the changed syllabus. For class XI and XII the existing history books are being doctored with until new books are produced. Paradoxically the present regime is imitating Pakistan which made a similar move in the 1970s of keeping history out up to a particular level and then prescribing a distorted, one sided version at the senior level. Regimes uncomfortable with history or those with an agenda which is narrow, sectarian and undemocratic often seek to suppress or distort history.
What is particularly alarming is that the NCERT has brought in such major changes in the curriculum without attempting any wide consultation leave alone seeking to arrive at a consensus. This when education is a concurrent subject (involving partnership between the centre and the states) and virtually since Independence the tradition had been to put any major initiative in education through discussion in Parliament and the Central Advisory Board of Education (CABE), a body which includes among its members the education ministers of all states and Union Territories. The NCERT has arrived at the new curriculum without any reference to the CABE thus violating both tradition and procedural requirements.
On the contrary the NCERT with the full backing of the education minister has launched a veritable attack on some of India's best historians. The NCERT director J.S. Rajput, a self proclaimed adoring shishya of Murli Manohar Joshi, in a signed article (Hindu, 23 October 2001) says that the NCERT had been "taken for a ride" for "the past several decades" by authors of particularly its history books who allegedly were furthering their "narrow political agenda". He is thus maligning some of the most eminent and internationally acclaimed historians such as R. S. Sharma, former Head of the History Dept. of Delhi University and Chairman of the Indian Council of Historical Research, Satish Chandra, former Chairperson of the UGC, Romila Thapar and Bipan Chandra, both currently Emeritus Professors of the Jawaharlal Nehru University. Also maligned thus is Prof. Arjun Dev a former Dean of the NCERT and author of some of the best history textbooks produced by the NCERT. Criticism of some of the finest scholars who have done India proud by a virtual nobody who no one had heard of till he acquired recent notoriety by attempting to introduce communal considerations in what is taught to our children by what the Editor of Hindustan Times calls the "Talibanising" of our education. (25 November 2001).
There is in fact a concerted attempt to malign and thus seek to delegitimise the major scholars who wrote the history textbooks for the NCERT. It is alleged that these historians monopolise official patronage and as Tarun Vijay the Editor of Panchjanya (a mouthpiece for the RSS) puts it they go for the three Ps, i.e., Paisa , Power and Prestige. It must be pointed out here that the prestige both national and international that these historians command is not a result of any official patronage. It is a result of their formidable scholarship and the large number of books and articles written by them that are read and cited all over the world. One cannot imagine how they wield any power by writing textbooks. As for paisa, it is perhaps not well known that the authors received hardly any payments for writing these textbooks. Romila Thapar, for example, is reported to have received a princely sum of R.650/- for one of the books written by her for the NCERT which has sold several lakhs of copies. What most of the authors receive annually after they have revised their books is not more than what they would make by writing two or three newspaper articles!
These authors agreed to take on the arduous task of writing these books out of a sense of social commitment. They believed that the best of scholars should not only not scoff at textbook writing for children but should actively engage in it. After all, Ishwar Chandra Vidyasagar, the great scholar and social reformer, wrote a primer in Bengali that continues to be read by millions of Bengali children as their first book over a century later. Samuelson, a Nobel laureate in Economics, wrote a textbook that is read the world over by generations of students.
A frequent charge against the authors of the "offensive" textbooks is that they are Marxists who owed their selection as textbook writers to the cartel of Marxist historians who exercised monopoly over history for many years. While leaving aside the question of whether they accept these labels or not, it is necessary to nail some lies. The All India Panel for History which entrusted the task of writing textbooks to Romila Thapar and Bipan Chandra in the early 1960s was constituted of the foremost nationalist historians of the time, with no Marxist among them: Tara Chand, Mohammad Habib, Nilakant Shastri, D.V.Poddar. S.Gopal, another eminent nationalist historian, headed the next panel. If historians influenced by Marxism made an important mark among Indian historians from the mid- 1970s, it was not due to textbook writing by some, but because of the scholarly work produced by D.D.Kosambi, R.S.Sharma, Susobhan Sarkar, A.R.Desai, K.M.Ashraf, Satish Chandra, Irfan Habib, Bipan Chandra, B.B.Chaudhuri, Sumit Sarkar and many others. One may point out that some of the worlds' most outstanding historians such as E. P. Thompson, Eric Hobsbawm, Christopher Hill or E. H. Carr were influenced by Marxism and the world has not thought any the less of them because of it.
It has also been said repeatedly by the NCERT director, J.S. Rajput, the head of the education wing of the RSS, Dinanath Batra, and columnist for the RSS mouthpiece, Organiser, Atul Rawat, that the existing textbooks are outdated. The question again arises how this conclusion is arrived at without involving any committee of historians. Even accepting that they are outdated, why are the authors not asked to revise them, as they had done in many instances earlier? If the present authors are unwilling or unable, the task of revision or even of writing new text-books could be assigned, through a proper process of selection by a committee of historians, to another group of recognised, possibly younger historians. But that would assume that the purpose is indeed to update the books, which it is not.
In fact, one of the ironies of the situation is that despite all the talk of Bhartiyakaran or Indianisation, the historiography that the RSS ideologues and followers espouse is essentially colonial. And though they like to call others the children of Macaulay, they are the direct descendants of James Mill, who first divided the history of India into Hindu period, Muslim period and British period. The notion that Hindus in the medieval period were suffering under Muslim tyranny is also a colonial construct, as the British rule could then be projected as having freed the Hindus from this tyranny. Further, depicting the Hindus and Muslims as warring communities created the justification for the British presence in India, and also prevented them from uniting against the British. The communal interpretation of Indian history is based on the colonial interpretation, it merely adds a few more elements to it. This colonial and communal historiography has been effectively critiqued by the painstaking efforts of large numbers of historians since Independence. In India, communal historiography has virtually died0 out for the last 40 years or so, and as was once said very aptly by Irfan Habib, "Now we only have communalists, not communal historians. One could have argued with R.C.Majumdar
, but how does one argue with those who do not know any history?" The situation today is that historians have abandoned communal history, only the communalists believe in it. They are therefore now trying to invent communal historians, to create them where they do not exist. In doing so, they are trying to take Indian history backwards, to undo the gains of fifty years of research. Can we really believe after all this that they are motivated by a genuine desire to update textbooks and incorporate latest research in them?
The NCERT has now instructed the Central Board of Secondary Education, CBSE, after of course the eminent historian Prof. D. N. Jha was unceremoniously sacked as the chairperson of the history syllabus committee to delete passages from history books written by Romila Thapar, Satish Chandra, R.S.Sharma and Arjun Dev. This was again done without following proper procedure and legality. The authors were not consulted, nor their permission taken, before the changes were made, thus violating the copyright agreement entered into with them.
Further, the deletions were not made after consultation with or on the basis of recommendations of any recognized committee of historians. The NCERT has not been able to name a single well-known nationally and internationally recognized historian who is associated with the changes sought to be made in the syllabus. It has been done secretly and the Director of NCERT has publicly refused to give the names of the historians involved in the revision or the writing of the proposed new books which will apparently be prescribed by march 2002, on the flimsy ground that if those names are given the authors will be "disturbed." It is indeed worrying that while on the one hand we are told that new books will be introduced by March 2002, till Mid-December 2001 there is not a single historian whose name has been given as the author of these books, and many newspaper reports in recent days have suggested that the NCERT seems to be having trouble finding willing authors from among historians. This either means that the entire job of getting new books ready is being undertaken in a cavalier fashion, or that the books are really being prepared by people whose names will not pass scholarly and popular scrutiny. Either scenario is a recipe for disaster as far as school children, in whose name and for whose welfare this entire exercise is being carried out, are concerned. Instead of books by internationally recognised historians, they would possibly be dished out thinly-veiled communal propaganda literature.
If professional historians have not made these changes then who has? Clearly RSS ideologues have played the major role. In fact, the General secretary of the Vidya Bharati which runs a large network of schools and colleges for the RSS, Dina Nath Batra complained that Murli Manohar Joshi was moving too slowly. Vidya Bharati had suggested 42 deletions but the NCERT had carried out only four (actually there are ten deletions from four books) so far. (Outlook, 17 December 2001). In a book edited by Dina Nath Batra of the RSS, called "The Enemies of Indianisation: The Children of Marx, Macaulay and Madarsa" published on 15 August 2001 one can find an article listing 41 "distortions" in the NCERT books and another by the NCERT director J. S. Rajput which adds a few more. (Rajput was also present at the function releasing the book later) Significanly, the deletions from the NCERT books ordered by the CBSE on 23 October 2001, on the basis of a NCERT notification removed some of the 'distortions' listed in Batra's book. It may be also pertinent to point out that the author of the list of 41 distortions is a Mr. Atul Rawat, a regular columnist for the RSS mouthpiece the 'Organiser'. This Mr. Rawat whose academic credentials apparently do not go beyond an
M.Phil. in international relations was appointed as consultant by the NCERT to review the history books written by professional historians with great academic standing. If this is not bad enough the NCERT has appointed to its Executive Committee and Departmental Committee people like K.G. Rastogi a self proclaimed RSS activist whose only claim to fame is his confession that he killed a Muslim woman during a riot.
It is being repeatedly claimed that the deletions are in deference to the religious sentiments of minorities. Unfortunately, the claim appears spurious, as all the books from which deletions have been made are being withdrawn from March 2002 (the beginning of the new school session ) anyway, and children have already covered that portion of the course in which these extracts (barring one) are present. The immediate purpose thus seems to be to try and garner votes in the forthcoming Punjab and UP elections by putting forward claims of protecting religious and caste sentiments. However, the larger purpose is clearly to create doubts about the books in people's minds by making allegations that they violate religious sentiments of different communities, and thus divert attention from the real motive: to replace secular history with communal history. If those who are master-minding the whole show had any concern for minority sentiments, would Dina Nath Batra, the head of the Education section of the RSS, say in justification of the deletions: "Jesus Christ was a najayaz (illegitimate) child of Mary but in Europe they don't teach that. Instead, they call her Mother Mary and say she is a virgin." (Outlook, 17 December 2001.)
The claim that the deletions have been made to protect the tender minds of children from controversial subjects is equally spurious. Most of the deletions have been made from books prescribed for class XI and XII. These are books read by children between 16-18 year old. To say that children at an age where they have acquired voting rights or are at the verge of it are unfit to handle multiplicity of opinions and controversial data is to cast them in the mould of unthinking automatons.
Given that these books have been around for at least two (and sometimes three) decades, it is very remarkable that all of a sudden they have hurt so many sentiments! The NCERT Director claimed that he had received 50,000 letters (Indian Express, 26 November 2001) and then changed this to hundreds and thousands of letters of protest (statement made during TV show 'The Big Fight' on 1 December 2001); Arjun Dev, who retired from the NCERT in February 2001 asserts that in his entire career of about 30 years, not more than 100 letters would have been received. And even if one was to concede that religious sentiments have been hurt, the NCERT could have done what it has always done on the few occasions when complaints have been received in the past: send the complaints to the authors, get their response, and try to arrive at a solution which upholds the essence of what the author is saying while altering some phrases or words which have caused misgivings. This had worked fairly well and there is no reason to believe it would have not worked now. Therefore the suspicion that the motive is not redressal of (real or imagined) grievances, but the opposite: manipulation of religious sentiments for narrow political ends, and that too at the expense of school children.
Apart from handing over the textbooks to RSS activists and supporters an equally dangerous trend has been started with the NCERT director asserting that he "would consult religious experts before including references to any religion in the textbooks, to avoid hurting the sentiments of the community concerned". (Times of India 5 October 2001, italics mine) This extremely pernicious move has been reiterated by the education minister Murli Manohar Joshi, who states that "all material in textbooks connected with religions should be cleared by the heads of the religions concerned before their incorporation in the books". (Hindustan Times, 4 December 2001). Once such a veto over what goes into textbooks is given to religious leaders or community leaders, as this government has started doing, it would become impossible to scientifically research and teach not only history but other disciplines, including the natural sciences. Deletions have already been made from textbooks for pointing out the oppressive nature of the caste system in India, presumably because some 'sentiments' were hurt. 'Sentiments' have been hurt in India among some when the practice of Sati was criticized. Would this mean deletions of references from textbooks regarding this evil practice? Sentiments could be hurt if science lessons questioned the 'immaculate conception' or if they proposed theories of origin of man which were not in consonance with the beliefs associated with most religions. Should such lessons be altered or 'talibanised' according to the dictats of various religious leaders? If the teaching of modern scientific advances 'hurts' the religious sentiments of one or the other group, should it be banned altogether?
Equally alarming is the trend to attack those who do not agree with the kind of interpretations or fabrications promoted by the Hindu Communal forces. They are being branded as anti-national. The RSS Sarsanchalak K. S. Sudershan calls those who are resisting the revisions of the NCERT textbooks as " anti-Hindu Euro-Indians". (Organiser, 4 November 2001). Sudershan laments that these anti-Hindu euro–Indians hate 'Vedic maths' and do astonishing things like not believing that in ancient India we knew about nuclear energy and that Sage Bharadwaja and Raja Bhoj not only "described the construction of Aeroplanes" but discussed "details like what types of aeroplanes would fly at what height, what kind of problems they might encounter, how to overcome those problems etc."
Calling them anti-Hindu and anti –national is not enough, now a group of Arya Samajis has demanded that the historians Romila Thapar, R.S. Sharma and Arjun Dev should be arrested. The HRD minister, Murli Manohar Joshi, at whose residence this group had collected, defended the deletions from their books and called for a "war for the country's cultural freedom". (Hindustan Times, 8 December 2001). The Minister has now gone one step further and added fuel to this fascist tendency by branding the history written by these scholars as "intellectual terrorism unleashed by the left" which was "more dangerous than cross border terrorism" and exhorting the BJP storm troopers to counter both types of terrorism effectively. (Indian Express, 20 December 2001) The dangerous implications of Joshi making this charge against these eminent historians at a time when the whole country is agitated by the attack on parliament by cross border terrorists must be noted.
Civilised societies cannot ban the teaching of unsavoury aspects of their past on the grounds that it would hurt sentiments or confuse children or it would diminish patriotic feelings among its children, as the present government is trying to do. Nor can we fabricate fantasies to show our past greatness and become a laughing stock of the world. Should America remove slavery from its textbooks or Europe the saga of witch hunting and Hitler's genocide of the Jews? Let us stand tall among civilised nations and not join the Taliban in suppressing history as well as the historians.
The communal attempts to distort Indian history and to give it a narrow sectarian colour in the name of instilling patriotism and demonstrating the greatness of India actually end up doing exactly the opposite. It in fact obfuscates the truly remarkable aspects of India's past of which any society in the world could be justifiably proud. The Nobel Laureate Amartya Sen, for example, argues that the "India's persistent heterodoxy" and its "tendency towards multireligous and multicultural coexistence" (aspects vehemently denied by the Communalists) had important implications for the development of science and mathematics in India.("History and the Enterprise of Knowledge", address delivered to the Indian History Congress, January 2001, Calcutta) Arguing that the history of science is integrally linked with heterodoxy, Sen goes on to say that "the roots of the flowering of Indian science and mathematics that occurred in an around the Gupta period (beginning particularly with Aryabhatta and Varahamihira) can be intellectually associated with persistent expressions of heterodoxies which pre-existed these contributions. In fact Sanskrit and Pali have a larger literature in defence of atheism, agnosticism and theological scepticism than exists in any other classical language." He goes on to say that rather than the championing of "Vedic Mathematics" and "Vedic sciences" on the basis "of very little evidence"…. "what has… more claim to attention as a precursor of scientific advances in the Gupta period is the tradition of scepticism that can be found in pre-Gupta India æ going back to at least the sixth century B.C. æ particularly in matters of religion and epistemic orthodoxy." (The tradition of scepticism in matters of religion and epistemic orthodoxy was continued by Mahatma Gandhi, for example when he argued "It is no good quoting verses from Manusmriti and other scriptures in defense of …orthodoxy. A number of verses in these scriptures are apocryphal, a number of them are meaningless".)
Let us hope no group with hurt sentiments now demands the arrest of Amartya Sen as yet another son of 'Macaulay, Marx and Madarsa'. Let us hope Murli Manohar Joshi in true Taliban fashion does not ask his storm troopers to extinguish the "intellectual terrorism" unleashed by Sen, in the same manner as it was felt necessary to silence Gandhi, 'the greatest living Hindu'.
(This is a revised version of an article in Mainstream, Annual Number, 22 December 2001.)
Section 2: What Historians Say
Propaganda as history won't sell
Romila Thapar Professor Emeritus Jawaharlal Nehru University
The recent deletion of passages from the NCERT History textbooks, by the NCERT and the CBSE raises many important questions that concern matters relating not only to the teaching of history, but also to questions of ethical norms and the rights of authors as well as the handling of knowledge in education.
The action of the NCERT and the CBSE is a contravention of the agreement that was made with the authors of the History textbooks. The contract stated that no changes were to be made in the books without the permission of the authors. In the past when changes were suggested by various agencies, and even if these were marginal, the permission of the author was required. Where permission was not given, the text remained unaltered.
The book on Ancient India for Class VI was used from 1966 and was revised by me in 1987. Periodic revision became necessary with advances in knowledge. The objection, therefore, is not to revising the books but to making changes without the consent of the author. One expects government institutions at least to honour agreements and not infringe the rules of copyright.
The passages axed are based on historical evidence and cannot, therefore, be described as one-sided history. It is said that the most offensive refer to the eating of beef in ancient times. Yet these are statements drawn from well-known sources, as for example, the Shatapatha Brahmana 18.104.22.168; and the Vasishtha Dharmasutra 4.8., which mention honouring guests by serving beef. The Brihadaranyaka Upanisad 6.4.18., makes the interesting statement that if a learned and long-lived son is desired, then rice cooked with veal or beef should be eaten.
The eating of beef is also attested from archaeology as has been discussed by Professor HD Sankalia ('The Cow in History', Seminar, May 1967, 93). Professor BB Lal, in his report on the excavation at Hastinapur, a site that he suggests may, at the lower levels, have been settled by arriving Aryans (Ancient India, 1954-55, Nos. 10 and 11, p. 151), states that the occurrence of charred bones of cattle, buffalo, sheep and pig, bearing definite cut marks on them, shows that these animals were slaughtered for food (p. 14).
Comparative studies of cattle keeping economies point to people generally not eating their livestock indiscriminately, but eating beef on ritual occasions or as a mark of status. The archaeological evidence suggests a more widespread use of cattle for food. The introduction of a prohibition may acquire a religious sanction but the rationale for it may also derive from other factors such as changes in livestock and ecology, or even political demands. These call for historical investigation and particularly in a society where the management of cattle has been an important feature.
The issue is not that there is no evidence for the eating of beef in ancient India, but whether this is something that students at school should know about. Given its prevalence for many centuries followed by the introduction of the prohibition in some Hindu identities of more recent times, it is important for those studying Indian society — as all students of history do — to know the historical reasons for the prohibition. There is a need to understand when and why prohibitions are introduced since such knowledge provides a deeper understanding of social and religious concerns. The sentiments of the various religious communities are not God-given, they are gradually built up through particular beliefs and social practices and often in the context of particular historical situations. If the sentiments are to be appreciated then they have also to be comprehended in their social and historical context.
The same is true of references to the sanctioning of social inequalities through the system of varna/caste. How can varna and caste be taught without discussing which social groups formulated it and how and why; and who were its supporters and when did it become widespread? What were the compulsions in a society that accepted these divisions and was there a protest against them? How can a teacher explain why the policy of reservation is in practice if the teacher is not permitted to discuss the formulation of caste in the classroom? Dalit sentiment would certainly want the inequities of caste to be stated, known and discussed.
The more significant question then is why these deletions are being insisted upon at this time. Are there really objections emanating from religious bodies that are claiming to speak for an entire religious community, or is this a blatant attempt to replace mainstream history by the Hindutva version of history? Recent newspaper reports indicate that pressure from the RSS led to these deletions and the attempt was to encourage state school education to conform to the curriculum of the RSS Shishu Mandirs.
If the Shishu Mandirs are now to be the models for state schools, then the teaching and understanding of history will inevitably be undermined. History in these schools is taught as a catechism — consisting of questions and answers, where the answers are frequently what the ideology dictates with no reference to accuracy or fact. For example, children are taught that the first Ramjanmabhumi temple was built by the son of Rama, Maharaja Kusha; that it was destroyed by Menander the Greek in 150 BC; that it was rebuilt by Chandragupta Vikramaditya in AD 308; and was plundered by Salar Masud, the nephew of Mahmud of Ghazni. None of these statements have any historical basis. History in any case, cannot be taught in question-answer form since the essence of good history is that it should reflect and incorporate the many aspects and nuances of human activity.
The sudden rush to delete these specific passages seems also to have a more immediate purpose. It is seen as tied to the coming elections in Uttar Pradesh and Punjab. The propaganda over the deletions will help galvanise upper caste Hindu, Sikh and Jat opinion in favour of the BJP. Recognising its potential as election strategy is making parties like the Congress also jump onto the same bandwagon. This is not an attempt to salvage the discipline of history as is being claimed but rather an attempt to mangle it in the interests of election propaganda.
The confrontation is being projected as between Leftist and Rightist historians. The confrontation is not between Leftist and Rightist historians but between professional historians and politicians sympathetic to the Hindutva persuasion. And those who are at the policy-making levels of NCERT echo the politicians. Professional historical writing requires a critical enquiry that includes the application of historical methodology, assessing the reliability of evidence and drawing on logical argument in making casual connections. It differentiates between the invention of a narrative that fantasises about the past and an interpretation that attempts to critically analyse the evidence. History is not an arbitrary narrative where myth can override facts. There is also today the viability of contending interpretations, but each has to be based on accepted historical methodologies. This is evidently not understood by those who are out to undermine history.
The act of changing history through a political command draws no respect from the profession. Politicians can go on attempting to denigrate the authors of the textbooks by referring to them as "the progeny of Macaulay, Marx and the madrassas", but the impact of this ranting remains marginal on the profession. Ironically, it is the Hindutva version of history that draws its inspiration from the Mills and the Macaulays in its definition of Indian civilisation and of monolithic communities dominating history. The hostility of the Sangh Parivar to the madrassas is partly because it is also trying to base its authority on the same kind of educational structures.
The CBSE has now taken on a new role of doctoring the contents of prescribed books. But what is even more disturbing is the directive that there should be no discussion on the passages that have been deleted from the textbooks. Apart from being an infringement of the freedom of speech, that such discussion should be forbidden in school makes nonsense of education. Discussion and the exploration of ideas is a primary function of schooling. And prohibitions, as we all know, whet the appetite for more of what has been forbidden.
This is also an assault on the fundamentals of acquiring and handling knowledge. If knowledge is to progress in any field there needs to be a critical enquiry and analyses of the subject and this includes the exploration of conventional, controversial and sceptical ideas. If this approach is to be encouraged in the sciences, as scientists assert, its dismissal in the social and human sciences is a disaster. The CBSE directive should be alarming for those who support critical historical enquiry, as indeed it should also be for those who are concerned with the advance of knowledge.
(Hindustan Times, 9 December 2001)
Historical blunders
Bipan Chandra Professor Emeritus Jawaharlal Nehru University
The Communal interpretation of history forms the core of communal ideology in India. Take this away and little would be left of the ideology.
Why has a serious and continuous attack been launched by the BJP on scientific and secular history? Why has history teaching and writing suddenly become a battleground between communal and secular political and ideological forces? Why has the BJPdominated government been making efforts to control history teaching and writing?
To find the answers, one has to grasp that communalism is basically an ideology, a belief-system through which society and polity are viewed. Communalism starts with the belief that in India, followers of different religions — Hindus, Muslims, Sikhs or Christians —form distinct communities not only for religious but also for secular i.e. economic, political and social purposes. Next, it is argued that people belonging to different religions have divergent and mutually antagonistic and therefore irreconcilable political, social, and economic interests. It follows that communal parties, groups and movements are those that are structured around communal ideology. Without communal ideology, they would disintegrate. On the other hand, they are primarily interested in spreading a communal belief-system or ways of thought. Other aspects of communal activity are secondary and follow from the basic ideology.
Communalism is based on spreading feelings of fear, insecurity, separateness and, above all, antagonism and animosity towards and among followers of different religions. The communalists use history for the purpose. The communal interpretation of history forms the core of communal ideology in India. Take this away and little would be left of communal ideology. The communal view of Indian history is used as a major justification or legitimisation of communalism, as also the major instrument for the spread of communal consciousness.
In the 1930s and the 1940s, the Muslim communalists used history to validate the twonation theory, though they relied much more on arousing fear in the minority of being dominated by the majority. But the Hindu communalists suffered from a handicap in this regard.
How could Hindus, who constituted nearly 70 per cent of the population before 1947 and constitute over 80 per cent after 1947, be made to feel the fear of being dominated and suppressed by Muslims, or of Muslims being a threat to them? The answer was and is found in an unhistorical and communal depiction of the medieval period of Indian history.
Following the British colonial writers of the 19th century, this period is portrayed by Hindu communalists as one long story of Hindu-Muslim conflict and of Muslim tyranny and oppression of Hindus. They describe the rule by medieval Muslim rulers as foreign and Muslims as permanent foreigners in Indian society. They also use another myth: India civilization had reached great and ideal heights in the ancient period from which it fell into decay and decline during the medieval period as a result of 'Muslim instrusion, domination, tyranny and oppression'. Moreover, the tyranny, the oppression and the decay were built into the very character of Islam.
This historical interpretation is the principal pillar of Hindu communalism today. In fact, communalism, whether Hindu, Muslim or Sikh, can absorb, at the programmatic level, all kinds of economics, political science, sociology or psychology but not a scientific and secular history, which would undermine the basic structure and content of communalism as an ideology.
No ideology or ideology-based movement can survive if its core is successfully challenged. Hence, interpretation of history is one item of communal agenda on which the communalists would not and cannot compromise. That is why whatever compromises the BJP makes with its NDA allies in economic, political or foreign policy arenas, it stubbornly follows a communal agenda in the field of education, history teaching and research. And that is why Atal Bihari Vajpayee gives a freer hand to Murli Manohar Joshi than even LK Advani. And he makes regular statements to assure the RSS that his government is on course where communal ideology is concerned.
One last point. Why are the communalists concentrating on school education and school books? Many ask the question: What structured communalism can be taught to young children? In fact, there may be no overt communalism in new BJP-sponsored textbooks for indoctrination of children into full-fledged and overt communalists. It would not yet be possible in our basically secular and democratic society. Communal ideology or belief system is in reality a spectrum consisting of elements, a range of varied but related ideas and notions. Some of these elements, ideas or notions do not yet constitute fully developed communalism, but they can develop to occupy the communal space under proper conditions or in crisis situations.
Such is, for example, the case with the stereotypes generated through communal historical narratives. The communalists are, above all, interested in creating these elements. Hence, undue glorification of the ancient period and undue denigration or neglect of the achievements of the medieval period in school textbooks, cartoon strips, children's story magazines, TV serials and so on. This is also the significance of the introduction of topics like vedic mathematics in school curriculum or of the artificial glorification of all and sundry who fought against Sultanate and Mughal rulers or Muslim zamindars and satraps, or of efforts to inculcate undue religiosity among children.
The argument that ancient period is glorified to inculcate national pride also does not hold good. Apart from the fact that artificial and undue national pride has its own negative aspects, why is this argument not extended to the medieval period? Why are the religious, philosophical, technological, literary and fine arts achievements of the medieval period not glorified? This is what the nationalists did during the period of the anti-imperialist struggle, and they criticised the communalists for not doing so. See, for example, Nehru's positive treatment of both periods in the Discovery of India.
A historian's task is not easy. On one hand, he or she has to avoid being manipulated or becoming a manipulator. On the other, he cannot cut himself off from the society. In fact, he is 'a product of history and society'. He reflects the hope and despair of his times as well as his own. But he has the obligation to meet the demands of scientific rigour embodied in accuracy, integrity and fearlessness.
A textbook writer's task is even more difficult. Textbook writing is an extremely difficult, time-consuming and responsible task, for it requires a certain relative mastery over the subject and the capacity to make it interesting and authentic. That is where debate about a textbook should lie. I should know, for I have been 'there'. I may also point out that the NCERT textbooks of the 1960s and 1970s were written to remove colonial and communal bias or relative ignorance from the existing textbooks and not to introduce left or nationalist bias.
(Hindustan Times, 2 December 2001)
The Rewriting of History by the Sangh Parivar
Irfan Habib Founder-Head Centre for Advanced Studies in History Aligarh Muslim University & Former Chairperson, (ICHR)
Like any branch of knowledge, the essential requirement of History is the pursuit of truth. This requires one to collect and sift evidence critically. Bias, whether religious, racial, regional or national, or any other, must be avoided. The history of each nation is a part of the history of the world; and it would be absurd to try to project one's own country's history, solely to establish our superiority over others by one-sided evidence, as if we are pursuing a case in a court of law. The same must be said when we write about the past of particular regions or communities.
The elementary statements need to be made today in any discussion of what is being said about Indian history, though until very recently, one might have felt these to be superfluous. By and large Indian historiography has been pursued for over a century on rigorous lines where difference and biases have existed, but largely within limits set by historical evidence. In 1961, when I wrote an article criticizing what I held to be communal approaches by two distinguished historians, R.C. Majumdar and I.H. Qureshi, I noted that while their interpretations (mainly in laying blame or lavishing praise) were so different, their "facts" were often identical, derived from the same evidence. This was because however much one may lament their taking of sides on behalf of their own communities, they were still professional historians, insisting on some rigour in judging evidence. After all, Majumdar declined to agree with K.M Munshi's theory of an Aryan homeland in India, and he refused to write for an RSS weekly once it had published a paper alleging that monuments like the Red Fort and Taj Mahal had really been built by Hindu rulers.
It is, therefore, important to realize that what the Central Government agencies and the Sangh Parivar are now projecting as the history of India is not anything that historians like R.G. Bhandarkar, Jadunath Sarkar, or D.C. Sircar, to take a few names from amongst the great historians of the past, or professional historians of any repute today, of whatever persuasion, could conceivably regard as legitimate. It is absurd to claim, as the Minister of Human Resource Deveopment, Murli Manohar Joshi, is so prone to do, that the 'Rightist" historians have now simply been given the official resources to prevail over the "Leftist" historians, as if what the Union Government and its agencies, like the UGC, NCERT, ICHR, etc., today tend to recognize as the "history" of India, represents any important academic trend among Indian historians. Indeed, much of the "history" that is being given official patronage, has been partly created by foreigners and NRIs of rather strange credentials.
Let us first see what are the major new discoveries for Indian History that are being promoted by the official agencies. In a recent Memoir of the Geological Society of India, The Vedic Sarasvati, Bangalore, 1999, funded by a host of official agencies, we have the claim that humankind evolved and diffused from "the upper Sarasvati region", that is, northern Haryana. The late V.S. Wakankar had nothing to go on for this assertion, except the discovery in British times of a fossil-ape (the Ramapithecus), in the Siwaliks, though the species is not in the line of hominids but of the orangutan!
Being the nucleus of human diffusion is not, however, enough: India is now being almost officially declared to have been the original home of the Aryans, on which much more is said in the same Memoir, as well as other quasi-official publications. A great outcry is being raised against the "colonial Indologists", who, on the basis of historical linguistics, established that Sanskrit belongs to the Indo-European family of languages, and argued that the proto-Vedic-Sanskrit was brought to India by its speakers from outside. The "race" theory has long since been discarded and on-one in academic discourse speaks of an "Aryan race." The irony is that while our RSS oracles denounce Max Mueller, Wheeler, etc., as "racists", this does not prevent them from announcing that "the IndoEuropeans and other Aryan peoples were migrants from India". So says the U.S swami, David Frawley, a much acclaimed source of RSS's historical wisdom. Still another "scholar", who gets quoted in extenso by the HRD Minister himself, is the Dutch-Belgian Koenraad Elst, who in Aryan Invasion Update, announces that the Proto-Indo-Europeans went out from "what is now Panjab, Haryana and Western Uttar Pradesh". Another proponent of the same cause is Navaratna S. Rajaram, billed constantly as the "US NASA scientist", and leader of a self-proclaimed "Indo-American School." All of them are enthusiastic builders of a fantasy about the "Aryans", who, it is proudly claimed, gave civilization to the world, carrying it from India.
For this it is necessary that everything "Aryan" in India must go to remote antiquity. The Rigveda is now said to have been composed before 5000 BC, not c.1500 BC (which latter date has been established mainly by its relationship with the Avesta, not datable to much before 1000 BC, as it is keyed to West Asian chronology). Bronze, we are told, was being "cast" in India by 3700 BC, a "first" in the world; writing too had been invented here, c.3500 BC; the "Mahabharata War" was fought in c.3100 BC, etc., etc. (For a sample of this see Navaratna S. Rajaram's address, 'Vedic and Harappan Culture; New Findings', in the Indian Archaeological Society's journal, Puratattva (1993 – 94), with a special word of acclaim for it by the editor; also see Elst's book, already mentioned). This chronology is based on nothing except one unlikely hypothesis built upon another (or, as in the case of bronze, on fraudulent invention of "evidence"). There then follow claims about "Vedic Mathematics", "Vedic Astronomy" and "Vedic Astrology" (now to be taught in over 30 Indian Universities as full Master's Course), all supposedly created 4000 years and more ago. Late texts that are now read in a manner unknown to the pundits, are remorselessly pushed back to earlier and earlier periods on the flimsiet of grounds. In this none can outpace Subhash C. Kak of the U.S. and his NRI friends and followers. Their articles receive undeserved status by being published in INSA's Indian Journal of History of Science, year after year, including the latest issue. It is truly a case of genuine "Indian Tradition" (Rajaram's favourite phrase), manufactured in the United
States. The inventions grow apace so rapidly that one is not surprised when one reads that though the Vedic Indians did not build any Pyramids here, they yet taught the Pharoahs of Egypt to build them (Rajaram in Puratattva, op.cit.)! This and the other "achievements" credited to India's hoary past by these propagandists are, I suppose, the contributions of India to world civilization, which according to the NCERT's new "National Curriculum Framework for School Education", would be taught to all Indian school- children, along with "instruction in religion".
We have, then, the crusade for turning the Indus culture into a Sarasvati Civilization. Any ordinary person may be wondering why the Sangh Parivar's propaganda mill is paying so much attention to the Indus civilization. It is true that ever since the links between West Asian Elamite and Brahui, the Dravidian language of Baluchistan, were identified by David McAlpin, the case for the Indus Civilization being peopled by speakers of "ProtoElamo-Dravidian", has been particularly reinforced. To any self-proclaimed patriotic Indian, this should hardly be a matter of concern, since Dravidian languages other than Brahui are entirely confined to India, and so the presence of Dravidians there can only make the Indus Culture so much more ours! Yet any Dravidian claims to that civilization arouse the utmost bitterness in the ranks of the Sangh Parivar, and desperate efforts are on to establish for it a purely "Aryan" parentage.
The first step has been taken through official name-alteration. We are now shifting from "Harappan" (the name so far given in official Indian Archaeology to the Indus Culture) to "Sarasvati-Sindhu", thereby imposing on the Indus Culture a definitely Vedic nomenclature and thus warding off any non-Aryan pretensions. It matters little that the "mighty Sarasvati" supposedly flowing down to the sea through the Desert is a sheer figment of the imagination with no support from geography or geology (despite the extraordinary claims made in this behalf in the Geological Society's Vedic Sarasvati). Rival claims to read Sanskrit in the Indus symbols are becoming embarrassingly numerous (S.R. Rao, S.C.Kak, N.Rajaram), each securing considerable publicity, but little support from any plaeographist worth the name. Since the horse and the chariot are so prominent in the Rigveda, and so wholly absent in the Indus Civilization, a horse on an Indus seal was flaunted about by Rajaram as a path-breaking discovery, until Michael Witzel and Steve Farmer cruelly exposed the fraud in Frontline (13 October, 2000). Having been so found out is, however, only a minor setback: The "Aryan" assault is being carried to the heart of Dravidian identity itself. It is denied that there was any Dravidian loan-words in Vedic and later Sanskrit; in fact, the Dravidian languages themselves are deemed to be rooted in Sanskrit. Almost every writer of the Sangh establishment, the late K.C. Verma, S.G. Talageri, Rajaram, Elst, and Swaraj Prakash Gupta, to name a few, are up in arms against Dravidian links to any great non-Aryan past, let alone to such a prize as the Indus Civilization. There is here a gravely divisive campaign, which has all the potential for exacerbating hostility between the proponents of "Aryan" chauvinism and the "Dravidianists".
One may pause here to note that since all later texts are being given exorbitantly earlier dates, and every intellectual and technological achievement pushed to an obscure, sacred past, the later times begin to appear more and more as sheer dark ages. We are being asked to believe that not only did the alleged inventors of writing in the 4 th millennium BC forget to write up the Vedic texts, but their descendants too simply forgot writing altogether for a period of 1500 years or so, before the Mauryas came around. We Indians also coolly forgot the great scientific secrets embedded in our texts, which it is only now given to great NRIs like Subhash C. Kak and Navaratna Rajaram to unravel. (Rajesh Kochhar remarks rather uncharitably his Vedic people that is would have been more useful if they can tell us from the Vedas of some scientific principles that have not already been known for a long time to Western Scientists!) What seems to cause no concern to the Sangh camp is that they thus accuse the Indian people of stagnating for some four thousand years or more, during which they did not add anything, but only deducted continuously from their existing sum total of knowledge. And this is considered winning greatness for India's past!
In the Sangh's view of history, then, Buddhism and Jainism belong to the Dark Ages that followed once the great achievements had been made and forgotten. With their emphasis on Prakrit (not Sanskrit) and on ahimsa (rather than sacrifices and ritual), their criticism of the Brahmana priesthood, and their indifference (at least in ideological terms) to the varna system, the two religious movements do not fit well with the RSS's scheme of history. Nor do our neo-patriots share Jawaharlal Nehru's excitement about the Mauryan Empire, especially Asoka. Francois Gautier, another of RSS's foreign patrons, who writes the "Feringhee's Column" in the Indian Express, even condemned Asoka for weakening India with his devotion to ahimsa, thereby preparing the ground for Alexander's conquests! The statement in the general manner of the Sangh parivar's "historians" inverts the true sequence, but the sentiment is clear enough. The time when votaries of religious tolerance like Asoka and Akbar could be heroes is long past, and one can almost predict the lowly positions both would occupy in the forthcoming NCERT text-books.
Since Hindu-Muslim antagonism has provided the main ground on which the RSS has flourished since its birth in 1925, it is not surprising that it has devoted much attention to projecting a view of medieval India that should justify its founder Hedgewar's description of the Muslims as "hissing Yavana snakes." It is professedly because of the primary place it accorded to the alleged threat from Muslims, that the RSS prudently remained out of the freedom struggle against the British. It had, indeed, from the beginning its own version of the Two-Nation Theory (as seen in its two slogans of "Hindu-Hindi-Hindustan!" and "Hindu Raj Amar Rahe!" Long live Hindu Rule). Medieval Indian history had therefore to be so shaped as to present two nations always at war, one brutally assaulting, the other nobly defending.
Pre-eminent in its discourse, therefore, is the image of Muslims as foreigners, destructive barbarians and immoral degenerates. For abusive assaults, the Sangh Parivar has now proceeded to provide a considerable amount of "literature" to elaborate this perception. K.S. Lal is today a favourite historian of the RSS, who is placed by it not only on the Council of the ICHR, being fleetingly made its Chairman, but is also on the NCERT Committee to draft the model school syllabus on History, and perhaps the textbook on Medieval India as well. Lal's career as an RSS spokesman on medieval history began with his book Growth of Muslim Population in Medieval India , published in 1973. Here he gave a picture of the continuous decline of the total Indian population from 190 to 120 million between AD 1200 and 1500, through large-scale massacres of Hindus perpetrated by Muslims. There were no censuses, no statistics for him to derive the figures from: his own mental agility provided him with everything. Henceforth with these figures at hand he has become an "authority" for the RSS. His next book, The Mughal Harem , was published by Aditya Prakashan, a Sangh Parivar's publishing house, in 1988. Predictably, by collecting all possible scandals from various "sources", old and modern, Lal duly exposed the immoral ways of the Muslims. (That Hindu rulers and nobles were also polygamous and had concubines naturally escaped his notice). Soon to follow were Lal's Legacy of Muslim Rule (1992) and Muslim Slave System (1994), two further exercises in what Gandhiji would have called "a drain inspector's reports."
One difficulty in describing all Muslims as insufferable barbarians is posed by the very visible monuments left by Muslim rulers that indicate a high level of art. This challenge was taken up from the early 1960s by P.N. Oak and his team in the "Institute of Rewriting Indian History". It was now claimed that all the building attributed to Muslim rulers, such as Red Fort, the Taj Mahal, and so on, had actually been built earlier by Hindus, and were simply misappropriated by the Muslims. Immediately, the pages of the RSS publications were thrown open to Oak and his school, and the 'rewriting' began on a national scale to cover almost every "Muslim" monument in the country. The Sangh's US patrons also helped. In 1989 our newspapers published a claim of a US scholar of a carbon-14 date obtained for a door of the Taj Mahal that put it 200 years earlier than Shahjahan's time, thereby suggesting a pre-17 th century ' Hindu' construction. Till today the laboratory, the number of the sample, and the source which provided the piece of wood have not been divulged. (This incidentally has also been the case with Navaratna Rajaram's bronze head of Vasishta, dated to 3700 BC, the laboratories "in America and Switzerland" remaining unnamed and the scientific methods unspecified.)
The temple-destruction orgies by Muslims are, of course, a major component of the RSS's view of medieval India. The campaign for the destruction of Babri Masjid generated a large amount of literature to which Arun Shorie, currently a Union minister, has liberally contributed. Religious intolerance is always to be condemned, and no-one can condone the destruction of any place of worship. Richard Eaton's study, which Frontline (22 Dec.2000 and 5 Jan. 2001) has published in full, puts the matter in a proper perspective. But now, every ruined temple gets automatically a Muslim author of its destruction. When recently the Archaeological Survey of India discovered at Fatehpur Sikri some Jain images of early medieval times, the late B.R. Grover, Chairman, ICHR appointed to his post by the BJP Government, immediately announced that the original temple must have been destroyed by Aurangzeb! Now that the older "secular" textbooks on History are being thrown out by the NCERT, temple-destruction is one subject on which the replacements are going to be quite rich. As R.K. Dixit, convener of the NCERT's curriculum group, announced, this would go into the new textbooks because it is "immediate history"- whatever this means.
Given its view of Muslims as utter barbarians, the Sangh Parivar is naturally uncomfortable with Muslim scientific thinkers. Alberuni, whose description of Indian sciences in the earlier part of the eleventh century was described by K.M. Panikkar as "a moment in history", attracts the ire of the Sangh propagandists who hasten to picture him as anti-Indian, because of his remarks about Bahmagupta's mythological explanation of the eclipses and about the Indian tendency not to accept external discoveries. As for Akbar the Mughal emperor, who occupies a particularly high place in Indian history, for his policy of tolerance, humanism and patronage of the arts, he is totally unacceptable not only as a "foreigner," but also as the grandson of Babur, made notorious owing to the Babari Masjid. When the Indian Council of Historical Research, during its pre-RSS past, decided to observe the 450 th birth anniversary of Akbar in 1992, the BJP MPs raised the matter in Parliament, one of them even describing Akbar as a "Pakistani" having been born in Umarkot (Sind). (They naturally forgot the birthplaces of L.K. Advani and the like).
The Mughal Empire, in which historians like Tara Chand, Ibn Hasan and P.Saran saw good evidence of the Indians' capacity to unite the country under one polity, is also now seen as an enemy, and those who fought against it, whether an Ahom general like Lachit Barphukan (after whom now an Army regiment has been named) or a Rajput prince, like Maharana Pratap, were not simply brave warriors, but, also in Home Minister L.K. Advani's words, "freedom fighters". Advani said rather ominously that history textbooks need to describe them as such. For obvious reasons, the Muslim Chaks of Kashmir and Malik Ambar of Ahmadnagar, who too fought against the Mughals no less valiantly, will have no regiments named after them nor obtain the tag of "freedom fighters."
If the BJP is to have its way, we would soon be competing with Pakistan in framing the utmost possible parochial view of the past. Just as Buddhism and Guru Nanak are in effect excluded from the cultural legacy of Pakistan, Islam and Kabir will soon be marched out of our heritage. For nearly a century, since Tagore so saw it, we have been accustomed to see our past as a composite one, integrating many streams creatively. Such as attitude is anathema to the RSS. It will be noticed that words like "composite culture," once so much a part of Delhi officialese, are now politically incorrect in the corridors of the Union Ministries of Human Resource Development and Culture, and of the University Grants Commission. When Kabir died, both Hindus and Muslims came to claim him. For official Delhi of today, this is, of course, unthinkable.
Can our country afford such a distorted image of our past? Like every individual, a country too needs to have an accurate memory of its past. Being a braggart does not make anyone great or credible. This alone should be a warning against the reckless manufacture of fiction and myth. If, in addition, the intention is to introduce all kinds of divisive issues, setting up both questions of race and religion, then the ill-consequences are likely to be still greater.
For this reason, the RSS's conspiracy against History must be a matter of concern for every citizen of India, who has any care at all for the secular and democratic character of our Republic.
(One India One People, 8 June 2001)
Communalism and History Textbooks
R S Sharma Former Professor and Head Department of History Delhi University and Former Chairperson, ICHR
In Post- independent India the first important attempt to communalise education was taken by the central government in 1977 when Ancient India for class Eleven prescribed and published by the NCERT was withdrawn form circulation at the behest of the Education Ministry. The book was restored in 1980 when the Congress came to power. But the present government has decided to remove not only this book but also the other history textbooks written by competent and conscientious scholars committed to secular values. Neither the books were academically examined nor the authors asked to answer the objections raised against their writings. A few objections were published in the newspapers. It was stated that the historicity of the gods couldn't be questioned on the ground of archaeological evidence. In my view people should freely worship Ram and the other gods. But for this it is not necessary to deny the absence of even modest habitation in Ayodhya until the fifth century BC. Again, the NCERT authorities deny beef eating in ancient India. But the greatest Dharmashastra scholar P V Kane supports it on the basis of literary sources, and the greatest Indian archaeologist H.D.Sankalia supports it on the basis of excavations.
Those who hold power go on swearing by secularism, but there is a vast gap between their profession and practice. This became clear at the conference of the state education ministers called by the Education Ministry, which tried to impose Saraswati Vandana or the participants irrespective of their religions. What is more significant the agenda for discussion at this conference was prepared by the education cell of the RSS. It had to be dropped because of stiff opposition from the majority of the participants. In this meeting in last year no curriculum was approved. But for abolishing history at the pre-secondary stage and distorting it at the higher stage the NCERT now talks of this curriculum. Although there is no confusion in our constitution about secularism the present government at the centre and its supporters in some states are bent upon destroying the secular character of education.
What should be taught at the primary and secondary stage is an important problem. The communalists want to present all subjects in a communal colour, but they consider history to be the most effective vehicle of their indoctrination. If they have their way in history they will concentrate on two or three questions, which will certainly make things easy for both teachers and students, but at the same time this approach will destroy the very fabric of secular India and lead to the disintegration of our nation. They will emphasise that all temples were demolished by the Muslims who are foreigners in this country. They will teach that all social evils in Hindu society have been introduced by the Muslims. They will given special attention to beef eating and hold the Muslims responsible for the introduction of this practice. This is an important ground on which they have decided to withdraw Ancient India again. They have also raised a great hue and cry against D.N.Jha's book on this subject. They will teach that the Hindus are the descendants of the Aryans who were the indigenous inhabitants of India and all the other are foreigners.
Some textbooks taught in UP say that martyrs such as Bhagat Singh and his comrades were extremists and terrorists and those who demolished the Babri Masjid were great freedom fighters. The advent of British rule is welcomed by them as the deliverance of India form foreign rule.
In the NCERT policy as reported in the papers, history, geography and civics are to be abolished as independent courses at the primary and secondary stages. Obviously the authorities find it difficult to get written chauvinistic books to replace the existing academic books. That is why they have abolished history as an independent paper at the pre-secondary stage. At the cost of history and other papers they want to promote Sanskrit, Jyotish and Vedic mathematics. Sanskrit should be taught as an optional paper at the secondary stage like Greek and Latin which are no longer compulsory in England. The importance of history and various science subjects cannot be ignored. Science should not mean Vedic mathematics. In the mid-19 th century the Sanskritist and social reformer Ishwar Chandra Vidyasagar argued for the introduction of modern mathematics in place of the Sanskrit book on mathematics called Lilavati. He also recommended the study of history and philosophy for students of Sanskrit College, Calcutta. The present authorities are bent upon reversing the whole process.
Because of their blind faith the RSS agenda on education stresses nationalisation, Indianisation and spiritualisation. This will mean that so far education in independent India has not been national and Indian. Really they think of chauvinistic Indianism and nationalism, which has no place for rationalism. They consider spiritualization to be an important element of Indian life like some western scholars. But why don't they practice it? The Indian tradition reserves the second and third stages in life for cultivating spiritualism. Why the Hindutava ministers who are above fifty do no renounce the world and why they hanker after power?
All this raises the problems of fighting communalist attack on education. Although we have made considerable progress in education, we have not been able to get rid of many superstitious beliefs, which influence our decisions and actions. These beliefs pave the way for the spread of chauvinism. Therefore our teachers and students need a rational and objective approach to various subjects that are taught. In the states ruled by communalist party's communal colour has been given to not only history textbooks but also to other subjects taught at the school stage. Secularists should examine such books from UP, Rajasthan, Gujarat and Madhya Pradesh and ensure those distortions denigrating minorities and women are removed from textbooks.
It is not easy to write any school textbook on history or other subjects in humanities and social sciences. Indian textbook writers should always bear in mind the basic value enshrined in our constitution while communicating their ideas to school students. They should not ignore the consensus achieved on important issues by scholars in the field but not on minor details. Although accepted views should be placed before members of a younger age group, some original ideas, which hold potentialities for discussion and elaboration at the university stage should not be held back from them.
Guru Tegh Bahadur's martyrdom
Satish Chandra Former Professor of History Jawaharlal Nehru University and Former U.G.C Chairperson
Recently, a section among the Sikhs has been led to believe that the account in the NCERT's textbook, Medieval India, meant for class XI has cast serious aspersions on the patriotism of Guru Tegh Bahadur and has presented facts in a distorted manner. Fuel has been added to the fire by the press statement (September 29) of the NCERT Director, Dr. J. S. Rajput, who not only talks of some ``adverse and derogatory'' remarks in the book about Guru Tegh Bahadur, but goes on to say ``this is what was being passed off as history by some self- styled secularists''. He even accuses such historians of working hand-in- glove with destablising forces. If some historians, or for that matter, any individual acts in collusion with destablising forces, the Union Home Minister has all the power and authority to act against them. It is hardly upto the NCERT Director to make such allegations, thereby creating unnecessary tension, and importing politics into what was an historical debate.
For the historians, difficulties have been created because the execution of Guru Tegh Bahadur in Delhi in 1675 is not mentioned in any of the contemporary Persian sources. Nor are there any Sikh contemporary accounts, those written towards the end of the 18th century depending on ``the testimony of trustworthy Sikhs''. They are, therefore, often conflicting. The earliest account of the events leading to the Guru's execution is in Siyarul- Mutakharm by Ghulam Husain Taba- Tabai in 1780, more than 100 years afterwards. Ghulam Husain states that ``Tegh Bahadur, the eighth successor of (Guru) Nanak became a man of authority with a large number of followers. (In fact) several thousand persons used to accompany him as he moved from place to place. His contemporary Hafiz Adam, a faqir belonging to the group of Shaikh Ahmad Sirhindi's followers, had also come to have a large number of murids and followers. Both these men (Guru Tegh Bahadur and Hafiz Adam) used to move about in the Punjab, adopting a habit of coercion and extortion. Tegh Bahadur used to collect money from Hindus and Hafiz Adam from Muslims. The royal waqia navis (news reporter-cum- intelligence agent) wrote to the Emperor Alamgir... of (their) manner of activity, added that if their authority increased they could become even refractory''.
In the book I have called this the "official account" or the official justification because for an historian, official accounts are generally full of evasion and distortion to justify official action. As it was, Hafiz Adam had died much earlier. Also these events have been placed at Lahore. But there is no reason to reject the Sikh tradition that the Guru was imprisoned and executed at Delhi.
Ghulam Husain's account of "disturbances" created by Guru Tegh Bahadur in the Punjab is supported by Sohan Lal in his Umdat ut Tawarikh, one of the most respected histories of the Sikhs, coming up to the time of Ranjit Singh. After reciting the manner of Guru
Tegh Bahadur's accession to the gaddi, he says: ``With the passage of time, thousands of soldiers and horsemen used to be with him and camels and goods of all kinds remained at his disposal. Further more, those who were refractory towards the amirs, the zamindars, the ijaraddars, the diwans and the officials in general used to take refuge with Guru Tegh Bahadur. Regardless of the numbers present with the Guru, they were all fed by him. Pain inevitably follows comfort. Some degraded persons reported to Emperor Alamgir that Guru Tegh Bahadur was staying in the country (Doab) of Malwa (in Punjab) with thousands of soldiers and horsemen, whosoever was refractory towards the officials took refuge with him. They warned the Emperor that if no notice of the Guru was taken it would be an incitement to insurrection; and that if he was allowed to continue his activities for a long time, it would be extremely difficult to deal with him (later).''
On this basis, I concluded and wrote in the NCERT textbook as follows: ``Sikhism had spread to many Jat (agriculturists) and artisans, including some from the low castes who were attracted by its simple, egalitarian approach and the prestige of the Guru. Thus, the Guru, while being a religious leader, had also begun to be a rallying point for all those fighting against injustice and oppression''. Thus the Guru is absolved of the charge of coercion and extortion, and portrayed as a defender of the people. In the process, there must have been clashes with local officials which they denounced as marks of insurrection.
These is another passage in the NCERT text book regarding the Guru's execution to which objection has been taken. It reads as follows: ``According to Sikh tradition, the execution was due to the intrigues of some members of the family who disputed his succession and by others who had joined them.''
In this context, it is very well known that right from the death of Guru Nanak there were disputes regarding succession which sometimes led to splits, such as the Udasis and to mutual wranglings, sometimes even leading to violence. Thus, the succession of Guru Tegh Bahadur to the gaddi was disputed by Ram Das, elder son of Guru Har Rai, and by many Sodhis.
We are told that this led Guru Tegh Bahadur moving to Delhi. But here he came face to face with the hostility of Ram Rai, elder brother of Guru Har Kishan, who had been at the Mughal court shortly after Aurangzeb's accession to the throne, and had his own claim to the gaddi. Ghulam Muhiuddin Bute Shah in his Tarikh- i-Punjab, says that the Guru went on a pilgrimage, and then founded Makhowal. He was summoned to Delhi at the instance of Ram Rai. ``Ram Rai represented to the Emperor that Guru Tegh Bahadur was very proud of his spiritual greatness and that he would not realise his fault unless he was punished. Ram Rai also suggested that Guru Tegh Bahadur be asked to appear before the Emperor to work a miracle, if he failed, he could be put to death.''
Further details of the story dealing with the Guru's execution hardly concern us. In some other accounts, Ram Rai is not implicated in the attempt to get the Guru murdered. They charge some elements at the court and some amirs who kept demanding that the Guru perform a miracle to prove his spiritual powers. This also appears doubtful because Aurangzeb did not believe in mysticism or miracles.
Regarding the religious aspect which is important but needs a fuller discussion, it has been held in the book that the Guru was also giving expression to the discontent and disaffection of the Hindus of the region for Aurangzeb's breaking even some temples of long standing. The book concludes by saying that ``Aurangzeb's action was unjustified from any point of view and betrayed a narrow approach,'' and that ``the Guru gave up his life in defence of cherished principles''.
Thus, there seems no occasion for creating and nursing the feeling that in the textbook the Guru has been maligned or that an attempt made to hurt Sikh sentiments. On the other hand, the book places Guru Tegh Bahadur on a very high pedestal. Despite this, if the NCERT Director has a different agenda of replacing the present secular-oriented history textbooks by a different set of books reflecting the current Hindutva ideology that is a completely different matter.
( The Hindu, 16 October 2001)
NCERT, 'National Curriculum' and 'Destruction of History'
Arjun Dev Former Dean of Social Sciences and Humanities NCERT
Textbooks have been and continue to be the main, and often the sole, educational material for most school students and, unfortunately, also for a very large body of teachers in schools. Almost every committee and commission on education set up by the Government of India, and in some states, since independence expressed its concern over the 'proliferation of low quality, substandard and badly produced' textbooks the writing of which, as the Education Commission put it, 'was generally undertaken by persons whose abilities are far from equal to the task'.
NCERT in this context has played a crucial role since its very inception, particularly in the modernization of subject curricula and the contents of textbooks. NCERT's history textbooks, most of them written by some of the leading historians in the country, have been notable for being the first set of school textbooks brought out in the country which combated communal distortions in the teaching of Indian history. They are still among the best available history books for the general reader. NCERT's textbooks in other subjects also can be said to reflect a generally consistent secular orientation.
The existing curriculum prepared by NCERT and adopted by CBSE and adopted / adapted in most parts of the country includes the study of history as one of the three or four courses which together form the social science course up to the end of the secondary stage. [The other social science subjects generally included are geography and civics and, at the secondary stage also economics.] NCERT's history syllabus recommends introducing the child to a systematic study, appropriate to the school stage, of Indian history and of human civilization from the earliest to the modern times – the course for the upper primary stage (classes VI- VIII) dealing with the history of India along with a general perspective of world civilization and the course for the secondary stage (classes IX- X) dealing with the history of human civilization, including historical development of India as a part of world historical development.
The existing history syllabus also refers to the need to be aware of the misuses of history in the past, and in the Indian context, to the pernicious use of history in promoting obscurantism, communalism and regional, linguistic and cultural chauvinism.
The New NCF (National Curriculum Framework) abolishes, up to the secondary stage, the teaching of social science subjects which would be replaced by a course comprising themes/issues "drawn form geography, history, civics, economics and sociology in a balanced manner and suitably graded".
The abolition of the study of history as a separate subject with a view to doing away with compartmentalization, moving from 'subjects to themes' and having 'one composite book' to replace separate history, geography, civics and economics books has earned for Dr. Rajput the title of the 'Great Integrator' (India Today, 25 June 2001) Dr. Ashok Ganguly, the present Chairman of CBSE, has done even better. According to him, "why tell the child which part of the course belongs to history and which part to geography? Let him or he decide".
What has been stated in general terms in the New NCF has been made somewhat more specific by Dr. J.S.Rajput, NCERT's Director. For sometime now, he has made the critique of NCERT's history textbooks – not to call it denigration through misrepresentation and distortion – the main focus of his academic and journalistic talents. Two of his newspaper articles (The Times of India, 25 May 2001 and The Hindu, 12 June 2001) are particularly notable.
The only specific criticism he makes of the present books is the following: "The present textbooks give only accounts of the rise and fall of empires and the idiosyncrasies of monarchs. There are some passing references at best to the civilisational aspect, but the treatment doesn't contribute to the instilling of youthful confidence in the nation. Rather, it (sic) advocates self-flagellation". Dr. Rajput's view that these books "give only accounts of rise and fall of empires and the idiosyncrasies of monarchs" shows that he is completely unfamiliar with what these books contain and, not being familiar with them himself, has relied on false misrepresentations that his informants may have made to him.
The charge that there "are some passing reference at best to the civilisational aspect" in these books are similarly based on an ignorance, one suspects deliberate ignorance, of what they contain. None of them lays any emphasis on dynastic history, not to speak of biographical details of rulers the mention of "idiosyncrasies of monarchs" in these books being an invention of the author of the article or of his informants. The emphasis in all these books is on the study of factors and forces and of institutions, of society, economy and polity and of developments in various fields of cultural life, including religion, languages and literature, art and architecture and science and technology. As for the charge these books advocating 'self-flagellation', we would like not to go into explaining the various meaning of the phrase because, clearly, the user of the phrase doesn't really mean what the phrase used by him means. What he perhaps really means is that these books present a critical view of the past, that they don't glorify the ancient past and do not present it as the ideal that we, as a nation, must try to bring back. And instilling 'youthful confidence in the nation', he thinks is the function of the study of the past, of the study of history. In this scheme of things, 'youthful confidence in the nation' does not come from an awareness and a determination among the people who constitute the nation that they alone are capable of shaping their own destiny and the destiny of their nation. For this they are required to need a glorious past, even of it is an invented one, not history which merely seeks to promote an understanding of what happened and why. In Dr. Rajput's view, the sole useful purpose of history is to instill 'youthful confidence in the nation'. If it doesn't do it, then it is, at best, only 'a boring and an avoidable pressure on the young mind' when it is not 'self- flagellatory'.
Apparently, what history books should include or not include is now decided by NCERT's Director who in his role as Censor would also decide what students cannot learn until they attain the age of 25. A consultant , according to the Minister of HRD, has been appointed to prepare the history syllabuses for all stages of school education and the first set of curricular materials (textbooks). Dr. Rajput has, however, stated that the said consultant has been appointed to review the history textbooks of NCERT. This consultant who had discovered a Sovietcentered approach in some history textbooks of NCERT is a regular columnist of the Organiser. He has recently informed the readers of Organiser that the killing of Jews was the work of Christianity, not Christians. That he has been found suitable for preparing history syllabuses and textbooks or reviewing history textbooks is clearly not due to any credentials as a historian but his proximity, ideological and organizational, to the Sangh Parivar. The other historical advisers of the present set-up in NCERT include the octogenarian historian who recently became chairman of ICHR for a few days, a college teacher who was/ is a member of ICSSR and headed the hard core RSS members of that institution, and the former director of a museum who has been the chief archaeologist of the Sangh Parivar.
It is almost nine months since NCERT's New NCF was released. On 21 July 2001, The Hindu quoted NCERT Director saying that the new syllabuses were still being finalized but the new textbooks would be available in March 2002 even though he was still looking for authors with "adequate experience, who have a perception and vision". India is not lacking in historians who have adequate experience of writing books as well as perception of what constitutes history but few of them are likely to have the 'vision' which NCERT's Director would expect them to have. It may be relevant in this context to recall the opening statements in Amartya Sen's inaugural address to the Calcutta (2001) session of the Indian History Congress. Referring to Henry Ford's remark that "History is more or less bunk", he said that "Henry Ford would have been right to think, if that is what he meant, that history could easily become 'bunk', through motivated manipulation". He further said, " This is especially so if the writing of history is maneuvered to suit a slanted agenda in contemporary politics. There are organized attempts in our country, at this time, to do just that, with arbitrary augmentation of a narrowly sectarian view of India's past, along with undermining its magnificently multireligious and heterodox history." He also referred, among other distortions, to "a systematic confounding… of mythology with history". What is being attempted through NCERT's New NCF under the direction of NCERT's Director is to produce precisely 'bunk' and call it history. There are few takers of the New NCF in the country and it is likely that the takers of the 'bunk' produced by NCERT in the name of history would be even fewer.
Does Indian history need to be rewritten?
Sumit Sarkar Professor of History Delhi University
No. BJP's doctoring of history, so reminiscent of totalitarian states, is an attempt to turn the clock back and, if possible, do away with history altogether
The Prime Minister has justified the deletion of ten passages from NCERT history textbooks (to be followed soon by their replacement and then the abolition of history as a separate subject till Class X) on the ground that these books are "one-sided''. How does he know? And how does being Prime Minister give him the authority to issue such a fatwa? It is nobody's contention that the NCERT books are perfect, but any revision must be based on at least a minimum level of competence in the subject. It is significant that the names of those writing the new textbooks are being kept strictly secret.
A second justification, offered by BJP spokesmen like V.K. Malhotra, is even more dangerous. The books are not factually inaccurate, but they are unsuitable because they hurt the "sentiments'' of children of sundry communities and religions. Once again, who decides, when and whose sentiments?
The passage in Satish Chandra's book about the execution of Guru Tegh Bahadur, which no one had objected to even at the height of the Khalistani movement, suddenly comes under attack, and sadly, first of all from the Delhi Congress —
just on the eve of Punjab elections. And what if "sentiments" are mutually opposed? References to the oppressive aspects of the varna system and, no doubt soon, any criticism whatsoever of the ancient Brahmanical society, are to be deleted. Dalits, subordinated castes, women, have obviously no "sentiments'' worth bothering about.
Even more importantly, is it the function of history to ignore all "unpleasant'' facts, and become a collection of moral fables or happy tales, its contents dictated by "religious'' and/or "community'' leaders chosen by the Sangh Parivar for its political games? Surely, education is worthwhile only if it stimulates rational thinking and questioning and much of inherited common-sense necessarily comes under scrutiny: as when children learn that, contrary to the evidence of their eyes, the earth moves round the sun. Maybe, the scientific explanation for eclipses should be banned, for it might hurt the belief that they are caused by Rahu?
But it is dangerous to be sarcastic about such things, for we have a minister who might think this to be a good idea…
"History'' of a particular kind is vital for the Sangh Parivar, to consolidate its claim to be the sole spokesman of the "Hindus'' who have to be convinced that their interests and emotions are and have always been unitary and inevitably opposed to those of Muslims or Christians, regardless of differences of caste, gender class, immense regional variations. There had once been a certain fit between such assumptions and the habit, derived in part from the British, of slicing up Indian history into "Hindu'' and "Muslim'' periods, treating religious communities as unchanging blocs and defining eras in terms of the religion of rulers. All this changed as history-writing came of age and progressed beyond the deeds of kings and great or evil men. The BJP's doctoring of history, so reminiscent of totalitarian states, is an attempt to turn the clock back and, if possible, do away with history altogether.
( Time of India, 2 December 2001)
Section – 3: What other Commentators say
Talibanising our Education
Vir Sanghvi Editor Hindustan Times
Here's something I bet you did not know: in Talibanised Afghanistan, you might lose your life for carrying a paper bag. Yes, you read that right. Under Taliban law, it is an offence to be found in possession of a paper bag.
The reasoning behind this law — introduced in 1997 shortly after Mullah Omar and his bunch of fanatical barbarians took over the country with a little help from the ISI — is complex but instructive.
According to the Taliban, all the wisdom of the ages is contained in the Koran. Thus, there can be no ideas other than those contained in the Koran. Therefore, there can be no other books. After all, what's left to say? It is all in the Koran anyway.
And naturally, there can't be any history that's not included in the Koran. Was there an Afghanistan long before Islam was founded? Perish the thought! Such a thing is impossible. So, all remnants of Afghanistan's flourishing pre-Islamic culture must be hunted down and destroyed. If such relics include the Bamiyan Buddhas, that still doesn't matter. The Buddhas are un-Islamic and must be blown up.
What, you may ask, does all this have to do with paper bags? Well, it's quite simple — especially if you are Mullah Omar. What are paper bags made of? Paper, right? And where can anybody in Afghanistan find paper? Not in books, certainly — those are already banned.
So, decided Mullah Omar, anybody who makes a paper bag must make it by tearing pages out of a Koran. After all, that's the only book that is still published in Afghanistan. Therefore, anybody who uses a paper bag is guilty of defacing the Koran.
It's no good saying: "But surely if the bag is made from plain brown paper, it can't have come from the Koran?" As far as the Taliban are concerned, that doesn't matter. Even if you haven't already defaced the Koran, the fact that you use paper bags means that you are a potential defacer of the Koran.
And that's as bad as having actually torn out a page from the Holy Book. Far better to catch you before you actually deface the Koran: we all know that prevention is better than cure. As for the punishment, well that's obvious, isn't it? If you live in a society that venerates the Koran to this extent and you dare to deface it, then do you really deserve to live?
So if you happen to be near Kandahar and find a paper bag in your luggage, get rid of it quickly.
Your life may depend on it.
As bizarre as the edict about paper bags sounds, what is truly frightening is the reasoning that precedes it. A civilised society is one that encourages dissent, that allows ideas to flower, that encourages the publication of books and that takes pride in its history.
Societies such as the Taliban's are not just barbaric, they are also deeply insecure. Somewhere, deep in their hearts they know that there is more to the world than the contents of the Koran (just as the Bible or the Gita don't contain all of the world's wisdom either). But because their edifice is constructed on a single, flimsy foundation, they will not run the risk of being threatened by other views and other ideas. Hence the censorship, the re-writing of history, the destruction of the pre-Islamic Buddhas and savage repression of all those who might think otherwise.
Even non-totalitarian societies can display frightening levels of insecurity. In Pakistan, the history books begin with the medieval period and thousands of years of Hindu culture are usually dismissed in a single chapter. Worse still, small children are taught to hate while they are still at school. Texts portray Hindus as sly and conniving and Sikhs are synonymous with villains.
JN 'Mani' Dixit, our former Foreign Secretary, remembers despairing for the future of Indo-Pak relations when he headed our mission in Islamabad. The extent of the indoctrination, he says, was driven home to him when he went for dinner to the house of a well-placed Pakistani. The man's small daughter asked her father who his guest was.
"Uncle is from India," the father said.
At this, the little girl promptly began dancing around Mani and singing, "Hindu kutta, Hindu kutta," much to the embarrassment of the grown-ups in the room.
It was not, Mani says, that she had anything against him personally or that her father had been less than hospitable. It was just the way she had been taught in school: all Indians were Hindus and all Hindus were kuttas.
What kind of country poisons the minds of its children? What kind of adult is so motivated by bigotry and hate that he rewrites the history that school kids read? What kind of educational system is so perverted that it teaches lies to young children?
All these thoughts came back to me last week as I followed our own home-grown controversy about the rewriting of history text books.
Over the last three years, the media have pointed out literally dozens of cases where old textbooks have been changed or new textbooks have been prescribed. In every case, the unifying factor is this: Ayodhya is portrayed as a glorious struggle, the vandalism is played down (you can't condemn the destruction of the Bamiyan Buddhas and support the destruction of the Babri Masjid) and Muslims are slandered.
Each time, the government has come up with some excuses along the lines of: "it's a state government text book, nothing to do with the Centre" or "the book is prescribed by a private body so we can't do anything".
But these excuses are not available to the government in the latest controversy. On October 23, the CBSE wrote to schools asking them to delete sections from several history text books which had been prescribed for over two decades. These books are authored by such well-known historians as Romila Thapar and Satish Chandra so it is hard to see what the CBSE finds objectionable after 20 years.
Only when you read the circular do you recognise the agenda.
Thapar's book is fine but the CBSE wants 50 words which suggest that Vedic Aryans ate beef to be deleted. A similar deletion is required in another book by Ram Sharan Sharma. Other deletions relate to the difficulties in locating the historical Ram and Krishna, the existence of the 23 Jain Tirthankaras who preceded Mahavir and the exploitation of the lower castes under the caste system.
Cynics say that, having spent three years rewriting text books to damage Muslims, the BJP government is now trying to use history to perpetuate an essentially bogus view of Hinduism in which Ram and Krishna existed in a golden age, in which Vedic Aryans followed 21st century dietary laws and the caste system was a wonderful thing.
If this is so —- and the evidence is compelling — then it demeans us all as Indians. Hinduism is not just the world's oldest religion, it is also one of the greatest. It does not need assorted chaddiwallahs and their lackeys in the NCERT and CBSE to teach lies to our children to perpetuate some caricature of a Hindu golden age right out of Ramanand Sagar's Ramayana.
The greatness of Hinduism lies in its flexibility. It absorbed the best of Jainism and Buddhism and survived centuries of non-Hindu rule because it had no clergy, no holy book, just a sense of communion between man and God. Those who Talibanise the religion and believe it is necessary to deny history, to suppress the truth and to invent falsehoods do even more harm to Hinduism than Mullah Omar has done to Islam.
Characteristic of the spirit of this chaddiwallah Talibanisation are the arguments being offered to justify this disgraceful rewriting of history and suppression of the truth. In yesterday's HT, JS Rajput, the Director of the NCERT, was quoted as saying that 'objectionable matter' should not be taught to 'young minds'. Many people had complained to the NCERT, he said, that "the books contained information that hurt their sentiments".
So this, ultimately, is the NCERT'S view of history. Never mind the truth; forget about what really happened. Stick to things that your masters don't find objectionable. If somebody's sentiments are hurt, then rewrite history so that it seems happy and cheerful.
Apply the same principles to US history and you'd have to delete all mentions of slavery (offends white people by reminding them of their cruelty). Apply these principles to French history and you'd have to pull out the chapter of the Reign of Terror (detracts from the glorious French Revolution). In European history, you'd have to scratch out references to the Inquisition (hurts sentiments of Christians).
Few people know what NCERT stands for, but at this rate I doubt if the E stands for Education; while T probably stands for Talibanisation.
As for the behaviour of this government, what can one say? The difference between India and Pakistan is that we are an open society, not a closed, insecure country. The Pakistanis may need to deny that there ever was a Hindu India to justify the shaky existence of their troubled country; but surely, India is far too secure to poison the minds of our children?
In a sense, this government has gone one step further than Mullah Omar. He banned paper bags because they would be made from books; our government is creating history books that are only good for making paper bags.
My fear is that if we don't act now, and stop them from telling lies to our kids, it will be too late. We may not Talibanise our education but we will certainly Pakistanise it. I'm glad that the opposition has taken up the issue and I hope it will return to the attack when Parliament re-opens on Monday. Somebody must be held accountable; somebody's head must roll.
We owe that much to our children.
( Hindustan Times, 25 November 2001 )
Udder complexity
Dileep Padgaonkar Executive Managing Editor Times of India
The Sangh Parivar remained largely in the shadows during the struggle to free India from British rule. Since independence it has sought to overcome that ignominy through one stratagem or the other. Time and again it has taken to the streets, or used state power, to demand a total ban on cow slaughter, stop religious conversions, revise history text-books to ensure that they upheld 'Indian' culture and, by the same token, denigrated the depredations caused by various 'invaders', emphasised, with just a hint of compulsion, the need to study Sanskrit, astrology, Vedic mathematics, yoga, ayurveda and other 'Indian' subjects and, when shove came to push, gone about intimidating the minorities and vandalising their places of worship.
Dr Murli Manohar Joshi's call for a "second war for the country's cultural freedom'', is thus part and parcel of the Parivar's ideological agenda. Its leading lights make no bones about the identity of those from whom 'liberation' is sought: the children of Macaulay, the disciples of Marx and the alumni of madrassas. These terms, as even a political novice will recognise, are synonyms for western educated liberal or leftist Indians, Christians and Muslims. Dig just a little deeper and you find that the synonyms in fact cover large swathes of the country's population which do not subscribe to the Parivar's definition of India's culture and of Indian nationhood: Dalits and tribals who have been at the receiving end of the varna system, women, who continue to suffer gender discrimination, and indeed millions and millions of Indians whose primary concerns focus on bread-and-butter issues.
However, the cultural war that the Sangh Parivar is hell bent on waging — and, in the process, jeopardising the very foundations of the Republic — needs a riposte which cannot be in the nature of name-calling. To dub Dr Joshi's offensive as 'fascist' may serve a polemical purpose but that is not effective enough. Indeed, it can be even misleading for it is entirely possible to point to the double-speak of the leftist ideologues. It is their narrow vision, dogmatism, intolerance and indulgence towards reactionary beliefs and practices of non-Hindu communities that have allowed the likes of Dr Joshi to pursue his agenda with increased vigour. What is required now is to get away from leftist doublespeak and, at the same time, engage in a painstaking exposure of the contradictions, inconsistencies and the plain baloney in the Parivar's agenda.
The good doctor needs to be reminded, for instance, that as a Hindu, if nothing else, his eagerness to instil in Indian children, and in the Indian citizenry at large, 'pride' in the country's culture is the very antithesis of the Vedantic spirit. When the Gita discourages such 'pride' even in relation to near and dear ones, how can it be justified in relation to such arbitrary and ambivalent constructs as 'culture' or 'nation'?
At a more mundane level too Dr Joshi's programme is problematic. In his quest to spread harmony through education and culture, he simply wants to excise all references that are likely to "hurt the sentiments'' of this or that section of the citizenry. This benchmark is bizarre for no other reason than that there is simply no way to sweep under the carpet the often bitter differences not only between religions but between sects in a religious community, not to speak of differences in secular areas of public life. To ensure that no one casts a slur on a community is one thing. To ignore the fact that individuals have different value systems — and that they are entitled to this provided no offence is caused to another — is something altogether different.
For several years now Red Indians, Blacks and women, not to speak of homosexuals, have bitterly complained about the history that is taught in schools and colleges since it reflects the concerns and interests of WASPS. The debate is far from conclusive though progressive institutions now teach history from various points of view. What is wrong with this approach? It is the Parivar's intent that is wrong. Take the controversy over whether or not a child should be told that Indians consumed beef in ancient times — a fact that is mentioned in the shastras and endorsed by archaeological evidence. It would not have arisen at all, and indeed would have been of no consequence, if the Parivar had not aggressively projected the cow as a prime symbol of Indian 'culture'. Dr Joshi's "war for the country's cultural freedom'' could have been dismissed as a vaudeville show had he not enjoyed the power to cause turmoil in India's soul. Spare us, Joshiji, this udder complexity.
( Times of India, 16 December 2001 )
Textbooks and communalism
Rajeev Dhavan Legal Expert
History has always been written and re-written. But by whom? A Dutch historian, Peter Gieyl, reflecting on various versions of the Napoleonic legend rightly called history ``an argument without end''. It is in that sense that Croce declared that ``all history is contemporary history''. But, history is a discourse. Official history by Government fiat is not history but propaganda. History by Government propaganda is the death of learning destructive of the discourse of history and education itself.
The present controversy of the `Talibanisation' of textbook history stems from the Central Board of Secondary Education (CBSE) edict of October 25, 2001, to delete certain passages from wellknown prescribed textbooks. Students were warned that examiners ``will not evaluate the students' understanding of the (excised) portions''. The National Council for Educational Research and Training (NCERT) obliged by deleting those passages not to the liking of the Sangh Parivar. The Government's support - indeed, directive - for these gross acts of censorship and propaganda is self-evident. On November 24, the Prime Minister, Mr. A. B. Vajpayee, said he was prepared for a debate on this. History has been re-written at the bidding of the Government. Students who deviate from knowledge of such history have been threatened with failure.
Banning and censorship are increasingly becoming a pernicious part of civil and political governance. The attacks on Husain's paintings, and Deepa Mehta's films, the civil injunction on Professor Jha's book on ``beef eating in Ancient India'', the illegal banning of Sahmat's posters, the Shiv Sena's threatened censorship of ideas and many other incidents reinforce an aggressive climate of banning thoughts and ideas not to the liking of fundamentalists. It is true that shades of Muslim fundamentalism led to India's ban on Salman Rushdie's ``Satanic Verses'' - to be followed by disastrous global consequences. But, the dominant fundamentalism that menacingly threatens India today is an aggressive Hindu fundamentalism which is pugnacious in its tone and posture; and wholly uncompromising in according second class status to all other faiths and beliefs. Politically aligned to the concept of a newly-invented `Hindu' India, Hindu fundamentalism physically and ideologically threatens those that oppose it or fail to accept its dominance.
The CBSE and the NCERT concentrated on the work of certain secular historians and commanded certain specific deletions on the eating of beef in ancient India, archaeological evidence rather than Puranic and other texts to historicise the Lord Ram and Lord Krishna legends, the role of brahmanical indoctrination to sustain the caste system, facts relating to plunder by Jat rulers, new facts or assertions relating to the martyrdom of Guru Tegh Bahadur and so on. It has never been anyone's case that the textbooks are threats to public order requiring immediate action by the Government under the banning provisions of the criminal codes. In any case, fundamentalists invariably create an atmosphere of threats and violence to sustain their banning and censorship demands even where no controversy exists. Thus, it is clear that the actions of the Government, the CBSE and the NCERT constitute a politically-sponsored censorship of books and ideas.
The state's entry into the domain of textbooks can be traced to the landmark judgment of the Supreme Court in the Punjab Textbook case (1995) to the effect that the `executive' power of the state extended to selecting and prescribing textbooks for schools recognised by it even without the authority of an enacted law in preference to the books of private publishers. In the MP Textbook case (1974), Justice Bhagwati's insightful judgment warns against arbitrary and capricious actions by the Government. In our present case, there is a bigger failure. Two other seemingly autonomous bodies have decided to succumb to fundamentalist pressures. The CBSE is an examining body which cannot play to political tunes. Its textbooks have stood the test of time. For the CBSE to abjure its own books under Sangh Parivar pressure is wrong. It is even despicable for a Board which should be promoting the culture of critically examining ideas to send a menacing message to young students on pain of failure that they should not dare question the fundamentalist message of the textbooks. The NCERT has been equally pliant.
In the NCERT case (1992), the Supreme Court respected the autonomy of the NCERT by refusing to identify it with the state on the assumption that the Government's role was simply confined to overseeing the proper utilisation of funding grants. Today, the NCERT is unashamedly propagating the Government's and the Sangh Parivar's fundamentalism. The object of this entire exercise is not just electoral gains but a deeper quest to establish a Hindu hegemony to subordinate all other faiths, beliefs and ideas. This sets up an awesome nexus between education politics and religion which is contrary to the intrinsic secularism which holds a fragile India together. It is not for the NCERT to play politics. Concerned with academic excellence, it cannot act as censor or edit texts because the Sangh Parivar and its kindred spirits are upset. If the NCERT can be held to political and communal ransom, it does not deserve to exist or occupy the pivotal positionby the Indian education system.
This is not a matter of parliamentary banter. Valuable parliamentary time was wasted in considering whether the term `Talibanisation' was unparliamentary. Even though used as a political catch phrase, the term `Talibanisation' cannot be said to be inappropriate. The Government supported censorship by the CBSE and, the NCERT is a form of `Talibanisation' - both in terms of encouraging closed minds and the ferocity with which the new `learning' is threatened to be inflicted on young examinees. It is to the credit of the Congress(I) Government (1991-96) that it refused to implement even the recommendations of a committee of historians to review, ban or censor history books though it was under pressure to do so. There is a discipline about textbooks. Stray passages cannot be extracted for political scrutiny and censorship. No self-respecting academic will ever write textbooks if his or her work is excised peremptorily for political reasons and without any consultation.
In Unnikrishnan's case (1993), the Supreme Court declared education to the age of 14 to be compulsorily provided. For the vast majority of students, the provider of such education will be the state through Government schools. The NCERT's job is to assist in this task with examinations to be conducted by objective agencies such as the CBSE. The pending 93rd Constitution Amendment Bill seeks to provide `education for all'. This programme cannot be hijacked by the Government and political parties for disbursing communally-slanted education.
So far, India's textbook system through the CBSE and the NCERT has worked well precisely because it has striven for excellence to get the best known authors (and not any politically-selected rabble) to independently write good books. The `Talibanisation' of textbooks put this system under threat. Till now, no one thought NCERT books were not good books or argued that texts cannot be updated or changed. But this cannot happen for political or fundamentalist reasons. India's Ministries of Education and related institutions were not created to be instruments of propaganda. If this continues, a new system insulated from political interference would have to be devised immune from communalisation and politicisation. But any new system must be carefully crafted so that the solution does not spread the disease. No doubt in the market place of ideas, each issue must be openly and strongly discussed - fairly and fiercely. But with the advent of fundamentalism, India is losing its capacity for such discussions. Manipulating textbooks for children is unacceptable. India has suffered enough communalism. Leave textbooks alone.
( The Hindu, 30 November 2001 )
Consensus be damned
Anil Bordia
Former Education Secretary, Government of India, who was associated with the 1986 Education Policy and its revision in 1992.
As an observer of educational developments, I have noticed with deep concern the issue of the new 'National Curriculum Framework' for school education. I am concerned because of the non-secular nature of this curriculum. Also, because it makes serious departures from education policy and a due process of consultation has not taken place.
Secularism is an indispensable part of the basic structure of India's Constitution. Not only is it postulated in the preamble, the light of this principle radiates in several provisions of the Constitution. As for the National Policy on Education (NPE), formulated in 1986 and revised in 1992, it states that the national system of education will be based on a national curriculum framework, which contains a common core along with other components that are flexible. The common core is to be designed to promote values, which include India's common cultural heritage and secularism. The policy makes an unequivocal statement: "All educational programmes will be carried on in strict conformity with secular values."
While referring to common core components, the new curriculum framework begins by affirming the values identified in NPE, including India's common cultural heritage and secularism. Having thus observed the formality of adherence to NPE, the framework shows its real colour.
A medley of confusion is constructed to introduce numerous value-related issues. Recommendations of the Justice J.S. Verma Committee on Fundamental Duties of Citizens, and the Parliamentary Committee on Value-based Education, chaired by S.B. Chavan, are invoked to make fundamental duties a part of the core curriculum and to bring in the values of truth, righteous conduct, peace, love and non-violence.
Numerous phrases which could lend themselves to non-secular interpretation are brought in, such as the best Indian tradition, Indian wisdom, tradition rooted in Indian ethos, thinking rooted in Indian tradition, spiritual quotient, etc.
One may ask, if fundamental duties are to form part of the core curriculum, why not the values written in the preamble? One of the fundamental duties is "value and preserve the rich heritage of our composite culture", to which a reference is also made in NPE. However, common cultural heritage and secularism do not figure either in the main thrust areas (there are 13 of them) of school education or the 18 skills and values which the curriculum is "to help generate and promote among the learners".
It is obvious that after making token reference to secularism and common cultural heritage, these are effectively excluded from the framework of curriculum.
It is also interesting that the NCERT gave no indication in the draft curriculum framework (circulated for discussion in January 2000) that it was planning to incorporate a strong section on education about religions. In the section on 'Education for Value
Development' the draft only refers to NPE '86 — values and fundamental duties. That document adds one sentence in another section to the effect that objective and sympathetic study of all major religions of India should be provided for.
The final version of the framework calls for integration of education about religions with all subjects of study and in all co-scholastic areas. Thus, dharmanirpekshta (secularism) is replaced by panthanirpekshta (non-discrimination on the ground of religion). This is violative of NPE and, arguably, also of the Constitution.
This issue was debated when the 1968 and 1986 policies were being formulated. A section of opinion was in favour of the use of education about religions to inculcate the spirit of equal respect for all religions (sarva dharma samabhav) and to make that the source of value education. This proposition was not accepted because it was considered contrary to secularism. It was recalled that already school prayers tended to remain confined to Hindu forms and while birthdays of Hindu gods are celebrated, rarely is this consideration shown to the Prophet of Islam or Jesus Christ.
It was feared that education about religions would become an instruction about Hinduism. Rather than promoting national integration, it could be divisive and have a deleterious affect on the participation of non-Hindu children.
There are several other areas where major departures have been made from NPE and there are equally important areas which have got omitted — both these categories lack conformity with the accepted policy.
Take the 'three-language formula'. The 1986 policy reiterates the provision of the 1968 policy and states that, in addition to Hindi and English, in the Hindi-speaking states, a modern Indian language, "preferably one of the southern languages", should be taught after the primary stage. The new curriculum, while technically reiterating the threelanguage formula, omits to mention about the preference to southern languages.
An interesting case is of Sanskrit. Here, too, the 1986 policy reiterates the provision of the 1968 policy which recognises the unique contribution of Sanskrit to the cultural unity of the country and suggests that facilities for its teaching should be offered on a more liberal scale. The 'discussion document' of January 2000 only raises a one-line question: "Could the classical languages be taught as part of a composite course with mother tongue/regional languages originating from them?" The final version provides a full page on Sanskrit.
It asserts that Sanskrit is to be treated as a living phenomenon and is to be introduced as a part of the study of Hindi and regional languages, insisting that "the course has to be so planned that the study of Sanskrit may not be ignored". In practice, this may mean making Sanskrit compulsory for all.
While the new framework refers to globalisation, IT, multiple intelligence, it makes no mention about the education of minorities, Urdu, and the role of education in women's empowerment. This is disconcerting for persons who view education as a means of national integration and empowerment of women and oppressed sections.
The NPE 1986, as revised in 1992, calls for its review every five years. After he took office as HRD minister, Murli Manohar Joshi had indicated that he was going to revise the education policy. At some stage he seems to have given up that idea. Some of the changes he had in mind seem to have got incorporated in the curriculum framework. Although this framework contains several provisions which are not in conformity with the education policy, it was finalised without observing the due process for its validation.
Education being a part of the concurrent list, NPE laid great emphasis on treating education as a matter of partnership between the Centre and the states. It laid down that the Central Advisory Board of Education (CABE), the membership of which includes education ministers of all states and Union Territories, must play a vital role in the review of educational developments.
Consensus on education has a long tradition in our country. Recommendations of the commissions on higher education (1949) and secondary education (1953) were considered in CABE. A committee of Parliament deliberated for months on the formulation of the education policy in pursuance of the recommendations of the education commission (1964-66). The policy which emerged in 1986 was considered by Parliament before adoption.
The preparation of the 1986 policy was preceded by wide-ranging consultations. Formal meetings were held with representatives of national political parties and the draft was debated with the education ministers of all states and UTs and in CABE. It was adopted after being endorsed by both Houses of Parliament.
Likewise, the 1992 amendments were processed in a committee with membership of all major parties. These amendments were considered in a conference of education ministers of all states/UTs and were finally adopted by Parliament.
The NCERT had undertaken two earlier exercises to develop curricular guidelines. The Curriculum for the Ten-Year School — A Framework, in 1975, and the National Curriculum for Elementary and Secondary Education: A Framework, in 1988, were both processed in meetings of NCERT and meetings in which education ministers of all states and UTs participated.
A surprising thing about the new national curriculum framework is that it does not seem to have been validated by a process of consensus-building.
What seems to be an attitude of cynical indifference towards consensus-building, CABE has not been constituted since 1994 and obviously, the new framework could not have been processed in a meeting of CABE. The council of NCERT includes ministers of education of all states/UTs. As far as one knows, the new framework was released by the HRD minister even before the meeting of the council.
So who approved this document prior to its release?
( Hindustan Times, 24 September 2001 )
What is History?
Subir Roy Senior Journalist
Times is running out for the BJP and considering the manner in which its popularity is plummeting, it has no option but to fall back on securing at least its core constituency. To do this it has to, at the bare minimum, appear to deliver on some of the central concerns of that constituency. Hence it is that it has initiated a most ham handed attempt to rewrite history by ordering the deletion of portions of school history textbooks and a ban on not just the teaching of those parts but also any discussion on them.
In response to the public outcry by all secular elements at this attempt at Talibanisation of India, it has pointed out that it is merely following in the noble footsteps of the Congress government of Delhi which had similarly sought to remove a reference to a Sikh guru in textbook by Satish Chandra. The historian also figures in the BJP's hit list! For him at least the trauma of being censored must be compensated in part by the vindication of his objectivity. To fall foul of not one but two groups of obscurantists must be a singular honour.
But for the rest of us, the fact that the Congress is also in the same boat, though in a much smaller measure, must only strengthen the resolve that the malaise has to be fought all the more implacably for being so pervasive. Thought control is totally unacceptable, irrespective of who its perpetrator is – be it by dominant communalists or to protect minority communalists. The situation is similar to various Congress state governments being as guilty of violating fundamental rights through their own legislations as the BJP government at the centre is by promulgating the terrorism ordinance. If the present government is somehow stopped in its tracks and indisputable principles upheld, the chances of a successor government attempting the same abominations will be low.
The person who may come out of the latest controversy with the maximum damage to his reputation (Murli Manohar Joshi has little image to lose) is Prime Minister Vajpayee. By standing by his party in this matter he has damaged his acceptability as a leader of a broad-based coalition. That rested on his personal moderation and the clear declaration that the agenda at hand was not the BJP's but the NDA's. Now with the political temperature rising, such niceties are being given the goby and Mr Vajpayee is publicly demonstrating that beneath the veneer of geniality he is the same as the others are, losing with his weakness of resolve what he gains by his lack of malevolence.
To understand what is at stake, it is necessary to realise that this is not the first attempt to rewrite history in the country, nor is such a failing peculiar to the Inidan subcontinent. Pakistan's attempt to rewrite the history of its origins is well known in India. Not so well known here is the continuing controversy in Japan also over history textbooks which seek to whitewash its grisly record as a colonial subjugator.
The most spectacular attempt at rewriting history in modern India was by some of its most hallowed historians and public leaders who sought to give India a glorious past in order to give Indians, then totally bereft of self esteem under long colonial rule, a heritage to be proud of. But even within that there was an important distinction. There was no attempt to belittle another community while painting the ancient period in a golden hue. And what is more, the idea of nationhood was itself emerging, people were groping, slowly rising to higher and broader levels of a feeling of national oneness that transcended parochial, linguistic and religious boundaries.
Today India is grown up. Its 50 years of democratic governance is the envy of the third world; its space scientists and software engineers would do any first world country proud. It has, therefore, also to grow up by first coming to terms with its own history and then learning how to treat history writing and historians with respect.
It is not as if history is not rewritten. That is in fact a continuous process. Revisionism is the birthright of every new generation of historians. In fact you can come closer to the truth only through a process of repeated re-evalution . One of the most celebrated in the last century was the reevaluation of Hitler by British historian AJP Taylor. He engaged in fierce debate with fellow historians of his time but the whole process only raised the quality of history writing and debate over it.
To illustrate what kind of quackery goes in the name of history writing by Sangh parivar members it is sufficient to cite just a couple of examples. B.B.Lal, the RSS archaeologist, took a government grant in the seventies to locate the Ramayana in Indian pre-history. But at the end of his efforts and much digging he was very reluctant to reveal his findings. The Ayodhya of Ramayana was no more than a small village and the remains of people who lived in those times indicated they were of a small stature. How could Ram and his subjects not stand tall?
Perhaps the most hilarious is the piece by Rajendra Singh in a Rajasthan government history textbook. Not only did he claim that ancient India had the nuclear bomb, it even practised non-proliferation by carefully restricting the number of people who had access to it., This has prompted Bipan Chandra, the historian of the freedom struggle, to say that if to be a nationalist I have to declare that ancient India created the nuclear bomb, then I am not a nationalist!
To keep rewriting history as an intellectual quest you have to possess not just intellect but sensitivity and a passion for truth. Those who will cut out references to beef eating in ancient India and to Aryans being a nomadic tribe because it does not fit in with their political view of India's past can be barely called literate.
( Business Standard, 28 November 2001)
History as told by non-historians
Anjali Mody Correspondent The Hindu
A few days after Prof. Satish Chandra, a historian of medieval India and author of an NCERT textbook on that period, told a packed press conference that the Sangh's criticism of his use of the sources pertaining to Guru Tegh Bahadur was so completely illiterate that it read the word `rapine' (meaning plunder and loot) to mean rape, the Union Minister for Human Resource Development (HRD), Mr. Murli Manohar Joshi wrote an article in a Hindi language newspaper claiming that Prof. Satish Chandra had said that the Guru had raped women (mahilaon ke saath balaatkar kiya).
This is just one small example of the very large gap between the two sides apparently engaged in a debate on history. The one, represented by historians working at the more liberal universities, is concerned about the practice of history writing, the uses of evidence, methods of interpretation and the corruption of these process for political ends.
The other, represented by the HRD Minister, administrators that he has appointed to education and research bodies and propagandists of the Sangh Parivar, sees history as a tool in their ideological campaign to construct a Hindu Rashtra, and is involved in producing histories that justify its political goals.
For too long, the illusion of a `debate' between evenly matched sides has been maintained, especially by the press. When the fact of the matter is that left and liberal historians and Sangh Parivar politicians are actually situated on two different planets.
The side led by Mr. Joshi makes no secret of its agenda with regard to history. It wants to re-write the history of India along the lines of RSS mythology about a Hindu Rashtra which privileges Hindus and Brahmanism above all else and defines the followers of all other faiths, especially Muslims and Christians, as foreigners against whose domination Hindus have struggled for thousands of years.
They have targeted NCERT school textbooks because they understand that the histories taught through these books have been a major influence on the way Indians look at India. These textbooks, written by Professors Romila Thapar, R.S. Sharma, Arjun Dev, Satish Chandra and Bipan Chandra hoped to give a child a better understanding of the present through an understanding of the past.
They were part of a generation of scholars who shared the idealism of the Independence movement, its struggle against colonialism, and against the injustices of existing social formations and for the creation of a modern Indian state based on the egalitarian concept of citizenship which is elevated over other primordial associations and identities such as community, caste or religion.
These historians claim that the targeting of NCERT history textbooks is an assault on history and on professional historians. They say politicians, administrators and ideologues are attempting to do battle on issues of historiography and historical evidence about which they know nothing. They say that Mr. Joshi's brigade is so completely bereft of competent historians that it refuses to expose them to the rigours of public debate, keeping even their names secret. It is their own competence as historians, their expertise in handling evidence and interpreting it that is, they say, under attack.
They are right about Mr. Joshi and his band of hidden historians. For while they battle over the correct uses of evidence and interpretation, the BJP/Sangh Parivar outfits have shown that they are not concerned about the standards of research but simply about using its rhetorical devices for their ideological purposes. The outcome for history has been far from good. For, what has in effect happened is that the discipline of history, its methodology, its theoretical underpinnings, its critical use of evidence have, in one sense, been turned into discounted goods. To be traded in the market place of politics and ideology.
For every fact that a left or liberal historian throws into the public arena to counter the Sangh's claims the Sangh too can, as it has shown, conjure up an opposing `fact'. For every piece of masonry quoted as evidence by historians, the Sangh/BJP will produce two.
This has been true for as long as the Sangh has existed. It happened in the buildup to the demolition of the Babri Masjid. Historians of note argued then that there was no basis for the Sangh Parivar's claim that the Babri Masjid was built at the site of an ancient Hindu temple. Hours after the saffron-clad Sanghis had achieved spiritual sublimation through their act of historic vandalism, archaeological evidence to support the claim of the existence of the temple began to appear. Sangh-friendly palaeographers and archaeologists had their day interpreting inscriptions, dating bits of rock, and building the academic arguments to fit the needs of the Sangh's campaign.
The Sangh appeared to say you have your experts and we have ours and let the people be the judge of them. In Parliament, as on the streets, purported pillars, inscriptions, `evidence and interpretation' became corroborative evidence for those who had until then simply asserted their belief that there was a temple under the Masjid. And academic claims and counter claims remained what they are today, simply a side show to the main event.
In seminars and conferences and the lecture room, reason, logic and scientific training are sound bases for debate and the demolition of assertions passed of as scholarly arguments. In the rough and tumble of politics, in which vote banks, interest groups, and other sectarian divisions hold the key, a historian's facts and reasoned narrative are nothing against the thinnest claim of hurt sentiments or issues of faith. In politics, history is but grist to the ideological mill. Historical events become public goods to be used any way anyone wants, as the Home Minister showed last week, claiming for himself the mantle of the Mahatma and for his Rath Yatra the dynamic force of the Dandi March. Who will challenge this claim?
It may even get written into textbooks produced under the patronage of the BJP. For, school history textbooks in which fantasy, fiction and communalised narratives are passed off as factual histories are not new. The BJP has a record, much discussed lately to highlight the horrors we can expect from the new books being produced by the Sangh- controlled NCERT, of re-writing textbooks, introducing pernicious fiction as historical facts, to suit its sectarian agenda.
It did this when it was in power in Uttar Pradesh and Madhya Pradesh in the early 1990s; and in Gujarat they continue to use textbooks which peddle prejudice as history. In Madhya Pradesh, the BJP Government in the early 1990s also introduced a compulsory course at University level on sanskriti which is apparently now on Mr. Joshi's agenda for higher education.
The Sangh Parivar has also run its own schools since the RSS opened the first one in 1952. Through its education wing Vidya Bharati Akhil Bharatiya Shiksha Sansthan, it has expanded the scale of operation many fold since then and today claims to be the single largest voluntary organisation involved in education, with 17,396 schools, 93,261 teachers and 22,52,848 students.
The Saraswati Shishu Mandirs, Vivekananda Vidyalayas, etc. claim to be run on the basis of the Hindu Philosophy of Life. They use educational material, (like the Sanskrit Gyan Pareeksha workbooks) which pass off absurd lies as cultural truths and historical facts. For example, they claim Homer's Illiad is modelled on the Ramayana, Jesus Christ lived in Kashmir, the Chaldean culture is based on the Vedas, Indians or Aryans were the first settlers in Iran and that Chinese warriors are descended from Kshatriyas.
Yet, until the textbooks written by some of the country's best known historians became targets of attack this industry in fantasy fiction hardly provoked comment, never mind the sort of media coverage that the controversy around the NCERT's history textbooks has generated. Neither Vidya Bharati, its long list of publications, nor the `history lessons' conducted through the thousands of RSS shakhas, inspired the start of a campaign against the Sangh's assault on history.
For, historians practicing their craft from the comfort of universities and research institutes prior to their take over by the Sangh, hardly noticed the expanding reach of the Sangh nor imagined that it would one day claim its share of institutional spoils through political power and then, perhaps, direct its ideological trident against them.
But it has done exactly this. And today as the Sangh Parivar seeks to put its own version of history in place it does not even maintain a pretence of using accepted historical methodology; it simply calls upon community and religious sentiment to justify its actions.
It does so in the knowledge that it has the power to do so. The BJP is in Government and this bestows on it (and its parent organisation) certain privileges and the respectability of high office. This includes the privilege of controlling the purse strings of and appointments to institutions engaged in historical research and textbook writing, such as the Indian Council for Historical Research (ICHR), the National Council for Educational Research and Training (NCERT), and the respectability that these bestow. So, these institutions have been stuffed full of men loyal to its Hindutva ideology and state patronage and public money now subsidises autonomous research bodies and NGOs (such as the Vidya Bharati Akhil Baratiya Shiksha Sansthan) which are engaged in constructing the origin myth of the Hindu Rashtra.
Against this background, historians who continue to argue that this battle of books is about the discipline of history are refusing to grasp the nettle. They must, if there is to be a debate, rather than a dialogue of the deaf, accept that what is at stake is not the discipline of history but a larger and more profound idea - that of the Indian nation.
And that the histories that they wrote for school, while being methodologically sound and intellectually rigorous, were influenced by a way of thinking, and ideology if you will. That this was the ideology of the Independence movement, its goal of a modern nation unified through citizenship and a shared desire for economic and social advancement. Through the histories they wrote they hoped that young Indians would better understand how India came to be and the challenges facing it - for instance how caste remains a hurdle against development and that the separation of state and religion is crucial to any idea of equality.
By refusing to state boldly that these are worthwhile goals to have pursued, the appropriation of India and as a by-product of Indian history, by the inventors of the Hindu Rashtra will go unchallenged. For, this is not a debate over historical method but an ideological fight over the definition of a nation. It is a fight that must involve not historians but citizens.
( The Hindu, 16 December 2001 )
History, Vacuum-Cleaned
Saba Naqvi Bhaumik Journalist
Murli Manohar Joshi is a minister with a mission. And he gets most of his ideas from the RSS-run Vidya Bharati network of schools and colleges. Today, Vidya Bharati is the most influential organisation in the field of education—its clout can be gauged from the fact that it has held as many as 100 seminars on the proposed new curriculum for schools and suggested most of the controversial changes introduced by the NCERT. The man behind it all is Dina Nath Batra, general secretary of the Vidya Bharati Akhil Bharatiya Shiksha Sansthan. Batra makes no secret of his proximity to the HRD minister. "I told Joshiji, 'You are moving too slowly. You must move faster'.
According to HRD ministry insiders, Joshi and Batra work like a team with the latter playing the ideas man. And their plans are not limited to tinkering with some history paragraphs and rewriting school textbooks. There are grand plans to overhaul higher education as well and make some dramatic and controversial changes in the teaching of the sciences. Many of these proposals about university-level education were made at a seminar, 'Saffronisation vs Indianisation of Education', organised by the Vidya Bharati in Delhi last week. Vidya Bharati is no longer a fringe right-wing organisation but a forum which has wangled respectability, courtesy government patronage. Its clout can be gauged from the fact that the two-day seminar was attended by 32 vice-chancellors, pro vice-chancellors and retired heads of universities.
Joshi made no secret of his plans for the sciences in his keynote address. "Why is it," he asked, "that in our science books the credit for every invention and discovery has been given to western scientists as if Indians have done nothing?" He then went on to name some of the ancient scientists. "The great men of our country like Aryabhatta, Varahamihira and Nagarjuna have done a lot in the field of science centuries ago. The invention of computers would not have been possible without the Indian binary system of zero and one."
The resolution passed by the meeting, forwarded to the HRD ministry, proposed that the university system "should also encourage systematic and scientific study of contributions made by Indians, ancient and contemporary, in the sciences". Some of the scholar-sages named in the proposal are Sushruta (surgery), Charaka (medicine), Nagarjuna (chemistry), Varahamihira and Aryabhatta (mathematics and astronomy), Kanad (theory of atoms), Kapil (creation of the universe), Bhaskaracharya (mathematics) and Baudhayana (geometry). Historians and archaeologists were also asked to look into "the Aryan invasion" theory in vogue since the British, and scientists asked to study the "Saraswati civilisation" mentioned in our scriptures. Joshi went on to say that the Bhagvad Gita is replete with practical knowledge and should be taught to all university students.
There was also a proposal to make "value education" compulsory in universities. Value education is nothing more than the moral sciences taught in RSS schools—tales from Hindu mythology, folklore and history with a moral lesson at the end of it. The Vidya Bharati has books on moral education for every class. The organisation has sent a proposal to the ministry that it introduce a foundation course on Indian culture and human values at the university level for all students throughout India.
There are other ideas which Batra has shared with the minister. For instance, he says: "We believe it's essential to channelise the super energy of youth for social work and nation-building.All part of the Vidya Bharati curriculum." The Vidya Bharati has suggested that social work be made compulsory for students, along with higher studies.
RSS ideologues like Batra are also averse to pure research which they see as a waste of time and resources. He has proposed that guidelines be sent to university departments which discourage 'useless' research. Says he: "Research should be need-based and not some mental gymnastics which is of no use to the country".
In some ways Batra's vision of education is terrifying. A curriculum that propagates blind jingoism, and produces a little army of nation-builders who share a blind faith in ancient Hindu traditions. They hark back to "the glorious past" but brook no debate over their vision of the future. Genuine intellectual research and scholarship, which often raise more questions than answers, is discouraged in a bid to quell dissent. Batra, however, sees it differently: "What Joshiji is trying to do, and we support him, is that he is trying to introduce genuine patriotism. So far the leftists thought nothing of denigrating the nation and people's religious sentiments. Now they are angry because we are correcting their mistakes."
He sees the current controversy over the so-called objectionable paragraphs in the NCERT history books in the same context. Batra reveals that the Vidya Bharati had suggested 42 deletions, but only four were carried out. He gives an interesting example to defend these changes: "Jesus Christ was a najayaz (illegitimate) child of Mary but in Europe they don't teach that. Instead, they call her Mother Mary and say she is a virgin."
To accuse Joshi and Batra of Talibanisation of education would be to miss the point. While the Taliban earned notoriety for banning most books, the RSS runs an extensive education network. Forty colleges, 19,000 schools, 24 lakh students, one lakh teachers. "We are the largest voluntary organisation involved in education," points out Batra. While these schools are more efficiently run than many government institutions, the curriculum with its heavy emphasis on religion and moral studies, vilification of minorities and glorification of ancient Hindu traditions, remains highly controversial.
The problem is not that most of Joshi's ideas about education are derived from the RSS model, but that he now seems bent upon extending his writ to institutions of higher learning as well.
Canons To The Right
The Indian Right is bedevilled by a lack of intellectual tradition
The battle between the Left and the Right over the interpretation of history is not a fight between equals. On the Left are ranged heavyweight historians with years of proven scholarship and international reputation: Irfan Habib, Romila Thapar, Bipan Chandra and R.S. Sharma. On the Right, there are no historians but BJP politicos, pro-government bureaucrats and RSS ideologues who are fighting the battle.
The Hindutva brigade is sadly short of historians to claim as its own. So they hark back to the past and name some medieval and British chroniclers as their examples of fine scholarship. Chinese traveller and chronicler Hiuen Tsang, British Colonel James Todd, who wrote the Annals and Antiquities of Rajasthan, Sir William Jones, who founded the Asiatic Society in the late 18th century. The only heavyweight Indian name that enters the RSS list of acceptable historians is the late R.C. Majumdar, who did some pioneering work on ancient India and edited the Bharatiya Vidya Bhawan series on Indian history.
Among contemporary historians, the big name ranged on the Right is that of B.B. Lal, one of the country's leading archaeologists who supports the claim that a Hindu temple existed on the Babri Masjid site. There is also the controversial Pune-based P.N. Oak, who has written a book arguing that the Taj Mahal was a Hindu Palace.
RSS intellectual Diwendra Swarup, who has taught history for 30 years, believes that Left historians have risen to such eminence by hogging state patronage. He highlights the manner in which a Rs 1-crore project to translate the Bharatiya Vidya Bhawan series into several Indian languages was scuttled by the Left lobby. Swarup argues that those opposed to the Marxist view of history have been deliberately hounded. Says he: "All these years the Leftists have used their control of the history departments and the ICHR to stifle dissent. Now they are screaming Because we are no longer giving them state patronage."
True, the Left has dominated the historian community, but it still doesn't explain the right-wing's failure to evolve its school of history. Besides the Marxists, there are liberal historians who have made a name for themselves. In the West, there's a respectable rightwing, conservative tradition of interpreting history. Not having a tradition of its own, the danger is that as the Right continues in its attempt to purge history of Marxist interpretation it will replace it with facts which can't pass historical scrutiny.
( Outlook , 17 December 2001 )
History as nonsense So let's welcome our new historians: swamis, munis, mullahs
Editorial
Indian Express
If history visits us, first as tragedy and then as farce, the writing of history under the present political dispensation seems to be following a similar trajectory. The redoubtable Murli Manohar Joshi, Union minister of HRD — which should now rightfully stand for the Historical Reverse-engineering Department — has now made it known that any historical account that hurts ''the feelings of people of any caste, religion, region or language'', will be removed summarily from school textbooks. To ensure that this is done, Joshi wants all history books to be first vetted and cleared by religious heads of various communities before they are introduced in schools. In fact, he would like these tomes to be prepared in consultation with the religious heads of various communities. He wants this done, he explains, for the express purpose of sparing the impressionable minds of children, which are unable to digest ugly and controversial facts.
Imagine then, for a moment, a blemish-free, deodorised, sanitised and, above all, Joshiised past. A past which no one can quarrel with because it has been rendered devoid of every uncomfortable detail, purged of every disturbing fact, made hundred per cent pure like desi ghee. A past where no one ate wicked substances like beef thousands of years ago because that would have upset the ''sentiments'' of schoolchildren in the year AD 2001. A past purged of ugly institutions like caste, because that would have meant diminishing a great culture — in any case, what is caste but a convenient invention that nasty folk like Mulayam Singh Yadav and Laloo Prasad Yadav use to garner OBC votes? A past where nobody looted because that would have spoilt the image of a particular community hundreds of years later.
Get ready, therefore, to welcome our new historians. Swamis, munis and mullahs will tell you what you need to know about your ancestors and their ways. The immediate future is then full of intriguing possibilities. Imagine a group of mullahs making a representation to the government asking for the deletion of all references to Islamic invaders from Central Asia looting temples since it hurts their ''sentiments''. Would Joshi's compatriots, who have never failed to highlight such details from the past for their own political purposes, accept such a view of history? Since the citing of historical evidence and methodologies does not really figure in Joshi's scheme of things, how will such moot points be settled finally? Interesting question that. But Joshi will be glad to know that his is not the first crusade of this kind. Nazi Germany, Stalin's Russia, White South Africa have all brought a spot of ethnic cleansing to their history writing in order to validate their own agendas. Joshi may not have read Georg Wilhelm Hegel, because he was not from the Vedic age, but it will nevertheless be useful to quote him in this context: ''What experience and history teach is this — that people and governments never have learnt anything from history, or acted on principles deduced from it.''
( 6 December 2001 )
Joshi's history
Murli Manohar Joshi's jaw is getting the better of him. As the union minister of Human Resource Development, he is required to conduct himself as a national leader. But, in actual fact, he comes across as highly motivated, highly partisan, and a highly ideologically driven individual, who is making a hash of his very important responsibilities as the chief trustee of knowledge creation and knowledge dispersal in the country. The language he recently employed to castigate a group of people, against whom he used the blanket term ''Left historians'', must cause the greatest disquiet, not just in academic but political circles. Addressing the national executive of the Bharatiya Janata Yuva Morcha, Joshi attacked the ''intellectual terrorism'' of these historians. He did not stop at that. He termed such ''terrorism'' ''more dangerous than cross-border terrorism''.
Does Joshi even realise the import of his words? Or has be become so puffed up by his own 'intellectual' arrogance that he is no longer capable of a rational, or even measured, response? Is it his argument that those who write a history that he cannot agree with are enemies of the state? This is dangerously degenerative logic in a country that has long cherished the right to freedom of thought and expression. How dangerous it can be was underlined by Joshi himself, when he went on to urge his young audience to counter 'both types of terrorism' effectively. So what is he suggesting here — that his stormtroopers feather and tar some of the country's most respected intellectuals? That henceforth the Bharatiya Janata Yuva Morcha will write all the history that needs to be written? This is not to argue that the history produced in post-independent India was flawless or that it must not be subject to scrutiny. But this must be done according to the norms and methodologies of professional historical research and not according to the agendas of overly ambitious politicians. This job of revising, reviewing and updating historical knowledge is necessarily the job of professional historians, not politicians. Indeed, politicising academics is to destroy it.
It is amazing that the minister has got away thus far with the great damage he has inflicted on the institutions and processes of learning in the country during his three years and more as human resource development minister. Perhaps it is his seniority within the hierarchy of the BJP that has protected him, or perhaps his portfolio does not attract the popular attention that something more high-profile like home or finance would have. Yet, it is still cause for concern that Prime Minister Vajpayee has desisted from pulling up his junior colleague or even holding him to account, despite the enormous controversy that he has engendered. But shutting his eyes to the issue is a luxury the prime minister can no longer afford. He must instruct his minister to allow academics, no matter what their persuasion, to function in peace. If Joshi does not oblige, the minister himself must become history.
( 21 December 2001 )
Section 4: Text of the Deletions made from the NCERT books
Note: The deleted portions are highlighted in bold print.
Ancient India, by R.S. Sharma, for Class XI
(a) page 7
A band of scholars took upon themselves not only the mission to reform Indian society but also to reconstruct ancient Indian history in such a manner as to make case for social reforms and, more importantly, for self-government. In doing so most historians were guided by the nationalist ideas of Hindu revivalism, but there was no dearth of scholars who adopted a rationalist and objective approach. To the second category belongs Rajendra Lal Mitra (1822 - 1891), who published some Vedic texts and wrote a book entitled Indo-Aryans. A great lover of ancient heritage, he took a rational view of ancient society and produced a forceful tract to show that in ancient times people took beef. Others tried to prove that in spite of its peculiarities the caste system was not basically different from the class system based on division of labour found in pre-industrial and ancient societies of Europe.
(b) page 20-21
Archaeological evidence should be considered far more important than long family trees given in Puranas. The Puranic tradition could be used to date Rama of Ayodhya around 2000 B.C., but diggings and extensive explorations in Ayodhya do not show any settlement around that date. Similarly, although Krishna plays an important part in the Mahabharata, the earliest inscriptions and sculptural pieces found in Mathura between 200 B.C. and A.D. 300 do not attest his presence. Because of such difficulties the ideas of an epic age based on the Ramayana and Mahabharata has to be discarded, although in the past it formed a chapter in most survey books on ancient India. Of course several stages of social evolution in both the Ramayana and Mahabharata can be detected. This is so because the epics do not belong to a single phase of social evolution; they have undergone several editions, as has been shown earlier in the present chapter.
(c) page 45
The people living in the chalcolithic age in south-eastern Rajasthan, western Madhya Pradesh, western Maharashtra and elsewhere domesticated animals and practised agriculture. They kept cows, sheep, goats, pigs and buffaloes, and hunted deer. Remains of the camel have also been found. But generally they were not acquainted with the horse. Some animal remains are identified as belonging either to the horse or donkey or wild ass. People certainly ate beef, but they did not take pork on any considerable scale. What is remarkable is that these people produced wheat and rice. In addition to these staple crops, they also cultivated bajra. They produced several pulses such as the lentil (masur), black gram, green gram , and grass pea. Almost all these foodgrains have been found at Navdatoli situated on the bank of the Narmada in Maharashtra. Perhaps at no other place in India so many cereals have been discovered as a result of digging. The people of Navdatoli also produced ber and linseed. Cotton was produced in the black cotton soil of the Deccan, and ragi, bajra and several millets were cultivated in the lower Deccan. In eastern India, fish hooks have been found in Bihar and west Bengal, where we also find rice. This suggests that the chalcolithic people in the eastern regions lived on fish and rice, which is still a popular diet in that part of the country. Most settlements in the Banas valley in Rajasthan are small but Ahar and Gilund spread over an area of nearly four hectares.
(d) page 90
The agricultural economy based on the iron ploughshare required the use of bullocks, and it could not flourish without animal husbandry. But the Vedic practice of killing cattle indiscriminately in sacrifices stood in the way of the progress of new agriculture. The cattle wealth slowly decimated because the cows and bullocks were killed in numerous Vedic sacrifices. The tribal people living on the southern and eastern fringes of Magadha also killed cattle for food. But if the new agrarian economy had to be stable, this killing had to be stopped.
(e) page 91-92
According to the Jainas, the origin of Jainism goes back to very ancient times. They believe in twenty-four tirthankaras or great teachers or leaders of their religion. The first tirthankara is believed to be Rishabhadev who was born in Ayodhya. He is said to have laid the foundations for orderly human society. The last, tewentyfourth, tirthankara, was Vardhamana Mahavira who was a contemporary of Gautama Buddha. According to the Jaina tradition, most of the early tirthankaras were born in the middle Ganga basin and attained nirvana in Bihar. The twentythird tirthankara was Parshvanath who was born in Varanasi. He gave up royal life and became an ascetic. Many teachings of Jainism are attributed to him. According to Jaina tradition, he lived two hundred years before Mahavira. Mahavir is said to be the twenty-fourth.
It is difficult to fix the exact dates of birth and death of Vardhamana Mahavira and Gautama Buddha. According to one tradition, Vardhamana Mahavira was born in 540 B.C. in a village called Kundagrama near Vaishali, which is identical with Basarh in the district of Vaishali, in north Bihar. His father Siddhartha was the head of a famous kshatriya clan called Jnatrika and the ruler of his own area. Mahavira's mother was name Trishala, sister of the Lichchhavi chief Chetaka, whose daughter was wedded to Bimbisara. Thus Mahavira's family was connected with the royal family of Magadha.
In the beginning, Mahavira led the life of a householder, but in the search for truth he abandoned the world at the age of 30 and became an ascetic. He would not stay for more than a day in a village and for more than five days in a town. During next twelve years he meditated, practised austerities of various kinds and endured many hardships. In the thirteenth year, when he had reached the age of 42, he attained Kaivalya (Juan). Through Kaivalya he conquered misery and happiness. Because of this conquest he is known as Mahavira or the great hero or jina, i.e. the conqueror, and his followers are known as Jainas. He propagated his religion for 30 years, and his mission took him to Koshala, Magadha, Mithila, Champa, etc. He passed away at the age of 72 in 468 B.C. at a place called Pavapuri near modern Rajgir. According to another tradition, he was born in 599 B.C. and passed away in 527 B.C.
(f) page 137 – 138
Causes of the Fall of the Maurya Empire
The Magadhan empire, which had been reared by successive wars culminating in the conquest of Kalinga, began to disintegrate after the exit of Ashoka in 232 B.C. Several causes seem to have brought about the decline and fall of the Maurya empire.
Brahmanical Reaction
The brahmanical reaction began as a result of the policy of Ashoka. There is no doubt that Ashoka adopted a tolerant policy and asked the people to respect even the brahmanas. But he prohibited killing of animals and birds, and derided superfluous rituals performed by women. This naturally affected the income of the brahmanas. The anti-sacrifice attitude of Buddhism and of Ashoka naturally brought loss to the brahmanas, who lived on the gifts made to them in various kinds of sacrifices. Hence in spite of the tolerant policy of Ashoka, the brahmanas developed some kind of antipathy to him. Obviously they were not satisfied with his tolerant policy. They really wanted a policy that would favour them and uphold the existing interests and privileges. Some of the new kingdoms that arose on the ruins of the Maurya empire, were ruled by the brahmanas. The Shungas and the Kanvas, who ruled in Madhya Pradesh and further east on the remnants of the Maurya empire, were brahmanas. Similarly the Satavahanas, who founded a lasting kingdom in the western Deccan and Andhra, claimed to be brahmanas. These brahmana dynasties perfomed Vedic sacrifices, which were neglected by Ashoka.
(g) page 240 – 241
The Varna System
Religion influenced the formation of social classes in India in a peculiar way. In other ancient societies the duties and functions of social classes were fixed by law which was largely enforced by the state. But in India varna laws enjoyed the sanction of both the state and religion. The functions of priests, warriors, peasants and labourers were defined in law and supposed to have been laid down by divine agencies. Those who departed from their functions and were found guilty of offences were subjected to secular punishments. They had also to perform rituals and penances, all differing according to the varna. Each varna was given not only a social but also a ritualistic recognition. In course of time varnas or social classes and jatis or castes were made hereditary by law and religion. All this was done to ensure that vaishyas produce and pay taxes and shudras serve as labourers so that brahmanas act as priests and kshatriyas as rulers. Based on the division of labour and specialisation of occupations, the peculiar institution of the caste system certainly helped the growth of society and economy at the initial stage. The varna system contributed to the development of the state. The producig and labouring classes were disarmed, and gradually each caste was pitted against the other in such a manner that the oppressed ones could not combine against the privileged classes.
The need of carrying out their respective functions was so strongly ingrained in the minds of the various classes that ordinarily they would never think of deviating from their dharma. The Bhagavadgita taught that people should lay down their lives in defense of their own dharma rather than adopt the dharma of others, which would prove dangerous. The lower orders worked hard in the firm belief that they would deserve a better life in the next world or birth. This belief lessened the intensity and frequency of tensions and conflicts between those who actually produced and those who lived off these producers as princes, priests, officials, soldiers and big merchants. Hence the necessity for exercising coercion against the lower orders was not so strong in ancient India. What was done by slaves and other producing sections in Greece and Rome under the threat of whip was done by the vaishyas and shudras out of conviction formed through brahmanical indoctrination and the varna system.
Ancient India, by Romila Thapar for Class VI
Page 40 - 41
Hunting was another common occupation, with elephants, buffaloes, antelopes and boars being the objects of the hunt. Bulls and oxen were used for ploughing. The cow held pride of place among the animals because people were dependent on the produce of the cow. Infact, for special guests beef was served as a mark of honour (although in later centuries brahmans were forbidden to eat beef). A man's life was valued as equal to that of a hundred cows. If a man killed another man, he had to give a hundred cows to the family of the dead man as a punishment.
Medieval India by Satish Chandra for Class XI
Page 237 – 238
The Sikhs
Although there had been some clashes between the Sikh Guru and the Mughals under Shah Jahan, there was no clash between the Sikhs and Aurangzeb till 1675. In fact, conscious of the growing importance of the Sikhs, Aurangzeb had tried to engage the Guru, and a son of Guru Har Kishan remained at the Court. After his succession as Guru in 1664, Guru Tegh Bahadur journeyed to Bihar, and served with Raja Ram Singh of Amber in Assam. However, in 1675, Guru Tegh Bahadur was arrested with five of his followers, brought to Delhi and executed. The official explanation for this as given in some later Persian sources is that after his return from Assam, the Guru, in association with one Hafiz Adam, a follower of Shaikh Ahmad Sirhindi, had resorted to plunder and rapine, laying waste the whole province of the Punjab. According to Sikh tradition, the execution was due to the intrigues of some members of his family who disputed his succession, and by others who had joined them. But we are also told that Aurangzeb was annoyed because the Guru had converted a few Muslims to Sikhism. There is also the tradition that the Guru was punished because he had raised a protest against the religious persecution of the Hindus in Kashmir by the local governor. However, the persecution of Hindus is not mentioned in any of the histories of Kashmir, including the one written by Narayan Kaul in 1710. Saif Khan, the Mughal governor of Kashmir, is famous as a builder of bridges. He was a humane and broad-minded person who had appointed a Hindu to advise him in administrative matters. His successor after 1671, Iftekhar Khan, was anti-Shia but there are no references to his persecuting the Hindus.
It is not easy to shift the truth from these conflicting accounts. Sikhism had spread to many Jats and Artisans including some from the low castes who were attracted by its simple, egalitarian approach and the prestige of the Guru. Thus, the Guru, while being a religious leader, had also begun to be a rallying point for all those fighting against injustice and oppression. The action of Aurangzeb in breaking even some temples of old standing must have been a new cause of discontent and disaffection to which the Guru gave expression
While Aurangzeb was out of Delhi at the time of the Guru's execution, acting against rebel Afghans, the Guru's execution could not have been taken without his knowledge or approval. For Aurangzeb, the execution of the Guru was only a law and order question, for the Sikhs the Guru gave up his life in defence of cherished principles.
Whatever the reasons, Aurangzeb's action was unjustified from any point of view and betrayed a narrow approach. The execution of Guru Tegh Bahadur forced the Sikhs to go back to the Punjab hills. It also led to the Sikh movement gradually turning into a military brotherhood. A major contribution in this sphere was made by Guru Govind Singh. He showed considerable organisational ability and founded the military brotherhood or the Khalsa in 1699. Before this, Guru Govind Singh had made his headquarters at Makhowal or Anandpur in the foothills of the Punjab. At first, the local Hindu hill rajas had tried to use the Guru and his followers in there internecine quarrels. But soon the Guru became too powerful and a series of clashes took place between the hill rajas and the Guru, who generally triumphed. The organisation of the Khalsa further strengthened the hands of the Guru in this conflict. However, an open breach between Guru and the hill rajas took place only in 1704, when the combined forces of a number of hill rajas attacked the Guru at Anandpur. The rajas had again to retreat and they pressed the Mughal government to intervene against the Guru on their behalf.
The struggle which followed was thus not a religious struggle. It was partly an offshoot of local rivalries among the Hindu hill rajas and the Sikhs and partly on outcome of the Sikh movement as it had developed. Aurangzeb was concerned with the growing power of the Guru and had asked the Mughal faujdar earlier "to admonish the Guru". He now wrote to the governor of Lahore and the faujdar of Sirhind, Wazir Khan, to aid the hill rajas in their conflict with Guru Govind Singh. The Mughals forces assaulted Anandpur but the Sikhs fought bravely and beat off all assaults. The Mughals and their allies now invested the fort closely. When starvation began inside the fort, the Guru was forced to open the gate apparently on a promise of safe conduct by Wazir Khan. But when the forces of the Guru were crossing a swollen stream, Wazir Khan's forces suddenly attacked. Two of the Guru's sons were captured, and on their refusal to embrace Islam, were beheaded at Sirhind. The Guru lost two of his remaining sons in another battle. After this, the Guru retired to Talwandi and was generally not disturbed.
It is doubtful whether the dastardly action of Wazir Khan against the sons of the Guru was carried out at the instance of Aurangzeb. Aurangzeb, it seems, was not keen to destroy the Guru and wrote to the governor of Lahore " to conciliate the Guru". When the Guru wrote to Aurangzeb in the Deccan, apprising him of the events, Aurangzeb invited him to meet him. Towards the end of 1706, the Guru set out for the Deccan and was on the way when Aurangzeb died. According to some, he had hoped to persuade Aurangzeb to restore Ananadpur to him.
Although Guru Govind Singh was not able to withstand Mughal might for long, or to establish a separate Sikh state, he created a tradition and also forged a weapon for its realisation later on. It also showed how an egalitarian religious movement could, under certain circumstances, turn into a political and militaristic movement, and subtly move towards regional independence.
Modern India by Arjun Dev and Indira Arjun Dev for Class VIII
Page 21
Punjab
North of Delhi, the territories of Lahore and Multan were ruled by the Mughal governor. However, as a result of Nadir Shah's and later, Ahmed Shah Abdali's invasions, their power was destroyed and the Sikhs began to emerge as the supreme political power in the area.
Another power that arose in this period in the region around Delhi, Agra and Mathura was that of the Jats. They founded their State at Bharatpur wherefrom they conducted plundering raids in the regions around and participated in the court intrigues at Delhi.
JOIN THE PROTEST
Please read the following statement carefully, and, if you agree with it, sign it and get it signed by your colleagues and friends, and mail it to Delhi Historians' Group, c/o 122, Uttarakhand, JNU, New Delhi, 110067. If you can, please send copies to the Director, NCERT, New Delhi, 110016, and the Minister, HRD Ministry, Shastri Bhavan, New Delhi, 110001.
We would like to voice our protest at the attempts being made to communalise our education. The NCERT history textbooks, which have been written by some of our best historians, are being withdrawn from schools, and the NCERT refuses to tell us who will write the new books. History is being abolished as a separate subject of study till Class X, on the excuse of a heavy school bag. The CBSE, on orders from the NCERT, has deleted 'objectionable' portions from the existing books and imposed a ban on their discussion in the class. The authors of the books are being maligned by the Director of the NCERT, the office bearers of the RSS, and the HRD Minister. The HRD Minister, forgetting all decorum and decency, has even accused them of spreading "intellectual terrorism", which he says is even more dangerous than cross-border terrorism. He then went on to ask his storm troopers to counter them effectively, whatever that may mean.
We condemn this in the strongest possible terms and express our solidarity with the eminent historians who are under attack from the communal forces. We assure them that we share their vision of a secular, democratic, and humane India—the vision of our freedom struggle.
Signature
Institution
Address
Delhi Historians' Group C/o, 122 Uttarakhand Jawaharlal Nehru University New Delhi- 110067
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PARENT HANDBOOK
144 Rampart Way
Denver, CO. 80230
TABLE OF CONTENTS
I.
WELCOME
Welcome to Montessori Casa International (MCI) Preschool. We are proud to bring high quality Montessori education and care to your family.
Parents are an integral part of a successful preschool program and it is through parental involvement that we are better able to meet the needs
of the children. This handbook is designed to answer your questions concerning the school and its programs. Please keep it handy for
reference. If you have further questions or need clarification, please ask, as ongoing communication between parents and staff is vital for an
excellent school experience.
Regular Office Hours: 8am to 4pm
Phone Number: 720.532.0391
Website: www.mcidenver.edu
SCHOOL PHILOSOPHY
3
a. Mission Statement and Vision
Our mission is in the words of Dr. Maria Montessori "to educate the human potential". We strive to cultivate each child's innate desire to learn and to foster his/her independence, natural curiosity and love of knowledge.
Dr. Montessori saw that children held within them something wonderful, something so special that it could be the key to changing the world. She saw that they were inherently good and that, if allowed to develop freely, they felt connected to everything and were naturally caring to each other and the world around them. The more that she worked with the children, the more convinced she was that they had precise inner guides and that the work of adults was to help them to be all that they could be. She felt that it was the spiritual nature of children that had been forgotten and denied and that children could therefore show adults the way to return to a more meaningful, holistic way of living.
Montessori saw that children underwent extraordinary transformations in overall happiness, self-confidence and self-discipline when they were allowed to follow their innate needs. She saw that the work of a child, therefore, was fundamentally different to that of the adult: that the child worked for the joy of the process rather than for the end result, that the child had a need to repeat activities over and over until an inner need was fulfilled, and that the child was excited and energized through work, rather than burdened and fatigued by it. She felt that children only stopped loving learning when they were forced to go against their natural impulses.
Montessori schools believe that children are at their happiest when they are busily involved in processes. Children are natural learners who, if left to follow their instincts, will want to constantly explore the world. All too often what stops children enjoying this natural curiosity are external demands that don't fit with their needs. The only results young children are interested in are the ones that end up making them feel good about themselves and their abilities. When they learn, instead, that there are unacceptable results that make them feel bad about themselves they start to fear the processes. And that fear can cut them off from the joy of learning forever.
Montessori schools therefore believe that each child is an individual and should be encouraged to work at the pace that is right for him or her. There are no grades or tests. Children are never in competition with each other.
In MCI we will continue to fight to preserve the rights of each child to be protected from undue pressure.
b. Non-Discrimination Policy
MCI is a non-profit, 501 (c) 3 organization. It does not on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers, selection of vendors, and provision of services.
We are committed to the active pursuit of an equal opportunities policy which addresses the need and right of everyone in the school to be treated with respect and dignity, in an environment in which a diversity of backgrounds and experiences is valued.
Our teachers speak English, Spanish and Chinese. In case of a language other than these, the director will seek an interpreter to facilitate.
b. Guidance
We believe in primary caregiving and continuity of care practices. Our teachers are trained, knowledgeable and experienced. Adult child ratios are well maintained, and we have no job roster or rotation. We believe in putting the individual needs of each child first. We strive hard to maintain staff continuity and each child stays with the same primary caregiver in the same peer group for at least two years. This helps to build trust and establish an environment in which meaningful and lasting relationships
can develop between the teachers and the children as well as the teachers and the families. Primary caregiving also allows for quicker,
smoother and more efficient communication between the teacher and the parents. This enables prompt and appropriate responses to a child’s
needs resulting in better experiences and developmental outcomes for the child.
At MCI we believe that every child has the right to an education and that every child has the right to be safe. Our guidance policy is based on the principles of respect for each child and respect for the rights of all members of the classroom. Appropriate use of non-violent communication is expected, and students are taught that there is zero tolerance for violence or bullying. A significant portion of the MCI curricula involves the development of personal responsibility for actions and a respect for others as members of a common and shared environment.
MCI has set ground rules that are positive and that place the responsibility on the participants of the program to:
Take care of themselves
Take care of others
Take care of the environment
7
If a child is disruptive or endangers others, staff immediately intervene in as positive a manner as possible.
If a child has trouble settling into the class on any day, the child is redirected to an activity by the teacher.
If the child is still unable to settle down, the teacher will intervene and may have the child remain in close proximity until the child is able to calm down.
When an incident occurs, the teacher or staff person involved will submit a summary of the incident on an Incident Report form.
If behavior becomes extreme, the teacher will schedule a meeting with the parents and, depending on the circumstances, with the director while the incident is still fresh in the child's mind. Staff, parents, and child will work together to modify behavior.
When More is Needed
Occasionally a child's behavior is excessively disruptive or harmful to individual children or the class. If the teacher and director concur that they need additional support and expertise to best meet a child's needs, some or all of the following steps will be required of the family:
* Additional parent/teacher conferences will be held. The purpose of the conference is to clearly define the problem, re-examine possible causes, brainstorm any changes the staff and/or family can make and reinforce consistency between home and school.
* Community Resources- Professional support may be sought. The director facilitates the referral process, working with parents, staff, and specialists.
* Schedule Adjustment- the director and teachers may determine that an adjusted schedule (for example, shortened hours or different arrival time) is in the best interest of the child. Families may be requested to come to the school to speak directly to their child about expectations for behavior at school or may be asked to take their child home for the remainder of the day. Typically, these are interim measures until there is a resolution of the issues.
MCI is committed to seeking solutions for difficult situations with children and families.
Biting Policy
One of the most upsetting yet normal behaviors of early childhood is biting. Infants may bite because their gums hurt, and to bite down hard on something gives relief. With toddlers and young preschoolers, social skills are still limited. It is difficult for young children to distinguish between what is loving and what hurts. When an older child bites, it is usually a means of expressing emotions. Young children do not have a social conscience as we know it. They may fully understand that when they bite, someone cries; but they have not yet connected all of the social consequences.
* Parents will be notified if their child has been bitten and of the procedures teachers have taken. The name of the child who did the biting will not be included when informing the parent of the incident. If the bite has broken the skin, it will be washed with soap and water. Both parents will be notified immediately and requested to call their child's physician for further instructions.
* If biting becomes an ongoing behavior, the director and the child's teachers will talk with parents and together they will carefully analyze the circumstances. Anecdotal information noting when the incident happened, where it happened, what precipitated the bite, who was involved, and the times of day the biting occurs will be recorded. A teacher will be assigned to stay in close proximity to the child to interrupt the biting behavior before it happens and to provide needed support. Reasonable action will be taken to modify the environment, routines or interactions within the group, to help diminish the biting. If
further action is needed, please consult the "When more is needed" section of the guidance policy.
We ask for parents to work cooperatively and closely with the teachers so that peaceful behavior becomes an expectation both at home and at school.
c. Resources
MCI provides a list of materials and resources for parents seeking advice and guidance on health care services, nutrition, medical and dental resources, physical fitness, etc within the community. Please contact the Director.
d. Program Description and Daily Schedule: Primary
MCI is committed to creating a community where the highest ideals of the Montessori philosophy are implemented. For the preschool aged child, we foster the process of self-creation by providing an environment in which the child can develop independently at his or her own pace while still gaining those social, physical, intellectual and emotional skills needed to function at best in society. It is composed of all of the instructive materials developed by Maria Montessori with additional supplemental materials with music, art and language components. The MCI primary program involves a series of sub sequential, developmental, manipulative and sensorial activities that are designed to ultimately bridge the gap between concrete and abstract learning. The materials contain within them a control of error so the child can self-correct without adult intervention. The children learn through doing, experiencing the joy of individual discovery and mastery on their own terms, at their own speed.
Mandarin Integrated Curriculum
We will be working at simultaneously laying down the patterns of a secondary language to establish bilinguism. As a character and tonal based language, Chinese develops both sides of the brain as opposed to English. As a result, children will have an easy time with language acquisition – be it Spanish or Arabic throughout their lives.
In our school the emphasis is on environmental acquisition and a seamless integration with English. This begins in the Pre-Primary classroom. We are developing verbal as well as writing and reading skills simultaneously. Learning becomes fun and effortless as children are shown brush strokes and how the characters come together and later finding hidden meanings in the characters.
During the entire duration of the school day, there is a native Mandarin teacher in both Primary and Pre-Primary classrooms who speaks to the children only in Mandarin.
Practical Life
On first entering the Montessori school children are given the opportunity to develop important life skills, which will allow them greater freedom in the classroom. They learn to manage their own clothes using dressing frames to practice buttons, zips and bows. They are taught how to use real cutting implements such as scissors and graters and knives as well as how to handle glass plates and cups. This is all done under the close supervision of their teachers. They are also shown how to care for their classroom, using childsized brushes and dusters. Developing practical skills - like pouring drinks from a jug and laying tables - and social skills with friends and teachers, enable them to feel capable, self-reliant members of the community.
Sensorial
First learning is through the senses, so Montessori schools use a range of well thought out exercises to help children sort, match and compare objects by shape, size, touch, taste and sound. These early sensorial impressions boost children's powers of observation and discrimination, broaden their vocabulary and contribute to their later understanding of formal educational concepts.
Language and Literacy
Montessori's language materials are based on a carefully structured phonic approach to writing and reading. Recognized for their excellence, they are used widely in many non-Montessori schools and settings where special help is required. First, children learn sensorially by tracing sandpaper letters with their fingers while they are told the sounds. Soon they are writing simple words with moveable letters, matching words with objects and reading their first stories in phonic readers. When asked how they learned to read and write Montessori children will often answer, "I did it myself."
Mathematics
Essentially mathematics is about understanding relationships in the environment and being able to express them in mathematical terms. Montessori materials, like the number rods, golden beads and spindle boxes, are simple and interesting and provide step-by-step learning. They are also self-correcting, which means that children can see at a glance if they have made a mistake and can put it right without a teacher's help. This enables them to progress at their own rate and understand each stage thoroughly before they move on to the next stage.
Cultural
In the Montessori classroom children use globes, puzzle maps and flags to underpin activities, which build their understanding of other countries, cultures and people. Children are also taught to match, classify and name the elements and species of the natural world using picture and name cards. Classroom plant growing and caring for pets help to form a bridge between the child's knowledge of the immediate environment and the wider world.
Our Goals for the child area:
-To develop a positive a positive attitude toward self, other and the environment.
-To develop a high sense of self-esteem
-To develop a habit of concentration for lifelong study skills
-To develop and foster curiosity
-To acquire the basic skills necessary for a lifetime of learning.
-To foster inner discipline and sense of order -To develop habits of initiative and persistence
-To develop socially acceptable behavior-To develop the child's innate, ultimate potential through high self-expectation.
Sample Daily Schedule
7:45am – 8am: Carpool – arrival at school
8:00am – 11:00am: Montessori work cycle
11:00am – 11:45am: Outdoor play
11:45am – 12:30pm: Lunch
12:30pm – 1pm: Rest time
1pm – 3:30pm: Montessori work cycle
3:30pm – 4pm: Outdoor play and dismissal
4pm – 5pm: After school, small group activities, and individual choice enrichment materials
e.Program Description and Daily Schedule: Pre-Primary
The Pre-Primary Program at MCI is a home-like environment in which children ages 15 months to 3 years explore their independence and develop selfesteem and social skills. Montessori indicates in The Secret of Childhood that it is during this period that the child's sensitive periods for movement, independence, order, small detail and language unfold, and that it is the adults' duty to support them. In the classroom this translates to providing the children with:
* "I can do it" experiences to build their self-esteem
* Endless opportunities to walk, run, push, pull and carry.
* Time to experience and explore materials and textures.
* Opportunities to learn the names of and describe the objects being explored through books, songs, games and outings
* Practice social interactions
* Adaptation.
Transition to Pre-Primary
We have a very gentle process of transitioning a child into the preprimary classroom. It begins with a letter from the lead teacher welcoming the family and scheduling the initial interview. During the interview, she observes and evaluates the child and speaks to the parents about herself and her experiences. She asks parents about their expectations and gets to know the family. She then explains how the adaptation process works and why it is important to treat it delicately. It takes from 3-5 days for a
child to be able to stay the full day and this is totally dependent on the child. Some children need more presence of parents/caregivers and some less. We are sensitive to the child's needs as s/he transitions to the school.
Diapering
Parents are often curious about the standing diaper-change they observe in Montessori classrooms. Allowing children to stand during a diaper change engages them as active participants in caring for their bodies and sends the message that taking care of our bodies is not a passive act. As soon as children can support their own weight on their legs, they can begin to participate in standing diaper-changes.
Toilet Training
We wait to receive readiness cues from the child to begin toilet training. At that time we will meet with the parents and go over the plan so that it can be reinforced at home.
Sample Daily Schedule
7:50 – 8am: Arrival time. Parents are asked to help their child get ready to enter the classroom by taking their extra clothes off and putting on their smock and slippers followed by a quick and sweet goodbye at the door. A teacher would be happy to help with the transition and preparation.
8:00- 10:30am - Work Period The kids spend the full time working with Montessori materials. The teachers encourage the children to spend this time working independently but are available to work with each of the children individually if they need it.
10:30am – 11:00am – Outdoor Activities This time includes gross motor activities, gardening, appreciating nature and oxygenating their brain.
11:00-11:30 am - Lunch preparation and lunch. Setting the table, hand washing, food preparations are some of the activities involved.
11:30pm - 11:45- Cleaning and personal care activities. Mopping, wiping tables, dressing and undressing and wiping their face to be ready to go home and take a much-needed nap.
Pre-Primary to Primary Transitions
A child is considered for a Primary Montessori classroom when he/she shows readiness in the following areas:
1. The child has the ability to dress/undress self.
2. The child uses the toilet without adult intervention (of course, this is subject to an individual basis, and we are aware that accidents are common upon transition).
3. The child is capable of verbalizing wants/needs.
4. The child no longer arranges the environment to fit his/her internal sense of order.
5. The child us capable of being part of a group at "circle time" and is able to maintain some amount of focus for this duration.
6. The child stays at the table for snack/lunch until he/she is finished eating; the child is beginning to show table manners and skill with utensils.
7. The child spends more time working while seated or standing than engaging in activities where he/she is running or walking.
8. The child's movements begin to show refinement.
9. The child is able to inhibit aggressive impulses and can accept help with language/social skills when a conflict arises.
10.The child has resolved separation issues.
11.The child is capable of completing a work cycle.
Once the Pre-Primary teacher determines that a child is ready for the transition to the Primary classroom, she informs the Director. The transition is a slow and gentle process which involves the child visiting the Primary classroom with its teacher; the Primary teacher visiting the Pre Primary classroom and making contact with the child; a meeting with the parents to explain the process and then the slow transition into the new classroom with visits that gradually get longer until the child is ready to spend the entire duration.
II. CALENDARS AND SCHEDULES
Long Range General Calendar/Special Events/School Closures/Parent Education
You will receive a calendar that reflects school closures for major holidays, staff development in-service days and parent teacher conferences. Seasonal celebrations and major parent education events are also listed. While major events will be included on the calendar, other events may be added through the year. We recognize many families rely on the school for quality early childhood Montessori education but also for childcare while working, thus we try to keep the days closed to a minimum.
Monthly Calendars and Reminders
A monthly calendar is distributed at the beginning of each month. This calendar will include the snack menu with family assignments, new events and activity updates. The teacher's letter sent weekly will give you classroom details. To save trees each family will be e-mailed a copy.
III. PARENT INVOLVEMENT OPPORTUNITIES
a. Volunteering
Family involvement in the school is crucial to both the effective running of the program and, of course, provides you with a chance to spend time with your child and learn more about MCI. An average family volunteer commitment is between 2 -4 hours per year and can be accomplished through teacher coordinated activities or all-school volunteer activities. Some people volunteer much more and we are glad to have their help.
Your child's classroom is enriched by your assistance. Parents are needed to help make holiday and cultural events happen. They assist by taking pictures, helping with food, creating holiday projects, etc. Parents can also volunteer time by sewing special projects such as table cloths and napkins, or by helping to make materials like play dough. We also
welcome you to volunteer your time by sharing your special talents, travels, skills, hobbies and cultural traditions with the students. Please speak with the lead guide for more information on these volunteer opportunities.
b. Observing and Visiting the Classroom
Observation is an excellent way to discover what your child is interested in and to work with the staff to help him/her address any difficulties.
Observation Guidelines
We welcome you to observe through the windows into the classroom and/or visit the classroom. Some guidelines include:
* Use of cell phones is prohibited
* Please be unobtrusive – enter the classroom with quiet movement and voice
* Please avoid extensive conversation with any of the children
* Please discuss your notes and observations of your child with his/her teacher at a separate/future date
c. Parent/Teacher Conferences
MCI wishes to maintain excellent communication between home and school as we believe that it enhances a student's education.
Conferences are important times for parents and teachers to touch base about the progress of students and to establish plans for the following term. Parent/teacher conference days are listed on the school calendarone in October and the other in April.
Teachers will meet with parents at times other than regularly schedule conferences. It a teacher is unavailable to meet with a parent who initiates an impromptu conference, the teacher will work to schedule another mutually convenient conference time with the parent. Parents are kindly requested to respect the need for our teachers to be focus on students when conducting a class. If parents desire to meet with a teacher who is unavailable, please leave a message for the teacher in the teacher's voice mailbox or contact the teacher via e-mail.
When parents have concerns, they are expected to speak directly with the teacher most directly involved with the concern. Constructive feedback is welcomed, and teachers will make an effort to address the concern in a manner that works for both the parent and the school. The school expects that its staff will handle concerns and comments with professionalism and in turn protects them from undue harassment. It is also expected that complaints will not be vented to office staff, other parents, or anyone else not directly involved with the matter.
Harm can be done to a child, a class, a teacher or the school's reputation by the perpetuation of half-truths or unfounded allegations. For this reason, parents are urged to address concerns regarding a teacher or the school by doing the following:
Listen to what your child has to say, but remember it is only one side of the story.
Discuss the situation honestly and directly with the teacher and the child together whenever possible.
Confer with the appropriate division head when the situation involved more extensive decision-making, or you are not satisfied with the resolution between the teacher and the parent.
There may be an occasion when the parent does not agree with an action taken by the school on behalf of the child. If after discussing the situation with the teacher involved and the appropriate division head, the Executive Director is available to discuss your concern with you.
d. Quality Improvement Plan
We are always working to improve our program. If you would like to see our Quality Improvement Plan, please ask the school office.
IV. TRADITIONS AND CELEBRATIONS
In – Class Daily Activities
Birthday – Celebration of Life
Each person at MCI has a celebration of life, which is either celebrated on their birthday or the closest day that relatives can attend. The families are
asked to make a story board with pictures and captions representing important times organized sequentially from birth to the current day.
Children will be invited to tell the story of their life if age appropriate.
Children bring snack on their celebration day. Please encourage your child to help choose the pictures for the story board and invite relatives to
come. Also, help him/her to prepare the snack by choosing a favorite item, but not a sweet one. Celebrations are usually scheduled at the end
of morning work cycle.
Annual Seasonal and Holiday In-Class Celebrations
Classes will have simple celebrations of holidays celebrated by families in the school. Families are invited to join us to teach about special events. All holidays are celebrated culturally, not religiously.
V. FINANCIAL POLICIES
a. Tuition and Fees
MCI follows the DPS calendar. Monthly installments break down the cost of the entire program in equal increments from August to May. Therefore, the charge is the same regardless of the number of days of school attendance, holidays, etc. There will also be no reduction of charge if you take a vacation, as it is necessary for the school to hold a space for your return. Tuition is due on the 1st of every month. We accept payments in the form of cashier's check, money order or personal check. We also take direct deposit. Payments should be put in the Tuition Box outside the administrative office. Delinquency fees will be charged for late payments as follows:
* Payments after the 2nd and through the 10th -------- $25
* Payments after the 10th and through the 15th ------- $50
* If the amount is not paid by the 15th of the month and arrangements are not made, services will be terminated, and the outstanding balance will be given to a collection agency.
* $30.00 fee for returned checks.
Prior to your child joining MCI you will be required to complete an enrollment application. The application is submitted with a one-time nonrefundable application fee of $100. An annual fee of $300 (for new students/$200 for returning students) is due with the first month of tuition and in the years thereafter. This fee helps to cover social events for the school, guest presenters and special materials.
Emergency /Drop – in fees
Arrangements can be made with the school for emergency/drop-in care. These will be billed to you at a cost of $15/per hour.
b. Late pick up fees
MCI informs all parent/guardians at the time of enrollment that they are responsible for ensuring that their child(ren) are picked up on time. However, emergencies can arise. Arrangements should be made with parents/guardians to allow for these emergencies if the parent contacts the center prior to closing time. These will be billed to you at a cost of
$15/per hour. A flat pick up fee of $20.00 for each 15-minute increment per child after 4:00 pm will apply. All efforts will be made to contact the parent and/or responsible persons as listed on the EMERGENCY CONTACT SHEET. If the child has not been picked up by 45 minutes past closing, the Police and or the family crisis center will be called to pick up the child. The Police/Family Crisis Center will be given the emergency contact information and will continue to try to reach someone to pick up the child.
c. Emergency
The Board of Directors may need to temporarily close the school due to certain extenuating circumstances including, but not limited to extreme weather conditions, an epidemic, pandemic, public health emergency, or for other compelling reasons. In such an event, the Board of Directors may decide to implement compensatory measures like extending the school term or invoking a remote/distance learning environment.
d. Withdrawal Notice
Although most families enrolling in a quality Montessori program such as MCI intend on a long-term relationship, sometimes it is necessary to leave the school. The financial contract binds you to payment for the school year. We request you provide the Director at least one month written
notice prior to your child's last day of attendance. The school will make every effort to fill the spot but until that happens you are responsible for the tuition. Sometimes children or families may not adjust to the Montessori environment. In these cases, we may ask the parents to withdraw the child. If we make that decision, we will give the family at least one-week notice. Certain instances may occur that would require immediate withdrawal.
e. Extra Fees
Smocks - $25.00 each and available from the Front Office.
VI. GENERAL POLICIES AND PROCEDURES
a. Application and Enrollment Procedure
MCI welcomes children ages 1 year to 6 years from all ethnic, racial and cultural backgrounds.
Enrollment Process
The following is a listing of specific steps in our admissions process:
* We ask interested parents to observe the school and participate in an informational meeting.
* When the decision to apply is made, complete the application form and send it to the school with a non-refundable $100.00 application fee.
* Your child will then be invited to attend a school session and will work with a group of peers and teachers for approximately an hour. In the meanwhile, the parents will attend an orientation session with the staff.
* Admission decisions are made by the administration and teaching staff. These decisions are based on an evaluation of the child's school visit and the needs of the existing classes with regard to balance of age, sex, and ethnic diversity.
* If a position is offered to your child, a non-refundable Enrollment fee of $300- and one-month's tuition deposit will be due. Upon receipt of the fees and tuition deposit, we will hold a place for your child in our program.
* If a place is not immediately available, you may wish to be placed on our wait group. We will then notify you as soon as an opening becomes available.
Enrollment Papers Needed
Once a space has been offered, parents must complete the required forms prior to the child's first day. We cannot accept a child into the classroom without these completed forms. These forms include:
1) Student Emergency Card – includes emergency contact; authorized pick up; child history and interest information; and permission forms for photography; class trips/walks, sunscreen application, and emergency medical care including insurance information. In order for a child to attend MCI, s/he must carry medical insurance. For a list of medical homes and/or insurance providers please contact the school office.
2) Enrollment contract
3) Permission to administer medication (if needed, completed by physician and parent)
4) Child Health Information and Immunizations (completed by physician and parent). We highly recommend vision, hearing and dental screening and tracking to ensure the health and well being of the children. A list of resources are available in the school office should you need it.
If you move, or other contact information changes, it is critical that you immediately inform the schools of these changes so that this information is available in case of an emergency. Immunization updates, discovery of allergies and other health changes must be reported to the school.
b. What to bring to school and what to leave at home
Parents will be provided with a supply list prior to your child's first day. Wet clothing will be sent home for washing. Please send clean items back and put in your child's change of clothing box. Replace the extra change collection with appropriate clothing for changes of season. Remember to change sizes as children grow. At MCI, your child will be working with fun educational materials every day. Therefore, we ask you to keep your child's toys or special personal items at home. Please do not send money to school with your child.
c. Appropriate school attire
Please send children in comfortable clothing that can get dirty, as it sometimes will. Children often dress themselves which we applaud whether items match or not. As part of the child's work is to dress himself/herself, please send clothing that is loose and has fasteners that can be handled with success. Shoes need to have closed toes and good tread for success playing with balls and climbing on the playground. Please avoid shoes and slippers are overly decorated or light up as they are distracting.
d. Hand Washing
Children must wash their hands when they arrive, after using the restroom, after changing clothes, after blowing their nose and before handling food of any kind.
e. Meals and Snacks
Nutrition Polices
Parents are responsible for providing lunch. Please send only healthy food from the basic food groups in your child's lunch. Include a protein plus at least two other food groups. Please send no peanut products. Please do not send snack foods, sweets, flavored milk and desserts, as they will not be served.
Snack Policies
A good, nutritious diet not only helps keep your child healthy, but can affect his/her disposition in a positive way. You will be responsible for
bringing snack for a week for your child's class. Please plan a nutritious
"unsweet" snack. One of the favorites is fruit - fruit kabobs, fruit and cheese, or fruit fixed almost any way. Other favorites are mini-muffins,
Chex Mix, Ritz Bits, and cookies and milk. Be creative, but please do not bring gum or candy. All food needs to be prepared, with the correct
33
supplies needed, but MUST be in the original packaging, according to licensing. Students who remain in the after-school program should bring an additional snack or two, depending on the time parents anticipate picking them up.
f. Drop off and pick up of children
MCI will provide SIGN IN/SIGN OUT on Bright wheel that must be completed by parents daily. We identify where children are and maintain a head count at all times. Staff is responsible for checking for completed information at the end of each day. Completed information includes:
* Time the child arrived at the center
* Parents Signatures in/out (first initial and full last name)
* Time the child/ren left the center
Persons picking up must be at least 18 years or age or older and have written authorization to pick up a child. MCI staff must require persons whom they do not recognize and are picking up children to show a picture ID before releasing the children. MCI staff will not release children to individuals who are not authorized by the parent/guardian.
The Director and or Authorities (Police Department or 911) will be immediately contacted for individuals not authorized by the parent or guardian of a child who attempts to pick up a child.
MCI staff will not release the child to anyone judged to be under the influence of drugs or alcohol. If someone seems to be under the influence, the authorities (Police Dept) will be contacted in order to make a decision as to releasing the child.
We ask your cooperation in ensuring a smooth pick-up of your child when someone other than yourself will be picking up your child:
Please:
* Complete a form notifying the staff in writing that a different person will be picking up your child.
* Give form to Administration.
* Prepare your child, if at all possible, ahead of time by letting them know that someone else will be picking them up.
* Have authorized person be prepared to show a picture I.D.
FIELD TRIPS
We do not go on field trips and transportation is provided. If we did decide to go on a neighborhood walk, we will send out a permission slip for you to sign. Should the child come late to school that day, it will be the responsibility of the parent to take their child to the site.
DISMISSAL
* Early: When a student needs to be dismissed early from school, the student must bring a note signed by the parent/guardian which states the time the student needs to leave school. These notes are given to the student's classroom teacher first thing in the morning and will be delivered to the school office. A parent/guardian must sign the student out in the main office (and the ECE classroom, if applicable) before leaving campus.
* Going home with another student: When plans have been made for a student to go home with another student after school, the student must bring a note signed by the parent/guardian which states the name of the student he/she is going home with. These notes are to be given to the student's classroom teacher first time in the morning and they will be forwarded to the office.
* Inclement weather: When it is excessively cold, rainy, or there is lightening, and inclement weather dismissal will be called. Parents are asked to remain in their cars and students will be escorted to them by the supervising teachers.
* Tornado warnings: In the event of a tornado warning occurring at dismissal, all students will remain the building and will not be released to carpools until an official "all clear" signal has been received by the school. Parents and caregivers are welcome to join us in the buildings for protection but will not be permitted to leave until the weather emergency has cleared.
g. Weather alerts/school closings
Every effort will be made to keep school, including before- & after-care, in operation on the days indicated by the published school calendar. In the event of a major snowstorm, extreme weather conditions or emergency situations, a decision by the Director may be made to close school for the day or to delay the start until 10:00 am. We follow the Denver Public School guidelines. The considerations for such a decision are based upon the assurance of safety for our students, families and employees, and the maintenance of appropriate supervision levels of our students. School may be closed early for the day (by 10:00am) to allow employees to
leave and for parents to pick up children before the roads become unsafe. However, if inclement weather conditions arise during the course of the school day, children will be supervised appropriately at school. Parents may decide to pick up students early, or in the event of poor weather, keep students home for the day, if there are individual concerns about road and weather conditions in their area. Parents are asked to contact the school office if their decision will affect regular school hours.
h. Illness
General Health Appraisal & Immunizations
All children are to have a general health appraisal form from a physician prior to starting school. These must be updated annually when you complete your application.
The State of Colorado requires a certificate of immunization signed by the physician for every child. Your doctor may complete the shot record on the physician's report, or you may provide us with a copy of your child's immunization card. This must be on file before your child may begin the program as mandated by the state. As of July 2001, it is a state requirement for children to be immunized with Varicella, the vaccine for Chickenpox. If your child is not immunized for religious or medical reasons, please see the Director.
Medication
The State of Colorado also requires a signed note from the physician for any medication (both prescription and non-prescription). Please give all medication directly to the Director who will lock it in a cabinet unless it requires refrigeration. The medicine must be in its original container with the physician's directions for administration. Parents, as well as the doctor, must fill out the medication administration form. Only those authorized to administer medicine will do so.
Allergies
In order for our staff to better serve your child, it is imperative that parents inform staff of any allergies that the child may have or had, for example, food, medication, sunscreen or other substance. If your child has an allergy or a special diet, it must be documented by your child's doctor, unless it is for religious reasons.
Illness
Please notify the teachers when your child is ill. Watch your child for signs of illness and DO NOT send him/her to school if he/she appears to be sick. It is not fair to the other children or the teachers to be needlessly exposed to coughs or runny noses. According to state licensing requirements and for the protection of all children, MCI cannot accept children with any of the following symptoms:
Elevated temperature (fever of 101 or higher)
Severe diarrhea or vomiting
Undiagnosed rash
Sore or discharging eyes or ears, or a profuse nasal discharge
Diagnosed contagious disease such as Strep throat or Chicken pox
If a child becomes sick during the day, he/she will be provided a to come and pick up their child within the hour. The child must have a normal temperature and stool, and vomiting has ceased for 24
comfortable place to rest until he/she goes home. Parents will be notified consecutive hours before they return. It is appreciated when parents call to let us know when their child will be gone and why.
Please notify MCI if your child contacts a contagious disease, such as whooping cough, strep throat, measles, or chicken pox. It is a licensing requirement that an anonymous sign be posted to notify other families that their child has been exposed. The health department may also be notified in the case of communicable diseases.
40
i. Accidents and emergency procedures
All teachers are First Aid and CPR certified. We will call you or your emergency contact person to notify of an accident or injury. When there is no question that your child must be taken to the doctor or the hospital, we will call you to inform you of our course of action as soon as possible. It is vital that you keep our staff updated on changes in your phone number at home, at work and cell phones.
Emergency
In case of a fire, all children will evacuate to the concrete area just beyond the toddler playground and remain there until the fire department has completed an inspection of the building and determined that it is safe to return to the building. Fire drills are practiced regularly.
In case of a tornado warning, children will take cover in the adult restrooms.
We will also be practicing lock down procedures.
In case of an emergency when we are forced to evacuate the building, we will seek shelter in the Wings Over the Rockies Museum. Should you find no one in the building, please come to the Museum.
Lost Child
Every effort is made to keep all children safe. In the event that a child is missing, a search will be started immediately. If necessary, the parents and the authorities will be called to assist in the search. Parents, please make sure to close the classroom door behind you upon entering and leaving the school and assist us in educating your child of the importance of staying with the teachers.
In the attempt of an unauthorized person attempting to pick-up your child, you and the authorities will be notified immediately. We will attempt to detain the culprit.
Reporting of Child Abuse
MCI is a licensed childcare facility. All staff has a legal and moral obligation to report suspected abuse or neglect. If you, as a parent, feel there is a suspicion of abuse occurring, you can seek assistance by calling the Child Abuse hotline at (720) 944-3000. If you have a concern about the Early Childhood Program not following Social Service Regulations, you can seek assistance by calling the Division of Childcare at (303-866-5958).
I have read the MCI Handbook in its entirety and agree to follow all the guidelines stated within this handbook.
_____________________________________
Student Name
_____________________________________
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Archaeologists unearth carved head of Roman god in ancient rubbish dump
3 July 2013
The late Roman stone head was found by Durham University archaeologists at Binchester Fort, County Durham, UK. Credit: Durham University
An 1,800-year-old carved stone head of what is believed to be a Roman god has been unearthed in an ancient rubbish dump.
Archaeologists made the discovery at Binchester Roman Fort, near Bishop Auckland in County Durham, England.
First year Durham University archaeology student Alex Kirton found the artefact, which measures about 20cm by 10cm, in buried late Roman rubbish within what was probably a bath house.
The sandstone head, which dates from the 2nd or 3rd century AD, has been likened to the Celtic deity Antenociticus, thought to have been worshipped as a source of inspiration and intercession in military affairs.
A similar sandstone head, complete with an inscription identifying it as Antenociticus, was found at Benwell, in Newcastle upon Tyne, in 1862. Dr David Petts, Lecturer in Archaeology at Durham University, said:
"We found the Binchester head close to where a small Roman altar was found two years ago. We think it may have been associated with a small shrine in the bath house and dumped after the building fell out of use, probably in the 4th century AD
"It is probably the head of a Roman god – we can't be sure of his name, but it does have similarities to the head of Antenociticus found at Benwell in the 19th century.
"We may never know the true identity of this new head, but we are continuing to explore the building from which it came to help us improve our understanding of late Roman life at Binchester and the Roman Empire's northern frontier in Northern England.
"Antenociticus is one of a number of gods known only from the northern frontier, a region which seems to have had a number of its own deities.
"It's also an excellent insight into the life and beliefs of the civilians living close to the Roman fort. The style is a combination of classical Roman art and more regional Romano-British traditions. It shows the population of the settlement taking classical artistic traditions and making them their own."
Dr David Mason, Principal Archaeologist with the site's owner, Durham County Council, said:
1 / 3
"The head is a welcome addition to the collection of sculpture and inscriptions from Binchester. Previous religious dedications from the site feature deities from the classical pantheon of gods and goddesses such as the supreme god Jupiter and those associated with healing and good health such as Aesculapius, Salus and Hygeia.
"This one however appears to represent a local Romano-Celtic god of the type frequently found in the frontier regions of the Empire and probably representing the conflation of a classical deity with its local equivalent. The similarity with the head of Antenociticus is notable, but this could be a deity local to Binchester."
The Binchester head is African in appearance, but Dr Petts, who is also Associate Director of Durham University's Institute of Medieval and Early Modern Studies, said experts were unsure whether these features were deliberate or coincidental.
He explained: "This is something we need to consider deeply. If it is an image of an African, it could be extremely important, although this identification is not certain."
Dr Mason added: "The African style comparison may be misleading as the form is typical of that produced by local craftsmen in the frontier region."
The find was made as part of a five year project at Binchester Roman Fort which is shedding new light on the twilight years of the Roman Empire.
The Binchester dig is a joint project between Durham University's Department of Archaeology, site owner Durham County Council, Stanford University's Archaeology Centre and the Architectural and Archaeological Society of Durham and Northumberland.
Each summer, undergraduate archaeology students from Durham and the United States are joined by volunteer members of the public to painstakingly reveal more fascinating details from Binchester's past.
Provided by Durham University
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This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Playing Shakespeare with Deutsche Bank
REVIEWING BRIEF
Use the guide below to write a review for the Playing Shakespeare with Deutsche Bank production of Othello.
Write a heading
- Write the title of the production and state that it was written by William Shakespeare.
- Say that you saw it at Shakespeare's Globe and the date you saw it.
- Write your name.
Set the scene (Context)
- Give a description of the Globe, assuming that the reader has never visited before. Perhaps describe how it feels when you first arrive, as well as what the building looks like.
- Maybe add a brief history of the Globe, including its origins and its reconstruction.
- Mention the type of play (e.g. comedy, history, tragedy). You may choose to add when the play was written or published.
- Describe the theme(s) of the play – its main subjects or message.
Narrative and Character
- Write a brief summary of the plot.
- Outline the main characters. You can put the actors' names in brackets after the characters they played, or mention their names as you evaluate the acting, e.g. 'Desdemona was movingly portrayed by Bethan Cullinane...'
- Try to show how the characters behaved in the context of the plot, scene, or with other characters. For instance, 'At the end of the scene, Bethan Cullinane, who played Desdemona, heightened the sense of sadness by her use of long silences….'
Acting Skills/Styles
- If the piece was supposed to be 'naturalistic', say if you thought the actors were convincing.
- Show how their voices or movements affected the way that they performed their part.
- Mention any outstanding performances by the actors (good or bad), giving examples and details.
Technical Evaluation (Atmosphere)
- Describe how you were welcomed into the theatre.
- Describe what you actually saw on stage, including the set, costumes and music.
- Say if the lighting, costumes, or sound added something to the performance, or if they distracted from it.
© 2015 The Shakespeare Globe Trust. Permission granted to reproduce for personal and educational use only.
Commercial copying, hiring, lending, is prohibited.
Playing Shakespeare with Deutsche Bank
- Live music always plays an important part in Globe productions. How was it done and how were the musicians used?
Directorial evaluation
- The Globe stage is very distinctive. Was the way the actors used it innovative or traditional? Explain how.
- Do you think the director's interpretation was true to what Shakespeare intended? Would it have been performed like this when it was written? What might be different now?
Personal Thoughts
- How did you feel at the end?
- What are your lasting impressions?
Submissions
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SMART Goal Setting Guide Sheet
Following are components of an effective goal – one that describes performance standards that will "tell us what good behavior looks like." The SMART acronym can help us remember these components.
Specific The goal should identify a specific action or event that will take place.
Measurable The goal and its benefits should be quantifiable.
Achievable The goal should be attainable given available resources.
Realistic The goal should require you to stretch some, but allow the likelihood of success.
Timely The goal should state the time period in which it will be accomplished.
Here are some tips that can help you set effective goals:
1. Develop several goals. A list of five to seven items gives you several things to work on over a period of time.
2. State goals as declarations of intention, not items on a wish list. "I want to apply to three schools" lacks power. "I will apply to three schools," is intentional and powerful.
3. Attach a date to each goal. State what you intend to accomplish and by when. A good list should include some short-term and some long-term goals. You may want a few goals for the year, and some for two- or three-month intervals.
4. Be specific. "To find a job" is too general; "to find and research five job openings before the end of the month" is better. Sometimes a more general goal can become the long-term aim, and you can identify some more specific goals to take you there.
5. Share your goals with someone who cares if you reach them. Sharing your intentions with your parents, your best friend, or your teacher will help ensure success.
6. Write down your goals and put them where you will see them. The more often you read your list, the more results you get.
7. Review and revise your list. Experiment with different ways of stating your goals. Goal setting improves with practice, so play around with it.
Writing an Effective Goal Statement
Rules for writing goal statements:
1. Use clear, specific language.
2. Start your goal statement with TO + a VERB
3. Write your goal statement using SMART Goal Criteria
4. Avoid using negative language. Think positive!
An example of a goal statement:
* To run the mini marathon in May and complete the 10 mile race in under 1 hour to beat my personal best time.
Notice how the above example begins with the word "To", includes the verb "run", and tells what (the marathon), why (to beat personal best time) and when (May).
Activity
Use this worksheet to identify the specific SMART criteria you will use to write your goal statement.
What is your basic goal? ______________________________________________________________________________
1. Is it specific? (Who? What? Where? When? Why?)
S
__________________________________________________________________________________________________
2. Is it measurable? How will I measure progress? (How many? How much?)
M_______________________________________________________________________________________________
3. Is it attainable? (Can this really happen? Attainable with enough effort? What steps are involved?)
A_______________________________________________________________________________________________
4. Is it realistic? (What knowledge’s, skills, and abilities are necessary to reach this goal?)
R_______________________________________________________________________________________________
5. Is it timebound? (Can I set fixed deadlines? What are the deadlines?)
T_______________________________________________________________________________________________
My Goal Statement
Use the SMART worksheet you just completed and the rules above for writing a goal statement. This should be a work- related goal that you would like to achieve in 12 months or less. Repeat this exercise as needed to write other goal statements.
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Claims About Two Proportions
ID: 10259
Time required 45 minutes
Activity Overview
In this activity, students test claims about two proportions by calculating test statistics, critical values, and P-values. They will find the P-values by finding the area under the curve of a standard normal distribution in the appropriate tail or tails. Once students are comfortable using the formula for the test statistic, they use the 2-Prop z test command in the Calculator application.
Topic: Hypothesis Testing
- Calculate proportions
- Determine test statistics for comparing two proportions
- Find critical values and P-values of a normal distribution
Teacher Preparation and Notes
- This activity assumes students are familiar with the concepts used in hypothesis testing.
- For each problem, have students check that the binomial distribution can be approximated by the normal distribution by finding 1 ˆ n p , 1 ˆ 1 n p , 2 ˆ n p , and 2 ˆ 1 n p . These values can be estimated using mental math.
- Notes for using the TI-Nspire™ Navigator™ System are included throughout the activity. The use of the Navigator System is not necessary for completion of this activity.
- To download the student and solution TI-Nspire documents (.tns files) and student worksheet, go to education.ti.com/exchange and enter "10259" in the keyword search box.
Associated Materials
- ClaimTwoProp_Student.doc
- ClaimTwoProp.tns
- ClaimTwoProp_Soln.tns
Suggested Related Activities
To download any activity listed, go to education.ti.com/exchange and enter the number in the keyword search box.
- Testing Claims About Proportions (TI-Nspire technology) — 10131
- Difference Between Two Proportions (TI-Nspire technology) — 10082
- Comparing Two Means (TI-84 Plus family) — 10258
Problem 1 – I Deserve a Raise!
Introduce and discuss the test statistic that is used for testing a claim about two proportions.
The scenario for the problem is given on page 1.3. Students are to test the claim that a greater proportion of women did not receive raises.
The null and alternative hypotheses for this right-tailed test is:
.
H0: p1 p2, Ha: p1 > p2
TI-Nspire Navigator Opportunity: Quick Poll See Note 1 at the end of this lesson.
Students are to use the Calculator application on page 1.5 to find values they need for calculating the test statistic, z.
They should store each value when calculated by pressing / + h followed by the letter and number.
TI-Nspire Navigator Opportunity: Live Presenter and Quick Poll See Note 2 at the end of this lesson.
On page 1.6, students will find the test statistic using the stored values of 1 2 ˆ ˆ ˆ , , and . p p p
They should find that it is about 1.48648. Explain to students that we do not know if this is, or is not, in the critical region until we know the critical value.
TImath.com
Students are to find the critical value on page 1.7 by using the invNorm command (MENU > Statistics > Distributions > Inverse Normal, or type invNorm directly.
Because this is a right-tailed test, all of the 0.05 is to the right of the critical value.
The critical value is 1.64485. Test statistics greater than this value are in the critical region and not likely to occur when the null hypothesis is true.
Ask students what their decision is and why.
The test statistic is not in the critical region. There is not sufficient evidence to reject the null hypothesis, meaning we cannot say that the proportion of women who did not receive raises was less than the proportion of men who did not receive raises.
This decision can also be based on looking at the P-value. Instruct students to find the P-value by changing the x-coordinate of the plotted point to the value of the test statistic and then find the area to the right of this point using the Integral command (MENU > Analyze Graph >Integral).
The area is greater than 5%. The null hypothesis is only rejected when the P-value is less than alpha, 0.05 for this problem.
TI-Nspire Navigator Opportunity: Live Presenter
See Note 2 at the end of this lesson.
Problem 2 – Special Training
Introduce the scenario on page 2.1 and then have students write null and alternative hypotheses for this two-tailed test.
H0: p1 = p2, Ha: p1 p2.
TImath.com
Students are to find the values of ˆ, p 1 ˆ , p and 2 ˆ p on page 2.3. Because this is a new problem, students can use the same variables to store the values as they did in the previously.
Then students are to find the test statistic on page 2.4.
When determining the critical values, remind students that this is a two-tailed test, so 2.5% of the area under the curve is in each tail.
Have students discuss their decision. They should reject the null hypothesis because the test statistic is in a critical region. The data suggests that there may be a difference in the proportions of men and women who went to the training.
Before advancing to page 2.7, ask students what they know must be true about the P-value. (It is less than 0.05.)
Then, have students use page 2.7 to calculate the P-value by finding the area in one tail and doubling it in the Calculator application or Scratchpad. The P-value is about 0.039.
Problem 3 – Job Satisfaction
Introduce the scenario on page 3.1. Point out that this time; the significance level is at 10%, or 0.10.
Have students write null and alternative hypotheses for this two-tailed test.
H0: p1 = p2, Ha: p1 p2
The scenario gives each proportion, but not the number of successes, that is, the number of men and women satisfied with their jobs. Because they will not be calculating the test statistic in this problem, students need to multiply to find x1 and x2.
In the Calculator application on page 3.4 or Scratchpad, students are to press MENU > Statistics > Stat Tests > 2-Prop z Test. Tell them to fill the cells with the problem data, choose the two-tailed alternative hypothesis, and press OK.
Students will see that the P-value is about 0.146.
Have students discuss their decision. They should fail to reject the null hypothesis because the P-value is not less than 0.10. There is not enough evidence to suggest that the proportion of men satisfied with their job differs significantly from the proportion of women satisfied with their job.
TI-Nspire Navigator Opportunities
Note 1
Problem 1, Quick Poll,
Consider sending a Quick Poll on page 1.4 to check that students are setting the problem up correctly. For those who have it wrong, go back to problem set-up on 1.3 and identify the various parts.
Note 2
Problem 1, Live Presenter, Quick Poll
Consider using Live Presenter to demonstrate how to store calculated values as variables. Also send Quick Polls for the questions on pages 1.5 and 1.6.
Note 3
Problem 1, Live Presenter
Consider using Live Presenter to demonstrate how to enter the z-statistic into the graph as well as how to use the integral tool in finding the p-value. Once these are both done, use the final display to discuss why we fail to reject the H0. | <urn:uuid:0b496be4-165f-477f-9cfe-4162d5fe797b> | CC-MAIN-2021-49 | https://education.ti.com/-/media/63FAD11BBF424E20AD3B6796139EB896 | 2021-12-02T06:57:31+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00118.warc.gz | 301,368,567 | 1,642 | eng_Latn | eng_Latn | 0.993968 | eng_Latn | 0.99744 | [
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Section 1A: Comprehension and Insight skills based on short stories
Module 3Exercise 1
How to show evidence of critical or analytical interpretation of a short story
Before you begin
What you need:
Related text: "Cranes Fly South" by Edward McCourt
Approximate time this exercise should take you: 30 minutes
Reminder
Now you are ready to present an insightful and sensible analysis of the text. In the first exercises of Module 1 and 2, we thoroughly analysed the main idea of the text and identified how the author employs techniques and devices to develop a clear understanding of the short story "Cranes Fly South." In order to demonstrate your critical and analytical interpretation of the text, you must distinguish between summary and analysis. (Summary simply retells the basic plot events, whereas analysis explains why the plot, etc., is meaningful.) In addition, you must show that you have understood and not misread the text.
Instructions
From the examples below, select the responses that express a critical or analytical interpretation of "Cranes Fly South," rather than a plot summary or a misreading of the text. Decide whether the selection is acceptable or unacceptable. Check for the correct answer and explanation in the Answer key.
Exercise 1
1. In “Cranes Fly South,” Edward McCourt tells the story of Lee, who helps his grandpa to enjoy the flight of a whooping crane one fall day. Lee takes his grandpa to the slough, even though it is a cold, bleak day. The grandfather witnesses the flight of the crane and becomes very excited.
Acceptable__________
Unacceptable__________
Reason:
2. Lee is determined that Grandpa see the whooping crane again because he knows what this experience will mean to Grandpa. Lee overcomes his own initial hesitation and reluctance about taking Grandpa out on the cold, bleak day, because he realizes that Grandpa’s desire and enthusiasm about seeing the whooping crane again are much more important at that moment than following the rules and guidelines about Grandpa’s care that his mother would have wanted him to follow.
Acceptable__________
Unacceptable__________
Reason:
3. The potential extinction of the whooping crane mentioned in the beginning of the story relates to the idea of the importance and appreciation of life. Grandfather knows life is short and that he must see the overwhelming beauty of the crane, just once more, before he dies. In a sense, Grandpa is reliving an important part of his earlier days, 40 years before, when he was a much younger man, because he also knows that his own life is beginning to fade.
Acceptable__________
Unacceptable__________
Reason:
4. McCourt uses symbolism in the short story. Symbolism provides an extended meaning for the reader. The writer’s symbols are the crane and the pale sky.
Acceptable__________
Unacceptable__________
Reason:
5. Grandpa recovers from his illness at the end of the story. Lee is so happy about this as is explained by his final line when he says, “He’s gone south.” Grandpa finally will have a chance to see the sea. This is important because Grandpa always wanted to go south to Texas, just like the whooping cranes.
Acceptable__________
Unacceptable__________
Reason:
6. When Bessie, the old mare, breaks into a startled trot, the reader realizes that she, like grandpa, has a feeling of revival—a purpose and meaning in life. When Bessie’s gait transforms into a reluctant walk, Lee knows she will succeed in bringing them safely to the slough. This can be compared to the difficulty Grandpa experiences maintaining the energy needed to accomplish his goal. Bessie’s determination mirrors Grandpa’s.
Acceptable__________
Unacceptable__________
Reason:
7. Lee’s mother and father are both very angry and blame Lee for Grandpa’s death.
Acceptable__________
Unacceptable__________
Reason:
8. Lee is so depressed and anguished over Grandpa’s death that he will never forgive himself for taking Grandpa to see the crane fly south.
Acceptable__________
Unacceptable__________
Reason:
9. The mood and tone set by the final events of the story—Grandpa’s delirious raving, the mother’s reaction, the father’s reaction and Lee’s final thoughts—demonstrate to the reader that children have insight into life and death that adults may not necessarily appreciate.
Acceptable__________
Unacceptable__________
Reason:
10. The significance of the title of the story, “Cranes Fly South,” indicates to the reader that whooping cranes fly south in the winter to escape the cold.
Acceptable__________
Unacceptable__________
Reason:
Answer key
1. Unacceptable. This passage is straight plot summary. It only tells about what happens in the story, but not why these points of plot occur.
2. Acceptable. This shows critical thinking because it provides an interpretation of why seeing the whooping crane again is so important to Lee and his grandfather.
3. Acceptable. This shows critical thinking because the reader has made a connection between the bird and its meaning in the story.
4. Unacceptable. This passage mentions that symbols are used but omits the explanation of how the symbols are connected to the theme.
5. Unacceptable. This is a misreading of the text. "He's gone south" is a symbolic statement referring to Grandpa's final joy before his death and that he is, perhaps (depending on a person's belief system), in a happier place.
6. Acceptable. This passage clearly takes a critical distance and analyses the comparison between the mare and the grandfather.
7. Unacceptable. This is also a misreading of the text. The mother is forgiving, and the father condones (agrees with) Lee's decision to take his grandfather to see the whooping crane, saying he wished he had been there.
8. Unacceptable. This is a misread. Lee is very happy he helped Grandpa to experience the crane's flight. He is sad his grandfather has died, but he does not regret his decision.
9. Acceptable. This is a clear connection between the ending of the story and its theme (main idea). Look back at the Module 1, Exercise 1 Answer key for a reminder of some suggested theme statements.
10. Unacceptable. This is only a literal (direct) interpretation. It does not explore the symbolic significance of the title at all.
Section 1A: Comprehension and Insight skills based on short stories
Module 3
How to show evidence of critical or analytical interpretation of a short story
Exercise 2
Before you begin
What you need:
Related text: "Cranes Fly South" by Edward McCourt
Approximate time this exercise should take you: 30 minutes
Reminder
Now you are ready to present an insightful and sensible analysis of the text. Because you should now have a strong understanding of the text, you should be able to provide a critical and analytical interpretation of it. Remember: this is where you show what you have interpreted and analysed. One of the mistakes many students make in this objective is writing a plot or text summary rather than an analysis of the text.
Instructions
In the exercise below you will find five paragraphs, each summarizing a part of the plot of the story. Your task is to transform the summary into an analytical paragraph where you discuss the significance of the passage in the short story by showing how it illustrates one of the main themes of the text. (See Module 1, Exercise 1 for sample theme statements.) Refer to the Answer key below for possible responses. Compare your own response to the suggested response for tone and content.
Exercise 2
Summary 1
At the beginning of the story the grandfather describes to Lee how the sound he hears when the cranes fly overhead is like thunder or even a freight train passing right over your head. Lee, then, insists to Grandpa that he really did see a whooping crane. He even describes the black tips of his wings. Grandpa is in a state of disbelief because he says, “Ain’t no whoopin’ cranes nowadays.”
Summary 2
Lee knows Grandpa is old and feeble. Because of this frailty, Lee’s mother has advised him not to allow grandpa to get excited. Grandpa does get excited but convinces Lee to take him on the three-mile trip to see the whooping crane. Grandpa even knows how they will get there—by using a horse and buggy that hasn’t been used for years.
Summary 3
Grandpa decides he has changed his mind about seeing the crane. He is tired and wants to go home. He doesn’t think there are any cranes are left to see. Lee encourages Grandpa and helps him dismount the buggy and walk toward the slough. Grandpa continues to be very cold, though, as he huddles under his great coat.
Summary 4
Grandpa sees the crane. He stands up to see the crane fly into the pale sky. He is excited. He and Lee stand together watching the crane rise steadily higher swinging into a wide arc. Eventually, the bird fades into the distance. The light in Grandpa’s eyes also fades and goes out. Grandpa comments that the whooping crane has gone south.
Summary 5
Toward the end of the story, Lee realizes that his grandfather is sick—very sick. He is weak and has no strength to lift his head from the pillow. Grandpa is muttering words that only Lee understands. Eventually Lee falls asleep on the couch alone in the living room. Later, Lee awakens and feels the house is strange and lonely. His mother then approaches, and she tells Lee that Grandpa has died.
Answer key
The paragraphs below are possible analytical responses. Each summary from the exercise above has been transformed into a critical response.
Summary 1 – CRITICAL AND ANALYTICAL VERSION
In the introduction of the story, the reader is introduced to the importance of the whooping crane. First, Grandpa describes the power of their flight, equating the sound and power of their movement with that of thunder or a freight train. The significance of the cranes in the story is further reinforced when Lee convinces his grandfather that he has recently seen one of these mighty birds with the black-tipped wings, even though the species is almost extinct. This exchange between Lee and Grandpa sets the tone of suspense in the story as the reader wonders what role Lee's discovery will play.
Summary 2 – CRITICAL AND ANALYTICAL VERSION
Grandpa, old and feeble like the mare, Bessie, experiences a feeling of excitement and re-birth as he realizes that a three-mile trip to see a whooping crane once again is within his reach. Grandpa's age and weariness is compared to the horse and buggy, also aged, yet significantly enough, their ages do not hinder their ability to embark on their adventure together.
Summary 3 – CRITICAL AND ANALYTICAL VERSION
A complication in the plot arises when the grandfather feels he is too cold and tired to continue to the slough where Lee had spotted the crane. Even though Grandpa is ready to give up and succumbs to his weakness and frailty, Lee finds a way to encourage Grandpa to persevere.
Summary 4 – CRITICAL AND ANALYTICAL VERSION
When the crane flies up into the pale sky, Grandpa is overwhelmed and overjoyed to see this majestic sight once again. The experience is almost spiritual as Grandpa appears to come to youthful life again as he experiences the same joy as he had forty years earlier when he witnessed the same powerful image.
Summary 5 - CRITICAL AND ANALYTICAL VERSION
Irony is demonstrated in the story when it appears that only Lee understands what his grandfather is muttering while lying on his death bed. The adults misinterpret Grandpa's ranting as delirium— but Lee knows differently. He, with Grandpa, experienced joy together in the final stage of the cycle of life and only Lee deeply understands the meaning in Grandpa's final words. | <urn:uuid:0b690071-60fe-4da8-b9e3-31bf009a4aec> | CC-MAIN-2021-49 | https://www.ccdmd.qc.ca/en/pdf/Cranes_3.pdf | 2021-12-02T06:34:06+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00118.warc.gz | 754,984,208 | 2,496 | eng_Latn | eng_Latn | 0.998089 | eng_Latn | 0.998816 | [
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BANNING STATE PARK
FOR MORE INFORMATION
Banning State Park P.O. Box 643 Sandstone, MN 55072 (320) 245-2668
Department of Natural Resources Information Center 500 Lafayette Road St. Paul, MN 55155-4040
(651) 296-6157 (Metro Area) 1-888-646-6367 (MN Toll Free)
TDD (Telecommunications Device for Deaf) (651) 296-5484 (Metro Area) 1-800-657-3929 (MN Toll Free)
mndnr.gov/stateparks
BANNING STATE PARK is located in Pine County, four miles north of the city of Sandstone. The park entrance is off I-35 and Minnesota Highway 23. State highway map index: L-12.
The park was established by an act of the Minnesota State Legislature in 1963 with a statutory boundary of 5,246 acres. A 1971 expansion increased the park size to 5,877 acres. In 1986, the park boundary was expanded to include the Log Creek Drive area, with 360 acres increasing the park size to 6,237 acres.
The park constitutes land adjacent to a ten-mile stretch of the Kettle River, a state Wild and Scenic River. The park's watersheds include the Kettle River, Wolf Creek, Log Creek, six streams, and three springs.
The Banning Rapids, a highly-scenic portion of the Kettle River, is comprised of five spectacular segments: Blueberry Slide, Mother's Delight, Dragon's Tooth, Little Banning, and finally, Hell's Gate. These rapids provide one of the state's most challenging river experiences for canoeing and kayaking. Other features which attract people from throughout the state include park trails, camping, picnicking, and an excellent site for natural history study.
WILDLIFE: One hundred and eighty-four species of birds inhabit or visit Banning State Park annually. Also, 17 species of reptiles and amphibians and 34 species of mammals live in the park. Common species include: white-tailed deer, black bear, coyote, fox, raccoon, beaver, red and grey squirrels, snowshoe hare, and ruffed grouse.
TOPOGRAPHY: One of the most dominant characteristics of the park is the shallowness of the soil over bedrock. The Kettle River extends the entire length of the park, exposing bedrock for much of the distance. In other large areas, boulders are exposed or lie just below the surface.
In the northern section, the river flows through a relatively shallow and narrow valley cut into glacial drift. Within a few miles, the river valley narrows to a gorge worn by the river through Precambrian sandstone to a depth of 100 feet. At "Hell's Gate," the river flows through sheer cliffs which rise to 40 feet above the water. Below the rapids, the valley once again begins to broaden. Beyond the valley walls, the topography is generally a level to gently-rolling glacial till plain.
Original vegetation communities were composed primarily of Norway and white pine interspersed with aspen and birch. Today, as a result of logging and forest fires, vegetation communities are dominated by aspen and birch. Only remnant stands of pine remain.
HISTORY: Historic sites in the park include the former Banning townsite and associated sandstone quarries. During the early 1890s, the quarry was developed along the Kettle River near the area now know as "Hell's Gate". The durable strength and warm pink color of this sandstone made it very popular for building construction. In 1882, the quarrying company employed 500 stonecutters. On September 1, 1894, the great Hinckley forest fire swept through the area inflicting heavy financial losses on the company and on the St. Paul and Duluth Railroad line serving it.
Business resumed after the fire and by 1896, a village was platted on the fields above the quarry. This village was named in honor of William L. Banning, president of the St. Paul and Duluth Railroad at the time its main line was completed between the two cities. The village grew and, shortly after the turn of the century, was incorporated with a population of about 300. By this time, however, contractors were beginning to use structural steel for building construction and, by 1905, all work had ceased in the quarry. By 1908, the population of the town had declined to 150. Fires continued to plague the village and, by 1912, Banning virtually ceased to exist. Today, all that remains of the site are weathered concrete ruins in the second-growth forest along the river bank. Some of the old quarry processing buildings remain, along with some stone sliceways and long stretches of stone fragments along the river.
SO EVERYONE CAN ENJOY THE PARK...
* The park belongs to all Minnesotans. Please treat it with respect and help us to protect it by following the rules.
* The park is open year-round. On a daily basis, the park gate is closed from 10 P.M. to 8 A.M. the following morning except to registered campers.
* Build fires only in designated locations—fire rings or fireplaces. Wood is available for purchase from park staff. Portable stoves or grills are permitted.
* The use of firearms, explosives, air guns, slingshots, traps, seines, nets, bows and arrows, and all other weapons is prohibited in state parks.
* Daily or annual permits are required for all vehicles entering a state park. They may be purchased at the park headquarters or the Information Center in St. Paul (see
* Park in designated areas only.
* Camp only in designated locations.
* Pets must be restrained on a leash no longer than six feet. Pets are not allowed in park buildings.
* Motor bikes and other licensed vehicles are allowed only on park roads, not on trails.
* Enjoy park wildlife and plants but please respect them. Do not pick or dig up plants, disturb or feed animals, or scavenge dead wood.
"FOR MORE INFORMATION" to left).
This information is available in alternative format upon request.
"The Minnesota Department of Natural Resources is an Equal Opportunity Employer" Minnesota
© 5/2016 by State of Minnesota, Department of Natural Resources
DEPARTMENT OF
NATURAL RESOURCES | <urn:uuid:147e4345-cbf5-4b64-81bf-862bd98cfb6e> | CC-MAIN-2016-26 | http://files.dnr.state.mn.us/maps/state_parks/spk00103_summer.pdf | 2016-06-26T10:06:57Z | crawl-data/CC-MAIN-2016-26/segments/1466783395160.19/warc/CC-MAIN-20160624154955-00145-ip-10-164-35-72.ec2.internal.warc.gz | 110,708,953 | 1,347 | eng_Latn | eng_Latn | 0.997412 | eng_Latn | 0.997412 | [
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Undergraduate Humanities Forum 2007-2008:
Origins
University of Pennsylvania ScholarlyCommons
Undergraduate Humanities Forum Research Fellows
4-1-2008
Origins of Unity and Communalism in Gujarat, India
Rajiv Bhagat University of Pennsylvania
URL: http://humanities.sas.upenn.edu/07-08/uhf_fellows.shtml
This paper is posted at ScholarlyCommons. http://repository.upenn.edu/uhf_2008/2
For more information, please contact firstname.lastname@example.org.
Origins of Unity and Communalism in Gujarat, India
Abstract
"Before I tell you what happened to in 2002…Do you know the history behind this? Do you understand the origins, how all this started?" To the majority of residents living in the city of Rajkot in the state of Gujarat, India the 2002 riots are comprehensible only as addendums to a kind of perennial Hindu-Muslim communal conflict that they describe as having waged for "many years" in the region. But, the central ambiguity to decipher is this term "many years." While it might seem as if residents are referring to a historically significant time period beginning in the medieval ages and concluding now, within minutes of interviewing them, regardless of their gender, class, age or religion, it becomes clear that even ancient history to them is in fact the history of India's independence. The term "many years" is specifically referring to a fairly recent 1990's decade of violent Hindu-Muslim relations, sparked by destruction of the Ayodhya mosque in 2002. This raises the logical question: so why is no one talking about preindependence Hindu-Muslim relations?
The answer to this question becomes fairly evident from interviews. If a Rajkot resident is asked specifically about the earliest pre-independence history of Hindu and Muslims relations in Gujarat, the response if given, usually by an older male Hindu resident2, focuses on tale of the Mahmud of Ghazni and his destruction of the Hindu temple at Somanatha. A very general discussion of undefined or dateless instances of "Muslim" capture and torture of Hindu kings and residents follows. Rarely is the distinction of Mahmad of Gazni as a Turkish versus Arabian ruler mentioned. Rarely is the distinction between oppressive Muslim political ruler and oppressive Muslim general citizen made.
Comments
2007-2008 Penn Humanities Forum on Origins, Undergraduate Mellon Research Fellows.
URL: http://humanities.sas.upenn.edu/07-08/uhf_fellows.shtml
Penn Undergraduate Humanities Forum
Origins of Unity and Communalism in Gujarat, India
By Rajiv Bhagat
Penn Humanities Forum Mellon Undergraduate Research Fellowship, Final Paper April 2008
Rajiv Bhagat, College '09
1
Introduction
Defining the Problem:
"Before I tell you what happened to in 2002…Do you know the history behind this? Do you understand the origins, how all this started?" 1 To the majority of residents living in the city of Rajkot in the state of Gujarat, India the 2002 riots are comprehensible only as addendums to a kind of perennial Hindu-Muslim communal conflict that they describe as having waged for "many years" in the region. But, the central ambiguity to decipher is this term "many years." While it might seem as if residents are referring to a historically significant time period beginning in the medieval ages and concluding now, within minutes of interviewing them, regardless of their gender, class, age or religion, it becomes clear that even ancient history to them is in fact the history of India's independence. The term "many years" is specifically referring to a fairly recent 1990's decade of violent Hindu-Muslim relations, sparked by destruction of the Ayodhya mosque in 2002. This raises the logical question: so why is no one talking about preindependence Hindu-Muslim relations?
The answer to this question becomes fairly evident from interviews. If a Rajkot resident is asked specifically about the earliest pre-independence history of Hindu and Muslims relations in Gujarat, the response if given, usually by an older male Hindu resident 2 , focuses on tale of the Mahmud of Ghazni and his destruction of the Hindu temple at Somanatha. A very general discussion of undefined or dateless instances of "Muslim" capture and torture of Hindu kings and residents follows. Rarely is the distinction of Mahmad of Gazni as a Turkish versus Arabian ruler mentioned. Rarely is
1 Translation of a frequent question asked in Gujarati during personal interviews that I conducted with over summer of 2005 under a Penn South Asia Studies Undergraduate Research Award grant.
2 The 2002 riots in the city of Rajkot specifically targeted the city's Muslim population and therefore Muslims interviewed focused understandably on entirely present issues and very recent history.
the distinction between oppressive Muslim political ruler and oppressive Muslim general citizen made.
These responses reveal, first and foremost, that besides one or two events, stamped into cultural memory, city residents have a significant lack of detailed, unbiased knowledge of the earliest moments of Hindu-Muslim relations in their home state. Furthermore, even if this detailed political history is presumably known by citizens, or well known by local academic scholars in the region or abroad, there is a lack of information about, understanding of, or acceptance of the social history. Hindu-Muslim antagonism examined at the upper political level seems to mask understanding HinduMuslim antagonism and its creation at the basic social level, as a social concern of the subaltern, a concern as it remains today in the present.
Addressing these concerns, the goal of this paper is to affirm the role of the political and social pre-independence history of Hindu-Muslim relations, a history of unity and antagonism, in understanding and helping to ease the repercussions of the present 2002 conflict in the Gujarat region.
The paper begins by providing a thorough political history of the inception of Hindu-Muslim relations in the Gujarat region in part I. It then, in part II, moves on to focus on more local primary sources, such as folk culture and Sufi literature, to analyze the social history of this early Hindu-Muslim relation time period, specially investigating the earliest documented moments and themes of unity. Following the investigation of the very origins of Hindu-Muslim relations and unity, the paper in part III focuses on first documented instance of communal rioting, as referring to significant antagonism erupting within social sphere between Hindus and Muslims, in Ahmedabad in 1713. The paper
investigates the reasons behind this communal riot through a historical analysis of the events leading up to the conflict. From this point, the link is made in a short part IV between the causes behind the 1713 communal riot and the causes behind the more recent 2002 communal riots. Finally, in an attempt to use the research work done to address the current conflict in the area, the last part V of the paper illustrates how to use poetry as a means to communicate the link of the past and present to youth in the city of Rajkot to help mitigate current misunderstandings and prejudice.
Part I: A Political History
Arab Presence in Gujarat (600-1000 A.D.):
The earliest records of Muslim presence in the region of Gujarat are a few accounts of Arab traders who came on shore of several current Gujarat cities at the very beginning of the 7 th century. These accounts provide a first look at the territory of Gujarat and note the strong Rajput forces over the region 3 .
In addition to Arab traders traveling by sea, small Arab raids began to go into the Gujarat region by land. The first raid came in the year 635 A.D. when the governor of Bahrein sent an expedition against the city of Bharuch. However, it is important to note that these raids were not for the purposes of conquering the territory and were more for exploratory purposes. This can be seen in the way the leader of the first raid was rebuked for his decision by his upper lieutenant, "I swear by God that if our men had been killed, I would have taken an equal number from thy tribe" 4 and the kind of observations found in the report from another raid shortly afterwards ordered by next reigning leader Usman, "Water scarce, fruits inferior, robbers impudent, the army if small, likely to be lost, if numerous, likely to perish by hunger or thirst." 5
The capture of the bordering region of Sindh by the Arabs led to much more serious attempts by Arab armies to gain control of Gujarat cities. These Arab invasions, from 724-738 A.D, even began to be recorded by Gujarat Rajput leaders. Rulers Pratihara king Nagabhata, the Chalukya ruler of Lata, south Gujarat, Avanijanasraya Pulakesiraji,
3 Elliot and Dawson. History of India as Told by Its Own Historians (E&D). Volume I. Early Arab Geographers
Idem, 178.
4 Al-Balazuri, Futuh-ul-buldan, II, 176-177 (Urdu translated). Osmania University, Hyderabad [from Mistra's Rise of Muslim communities in Gujarat] 5
and also Gurjara king Jayabhata IV all were noted as attempting to thwart these significant invasions. 6 The number and intensity of invasions dwindled over the course of this century, however periodical raids continued throughout the late 8 th century (notable raids taking place at Portbandar in 758 and 776) 7 .
The 10 th century marked an influx of Arab traders coming directly to Gujarat region ports from the Middle-East and exploring the area well to report political and cultural practices to Arab leaders in Sindh. Several of these Arab travelers left detailed accounts of the climate and practices taking place in the Gujarat region. One particularly vivid account was written by Al Biruni (970-1039 A.D.), who visited the region in the early period of his life: "There is a road from hence by land as well as by the shore of the sea to Guzerat which is a large country within which are Kambtiya, Somnat, Kankan, Tana, and several other cities and towns. It is said that Guzerat comprises 80,000 flourishing cities, villages, and, hamlets. The inhabitants are rich and happy and during the four seasons no less than seventy different sorts of roses blow in this country. The crops which grow in the cold season derive their vigor from the dew. When that dries, the hot season commences and that is succeeded by the rainy season which makes the earth moist and verdant. Grapes are produced twice during the year and the strength of the soil is such that cotton plants grow like willows and plane trees and yield produce ten years stunning…The men of Kambaya bring tribute from the chiefs of the island of Kis. Sugar from Malwa, badru, and baladi are exported in ships from the coasts of Guzerat to all countries and cities.' 8 His account highlight the immense size and development of the Gujarat region ("80,000 cities, villages, and hamlets"), the good agricultural conditions
6 Idem, 194-196
8 E&D. Vol I. Arab Merchants. Al Biruni, 67).
7 E &D. Volume I. Nadwi, op. cit. 277
("strength of the soil" and "produce ten years running"), and the high level of trading taking place ("ships from the coasts of Gujarat to all countries and cities").
However, in addition to assessing the productivity and success of Gujarat, Arab travelers, at this time, also captured the earliest Hindu-Muslim relations in the Gujarat area. One traveler Ma' sud, the Arab Herodotus, wrote an account of the nature of treatment of Muslims in Gujarat towns: "In no other Indian ruler's lands are the Arabs and the Muslims treated so well as in [this]. They have their Jami' mosques in [this] land and are happy in all ways." 9 Another traveler Abu Ishaq al-Istakhri wrote about the significant increase of the Muslim population within Gujarat cities saying, "It is a land of infidels, but there are several Musalmans in cities and none but Musalmans rule over them. There are Jama masjids in them." 10 Inscriptional evidence further suggests that not only were Arab residents, at this time, just temporarily living in towns where they traded, but that they had in fact begun to become powerful and permanent city residents. AlBammi family of the city of Cambay, a Muslim family, left several records of their wealth and legacy in the city. 11
Despite their increasing Arab presence within the cities, with the 11 th century began the downfall of Arab control over India with the incursion of Turkic military and political power led by Mahmud of Ghazni. While the Arab forces had made their presence established in the Sindh region in the early 8 th century, they had been unable to get into the interior of subcontinent due to the bordering Thar Desert and strong Rajput rule in the Gujarat region. Their control and influence in this confined Sindh region was
9 Maulana Sulaiman Nadwi, Arab-Hind ke ta'aluqat (Urdu) (Hindustan Academy, Allahabad, 1930), 280 10 E & D.,Volume 1. 27
11 Z.A. Desai, "Arabic Inscriptions of the Rajput period from Gujarat," Epigraphica Indica: Arabic and Persian Supplement, 1961, 1-24.
therefore easily removed as Mahmud of Ghazni began to make frequent raids into the Indian subcontinent beginning in 1001. All that was left of the Arab presence in India was the sizeable population of Arab residents who continued to live within cities and towns, including those within the Gujarat region.
Beginning of Turkish Rule in India, Establishment of the Sultanate, and Early
Turkish Rule in Gujarat (1000-1411 A.D.)
12 :
Early Campaigns:
Mahmud of Ghazni began his incursions into India by first taking the territory near the Indus River in Pakistan and then moving eastward into the Gangetic valley in the 11 th century. Overall, he ended up leading a total of 17 expeditions into the India subcontinent, taking the booty received from each expedition back home to Ghazni, a city in what is now Afghanistan,. His last expedition in 1025-1026, resulted in the well-known destruction and sacking of Somanatha temple in the Gujarat region.
While many Hindus in the Gujarat region today claim that Ghazni's sacking of the temple was a driven purely by religious zeal, a better understanding of the historical context of the time period provides a more complicated picture. Ghazni's past incursions involved not only attacking Hindu sites but even Shia Muslims. In these incursions, the
12 I have used two respected secondary sources (which are based on extensive Persian, Arabic, and Jain primary sources) to relate this detailed political history: 1) The Rise of Muslim Power in Gujarat by Baroda University expert C.S Misra and 2) India before Europe by Catherine Asher and Cynthia Talbot
economic benefit of conquest was a critical driving factor. Furthermore, the conquering of the temple, the central symbol of the city and the region, itself can also be seen as a expression of Mahmud's personal glory instead the glory of Islam over Hinduism, having marked Mahmud's accession of a valuable and significant trading territory. 13
Mahmud of Gazni died four years later in 1030 at the age of 59 due to lethal tuberculosis and Gujarat then remained relatively free of intrusion for another 2000 years while the development of the Delhi Sultanate was taking place.
Brief overview of the establishment of the Delhi Sultanate:
The Turkic raids that followed in the 12 th century were led by a new leader, Muhammad Ghuri. He began his first campaigns specifically in South India in 1175. However, unlike Mahmud of Gazni, Muhammad Ghuri had a much more of an expansionist agenda, hoping to annex the territories he acquired in India instead of simply taking the spoils. His Ghurid forces made their way into Northern India in 1192, with the defeat of Privthviraj Chauhan at the Battlefield of Tarain. Ghurid forces finally reached and established a permanent garrison in Delhi in 1193, led by Ghuri's Turkic slavegeneral Qutb al-Din Aibak.
Muhammad Ghuri, in his time, had created a complete slave order: a fraternity of Turkic Suni Muslim military slaves, such as Qutb al-Din Aibak, trained by Muhammad himself and appointed to all high government offices. Following Ghuri's death in 1206, these military slaves participated in an intense competition for power. In the end it was Shams al-Din Iltutmish in 1210 A.D. who took full control, consolidating all of Ghuri's conquests into the creation of a Delhi Sultanate. The term Delhi Sultanate itself referred
13
Summarization of conclusions made in the research work
Somanatha by Romila Thapar
to the severing and definition of the Indian portion of the Ghurid Empire from the home territory in Afghanistan, in large part attributable to Iltutmish.
Iltutmish also made several strides to ensure the sophistication as well as the definition of the Sultanate. He encouraged scholars from Central Asia to come into Delhi by offering them land and had Arabic texts translated into Persian, the national court language of the Delhi Sultanate. He made sure to protect the Sultanate from attacks by Mongol invasions.
Another strong leader of the early Delhi Sultanate time period was Ghiyas ud din Balban. He ruled from 1246-1266 A.D. In this time, Balban better unified Sultanate territories by centralizing their administration. He also broadened the base of the Sultanate government itself to include those Muslim elements that had been excluded by a closed oligarchy of Turks. The better organization of the Sultanate allowed it to hold off several Mongol attacks and to begin expansion into regions such as Gujarat.
Following Balban, the next and most significant leader of the Delhi Sultanate was Ala-ud-din. It was during Alu-ud-din's time that Turkish rule began in Gujarat.
Ala-ud-din accessed the throne in 1296, succeeding Firuz Khulji, his father-in-law. The way in which he accessed the throne was radical for his time. Ala-ud-din, by a coup, captured the title from his own family members. His action violated all accepted ethical norms. He was opposed by all except for his followers. So that when he did take power, he took power with no strings attached. He did not have to listen to anyone, not his family, not the very traditional Muslim religious groups, such as the ulema, or the wealthy elite.
With this freedom, as a despot, Ala-ud-din's made radical changes to the Sultanate for its betterment. He began by removing the racial oligarchy that had dominated politics for years. He instead encouraged distribution of power to those who he felt were capable and loyal, irregardless of race or religious sect. As for the military, he reformed his military aristocracy to be based on talent and not on noble birth and instituted a very efficient spy system. These steps were pivotal to ensure optimal stabilization of the Sultanate.
Alu-ud-din also became the first leader to capture the strong support of the local citizens. Alu-ud-din became an idol. He inspired citizens to support the military and political leaders through extravagant public rallies. He fueled their imaginations by making them feel they were all capable of attaining any position based on their merit and eased their financial burdens with policies encouraging employment, price controls, and frequent cash benefits to all. Most of all, Alu-ud-din exuded a strong sense of personality. He embodied the might of the Sultanate and his barbaric splendor claimed followers of all classes, religions, and races.
Finally, Alu-ud-din instituted the imperial expansion phase of the Sultanate. Unlike past rulers who, after carefully claiming a territory worked to fully integrate the new territory into the Sultanate, Alu-ud-din pushed for quick acquisition and then the relative independence of each conquered territory. He did not force newly conquered areas to be linked to central authority or laws. Besides paying tax and acknowledging his title, Alu-ud-din left the rest of the governance of each new acquired territory up to his lieutenants that he put in charge. Alu-ud-din's organization of the Sultanate, with very
little central control of outlying acquired new territories, led to significant future problems of Sultanate stability.
Beginning of Turkish Rule in Gujarat:
Several local Rajput and Jain accounts 14 have attempted to explain the reason behind Turkish invasion of the Gujarat region under Alu-ud-din. One explanation has been common to all accounts: the story of Gujarat Raja Karna and his second in command Madhava. The story is about how Raja Karna betrays Madhava by taking away his wife and killing his brother. As revenge, Madhava travels to the Sultanate capital of Delhi and tells Alu-ud-din to invade Gujarat and make Karna pay for his actions. What is interesting about the story is how it explains a very political event in terms of a simple concept of revenge that is completely apolitical. It sheds light on a subaltern population's attempt to make sense of politics around them.
Of course, the well accepted cause of Turkish invasions in historical court accounts and academic circles is wealth. Having heard the extreme wealth of resources available in Gujarat from spies and traders, Alu-ud-din attacked the region to loot it.
The campaign to invade the Gujarat region commenced in 1299. Alu-ud-din ordered two of his finest lieutenants, Ulugh Khan and Nusrat Khan, to lead the campaign. They began invading in the Gujarat town of Modasa, then went through the North Gujarat plains, and finally reached the capital city of Patan where Raja Karna resided. Anticipating his loss to the invading forces, Raja Karna fled Patan and the Turkish troops
14 Rajput and Jain Accounts: Rasmala, Kamhod-de-prabandh of Padmanabha. Collection in Saurasthra University, Rajkot, India.
therefore ravaged the city, looting its resources and destroying its infrastructure. The troops than retraced the path of Mahmud of Gazni, to destroy and loot temples, including the temple at Somanatha. Following this looting and destruction together, both leaders split up to plunder cities individually. Ulugh Khan plundered the cities of Vanthali and Junagadh, while Nusrat Khan plundered the cities of Cambay and Mainland. In the end, in a surprising move, both lieutenants simply returned back to the Sultanate capital in Delhi to give in their spoils, without making any effort to consolidate the newly conquered territory. Therefore, Raja Karna was able to retake authority and rule of the region.
In 1305 and 1306, with a let up in Mongol attacks on the Sultanate, Ala-ud-din finally had a second opportunity to attack the Gujarat region. To lead this second invasion, he commissioned two new lieutenants, Malik Ahmad Jhampar and Panjuman. The intent of this second invasion was indeed to establish permanent rule in the region. Following the removal of Raja Karna and the successful retaking of the largest cities of Cambay and Patan, the capital, this time Ala-ud-din ordered Malik Ahmad to remain in the region two months and then to choose a lieutenant to rule after this time. Two months later, feeling that Malik Ahmad's appointed lieutenant was not able to rule the land, Alaud-din ordered his own brother in law, Alp Khan to move to Patan. Alp Khan ruled Gujarat as governor from 1306 until his murder in 1315.
It is important to note than during this time, in which it appeared the Sultanate finally had a firm grasp over the Gujarat region, the level of control was only over the highest level of the Rajput power structure but not its lower levels. Furthermore, strongholds of Rajput control, such as the entire region of Saurashtra, remained.
Nevertheless, Alp Khan was able to effectively handle managing Gujarat and its immense variety of racial and religious groups. For example, cities in Gujarat at this time contained Muslims of various different races: Afghans, Arabs, and Ismali Shiahs, each with different interests. In addition, the cities contained large populations of Hindus and Jains. Alp Khan made sure to respect these diverging groups, their beliefs, and to facilitate their interaction together.
As he was such a respected and beloved figure, Alp Khan's murder in 1315 led to revolt in the region. Gujarat residents believed Khan's death was planned by the Consulate leaders at the capital. Therefore, in 1316, lieutenants of the Alp Khan, Hyder and Zirak instigated a rebellion to avenge their governor's death. They signaled their anger toward central Delhi authority by burning and killing carrier of news from Alu-uddin. In response, Alu-ud-din immediately began work on planning another invasion in the area to quell the uprisings. However, in 1316, Alu-ud-din died before he had a chance to set up the invasion. The death of Alu-ud-din led to a retraction of most troops back to capital in order to help decide a new leader for the Sultanate. In this way, Hyder and Zirak were able to take firm control of the entire region of Gujarat and Gujarat essentially succeeded from the Sultanate.
By the end 1316, Malik Kafur firmly established himself as the Alu-ud-din's successor. He immediately sent one of his nobles, Ain-ul-mulk to Gujarat to retake control of the region. However, as Ain-ul-mulk's forces made their way to Gujarat, Kafur was assassinated. Mubarak Shah took over quickly and under him Ain-ul-mulk was successful in quelling insurgent forces in Gujarat. With all territories restored to Sultanate control, Mubarak Shah appointed a trusted noble, Malik Dinar, in charge of the region as
governor in 1317.
Malik Dinar maintained stable control of the region and worked to better integrate Gujarat within the large Sultanate. He made sure Rajputs were kept down, and made improvements in revenue collection to ensure fast and regular collection of taxes and remittance of money to the capital. However, Malik Dinar was able to stay in charge of Gujarat for only a few months. He was replaced by Husam-ud-din in 1318 of a few months, and Husam-ud-din was replaced by Taj-ul-mulk.
In 1320, Sultanate Mubarak Shah was assassinated and Tughuluq Shah took over. Concerned about the frequent uprisings in outlying area of the Sultanate, such as Gujarat, Shah made reducing the autonomy of governors and creating a strong central government his two top priorities. However, even before he could begin to address these top priorities, problems began. In 1321, just one year following Shah's appointment, Afghan rebellions began to take place in Gujarat. These rebellions were caused by anger within local Afghans over new government policies advocating the removal of the elderly, mostly Afghans, from government office and more utilization of Afghans in the military. The rebellions continued to build in size up till 1343 when they reached a climax during the rule of Muhammad Bin Tughulug, Tuguhlug Shah having died in 1325. In 1343, these rebellions, led by Quazi Jalal, took control of Gujarat. In 1344, Quazi Jalal even assumed kingship of Gujarat.
In response to the declaration by Quazi Jalal, Sultan Muhammad Bin Tughulug himself, with his lieutenants, went to squash the rebellion at the end of the year. They were successful. But, as soon as one threat was squelched in Gujarat, another erupted.
In 1347, Sultan's own officer, Taghi, led the new revolt with assistance from Afghans who had been conquered in the last campaign. Taghi had worked personally with the Sultan and fought loyally for the Sultanate in the battle against Quazi Jalal. However, fearing that his past atonement for helping rebels would not be forgiven by the Sultan and understanding the Sultan no longer needed him, he became convinced the Sultan would kill him. Therefore, to save himself, he began this revolt which targeted Gujarat's capital city of Patan. Taghi, with his military force, was able to imprison the governor Shaikh Muiz-ud-din and killed many royal officers. The Sultan at once summoned an army under Malik Yusuf Bughra that was able to put down the rebellion and capture Taghi.
Overall, having been more on the defensive side in reacting to traumatic events occurring throughout Gujarat, Muhammad Bin Tughulug finally ran his offensive campaign, targeting the region of Saurashtra to remove all pockets of Rajput resistance.
For the most part, internecine conflict during Turkish rule had allowed for Saurashtra Rajputs to maintain a strong level of control over the area. Therefore, the Sultan's troops faced much difficulty in taking over the region. After three years of intense attacks on Rajput forces, the Sultan was only able to gain control of a few Saurashtra regions. However, following his death in 1350, even all those areas which he had conquered again fell back into the hands of their original rulers.
Brief Overview of Gujarat Under Firuz Shah, Sultanate of Gujarat, and Gujarat under Zafar Khan:
19
Overview of Gujarat Under Firuz Shah:
In no other time in Gujarat's history was the conflict between local and Sultanate government greater than during the reign of Firuz Shah.
Firuz Shah became Sultan in 1351. Unlike past Sultans advocating more aggressive efforts to integrate peripheral provinces such as Gujarat, Shah believed it was
best to have minimum interference of central government in province administration.
Similar to Alu-ud-din, he only asked payment of taxes and tribute of his rule from trusted nobles put in charge of each province.
His interest in conquered provinces was entirely financial. Shah was more than willing to remove a trusted governor official if an adventurer offered a higher bid for the land. In 1373, Shah appointed Shams-ud-din, a businessman, as governor of Gujarat because he offered a higher bid for the position than one being paid by the incumbents.
In turn, province local government administration felt little or any connection with him. In 1388, a new governor Malik Yaqub was ordered by the Sultan to arrive in
Gujarat and take over the rule of previous governor Malik Mufarrah Farhat-ul-mulk.
Disregarding the orders of the Sultan, the previous governor Farhat-ul-mulk killed the new incoming governor. Central authority became powerless.
Sultanate of Gujarat to the Founding of Ahmedabad:
The independent Sultanate of Gujarat was founded by Sultan Zafar Khan in 1407.
Right before and during this time, several more important rebellions occurred within the region and more invasions of Saurashtra took place.
During the rule of Sultan Muhammad Shah, in 1390, Farhat-ul-malk, a member of the local government of Gujarat, imagined an independent Gujarat and began preparing an army to attain his goal. In choosing the army, Farhat-ul-malk actively recruited Rajputs and non-Muslim members and adjusted his ruling policies to support their needs in hopes of recruiting them. In this way, his army represented a kind of united group of people held together beyond racial or religious ties, seeking a common goal.
His approach upset strict Muslim leaders living in the area and his plan for independence was at once relayed the Sultan. In 1391, Sultan sent his best lieutenant to fight the battle, Zafar Khan. Khan won decisively against Farhat-ul-malk's relatively large military coalition.
Following his successful military campaign, Zafar Khan revisited cities of Gujarat to ensure to that all supporters of Farhat-ul-malk had been removed and to further promote the Delhi Sultanate. But, in the process, he also cultivated a large population of his own supporters. He met extensively with his son, Tatar Khan, who worked alongside the Sultan Mohammad Shah. Zafar's son spoke in much detail to his father about the deterioration of the Sultanate at Delhi and the need to act now to improve or takeover the Sultanate for the benefit of all Gujarat residents.
Zafar Khan, at first, was skeptical of the idea. However, after he heard the unfortunate news from Delhi, of Sultan Muhammad Shah being removed and the city being invaded in 1404, Khan decided that action was appropriate. Khan was very worried that there would be no one capable of maintaining the country, that there would be no
manifestations of a kingly authority left Therefore he organized a militia, renamed himself as Muzaffar Shah on , the first Sultan of Gujarat, and began takeover of perennial Rajput strongholds in the Saurasthra and Malwa regions. While successful in Saurashtra, Zafar was forced to a peace agreement at Malwa.
Proceeding Zafar Khan as Sultan of Gujarat was Ahmad Shah, who took over in 1411. In the same year he became Sultan, Ahmad Shah founded Ahmedabad and made it the center of the Gujarat Sultanate. The city flourished in trade and became a model for its intricate architectural style. Ahmad Shah also instituted his own campaign to takeover Saurashtra in 1414, frustrated with attacks by Rajput warriors. Along the way he destroyed Hindu temples and pilgrimage sites, such as Sidhpore. He furthermore suppressed Rajput chieftains and forced them to convert. However, the most significant aspect of Shah's reign was his instituting of the jiziyah tax, a tax only paid by nonMuslims to help quell non-Muslim turbulent elements.
Part II: The Social History
The Social History:
The account of the history in the previous section focused mostly on the ordeals and culture of the Hindu and Muslim ruling elite in Gujarat. However, until the late14 th century and early 15 th century, with the rise of written Sufi Malfuz literature and establishment of Saurashtra folk lore, information on the Gujarat Muslim and Hindu nonelite or non-government, local population of was not well captured in writing that could be available ttoday.
A) Malfuz Literature:
Overview:
In the late 14 th century, Sufi savants, learned mystics, and Shaiks were engaged in spreading the message of Sufism throughout India. By the early 15 th century, sufistic activities expanded into the Gujarat region. The Sufi establishments in the region at this time, the Khanquahs and Jama'at Khanas, served as hospices for travelers and wayfarers and, as training centers of the Sufi religion, but also as open saint-led discussion forums in the topics of ethics, theology, mysticism, and morality. Several writers specifically recorded the discussions occurring at these Sufi establishments which were open and attended to by all members of the society, notably the lower-class and different religious group members. Mulfaz literature was the collection of written work that captured these roundtable discussions and also explored thematically, through assessing societal interaction within or around Sufi establishments, the place of the saint in his contemporary society.
Malfuz literature, in this way, allowed for an in-depth look at "almost every aspect of the life of the society [in early 15 th century] at all levels and in all matters, temporal or spiritual…moods, aspirations, and varied problems of its members, their customs and manner and likes and dislikes." 15
Specific Work: Mirqat compiled by Maulana Mohammad bin Abul Qasim
One particular work of Malfuz Literature that stands out in its level of detail on Hindu-Muslim relations at the local level is the work Mirqat compiled by Maulana Mohammed bin Qasim. The work is his personal documentation of his saint, Shaikh Ahmad who lived in Sarhkhej area of Gujarat (in present day Ahmedabad).
Maulana Mohammad bin Abul Qasim, the compiler, came to Sarkhej, Gujarat in 1399 A.D. with his maternal grandfather and relatives due to the unsettled conditions in his home Naguar region, caused by frequent raid into the area led by Rao Chonda of Mewar. It was at this time Shaikh Ahmad also settled at Sarkhej. Maulana Mohammed, interested in religious and rational sciences, joined Shaikh's establishment as prayer leader. In 1416 A.D. he was admitted into Shaikh's circles of disciples. Overall, from that time of his joining the circle of his disciples for another three decades until the Shaik's death in 1445, Maulana collected Shaik's narrative recollections of his past life and specifically his interaction with local community members, including Hindus.
It fact, it turns out that Shaikh Ahmad, in his narratives, relates quite a few incidents of Hindu jogis and Hindu families who he interacted with on a daily basis. In these narratives, he never speaks of them in contempt or disdain. He describes in detail
15 This quote (pg. 7 and pg.9) and the general discussion of Malfuz literature in this section is the research work of Ziyaud-Din A Desai and his book Malfuz literature: as a source of political, social, and cultural history of Gujarat & Rajesthan."
frequent religious debates he would hold with Brahmins at his establishment. In recounting his earlier life, he describes moments of playfully wrestling with a Hindu cobbler's boy.
Ahmad also spends sever pages describing how his guardian and mentor Muslim Sufi priest Babu Ishaq did not differentiate between a Hindu and Muslim in a time of need. He tells the story of his local friend Popa Baqqal, a Hindu grocer, who was put in jail for the non-payment of government dues and was released by Babu Ishaq's intercession. The grocery store owner forever was in debt to Babu Ishaq and insisted and tried to give free grocery items to Shaik Ahmad after Babu's death. Shaik Ahmad refused and said it was not necessary.
Furthermore, Shaikh Ahmad clarifies that Hindus treated Muslim saints with equal if not greater respect. He relates a story about when he left Katu for his Hajj he was lodged with great affection and hospitality by Hindus of the upper and lower class. He tells of one specific smaller village he visited in which a destitute Hindu woman took him in and kept him, despite reproaches from her neighbors for housing a Muslim in her house and fear of punishment from the headsman. There are narratives by Shaikh Ahmad illustrating how day-to-day trade relations between members of the city community involved frequent Hindu and Muslim interaction: Shaikh Ahmad frequently sends a Hindu banya to receive his goods.
Moreover, Shaikh Ahmad even goes onto mention how even very orthodox Muslim circles admired aspects of the Hindu religion and culture. He recounts one incident where he received a letter from a strict Muslim Maulana Abuul-Feraj RadiudDin of Didwana who questioned the Shaikh's commandment that no saint can unite with
god by doing ascetic exercises at home without making the important tours by citing the story of a Hindu friend. Maulana wondered how his friend, a Hindu woman with no sense of compulsory bath, could develop such clairvoyant power with a few days of starving (bride who did not eat out of shyness at husband's house) and how a Muslim faithful like himself, who had given up all for God, could not attain union with god.
Overall, the narratives of Shiakh Ahmad seem to paint a very favorable view of Hindu-Muslim relations at the local level. However, even in mentioning the significant unity, the narratives do note that prejudice does still exist within certain societal members and suggests it exists in specific areas of the Gujarat region. All the narratives indicate that some differentiation exists between Hindus and Muslims, as they can and are separated out, but the narratives suggest that while in a smaller village heavy prejudice remains strong (as the story of the older woman being rebuked for taking in a Muslim), in a larger cities, areas where a heavy trade interaction between Muslim and Hindus is a common way of life, there is significantly less dissension and perhaps more unity and equality.
B) Saurashtra Folktales:
Origin th
The origin of Saurashtra folk culture can be traced back to charans, who in the 8
century, negotiated truces and sang to praise the brave and invigorate cowards at the battlefield.
These charans were distributed around the country but specifically concentrated in the
Gujarat region. Then, in the 15
th century, with the various invasions into the well-
established Rajput areas, the charans again played the role of telling stories to inspire
Rajput warriors to battle on with elegant orations. A few charans even were physically involved in the fighting.
In terms of the language they used, charans continued to adapt themselves to prevalent languages in their time: Sanskrit, Prakrit, Apabhransha. Gradually, they transformed Apabhransha into Old Rajpootani which they finally turned into Dingal- the primary phonetic poetical medium prevalent in Saurashtra-"the charani tongue". Dingal was neither a language nor a dialect, but a direct mode of rendering poetry.
Following the 15th century, the charani tongue bifurcated-"one of the streams rolled toward palaces of kings and manors" becoming heroic lore full of hyperbole, "while the other meandered toward huts and villages 16 ," becoming folklore. The central difference became the use Dhuas as the central form for oral folk poetry.
Duhas were brief, concise poems in Dingal involved rhyming four-footed couplets
With Duhas, distinct from season-celebrating pastorals and complex metrical poetry.
courtly ostentation typically associated with poetry was removed and a strong sense of
16
Zhaverchand Meghani'sA Noble Heritage: Introduction on folk-tales
Penn Humanities Forum Mellon Undergraduate Research Fellowship, Final Paper April 2008
Rajiv Bhagat, College '09
27
common vernacular was infused in, allowing the spread of folklore orally to all classes, high or low through, and over subsequent generations up to till today.
Compilation
Zhaverchand Meghani, in addition to being recognized as India's national poet in the early 20 th century, was also a Saurashtra folk culture expert, who spent many of his years precisely transcribing Saurashtra folk tales being passed on orally in the region.
He spent four years in the 1920's traveling throughout the Saurashtra region of Gujarat conducing interviews of contemporary charans about their oral tales. Meghani described his experiences documenting bards: "Sitting up, I pricked my ears to catch the words of the verse and jotted them down in my notebook. Dreading being reported against in black and white for a fictitious crime, the singer would glance at the running pencil with slanted eyes and stop singing. I was the one in need and hence it was for me to strive to undo his fear, to assure him of my earnestness…At first he would say, "Oh! It was only a boorish garble of us illiterates. It can't interest you educated folk… 17 " Meghani's interest in accuracy was clear, in capturing the verses exactly the way they are spoken. However, Meghani's interviews also confirm that there was a strong sense that folk tales captured the common man, the low income class, the uneducated, "boorish garble of…illiterates," a group that political tales for "educated groups" do not address.
Overall, Zhaverchand Meghani composed three collections of the folktales: A Noble Heritage, The Shade Crimson, and A Ruby Shattered. All the stories were translated from Gujarati to English by Zhaverchand Meghani's son Vinod Meghani and graduate students from Saurashtra University in Gujarat, India. A majority of stories
17 Zhaverchand Meghani's A Ruby Shattered. Introduction pg. 19
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directly addressed issues of Hindu-Muslim relations. A few other stories, in tackling other controversial issues of the time period such gender equality and socioeconomic equality, seemed to promote the same overall message: the need for of equitable, understanding, and united communities in our world.
In terms of a time period that the stories describe, exact dates are difficult as most of the stories are undated and only a few mention names of noted emperors to pinpoint a specific timeline. However, as described earlier, the 15 th century featured the reemergence and blossoming of charan folkculture, and experts of these folktales 18 estimate them to come from this century.
Analysis of Stories:
Method:
I will analyze in detail general stories (four stories) and stories then specifically about
Hindu-Muslim relations (five stories). The analysis of the general stories will, in addition to relevant themes, help unveil and appreciate the complexity of these apparently simple
stories. Appreciating this complexity will be vital to properly understanding Hindu-
Muslim relations suggested in the next five stories. Overall, I will first provide a detailed summary of each story I analyze and then perform a thematic and close textual analysis
to help unpack the relevant themes and suggestions.
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Conclusion based on interview with P.J Raval, head of history department at Saurashtra University
I) General Stories:
a) Raja Depal-De from The Noble Heritage collection (pg. 14-21).
Story Summary:
Raja Depal-De is a famous king of the region of Saurasthra with its capital city being Rajkot, Gujarat. He has prayed for rains for the current sowing season and the rains have come and therefore to rejoice he takes a trip to the countryside. He approaches the small village of Versal and finds a farmer who is using a bullock and a woman to pull his plough. The farmer even strikes the woman just like he strikes the bullock to keep the plough moving. The Raja at once asks the farmer to stop, however the farmer refuses, saying that given the immense financial pressure he cannot. Raja then asks the farmer why he is using a woman, who is his wife, to move his plow. He calls the behavior inhumane. The farmer responds by saying it is a necessity. He explains that his second bullock died and notes that if he does not plough his family will starve- therefore he needs his wife to pull the plough. He tells the Raja the only way he will release his wife is if the Raja himself will pull the plough with the bullock. The Raja agrees and the villagers all watch as the Raja is whipped and pulls the farmer's plough. After he is done pulling the plough across the field once, the wife of the farmer thanks the Raja profusely for his help. The Raja leaves the farmer a new bullock. Then, after the Raja has left and a few months pass, the farmer finds that the patch of the field ploughed by the Raja is not growing. He curses out the Raja for ruining his crop. His wife decides to conduct a closer examination of the fields to see the problem. She finds, in fact, that pearls are growing instead in the place of crops. The farmer regrets his words about the Raja and says he will
go and thank him for this blessing. Therefore, the farmer sets out to Rajkot to the court of the Raja and thanks the Raja for his help. Raja tells the farmer not to thank him but to thank his own wife. He explains that the pearls are blessing from his wife, which have grown due to her dedicated perseverance, and that when she was released from the plough, she blessed him by giving him the pearls. The farmer feels terrible about the treatment of his wife. He leaves the pearls at the Raja's feet and begins to leave. The Raja tells him to take the pearls, and keeps one pearl around himself to honor the wife's work. The farmer returns home to his wife and says he will never mistreat her again.
Analysis:
The story, from the early 15th century, begins with an exclusive focus on countryside. The narration highlights the beauty of the countryside and nature. The hills are described as covered with "velvety green" (14) the sound of the river is conveyed as "khal…khal…khal" (14), and animals of all types and varieties are illustrated. This glorification of the countryside seems to reveal the value of the rural in the time period and in turn also its people-a rather uneducated, low-income group- versus the growing urban landscape and its elite populace.
The criticism of male mistreatment of woman taking place in the time period comes about subtlety in the narrative. The narrator, when introducing the farmer's plough, notes, "one of those hitched the plough was indeed a bullock but the other one was a human being – a woman" (15). This sentence embodies how, at first, it seems the main critique of the narrator is that any human is used in his manner. But, it is clear that the narrator is being very specific, "-a woman," that the problem is that the mistreatment is
happening specifically to women, who is a human being and deserves to be treated like one. As the narrative proceeds, this becomes critique becomes clearer. The farmer is then shown to imagine his wife as nothing more than a possession. He tells the Raja she is his property and he is entitled to do anything he wants to her, marriage being all about ownership (16). The Raja in return calls the farmer not human for his actions, again tying the mistreatment of women to a mistreatment of human beings. Then, nearing the end of the story, the insight and knowledge of the woman is prominently displayed in the text to make the point that even more than being a human being, a woman is a uniquely gifted and talented human being, perhaps even more gifted and talented than a man. It is the farmer's wife who, as the farmer feels the Raja has ruined the crops, thinks methodically about the issue and runs her own investigation to find the truth. The wife is praised as, "a woman of understanding and insight," versus the "boorish farmer" (20). Even the Raja, the epitome of male power, himself honors her work at the end of the story, wearing her pearl on his neck.
However, it becomes clear with the ending and the inclusion of other details in the story that didactic criticism of female mistreatment is not its pure aim. The story ends with the line, "The farmer returned home with the sack of pearls, feel at the feet of his wife and said, 'Charan woman, I have tormented you a lot. Never again I shall. Do you believe me?'" (21) The question at the end of the sentence is disconcerting. It seems to put into doubts the feasibility of the reform, of treating women fairly. The idea is that saying "your going to never mistreat a woman" is not good enough; it needs to be proven and attested to by the victim, the woman. With the criticism of women mistreatment in
marriage then is then the accompanying criticism of the luck of trust and honesty in marriage also in the early 15 th century of Gujarat.
Another complicating factor in the story is the role of poverty and how that is responsible for all conditions. The farmer's response to all inquiries from the Raja is how, given the pressing economic conditions, this is the only option. It raises the question: in the time period was the inequality toward women really due to evil inhumane actions of man or an unfortunate product of extreme poverty? Even the ending, the idea that the pearls and wealth essentially can solve the problem, seems to suggest the later.
In the end, the story is as much about promoting the importance of the Raja providing help to the farmer as it is about the farmer providing important information to Raja. There is the suggestion that the best Rajas of time, such as Raja Depal-De who is hyperbolized as a kind of God, are able to listen to needs of all members of their population, understand their struggle, and perhaps even sacrifice themselves personally to alleviate the burden-in this case with the Raja attaching himself to the plough, literally putting himself in the position of the woman who is suffering and enduring her pain.
But, the story also suggests that this is purely ideal and often not the reality. The farmer has little trust in or respect towards the Raja. He insults the Raja and has no shame in having the Raja attached to his plow. He only values the Raja when he sees financial benefits of his presence. In this way, the narrative highlights the relationship between political royalty and the common rural man in the time period. The relationship is very weak and needs to be fixed- otherwise atrocious inhumanities can continue to exist in the rural detached from king, state, and civilized authority.
Overall, this discussion of the political royalty and the rural common man fits in well with my project. This story, social source material, provides an account of the countryside and captures the effect of statewide events (such as drought or governmental policy) on the common man, the target of my investigation. In this tale, the primary setting of the story is the rural and the primary characters are the farmers, the king is the one who enters in and out. This is the generalized framework of social tale in contrast to the political tale: the main characters are the local general population and larger political issues come in and out.
b) Garisya Woman form The Noble Heritage collection (pg. 8-13).
Story Summary:
The story takes place in the middle of the 15 th century. The story is about a family living in the town near current day Junagadh in Gujarat. They are a family of gariysa landholders. The father of the family wants his daughter, Rupali, who is pregnant and getting married, to be escorted to her in-laws by the best guard Gema bhai. Gema bhai is a man feared by all and normally only works for the highest nobles. However, he agrees to guard the cart with Rupali on hearing that lots of jewels will also be with Rupali to the in-laws, so his protection is of particular importance. On the way to the in-laws, Gema bhai doses off to sleep, confidant that no one will dare to bother him and attack the cart. Twelve robbers come along the way, discard of Gema bhai, and began to mistreat Rupali. They began to steal all her goods and make lewd remarks about her body. She, in turn,
strikes two of the robbers with a loose stay of the cart and then fights the rest of the 10 robbers by herself and defeats them. However, in the process she suffers many blows and is bleeding from all over. Fury is within her and she travels all the way to the in-laws, protecting herself and the jewelry. Her parents meet her at the in-laws house. They scold her for being so stupid as to risk her life for a mere few jewels. Rupali dies shortly afterwards.
Story Analysis:
With a cursory read of the summary, one would assume that this story appears to strongly promote the bravery of the pregnant, young woman. The story then would seem quite revolutionary for its time. However, it is clear on closer examination of the text that the story is illustrating an inability to properly praise a woman's bravery in that time period.
The story presents Rupali's actions as an outburst of unrestrained anger, with Rupali, "no longer being able to contain her wrath" (11). Her actions are portrayed as extreme, even her attack described as, "too powerful" (12). Her communities' reaction to her actions reveals the true message of the story: "the news of her feat had reaches all villages. Everyone was cautioned not to praise or admire her, or her surging fury would not subside. The kinsfolk were told to tick her off, criticize her, rebuke her. If the fury persisted more, the excitement might make her wounds bleed more-she might die" (13). Rupali's surging fury is seen as harmful for her, as much capable of killing her now as it was capable of saving her earlier. It existence is only justified under the life-threatening
circumstances but is harmful in all other cases. This is the way in which a woman's bravery was imagined in that time period. The last part of the story, in which Rupali's father blames her for her "stupidity" (13), confirms society's attempts to even rather dispel the action then having to face what it signifies for women's rights and capabilities.
The story also emphasizes what society in that time period could have perhaps wanted to have as a message for their society: need for protector of a woman to be humble and take care of her property. It is the Gema bhai's behavior that is heavily criticized throughout the story. His laziness is faulted and in the end of the story, he is very clearly criticized as a "coward" (12), not having the expected strength to protect a woman. The story then advocates the man's need to have fury, to be more masculine and fit his gender, while telling the woman to mostly submit to the boundaries enclosed on her gender by society.
In thinking about my research project, I find that most of the primary source material I read is written by a man and is written about men. There is no space for women in the description of battles and this social source material seems to provide an explanation for the absence of the women, the societal mechanisms in play locking a women in here own sphere. But, even in showing how it is not accepted, the social source material still does capture the iconoclasm of women in the time period.
c) All for One from The Noble Heritage Collection (in original version of collection stored in Saurashtra University). (pgs. 1-14).
Story Summary:
Story takes place in the city of Janoon near the present day city of Ahmedabad during the beginning of the 15 th century. The Raja of the region, Raja Das is preparing for an invasion from the Mongols. He assigns his noble Amitaj to gather the troops and make preparations for protecting the city. With all the necessary preparations made, the city braces for a nighttime arrival of the Mongols. When they do arrive, their military force overwhelms Amitaj and his troops. The Mongols begin to invade into city homes and shops. Raja Das becomes very upset and overwhelmed. Amitaj cannot think of anyone else to call for help. Hoping for a miracle, he shouts for help and finds a group of farmers coming to his rescue and fighting off the enemy. He recognizes the leader of the group as Neil bhai, the lead farmer of the region. After much fighting, the troops of farmers, though seemingly unequipped, successfully wards off Mongol forces from the city. Amitaj is about to go report the situation to Raja Das, when the Raja personally meets Amitaj and congratulates him for his great work in saving the town. The next day Raja Das gathers all citizens and repeats his honoring of Amitaj for his bravery, even complimenting Amitaj by comparing him to a God. Amitaj, as the Raja is about to finish, interrupts him and tells him the truth. The Raja is shocked at first and refuses to believe that Neil bhai and his farmers could be responsible. However, trusting Amitaj's account, the Raja regrets his mistake and at once announces the farmers be summoned to his palace for a great reward. Neil bhai arrives and the Raja showers gifts of wealth on him.
Afterwards, the Raja asks how else he can repay the farmers for their great deeds. Neil bhai tells him there is no need for thanks or rewards. He says that he and his farmers feel that the city also belongs equally to them, and so they must protect it in times of danger. The Raja seems to understand Neil bhai's words and he sends even more gifts to him.
Story Analysis:
There are several important themes that this story examines: particularly it presents an examination of the effect of socioeconomic differences. It is clear from the beginning of the story that there is this big divide between the nobles and the farmers, a divide that also does not allow information to pass. Only the nobles are told about the upcoming conflict and trusted and empowered to use the information to protect the village. There is, it appears in the time period, a lack of trust in handing down administrative duty to the low-income farmer group, the common man- questioning of the common's dedication and role in the community. Even in times of complete struggle, the noble Amitraj cannot even think of the farmer as a source of help.
Then, the story begins to focus more on the problems of a political history told by the Raja that refuses to accept or consider the contribution of the subaltern, of the poor income farmer. Raja is convinced that Amitraj has done the good work. It does not even enter his mind that a farmer could be responsible. Even when he hears the explanation from Amitraj he is, "stuck by amazement and disbelief" (9), refusing to accept the idea that threatens his clear way of thinking about the issue. Even when he finally accepts the fact the farmers' saved his city, he cannot understand why. As they refuse his praise, claiming it is their duty to serve their town, the Raja cannot understand how a low
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income member feels ownership of the community, and resolves by "giving them more gifts" (14).
Similarly, criticizing the inclusiveness of political history is a crucial staple of my work as I am searching the history of the subaltern, the "farmers" involved in any given event. This awareness of this distinction, of a farmer versus leader, even during the 15 th century is surprising and affirms my desire to make sure I do question the dominant political narratives of the time period and do look at the literature about the rural, about the low-income groups, and about women.
A Ruby Shattered d) Hothal from the collection
(pgs. 88-124):
Story Summary:
The story is in the town of Dwarka, near the northwest corner of Gujarat, India. The story is set around the late 15th century. It focuses on two Rajput warriors, Odha and Ekalmal, both attempting to steal the cattle of an unfair neighboring ruler, Babhaniya. Odha is a famous king who is courted by all women but who refuses to marry. He runs into Ekamal, a younger youth who he is attracted to and sees as a perfect younger brother. Odha takes on Ekamal and they fight many battles together. They grow very close and form a very strong friendship. Then they are forced to depart and experience feelings for one another that they find hard to express or relieve. Eventually, they do depart and then Odha finds Ekamal bathing in the river. He discovers to his utter surprise that Ekamal is actually a female goddess named Hothal who fought in the armor of a man. Ekamal and Hothal stay together then and get married. However, both want to go home to their own
lands and so Hothal splits and goes her way and Odha is left alone, with nowhere to go. The story ends.
Story Analysis:
This story indirectly deals with the concept of homosexuality. The story illustrates how this concept fails to make any sense to people in the time period and therefore and is quickly replaced by a clear heterosexual explanation.
In the earlier part of the story, when Ekamal still exists and has not been discovered to be Hothal, a significant amount of description illustrates the rather homosexual relationship between Ekamal and Odha. From when they first meet, Odha is described as being physically attracted to Ekamel: "Oh! Odha experienced a wave of affinity oozing from within and settling over his being. He said to himself: what a handsome youth the Creater has shaped!...Why do a I feel a surge of affection for him" (96). This pure physical attraction is softened over the course of narrative by the statements indicating the affection is due to Odha feeling Ekamel is like a younger brother or family member. However, when Odha and Ekamel are about to depart it returns again and is even stronger. Odha is convinced that there is something rather femine, sensitive, and uncharacteristic about Ekamel but he cannot reconcile it with Ekamel's clear manliness (106). With two very distinct stereotyped gender roles of the time period, the dominating man stereotype must remain separate from the soft, submissive female stereotype-there is no place for the mixture of both qualities, a mixture seems paradoxical. It is this paradox Odha confronts and at once the narrator resolves the problem by turning Ekamel into a woman. Then, once she becomes a woman,
the story quickly turns her into a god almost to explain away her unfeminine qualities. As is the case with most of Meghani's stories, all the complex philosophical dilemmas introduced within the text are mostly all resolved by the end of the story. However, resolved in a way that puts away the dilemma conveniently without truly tackling its subtleties.
II) Hindu-Muslim Relations Stories:
The following stories examine Hindu-Muslim relations during the time period at the micro level. The distinction in Hindu-Muslim relations in the city versus in rural area becomes clear. Furthermore, the stereotypes of Hindus and Muslims in that time period are revealed. The conflict arising from Hindu-Muslim relations is also well captured in these lavish social tales.
a) To Protect a Women's Virtue from the collection A Noble Heritage (pg. 22-31)
Story Summary:
Story takes place in the 1480's with Mohammad Begada as governor of Ahmedabad. Story is about king named Sumaro who rules Sindh. Hebatkhan is a Jat (Muslim community) warrior employed in the regal court. Sumaro lusts towards Hebatkhan daughter's, Samari, and demands her hand in marriage. Hebatkhan refuses and is banished. He is told to run away and that daughter will be captured soon. Hebatkhan leaves Sindh with his kin, the Jats, and goes to central Gujarat. He goes asking
for protection from Rajas in the region. No Raja offers help. Finally, he comes to town of
Moli belonging to parmar Hindu who is crying and preparing for a town death. The king of town, Lakhdirjee, asks mother if he can let him in. She is not very happy with decision. Lakhdirjee offers Jats a small piece of land from his kingdom where Jats lodge. Eventually Sumaro's army arrives, but no battle occurs as both sides are well-positioned. The brother of prince Halaja of Parmars defects over to Sumaro after being scolded by brother and tells them to pollute Parmar city well. This leads Parmars to tell Jats to fight and Hebatkhan agrees saying "Tomorrow we shall demonstrate to you that the blood of Jats is filled with Kshatriya virtue as much as is that of the Parmars!" (25) At night, Jat women scold Sumari (beautiful daughter of Hebatkhan) who caused this to happen. She asks how it is her fault for being beautiful. Battle begins next day. Hebatkhan's only son is killed that day in battle. Wife of son shouts at Sumari, calling her a sorceress. Sumari decides to leave on her own and escape, but she is caught by Sumaro's soldiers. As they are about to capture her, Sumari prays to Amma to make way for her and earth opens up and swallows Sumari. Back where battle is occurring, earth is soaked by spurts of blood of the dead and wounded. A Jat warrior named Isaji wounded by the enermy fire lays dying on the Kandola hill. Not far from him lays a wounded Asoji, the Parmar warrior. Blood gushes from the wounds of both bodies. Isaji tries to build a tiny bund with blood soaked earth so that the blood does not flow toward Asoji saying, "O borther…I am building this bund to stop my blood, a Muslim's blood, from flowing into yours and corrupting you in the moment of death" (27). Asoji responds, "Isa! O Isa! How can your blood mingling with mine corrupt my body. On the contrary I am sanctified! Do not stop the blood from flowing this way. Please do not! Let our bloods mingle! Jats and Parmars
are but one! Don't undo whats done!" (28) So Isaji lets the blood flow and mingle with Asoji blood and from that day Jats and Parmars intermarry and mingling of blood immortalized. At the battle, Sumaro has annihilated most of the men and imprisoned Halaji and told Lakhdirjee to pay cost of the invasion or he will abduct and convert Halaji into a Muslim. Lakhdirjee seeks help from Mohammad Begada, governor of Ahmedabad, who stands guarantee for Lakhdirjee paying amount of Samaro and decides to hold Halaji in his custody until amount paid. Halaji Parmar accompanies governor Mohammad to Ahmedabad. Mohammad hopes to covert Halaji into a Muslim there, not by force but by showing him the true light of Islam. He employs four orthodox Brahmins to supervise the kitchen where food for Halaji is cooked. Mohammad makes sure Halaji not offended at all, while employing maulavis to preach essence of Islam to Halaji. But Halaji does not change faith. Finally amount paid to Samara and Halaji is returned to Mooli. But, then suddenly after five days, Halaji comes back to Ahmedabad and wants to be converted. He says to Mohammad that after returning home, he is told family refuses to even allow him to drink their water, saying—"You've been living with Muslims! You're no longer pure!" (28) So then Halaji tells Mohammad, "Since Hindu religion is so narrow in its outlook, why shouldn't I become a Muslim?" (30) So he is converted and then Mohammad ensures that Halaji given land of his own from Lakhdirjee. Then, one day Halaji rides to Dhandhooka (outskirt village) and just then cattle-thieves happen to herd away cows from the town. His conscience cries out, "Halji, only your body has converted; by heart you are still a kshatriya, protector of cows and Brahmins. In your presence, how dare someone steal your cows? Do think of pledges of your ancestors! (31)" And so
Halaji fights for cows and dies in the process. Grave of his exists at shrine of Sarvarsha Pir.
Analysis of Story:
This story is one of the few recorded by Meghani with a character (Mohammad Begada) who is notable and also well-recorded in the political history. The story provides a glimpse into Hindu-Muslim relations, between rulers and in the city versus in rural areas during the 1480's.
It is clear that communication is frequent between Hindu and Muslim leaders. In need to help in figuring out the situation with the Sindh ruler Sumaro, the Hindu ruler of the Parmars, Lakhdirjee, seeks help from the Muslim governor of Ahmedabad in times of need. Lakhdirjee feels comfortable knowing he can trust Muhammad to be fair and respect Lakhdirjee's side of the agreement, "to [stand] guarantee for Lakhdirjee (28).
However, there seems to be a big divide between Hindu-Muslim relations within the city, such as Ahmedabad, and the small town such as Moli. In the story, when Halaji is taken to Ahmedabad, the description of the hired Brahmins in the kitchen seems to indicate fairly high comfort level between Hindus and Muslims, as Hindus can be employed even in the governor's home. Furthermore, there is no mention of prejudice occurring to Lakhdirjee in the city. But, in the small town, there is a high awareness of the entrance of the Muslim Jats into a pure Hindu town. Prejudice also exists. Furthermore, near the end of the story, the rural seems to represent a place of strong Hindu presence and revival. It is suddenly in the town where the converted Halaji becomes extremely aware of his "true" Hindu roots.
This prejudice, of Hindus against Muslims, as represented in the story, is important to examine as it sheds light on the kind of stereotypes that occurred during that time period. The first significant mention of prejudice occurs in the description of the blood of the Parmar and Jat warrior about to mix together. The Jat says, "I am building this bund to stop my blood, a Muslim's blood, from flowing into yours and corrupting you in the moment of death." Religion is clearly seen as something that is part of or affecting a person's biologic makeup. The idea that blood of a Muslim as different and corrupted versus the blood of the Hindu sheds some light on just how religion was imagined in the time period. This seems understandable though if one considers that the biggest differences between Hindus and Muslims hyperbolized in that time period (and even today) was how Muslims ate meat and Hindus did not, therefore suggesting because of diet a clear physiological difference between the two. The second mention of prejudice occurs near the end of the story when Halaji returns to his village. Halaji recounts his arrival back home to the village after living in a Muslim city of Ahmedabad: "After returning home…I felt thirsty. When I stood up to go to the kitchen to fetch a glass of water my babhi blocked my path, 'Don't touch the water jug!' she said. I said 'Bhabhi, you must be joking!' She said, 'I am not! I mean it!' Even then I took it as a joke and started for the kitchen. She however became angry and shrieked, 'You've been living with a Muslim! You're no longer pure!' Being Muslim is imagined here, by Babhi, as a kind of contagious disease that can be spread to others. And, while it seems as though this looks to be a stereotype, something that Halaji feels is "a joke," is it not to his mother. There is little attention given to seeing religion as having to do with the mind, a way of thinking, and lot more focus on religion as having to do with the physical body.
Finally, the story does depict the power of religion, looking at the moment of Sumari's death. Religion is not simply a title or useless component of identity-it has power. Sumari prays for Amma, mother earth, to come save her and sure enough the entire earth cracks open for her as a miraculous phenomenon. However, at the same time, there is not much clear involvement of the heavenly world and its characters in the story. The crack in the earth that takes in Amma could be fortunate circumstance as much as it could be divine will. There is no indication made of the particular god creating the act, as can be found in early Greek classics such as the Iliad by Homer and the Aenied by Virgil. This, then, again sheds light on the how religion was conceived in the time period and its connection to nature and natural phenomenon.
B) The Deed from the collection A Noble Heritage (pg. 55-76)
Story Summary:
The story takes place during the early 15 th century near the current day city of Baroda in Gujarat, India. The story is about two lovers, who are Hindu Rajputs living in the small town of Ananda, who want to be married. Father of the bride (her name is Raajba) tells man that he must pay thousand rupees in cash to get married to his daughter. So, the man goes to moneylender for help and has to sign deal with moneylender that until he returns loan money, he has to treat wife as a mother or sister and so must keep his distance. Therefore the couple is married and goes off to live together but sleep with a sword separating them in bed. Finally, once making their way to capital of empire, they
encounter a Muslim governor who is fascinated by the pair of riders-he says, "an exquisite pair of riders created by the Allah, no doubt." He offers them an opportunity to work for him and they agree. Then, on the way back to Baroda, Raajba saves life of the governor from lions attacking. The governor does not know Raajba is woman, since wearing armor. At the palace, Raajba and her man together, but cannot get close to each other.
Raajba at night, in grief, sings out spontaneously about being separated. The wife of the governor cannot sleep that night and hears the song. She says that "Around midnight I was standing in balcony when I heard a deep sigh. Even the walls began to throb by the exhaling hiss charged with sheer feminine anguish. I also heard a duha expressing the loneliness that could have erupted only from a woman's heart" (58). She tells governor that one of the two in the couple is a woman and that the men and women are somehow separated. They do a trick of spilling milk to prove it is the case. Then the couple tells emperor about the loan and emperor agrees to pay it. The couple then leaves to go back to there home and live happily ever after.
Story Analysis:
The story presents the reader with an account an interaction between 15 th century Muslim royalty and low-income Hindu residents. There seems to be no indication of stereotyping or prejudice by the Muslim governor, who takes up the couple based on their dignified appearance, and throughout the story never refers to them based on their religion but based on their circumstances. The Hindu couple also treat the governor with respect, "bowing their head" (61) to him.
The story also indicates a heartening unity between women that transcends socioeconomic and religious boundaries. As the wife of the governor says, "I also heard a duha expressing the loneliness that could have erupted only from a women's heart," she reveals her ability to sense the poor Hindu girl's struggle because she is women herself and understands the pain. There is then this link between women, their shared experiences of love and perhaps subordination to the male patriarch, that binds them closer together and that no distance- religious, economic, or cultural- can break apart. The moment of this story when all are asleep except for the wife of the governor listening and the Hindu women sobbing best illustrates this concept.
C) O Bhagirathi from the collection The Shade Crimson (pg. 71-79):
Story Summary:
The story actually takes place in the early 16 th century in the city of Junagadh, Gujarat during the reign of Akbar. Story is about a charan (folk singer) who is told to sing a Muslim prayer by the city emperor because of the quality of his voice and because he has said to have sung it beautifully before. The story begins with Nagajan who scorns the hour of Muslim prayer by carrying a smile and is a member of the imperial court. He tells the emperor that the mullah has no idea how a prayer should really sound and that Rajdebhai is able to sing prayer in right way. So, emperor asks Rajde-bhai to sing Muslim prayers, but Rajde bhai begs king not to let him sing prayer, that he is a pure Hindu. But, Nagajan, "to wreak vengeance upon Rajde for an ongoing age-old fued" (72), tells Emperor not to believe Rajde bhai's complaints and that his "call of the Divine is
renowned all over the empire" (73). So, emperor becomes adamant and brushes aside entreaties of Rajde. Rajde tells Nagajan, "you have succeeded in destroying my life, but I do not intend to let you disgrace by death" (74). So, as he is told, Rajde goes to mosque and ascends the top steps and delivers a great singing of the prayer. The Muslims call Rajde a Pir (an enshrined holy man believed to have Devine powers. Muslims and as well as Hindus revere, worship, and propitiate Him through their lives). Radje, after singing, begins descent down minaret and as approaches the final step to parapet, Nagajan strikes his final blow saying, "Rajde-bhai, when you die, should you be buried like a Muslim or cremated like a Hindu?" (77) In response, Rajde climbs back up and joins his palms on singing duha verses in anguish and entreaty-sings to rivers, asking them to cleanse him. In response, "The thronging congregation could not comprehend the urgency in his words and the pining pathos in his voice, but their hearts absorbed and echoed his intense piety" (77). As he continues to sing to the incarnation of Seeta, the turret of the mosque begins to shake, rocks quiver, a rift develops in mosque ground and widens and water springing from its depths and begins to overflow. Then Rajde undoes the knot on his waist-sash and reveals that he had stabbed himself before arriving. And after finishing his invocation, water comes and submerges the steps and washes him up to his head and then went away. "This was the moment when Rajde's soul departed from his body" (79)-the last line of the story.
Story Analysis:
The story illustrates, in more detail, Hindu-Muslim relations in Gujarat cities during the earliest periods of Akbar's rule. It is a well accepted historical fact that Akbar was a proponent of Hindu-Muslim unity and therefore promoted large number of Hindus in government service. And it is seen here, that two Hindus work closely with the Muslim governor of the city. What is more important though is that both Hindus and their words are respected by the Muslim governor. Court member Nagajan feels comfortable expressing his scorn of Muslim prayer to the governor and telling him how it can be better. The governor fully listens to him and takes his suggestion to have Rajde bhai sing the verses. The fact that the Muslim governor allows a Hindu to sing the verses is another point that support the good relations between the two groups.
But, it is not only the governor who accepts the Hindu singing Muslim prayers, it is also the crowd of common Muslims who accept and praise Rajde bhai at the mosque. Rajde bhai is allowed to go to mosque and ascend the highest step there. After his great singing, Muslims praise Rajde bhai exorbitantly. They even refer to him as a "Pir," a god. The concept of a Pir, during that time, represents the unity between the groups. A Pir is a god worshipped by both Hindus and Muslims. It is a concept that both groups respect and share. Finally, even when Rajde bhai begins delivering a Hindu prayer, Muslims admire it and feel its "piety."
The real conflict in the story is never between Hindus and Muslims, but is rather between Hindus themselves. But, it does become clear, that from the Hindu point of view, a prejudice is held inside against Muslims. Clearly, Rajde bhai feels very uncomfortable having to sing a Muslim prayer, feeling that he will be impure if he does. There is, as illustrated in the story "To Protect a Woman's Virtue," a feeling of contamination by
being near a Muslim. But, it is shared within Hindus, something that Nagajan also feels and discusses only with Rajde bhai as a kind of inside joke. It is best symbolized by the final scene in which Rajde bhai has stabbed himself inside and continues to deliver a glorious prayer to the Muslim crowd, veiling his pain internally.
However, in addition to specifically discussing Hindu-Muslim relations, the story does also seem to showcase the power and importance of religion in general- as what Rajde bhai prays for actually occurs. After reading the story, the reader is left with the feeling that their world is shaped by the gods and prayers, the results of prayer are tangible.
The Shade Crimson
D) The Indomitable Twelve from the collection
(pg. 81-95)-
Story Summary:
The story is based on an ode titled Nishaanee, composed in Dingal during the 15 th century by a Meer (Muslim poet community) poet named Karaman Krishnana Chotala. The story begins in village of Thorala, Gujarat by focusing on brotherhood of twelve Hindus led by Visal [never referred to by their religion in this way in story]. Eleven belong to a community of parijiya charans and one belongs to bawa. They cause no trouble. But, then a charan, who is spiteful of Visal, sneaks into the imperial court and tells Sultan that Visal is trying to undermine imperial will with his arrogance. Sultan is surrounded by Muslim groups: Afghans and Iranian warriors. Emperor is upset and decides to meet Visal. Meeting is arranged. As he walks up to the Sultan, Visal salutes ,
but does not salute the Sultan. He salutes his sword. The emperor asks why not bow before him. Visal responds, "There are only two worthy of obeisance: one is Allah and the other is the Primordial Force that created the Creator. All the remaining are brothers. Brothers embrace; they don't bow, o emperor! Neither you are nor I am superior to the other" (85). While outwardly the Sultan gets mad, internally he is fascinated by the unabashed words spoken by an honest man. So Sultan outwardly challenges Visal to battle or seek obeisance. Visal wants to battle. As Visal prepares to battle with brotherhood, the Sultan regrets his calling for battle saying, "A blunder on my part! A grave blunder it was! Twelve innocent brave ones are about to be killed simply because they are proud, and stubborn too! Oh Allah! I erred. This mayhem would blemish my record" (89). Sultan wants a way out and a member of staff (vizier) tells him there is way in which they can position themselves so that Visal is forced to surrender. Sultan agrees but Visal does not allow this to happen. They show themselves proudly and the Sultan remarks, "To defend self-respect and dignity, these men are prepared to give up their worldly desires and are walking into the jaws of death! Who among my soldiers would be able to bear the mighty slashes of these swords?" Then the brothers speak to a Brahmin for spiritual guidance and begin the battle. But, Visal tells them all to kill troops except for the emperor, saying, "we shall not raise our swords against his person. An emperor is regarded as the twenty-fifth apostle. He is revered to be benefactor of millions." So they fight and as they do the emperor/Sultan watches saying "in admiration," "O Allah! O Allah! Look at them! How earnestly they fight and die for their honor!" The brotherhood fights very well. Then, fearing loss of all his warriors, the emperor commands use of arrows—this kills the brotherhood (stabs them). They then lay on the ground and the
emperor arrives and asks to be introduced to them. But, his accompanying minstrel pokes at the bodies while introducing them and Manju, the shepardess, shouts at him for desecrating bodies. The Sultan is embarrassed and leaves with his army. Finally, only 11 out of 12 members of brotherhood fighting, 12 th arrives and realizes his brotherhood dying (being burned in funeral) and goes into the fire to die with them.
Story Analysis:
This story features the Sultan, the highest ranking Muslim official in the government, interacting with low-income Hindu warriors.
Throughout the story, the Sultan shows a great respect for the Hindu warriors. He is proud of their honesty and proud of the way in which they fight. He even tries his best to avoid having to injure them. But, he is torn between his true feelings inside toward the warriors and his duty as the Sultan. He acts against the Hindu warriors because he must protect his standing as the Sultan, as controller of the land. He does not attack them or mistreat theme because of their religion. This is an important distinction that needs to be emphasized when seeing battles between Hindus and Muslims. It is often a question of territoriality and ensuring proper governance that leads to what appears to be antiHindu/Muslim attacks.
It is also important to note that the head of the Hindu band of warriors, Visal, also respects and honors the Sultan and his Muslim faith. When he first meets the Sultan, while he does not honor the Sultan personally with a bough, he does acknowledge "Allah." Finally, Visal also tells his group to kill everyone except for the emperor. He
respects the good work the Sultan does and his important administrative position of power.
E) D) The Killer of His Son from the collection A Noble Heritage (pg 85-92):
Story Summary:
The story, set in the 1430's, in town with boy who is son of the elected overlord of the Panday Hindu village: Mandordarkhan who is a Muslim. Story begins with town celebrating festival of Holi, known for its coloring festivities, when a Hindu visitor arrives. He does not want to get smeared and still the town folk persist and he whips out his sword, and the blade slips out and kills the son of Mandordarkhan who is outside. Shocked, the visitor runs away. The town folk go to their overlord and tell him his son his murdered. Mandordarkhan at once gets on his horse and goes after the visitor (Hindu Charan). Finds him and asks him why he did what he killed his son. Visitor tells him that he came since family is starving and needed to come to village dressed nice to speak to squire for food, that didn't mean to kill son. Mandordarkhan at once gives visitor his horse so visitor can escape town mob trying to kill him. Visitor asks for Mandordarkhan' name and Mandordarkhan responds, "The only name is that of Allah." After this, he gathers group of villagers and tells them that "Did he kill my son intentionally? The overlord responds, "Do you know how many of his sons, just like my prince, are starving at his home? My son's death was preordained. It was so willed by Allah, the Almighty."
Story Analysis:
Just looking at the structure of the town in this story is revealing. The Muslim overseer, Mondordarkhan, is elected in charge of a town of Hindus. This is novelty, given the high level of anti-Muslim prejudice normally present in the rural areas in the time period.
The Muslim leader supports Hindu festivals such as Holi. The leader's son is involved with the local Hindus in celebrating the event as well. When his son is killed by a foreigner Hindu, Mondordarkhan does not see the crime as a Hindu killing a Muslim but a foreigner killing his son. In fact, it is not until the very end of the story where we, the readers, are informed of the actual religious background of the foreigner. Even when the Mondordarkhan does come face to face with the Hindu, he empathizes with his struggle and treats him very well. He attributes his son's death not to the Hindu but to the will of Allah.
The story is interesting to consider in the context of the 1713 riots which will be discussed in the following section. Both stories have very similar contexts and beginnings but radically different endings.
Part III: 1713 Riot in Ahmedabad
A) Introduction:
i) Defining "Communal Riot"
The 1713 riot in Ahmedabad has been noted by Indian historians as the earliest recorded communal between in the history of Gujarat 19 , but also in the larger history of India. However the phrase "communal riot," used by historians to describe this first riot, needs to be clearly delineated.
Communalism expert, Christopher Bayly, argues that word communal is an adjective applicable only if a specific degree of extreme violence is found in a riot caused by religious differences 20 . He only classifies the modern riots after 1992, with significant death tolls, as communal riots. Paul Brass characterizes communal riot as a riot simply between Hindus and Muslims at any level 21 . The historian P.J. Raval, who I spoke with at Saurashtra University, explained to me that the word communal riot referred to a conflict between many local, often low-income members of the Hindu and Muslim community, part of the social versus the political history of a region. I define communal riot as defined by P.J. Raval.
19
20 C.A. Bayly (1985): "The Pre-history of Communalism? Religious Conflict in India 1700-1860," Modern Asian Studies: Vol. 19, No.2, pg. 177
Based on interview with P.J. Raval, head of history department at Saurashtra University
21 Bass, Paul: The Production of Hindu-Muslim Violence in Contemporary India. Seattle: University of Washington Press.
Penn Humanities Forum Mellon Undergraduate Research Fellowship, Final Paper April 2008
Rajiv Bhagat, College '09
57
58
ii) Recording of the Event:
The event is recorded in two of the most famous primary sources used to document political history of medieval Gujarat: the Muntakhab al-lubab by Khafi Khan and the Mirat-i-Ahmadi by Ali Muhammad Khan. Both of these texts very briefly recount major political events; therefore, the lavish description of a social 1713 riot is very surprising.
a) Muntakhab ul-lubab by Khafi Khan:
The Muntakhab ul-lubab contains a year-by-year, prospective description of political events taking place in Gujarat from 1605 to 1719. Khafi Khan, the Persian author, completed the work in 1722. When published, Khan claimed the work was based on personal observations or on the verbal testimony of people who witnessed the event.
Khafi Khan himself was the son of Khwaji Mir, a historian, who held a high station under Prince Murad and then served government positions under the famous Emporer Aurungzeb. Khan disapproved of the way his father was treated by the government and therefore, in his history, is known to be fairly critical toward the involvement of the government.
b) Mirat-i-Ahmadi by Ali Muhammad Khan
59
Mirat-i-Ahmadi
The contains a retrospective account of political events taking
place from 1700-1754. Ali Muhammad Khan, the Persian author, completed the work in
1756.
Ali Muhammad himself was a revenue official who, on his appointment to the
Gujarat revenue office in 1748 found that the office was obsolete, with no political or military function do to external chaos, and therefore began looking up old records. He
worked with a Hindu subordinate at the office to piece together the history of his time from the records.
B) Description of Event:
Muntakhab ul-lubab i) Description of event from
by Khafi Khan
22:
After Daud Pani Khan became Subadar of Ahmedabad in Gujarat, in the second year of the reign, on the night when the Holi of the Hindus is burnt, a certain Hindu, between
whose house and the house of some Musulmans there was a court-yard common to both houses, prepared to burn the holi in front of his house, but the Musulmans prevented him.
The Hindu went to Daud Khan, who frequently favored the infidels, and argued that he had a right to do as a he liked in his own house. After a good deal of talk and importunity,
the right to burn holi was allowed. Next day a Musulman, who dwelt opposite the house, desiring to give an entertainment in honor of the Prophet, brought a cow and slaughtered
it on the ground that was his own house. All the Hindus of the quarter assembled in a
22
Eliot and Dowson. Muntakhab-ul lubab Khafi Khan ; translated and edited by H.M. Elliot, John Dowson.
London: W.H Allen and Co, 1886
mob around the Musulmans, and the Musulmans, being unable to resist, went into their houses and hid themselves. The Hindus grew so bold and violent that they seized a lad of fourteen or fifteen years old, the son of a cow-butcher, and according to the statement of one of the citizens who fell into their hands, they dragged the boy off and slaughtered him. The report and sight of this outrage drew the Musulmans together from all quarters; the cry for a general disturbance was raised, and a great concourse them assembled, and among them several thousand Afghans, in the service of Daud Khan, eager to defend the honor of Islam, without caring to please their master. The Afghans of the suburbs and the inhabitants of the city assembled together into a great crowd, and went off with one accord to the house of the kazi. The kazi, seeing the mob, hearing the disturbance, and thinking of the partiality of the Subadar, shut his house upon the people. Reports say that upon the hint of the kazi as to the conduct of the partiality of Daud Khan towards the Hindus, the Musulmans set fire to the dore of the kazis house, and began to burn the shops in the chawk and the houses of the Hindus. In the riot, many shops were destroyed. They then went off with the intention of burning the house of Kapur Chand, a jeweler, and an active infidel, who took a leading part in this business, and was an acquaintance of Daud Khan. He got notice of their intention, and, with a number of matchlockmen who he collected, he shut the gate of his ward of the town and showed fight. Numbers of Musulmans and Hindus were killed. The riot reached such a pitch that for three or four days all business and works in Ahmedabad were suspended. A large number of leaders on both sides resolved to appeal to the Emporer. Daud Khan placed his own seal on the petition of Kapur Chand, and the kazi and other officials having certified to the violence
of the Musulmans, and it was sent to Delhi. Shaik Abdul Aziz [and other Musulmans] went in person to Court.
ii) Description of event from Mirat-i-Ahmadi by Ali Muhammad Khan
23:
In 1713 Ahmedabad city experienced a serious communal riot that lasted two days. The immediate occasion of the riot was provided by the offensive attitude assumed by some Hindu Bania shroffs of the Jauhariwada towards the locality's Muslim inhabitants during the Holi festival which was celebrated with uncharacteristic abandon by the otherwise staid Banias. Revelry and merrymaking degenerated into offensive social behavior when Hari Ram, manager of the Madan Gopal Sarraf's establishment, caught hold of a Muslim passerby and humiliated him by throwing at him color, dust, and mud. The victim, enraged at this defilement at the hands of the infidels, immediately got in touch with Mohammad Ali. The Waiz or preacher, an influential religious dignitary, and informed him of the morning's episode. Mohammed Ali was properly indignant and summoned the city's Muslim population to the Jama Masjid (main mosque). Muslims of all categoriespreachers and artisans alike and Sunnis as well as Bohras-congregated at the Masjid. The Bohra delegation was led by their leader Mulla Abdul Aziz. A decision was taken to march en masse to the Jauhariwada to take revenge on the Hindus. A crowd formed and
23 Translation of the event in Mirat-i-Ahmadi recorded in article Capital and Crowd in a Declining Asian Port City: The Anglo-Bania Order and the Surat Riots of 1795, by Lakshmi Subramanian published in Modern Asian Studies, Vol. 19, No. 2 (1985), pp. 205-237
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tempers ran high, with the more voluble shouting, 'Din Din.' An attempt was made to involve the Qazi Khairullah Khan, in the protest march, but in vain. The crowd, dismissing the act of prudence as cowardice, went ahead with their plans-their houses were attacked and in the general scuffle, Abdul Aziz the head of the Bohra merchants, had still time to sort out his personal differences with Kapur Chand Bahnai, the Nagarseth of Ahmedabad. Both Bahnai and Abdul Aziz took vantage positions on opposite housetops and pelted each other with stones. Bahnai turned out to be more resourceful than Abdul Aziz and persuaded the unemployed Muslim soldiers to assume defense of their own brethren. The intervention of the administration came two days later by which the the riot had subsided.
C) Comparative Analysis of Riot Description:
i) Similarities:
Both accounts of the riots share several important details. In terms of the actual occurrences of the event, both accounts mention the Holi festival as a preliminary cause of the riot. In the Muntakhab ul-lubab, the partiality of Duad Khan in regards to the Hindu burning of Holi begins the riot while in the Mirat-i-Ahmadi, the offensive attitude of participators in Holi begins the riot. In both, it is the Muslims who are rioting against Hindus. Specifically, both accounts have Muslims of various different castes and classes coming together to unite as one to riot against the Hindus. Finally, both accounts have Hindus crossing the line and inciting the Muslim community to attack. In the Muntakhab
ul-lubab, Hindus come in and kill the son of a cow-butcher to incite the Muslims to lead the attack. In the Mirat-i-Ahmadi, a Hindu goes too far in throwing Holi on a Muslim, inciting a response. Following the attack, in both accounts, only Hindu villages and shops are attacked.
ii) Differences and Narrator Bias:
There is one major difference between the two accounts as well. This difference can be explained in part by the background of the reader.
The biggest difference between the two accounts is in regards to the early details of the riot incident. In the Muntakhab ul-lubab, the dispute involves government official Daud Pani, who rules in favor of Hindus to cause the commotion. The partiality of the government toward one group is what is responsible for the riot. This account is fitting, given Kafi Khan's tendency to be critical of politics in this time. This criticism stems from his dislike of the treatment of his father and his found throughout the Muntakhab ullubab.
But, it is important to note that in Muntakhab ul-lubab that the event is recorded on that date it is happening, not retrospectively as in the Mirat-i-Ahmadi. In this Mirat-iAhmadi, the dispute between Hindus and Muslims begins with a Hindu crossing the line and throwing Holi on a Muslim. In this case, a conspicuous cultural display is responsible for the observed riot, and this focus on the important role of culture and cultural behavior fits with the other writings of Ali Muhammad Khan, often highlighting the centrality of culture.
D) Secondary Causes of 1713 Riot:
Introduction:
Of course, both accounts provide primary causes of the riots: whether it be anger over the partiality of the government towards Hindus or at the flamboyant actions of Hindus. However, it is important to realize there must have been very important secondary causes of this riot that contributed in setting the stage for this riot, so that even a small incidents that occurred during Holi could become such a divisive event between Hindus and Muslims, all of a sudden and for the first time in the history of the region. What are these secondary causes?
A full investigation of the political and social history, prior to the riots, unveils that three critical secondary factors emerge: Economic Burden, Local Political Instability, and Formation of Muslim Identity.
I) Economic Burden:
A look at changes in taxes, major natural disasters, and riots related to economic changes 63 years before the time of the riot [Table 1] reveals how economic burden was a critical secondary factor.
It is first important to consider the taxing inequality occurring over the years. Beginning first in 1665, there was an excise tax put on the population, with a greater tax on Hindus than on Muslims (5 cents versus 2.5 cents respectively). Then, in 1673-1674 there was a tax exclusively on Muslims, again propagating the division between Hindus and Muslims.
Add to the taxing major natural disasters that made the taxing rather unbearable for Muslims, by increasing prices of foods and basic necessities. Famines occurred in 1650, 1685-1686, 1685-1697 and especially in 1681 and 1685-1686 significant price increase followed. The only noted documented instances of rioting of any kind before 1713 took place to protest these price increases. In 1681, due to high food prices, on the Idd festival, the viceroy returning to his residence after prayers was confronted by mob of rioters throwing stones and rubbish at him 24 . In 1685-1686, the son of the Kazi, high ranking member of the city who was in charge of fixing prices, is brutally attacked.
Finally, add to this financial burden, an additional burden caused by increased taxing on the entire population with times of war against Hindus and costs of building
Muslim mosques, also further polarizing the groups.
24 Gujarat (India) Gujarat State Gazetteers. Ahmedabad. Gujarat State: Directorate of Govt. Print., Stationery and Publications, 1961
In this way, it can be imagined how immense economic burden on groups could lead even a small spark between the groups to ignite into a full scale riot.
II) Local Political Instability:
It is important to consider how local political instability can impact a population. The way it works is that if a population has a strong faith in a local politics versus a larger national politics and then if in that same consistent system a significant change occurs that threatens that systems viability, then that population is dramatically impacted by this change and violence can occur. An examination of the local government and its structure nearing the 1713 riots seems to indicate political instability significant enough to cause or easily spark conflict between Hindus and Muslims.
Early Political History:
Looking at the earliest political history of Gujarat from Part I, it is clear to see that extreme loyalty to local politics is inherently part of Gujarat. This extreme loyalty has been forged in part by both high turnover of power over Gujarat by different groups and in part by the ways in which the Sultanate used to be structured.
Turnover of power over Gujarat defines the state's early political history. During the beginning of Turkish presence in the region during the time of Alu-ud-din in 1296, Turkish forces first completely took over the region, and then immediately left and returned power to the hands of Hindu rajas, such as Raja Karna. Similar important moment of turnover of power occurred in 1316, when the followers of the first governor of Gujarat fought to take control of the region and succeed from the Sultanate. Succession occurred again in 1347 as a revolt led by Taghi and Afghan rebels. This
67
frequent turnover of power of Gujarat led to residents being able to find stability only in local political structures that were consistent 25 .
In addition to turnover of power, there was also a heavy push toward honoring the independence of states that are part of the Sultanate, such as Gujarat, during the early political history. Ala-ud-din began this trend during his reign, in which he rapidly expanded the Sultanate and only asked that newly acquired territories maintain allegiance to him and provide him taxes. Then, under the rule of Firuz Khan in 1351, even more independence was given to provincial territories such as Gujarat. Finally, in 1409 Gujarat itself declared its independence under Zafar Khan. All in all, citizens living in the cities of Gujarat, in this way, barely felt larger political changes of the Sultanate and much more significantly felt local changes 26 .
Political History near 1713 Riot:
An important political event in 1710 indicates the level of local political loyalty among residents. The changing of this local administration itself in 1713 seems to in large part explain the conditions of uncertainty and fear that caused the riots.
In 1710, Emperor Mauzzam Bahadur Shah was a follower of the Shia sect and sent an order that the word wasi was to be added to the titles of the Khalif Ali in the recital of names of the prophet's successor. When the Khatib of Ahmedabad, who led prayers in Jami masjid, acted on the orders, there was a protest by Muslim city residents and he was warned not to repeat it. Next week, the Khatib continued and he was dragged
25
26
Conclusion made by P.J Raval , Head of History Department at Saurashtra University
Ibid
Table 1: Economic Burden Chart 27
and stabbed. The emperor thus withdrew the order 28 . The following event in 1710 illustrates how little respect was shown toward the emperor's orders by the population. Citizen loyalty was directed toward local officials.
In 1713, right before the riots, Daud Khan was appointed as viceroy. He entrusted the civil administration to the Decanni Brahmins (Hindus) who had accompanied him from the South. For the first time of the history of the city, Hindus entered the local government system. This was a major change for all citizens, especially Muslims living in the city, who were left with a great deal of uncertainty and fear. They had relied on the stability of the local government for many years and this change was abrupt and
27 Ibid
28 Gujarat (India) Gujarat State Gazetteers. Ahmedabad. Gujarat State: Directorate of Govt. Print., Stationery and Publications, 1961
unsettling. Therefore, even a small incident, such as the Holi incident, could tip them to unite together and defend themselves.
III) Accentuation of Muslim Identity
One critical feature found in both accounts, Muntakhab ul-lubab and Mirat-iAhmadi, is the detailed description of Muslims, of all types, uniting together during the course of the riot, under one shared Muslim identity, irregardless of subset or class.
In most Gujarat cities, from the early years of the Sultanate, there was quite a heterogeneous group of Muslim residents, including: Persians, Afghans, Arabs, and Ismali Shiahs. There was even frequent fighting in between these Muslim groups. Most notably, in 1321, Afghan rebellions began to take place in Gujarat, against the Sultanate and its Muslim leaders. However, several Hindu attacks threatening the Mughal Empire and Islam in general helped to bring Muslims of these various backgrounds closer together in Gujarat cities, specifically Ahmedabad.
The first series of Hindu attacks came from the Marwards. This kingdom of the Marwads was annexed by the Mughal emperor Aurungzeb in 1679. This annexation led to the series of attacks that lasted from 1679 to 1707, leading to a significant state of fear within Muslim populations in Gujarat cities, including Ahmedabad.
The next series of Hindu attacks came from the Maratha and were much more significant. The Marathas came from the current region near Mumbai and Pune. They started by invading Mughal forts, led by their leader Shivaji, beginning in the mid 17 th century. They continued to attack all parts of the Mughal kingdom for the next one
hundred years. Very openly promoting Hinduism, the Maratha invasions led to significant fear within Muslim populations over Hindus within their regions and their
safety.
Several times, Maratha forces were able to come within a very close proximity to the city of Ahmedabad. In 1707, the Marathas came within 5 km of city. The Viceroy at
the time, Ibrahim Khan, collected for of troops (Muslim and Rajputs and Kolis) that were deployed at Kankaria to meet invading Marathas. The people of the suburbs and
adjoining villages of Ahmedabad were not sure about the ability of the army to resist the
Marathas and so flocked to the city of Ahmedabad for protection behind its walls. This led to city streets being crowded and rampant fear about Hindu takeover. Then, again in
May 1711, the viceroy's defeat of the Maratha force just 20 km away from Ahmedabad saved the city.
But, how did the proximity and constant fighting of Marathas and Marwards get conveyed to the people inside the city and create confusion and fear? The answer is: an
efficient communication system informing the local public about the conflicts occurring outside or near the city walls.
Research on Mughal communications has, in fact, shown that even members of th
the low-income classes had significant access to news services in 18 century Gujarat.
The work of Jain trader Benarsidas in Gujarat illustrates how effective communications systems were even as early at the 17
th century.
29
According to the trader, news and letters traveled frequently and rapidly. He heard of Akbar’s death while at Jaunpur, and
though he gives no date his description, implies that news traveled very fast from Agra.
29
All information discussed from Farooque, Dr. A.K.M. Roads and Communications in Mughal India.
New Delhi : Jagowal Printing Press, 1977
Penn Humanities Forum Mellon Undergraduate Research Fellowship, Final Paper April 2008
Rajiv Bhagat, College '09
70
Within ten days word came of Jahangir's accession and everything became normal. Benarsidas also mentions that during his frequent journeys to different parts of the countries he was constantly informed of the affairs of his home and family: runners delivered letters to him along the way.
Therefore, it is likely that residents within the city heard of attacks of Hindu groups across the Mughal Empire. Then, when those attacks became even closer to their city, the anxiety increased and, with enemy groups that heavily promoted themselves as Hindus versus Muslims, this led to a polarization of Hindus versus Muslims in the cities. By the time of the Holi incident, fears were high and then with the incident tensions erupted.
Part IV:
Linking Past and Present: 1713 Riots and 2002 Riots
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Of course, between the first recorded communal riot in Gujarat in 1713 and the most recent communal riot in Gujarat many events have occurred. I will extremely briefly
highlight a few of the key moments that have significantly impacted Hindu-Muslim relations. Each one of these topics can and do have several thousand pages of literature
written about them.
Colonial British rule has been noted to have led to a strengthening in the divide of th
Hindus and Muslims. British rule in India lasted from the late 18
century up till independence in 1947.
The independence movement itself, especially with partition of India and the formation of Pakistan, lead to the most significant recorded conflicts between Hindus and Muslims.
Finally, the accession of a Hindu National party in the 20 th century in Gujarat, especially with the election of noted pro-Hindu leader Narendra Modi, has led to perennial struggle of Muslims in the Gujarat region, culminating in 2002 riots which led to death of over 2000 Hindus and Muslims.
2002 Riots and 1713 Riots:
While there are significant amount of differences between the causes behind the riots, some causes are shared and thus illustrate that some factors behind Hindu-Muslim rioting in Gujarat are inherent to the region.
One common cause of both riots is economic disparities and economic burden.
The role of a heavy economic burden in promoting the 1713 riot has been discussed.
Currently, based on my interviews in the city of Rajkot, Muslims feel that the government taxes them more significantly and harshly than Hindus and this leads to immense financial pressures on an already majority low-income group, fueling violence seen in 2002.
Another common cause of both riots, very closely related, is local political structure. In Rajkot, the Modi government itself played a central role in creating the riots themselves and people's distrust in the government led to even more rioting.
Finally, the third and final shared cause is the role of media and identity formation. Just as the communication networks, during the time of Maratha attacks on the city of Ahmedabad, facilitated polarization, current media networks displaying anti-Muslim activities around the world and in other areas of Gujarat helped to alleviate the 2002 conflict.
In this way, it is disturbing to see how much the present still mirrors the past.
Part V: Poetry as a Conclusion
My Poem:
Explanation and Conclusions:
Analyzing the Poem:
There are two layers to this poem: the typing and the painting. Typed in black are the many factors involved in the Hindu-Muslim relations (govt, money, religious castes (sunni shea,), media, unknown, language battles). The black paint and red paint highlight the factors the writer of the poem thinks are important-in this case the stereotypical factors: of Hindu and Muslims against each other (circled in with black paint), the role of the government or as in earlier times the conflict being seen as a political problem (underlined with black paint), and lots of bloodshed (red paint). But, what about highlighting the unity there? What about highlighting and understanding the money involved, or the woman (role of the woman) very much hidden in this conflict, and really what about the common people who are hidden in the red blood, but being almost blocked out by the government issue—this is the key point. This is why on the top of the poem the rules are to find the woman, the common man. But, again we don't have a name, but a space for the name (as stated in the top text-"sign my name"), its open for many different authors, many different people can apply their paint and circle those terms that they think are important. This is the "multiplicity" of the view of conflict.
Penn Humanities Forum Mellon Undergraduate Research Fellowship, Final Paper April 2008
Rajiv Bhagat, College '09
77
However, as the line in the top of the poem indicates, "the paint is leaking through" so that once someone applies the paint, their view, it leaks through the original black and white ink paper so that an accurate view of all the factors becomes impossible. That is the biggest problem.
Finally, there is no date at the bottom, because as my presentation explained, the factors that cause the conflict have not changed in some sense since the first conflict in
1713.
Function of Poem:
Abstract poetry, as the one I crated, appeals to a youth audience, pushes limits of creativity, and makes students really question words, their formation, images in regards specifically to media which can strongly influence thoughts and is a huge deviant factor today in thinking about the riots.
Future Goals:
There needs to be a greater effort on having early Gujarat history textbooks focus on the local social histories in addition to famous political state histories. In other words, students should be encouraged to see the history of Gujarat as multidimensional and inclusive of all castes and religions. As much as possible, primary historical sources also need to be integrated into textbooks. Students should come to see the early history of Gujarat as a multiplicity of narratives.
List of Sources:
Primary Sources:
* Eliot and Dowson. History of India as told by its own historians. The local Muhammadan dynasties. Gujarát. London: W.H Allen and Co, 1886
* Lokhandwala, M.F. Mirat-I-Ahmadi; A Persian History of Gujarat Translated from the Persian Original by Ali Muhammad Khan. Baroda: Oriental Institute, 1965
* Eliot and Dowson. Muntakhab-ul lubab Khafi Khan ; translated and edited by H.M. Elliot, John Dowson. London: W.H Allen and Co, 1886
* Meghani, Zaverchand Kalidas, Noble heritage : a collection of short stories based on the folklore of Saurashtra, translated from Gujarati by Vinod
* Meghani. Mumbai: Bharatiya Vidya Bhavan, 2003
* Meghani, Zaverchand Kalidas, Ruby shattered : a collection of love-legends in folk-balladry form of Saurashtra, translated from Gujarati by Vinod Meghani. Mumbai: Bharatiya Vidya Bhavan, 2003
* Meghani, Zaverchand Kalidas, Shade crimson : a collection of short stories and features based on the folklore of Saurashtra, translated from Gujarati by Vinod Meghani. Mumbai: Bharatiya Vidya Bhavan, 2003
Secondary Sources
* Misra, Satish Chandra. Rise of Muslim power in Gujarat; a history of Gujarat from 1298-1442. Bombay: Asia Publishing House, 1963
* Misra, Satish Chandra. Muslim communities in Gujarat, preliminary studies in their history and social organization. Bombay: Asia Publishing House,1964
* Desai, Ziyaud-Din A., 1925- Malfuz literature : as a source of political, social & cultural history of Gujarat & Rajasthan. Khuda Bakhsh Oriental Public Library, 1991
* Gujarat (India) Gujarat State gazetteers. Ahmedabad. Gujarat State: Directorate of Govt. Print., Stationery and Publications, 1961
* Chand, Tara, 1888. Society and state in the Mughal period. New Delhi: Publications Division, Ministry of Information and Broadcasting, 1961
* Farooque, Dr. A.K.M. Roads and Communications in Mughal India. New Delhi : Jagowal Printing Press, 1977
* Hasan, Farhat. State and locality in Mughal India : power relations in western India, c. 1572-1730. New York : Cambridge University Press, 2004
* Ojha, P N.Glimpses of social life in Mughal India. New Delhi : Classical Publications, 1979
* Y.G. Bhave From the death of Shivaji to the death of Aurangzeb : the critical years. New Delhi : Northern Book Centre, c2000
* Sunil Kumar. Himu, the Hindu "Hero" of medieval India : against the background of Afghan-Mughal conflicts. New Delhi : Atlantic Publishers and Distributors, c1994
* Ram Gopal. Hindu culture during and after Muslim rule : survival and subsequent challenges. New Delhi : M D Publications, 1994
* Hallissey, Robert. Rajput rebellion against Aurangzeb : a study of the Mughal Empire in seventeenth-century India. Columbia : University of Missouri Press, 1977
* Kalindi, Kumari. Status of Hindus in Mughal India. Lucknow : Bharat Book Centre, 2006
* Muztar, A. D. Shah Wali Allah : a saint-scholar of Muslim India. Islamabad : National Commission on Historical and Cultural Research, 1979
* Asher, Catherine. India before Europe. New York : Cambridge University Press, 2006.
* Thapar, Romila. Somanatha, the many voices of a history. New York : Verso, 2005 | <urn:uuid:7b518fa9-511c-475f-aa0c-9b9ad9a35920> | CC-MAIN-2016-26 | http://repository.upenn.edu/cgi/viewcontent.cgi?article=1001&context=uhf_2008 | 2016-06-26T09:58:38Z | crawl-data/CC-MAIN-2016-26/segments/1466783395160.19/warc/CC-MAIN-20160624154955-00129-ip-10-164-35-72.ec2.internal.warc.gz | 265,326,976 | 26,142 | eng_Latn | eng_Latn | 0.984636 | eng_Latn | 0.997764 | [
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y/
Bolinas farms cede stream rights to Coho
by Jacoba Charles
Three organic farms in Bolinas are collaborating with the Point Reyes National Seashore (PRNS) in an unprecedented effort to cede their summer water rights to Coho salmon. The project moved one step closer to completion on Monday, when the Marin County Community Development Agency finalized the first necessary permit.
"I think this plan is a revolutionary step for the coast of California to provide insurance for agriculture while also protecting fisheries," said Steve Kinsey, president of the Marin County Board of
Please turn to page 12
>> Farms
continued from page 1
Supervisors, who was an early advocate of the proposed Pine Gulch Enhancement Project. The plan hinges on the construction of several large ponds that would allow them to store enough water for irrigation throughout the dry season.
Fresh Run Farms, Paradise Valley Farm and Star Route Farms currently pump water directly from Pine Gulch Creek to irrigate their crops. This leads to dramatic fluctuations in creek flow during the dry season, when water levels are already low.
The county approved the coastal permit and design review on November 15, and the appeal period closed Monday without contest. However, approval and authorization from the State Water Board and Fish & Game are still needed – which will take years.
"The unique thing about this is that it's voluntary on the part of the farmers," said Mike Reichmuth, a fisheries biologist with the National Park Service who is based at Point Reyes. "You don't usually see landowners who actually want to go the extra step to help out."
Logistics and history
There is no precedent for an arrangement such as the one planned in the Pine Gulch Enhancement Project. Historically, "riparian water rights" allow landowners to draw water from the creek all year, regardless of their impact on the fish.
They are not, however, allowed to store water for over 30 days without what is called an "appropriative right." The chance of a private landowner receiving such rights was described by Kinsey as "virtually unfathomable." In order to stay in business, they rely on water drawn from streams – even during dry summer months.
The enhancement project hopes to construct a legal incentive, whereby the farmers arrange to temporarily abandon their riparian rights in return for temporary, seasonal rights to water storage for more than 30 days – de facto appropriative rights.
The project started when Brannon Ketcham, a hydrologist with PRNS, began doing watershed surveys in 1997. After talking with the farmers along the creek about their ideas for protecting and improving the habitat, a scaled-back version of today's project was born.
"The park service doesn't have any jurisdiction over the farms," said Jeremy Tejirian, a Marin County planner. "They just share the stream, and so they contributed their time and resources to make this happen." For their part, the farmers' dedication to sustainability motivated them to act proactively in the face of fu- ture regulation. Ketcham got a grant to study offstream water storage options, and hired
Lee Erickson, an agricultural engineer from Valley Ford to develop specific plans. Carol Whitmire, a local planning consultant, came on board as a project manager – and a 10-year saga through California's labyrinthine water laws began.
"What initially seemed like a simple solution has become an odyssey of time and expense," Kinsey said, "But it still makes as much sense now as it did then."
An initial plan, which proposed only 30-day water storage, was rejected by regulatory authorities as inadequate. They instead encouraged the development of the current, much more ambitious plan.
Concerns
In addition to the challenge of navigating a brand-new permitting process, local environmental groups such as the Sierra Club and the Tomales Bay Association have slowed approval of the plan.
"I don't know anyone who's against this," said John O'Connor, a Dogtown resident and board member of the Tomales Bay Association. "Some of us are just concerned about the details of how it gets done."
He described his two main concerns as development potential and appropriate oversight. Once appropriative rights are approved on a property, he said, the owner can then petition for a zoning change. He advocates an indelible use designation, where the water reverts to the creek unless it is being used for farming.
Kinsey said that there is no development potential that comes from the plan, however. "Agricultural zoning and the coastal program prevent any chance of future development," he said.
O'Connor is also concerned about oversight of the new system, once it is in place. "It needs immediate, hands-on oversight and right now there isn't anyone who is going to do that," he said.
All the farms are given daily withdrawal limits that vary based on stream flow during the spring. The logistical difficulties of determining what the limit is each day, and who will take it, leave too much room for error in his book.
Watershed
Pine Gulch Creek flows from forested headwaters on Inverness Ridge, through the fertile bottomlands of Paradise Valley before draining into the Bolinas Lagoon. Though it historically supported both Coho salmon and steelhead, the Coho disappeared after 1968, until a handful reappeared in 2001.
Local salmon populations became vulnerable after decades of overfishing, said Reichmuth. Coho are a particularly vulnerable fish because of their strict threeyear life cycle and their dependence on both freshwater and deep ocean habitat. Dams, habitat destruction, droughts or changes in the upwelling currents that bring them food in the ocean all can threaten them. If three bad years hit in a continued on
page 17
Dennis Dierks, of Paradise Valley Farms, plans to use water from Pine Gulch Creek to irrigate his crops. Photo by Jacoba Charles. | <urn:uuid:9b3c25ee-c898-47e1-b814-71054a107cbb> | CC-MAIN-2021-49 | http://www.jacobacharles.com/11.29%20Pine%20Gulch%20crop.pdf | 2021-12-02T07:07:18+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00119.warc.gz | 109,756,971 | 1,211 | eng_Latn | eng_Latn | 0.996726 | eng_Latn | 0.998843 | [
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World Language: Spotlight on Equity Resources
The Spotlight on Equity provides a list of considerations for the purpose of providing an equity literate and socially conscious lens to the teaching and learning of world language as well as to recognize the historic economic exclusion and marginalization of minority groups and communities. When grade-level appropriate, educators may use these topics to critically engage students in socially relevant world language conversations and opportunities. The enumerated considerations are not a complete list, but rather a starting point on which to begin historically and socially relevant conversations.
There are also authentic connections to equity, media and digital literacy which should be incorporated into the teaching and learning of a culturally sustaining world language curriculum to aide in the development of bi- and multi-literate students. Definitions and supplemental resources to support the teaching and learning of these considerations are provided below.
Definitions
Equity Literacy: Equity literacy is the ability to recognize, respond, and redress even the subtlest biases, inequities, and oppressive ideologies, and to actively cultivate and sustain equitable, antioppressive ideologies and institutional cultures.
Digital Literacy: Digital literacy is part of media literacy (see below) and both are included in the idea of "information literacy", which is the ability to effectively find, identify, evaluate, and use information. Digital literacy specifically applies to media from the internet, smartphones, video games, and other nontraditional sources and includes both digital skills and ethical obligations.
Media Literacy: Media literacy is the ability to access, analyze, evaluate, and create messages in a variety of forms- from print, to video, to the internet. Media literacy can be tied to digital literacy, and also falls under the umbrella of "information literacy" (see above). It builds on an understanding of the role of media in society as well as the essential skills of inquiry and self-expression necessary for citizens of a democracy.
Spotlight on Equity Resources
Communication
Civil Discourse in the Classroom - Learning for Justice (formerly Teaching Tolerance) developed this publication to introduce educators to basic tools for teaching civil discourse. "It is not subject-specific; … the tools of argumentation and discussion lend themselves to any subject in any classroom. Although it is primarily designed for young adolescents, the curriculum can be adapted for students
Contact Information:
If you have questions about this document or would like additional information please contact: Martha Deiss, Student Pathways Division, at firstname.lastname@example.org.
of any age. Using these lessons, students will be able to turn their unsubstantiated opinions into reasoned arguments. They also will learn how to effectively challenge an opposing argument… with a step-by-step process for refutation. These tools lay the groundwork for productive, reasoned, and lively discussions on a variety of topics".
Fostering Civil Discourse: A Guide for Classroom Conversations - Facing History and Ourselves developed this guide to prepare our students to "respond thoughtfully and respectfully together to … events by taking steps to cultivate a reflective classroom community throughout the school year. A reflective classroom community is in many ways a microcosm of democracy—a place where explicit rules and implicit norms protect everyone's right to speak; where different perspectives can be heard and valued; here members take responsibility for themselves, each other, and the group as a whole; and where each member has a stake and a voice in collective decisions".
Our Values, Beliefs and Identity are Embedded Within Language: From the United Nations comes this short article with video stating how "every two weeks, one of the world's languages disappears, along with the human history and cultural heritage that accompanies it…calling for greater efforts to preserve and promote mother languages and indigenous languages, to bolster inclusion, diversity and ultimately, sustainable development."
How Language Classes are Moving Past the Gender Binary: This New York Times article discusses how societies that speak gendered languages have been more open to nonconforming identities, but challenges are presented to second language learners where traditional grammar does not reflect societal changes, and there is often the issue of the 'male default'.
Implicit Bias Module Series: This module series from the Kirwin Institute at Ohio State University provides insight into how our minds operate to help us understand the origins of implicit bias and learn strategies to address individual implicit biases.
Implicit Bias - Racial Equity Tools has collated an extensive list of implicit bias-related tools categorized by Research and Analysis, Organizations, Resources, and Tools and Practices. Provided are links to articles such as Implicit Bias in the Classroom and Implicit Bias Insights as Preconditions to Structural Change, as well as videos including Immaculate Perception.
Washington Models for the Evaluation of Bias Content in Instructional Materials: This framework was developed for Washington educators in 2009 to allow instructional content to be evaluated for bias using five dimensions: gender/sex, multicultural, persons with disabilities, socio-economic, and family. While the lens of this framework is bias evaluation, it also emphasizes the importance of both respect and appreciation of differences and similarities.
Conversational Leadership: The article, Speak Truth to Power, defines the Quaker-coined phrase and includes supplemental resources and videos. The author recognizes that 'authority' does not represent the only form of power difference, as a differential can manifest by race, accent, wealth, and gender, to name a few.
Speak Truth to Power: This human rights education program founded by Robert F. Kennedy Human Rights in partnership with Discovery Education, Humanity United and the Fund II Foundation, is designed to introduce students to influential human rights defenders through powerful storytelling
and interactive learning. RFK Human Rights provides educators with flexible, standards-aligned digital resources, designed to educate, engage, and inspire passion and action amongst the next generation to end and prevent human rights abuses and violations around the world.
Culture
The Danger of a Single Story: Ted Talk: "Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding".
Why Do We Prefer Things that We are Familiar With? This Decision Lab article explains how the mere exposure effect describes our tendency to develop preferences for things simply because we are familiar with them and avoid things that are new or unknown.
Justice and Colonialism: This paper examines the relationship between justice and colonialism. It defines colonialism, including political domination, land taking, cultural imposition and economic exploitation; examines the kind of injustice that colonialism involved; and discusses the possibility of corrective justice.
New Ways of Seeing: Seeing With "Others Eyes" and New Ways of Seeing: Language Appreciation are excerpts from a new publication, by the Senior Advisor for China Learning Initiatives, that make "an eloquent case for language learning as a means to enhance and deepen students' capacity for processing information and analyzing the shape of the world."
Resources that Address Issues of Race, Diversity and Social Justice: ACTFL has compiled a broad and varied selection of resources, including external resources such as an interview with Toni Morrison; webinars and papers, including The Journey of Social Justice; Anti-Asian racism and LGBTQ+ resources; and the ACTFL Statement on Diversity and Inclusion in World Language Teaching and Learning .
Social Justice in the Language Classroom: A Call to Action: This paper makes the case that the "goals of [world] language education in the United States have always been informed by the social, historical, and political contexts in which the instruction takes place," and state that social justice education should play a role in all world language classrooms.
Writing on History: Historiography: Queens College, City University of New York has provided the reader with thoughtful questions to ask when learning about history, such as " does the historian's own perspective, impacted as it undoubtedly is by gender, age, national and ideological affiliation, etc., contribute to an "agenda" that the historian's work is playing into, unwittingly or consciously?", so that the learner can be aware of bias as they learn about history.
Untangling Disinformation: This NPR podcast series examines how widespread the problem of disinformation is, and efforts to overcome it.
The Globally Competent Learning Continuum: "The Globally Competent Learning Continuum (GCLC) identifies the dispositions, knowledge, and skills that educators need to teach students from diverse backgrounds and prepare all students to thrive in a global society. The GCLC is a tool for selfreflection, used by educators wishing to reflect on their own level of global competence and to learn the characteristics included in higher levels to advance along the continuum". | <urn:uuid:e51a6035-d297-49e6-b396-33742b014b0e> | CC-MAIN-2021-49 | https://education.vermont.gov/sites/aoe/files/documents/edu-world-language-spotlight-on-equity-resources.pdf | 2021-12-02T07:58:20+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00119.warc.gz | 285,810,037 | 1,723 | eng_Latn | eng_Latn | 0.995995 | eng_Latn | 0.996057 | [
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Section 1A: Comprehension and Insight skills based on short stories
Module 4
How to identify references that
Exercise 1
demonstrate understanding of a short story
Before you begin
What you need:
Related text: "Cranes Fly South" by Edward McCourt
Approximate time this exercise should take you: 30 minutes
Reminder
In working through the four exercises in Module 4, you should gain confidence in selecting appropriate references to support your understanding of a text. In this part of the analysis you should demonstrate your comprehension of the text through the choice of references and analogies you use to support your interpretation of the reading. This selection of appropriate references should show your understanding of the reading as a whole.
Instructions
In the exercise below, select the references that best indicate your understanding of the text by placing a check mark beside each correct answer and an X beside any incorrect response. There may be more than one appropriate choice in the list. Consult the Answer key for the correct response.
Exercise 1
1. RESPONSE. Lee is determined that Grandpa see the whooping crane again because he knows what this experience will mean to Grandpa. Lee overcomes his own initial hesitation and reluctance about taking Grandpa out on the cold, bleak day, because he realizes that Grandpa's desire and enthusiasm about seeing the whooping crane again are much more important at the moment than following the rules and guidelines about Grandpa's care that his mother would have wanted him to follow.
A.______ "We're near there, Grandpa," he said. "You can see the slough now."
B.______ “Thanks, boy, for takin’ me out. Maybe we’d better go home now. I’m tired – awful tired.”
C.______ “What are you doing’ to me, boy?” he complained almost tearfully. “You know what Ellen said. I ain’t supposed to go out without she’s along.”
2. RESPONSE. The potential extinction of the whooping crane mentioned in the beginning of the story relates to the idea of the importance and appreciation of life. Grandfather knows life is short and that he must see the overwhelming beauty of the crane, just once more, before he dies. In a sense, Grandpa is reliving an important part of his earlier days, 40 years before, when he was a much younger man, because he also knows that his own life is beginning to fade.
A.______ “You can set in the sun all winter and see things beside flatness. Man gets mighty tired of flatness – after eighty years.” His voice trailed off.
B.______ “A convulsive shudder twisted the shrunken body in the chair. The old man stood up without laying a hand on the arm rest of the chair, and his voice was loud and strong. ‘Boy I’ve got to! ‘ ”
C.______ Grandpa’s determination can be compared to people who are diagnosed with cancer and at that moment decide to live life to the fullest.
3. RESPONSE. When Bessie, the old mare, breaks into a startled trot, the reader realizes that she, like Grandpa, has a feeling of revival—a purpose and meaning in life. When Bessie’s gait transforms into a reluctant walk, Lee knows she will succeed in bringing them safely to the slough. This can be compared to the difficulty Grandpa experiences maintaining the energy needed to accomplish his goal. Bessie’s determination mirrors Grandpa’s.
A.______ Lee remembered what his mother had said. “Grandpa is a very old man, Lee; he mustn’t ever get excited.”
B._____ “A convulsive shudder twisted the shrunken body in the chair. The old man stood up without laying a hand on the arm rest of the chair, and his voice was loud and strong. ”
C.______ “The old man caught up his stick from beside the chair. Fury chased the cunning from his puckered face.”
4. RESPONSE. The mood and tone set by the final events of the story—Grandpa’s delirious raving, the mother’s reaction, the father’s reaction and Lee’s final thoughts—demonstrate to the reader that children have insight into life and death that adults may not necessarily appreciate.
A.______ “They stood together, man and boy, held by an enchantment that was not part of the drab, flat world about them.”
B.______I remember when my grandmother died I felt very sad. I didn’t even want to go to her funeral I was so upset.
C.______ “But he wasn’t crazy; he knew all right what he was saying. Only no one except Lee understood what he meant. He did not regret what he had done.”
5. RESPONSE. Escaping the mundane and bringing joy and excitement into life is important in living life to the fullest.
A.______ Whenever I am bored, I go to the video store and rent a movie to pass the time.
B.______ “Me, I’m going south too,” Grandpa said. “You can set in the sun all winter and see things besides flatness.”
C.______ “They come in the night and you hear a sound like thunder and the sky gits dark—and there’s the Mississippi below and the smell of the sea blown in from a hundred miles away…”
Answer key
1. Quote "C" is the most appropriate quote for this selection. The reference to "Ellen" and the fact that Grandpa shouldn't be out without her indicates to the reader that Lee is willing to break a few rules to guarantee that Grandpa sees the whooping crane. Quotes "A" and "B" partially support the passage, but do not provide enough supporting detail to back up the statement.
2. Both direct quotes and the personal reference clearly develop the point of discussion. They all connect to Grandpa's will to accomplish the task. "A ," "B" and "C" are all correct.
3. "A" does not provide enough information to be used as an appropriate supporting quote – it only tells the reader that Grandpa is tired, but does not reveal the surge of energy he experiences. Both "B" and "C" support the passage by describing Grandpa's new-found energy.
4. "A" and "C" directly and clearly support the quote, but the personal reference is irrelevant. It may be about a grandparent's death, but it is not pertinent to the text.
5. Both direct quotes, "B" and "C," support the notion of life being brought to the mundane, but the personal example, "A" does not connect to the theme being illustrated.
Section 1A: Comprehension and Insight skills ba
Module 4
s edon shor t stor i es
Exercise 2
How to identify references that demonstrate understanding of a short story
Before you begin
What you need:
Related text: "Cranes Fly South" by Edward McCourt
Approximate time this exercise should take you: 30 minutes
Reminder
In this objective, remember that you want to find pertinent references to demonstrate your understanding of the reading. References that demonstrate an understanding of the reading do not always have to be direct quotations from the text, even though the practice exercise below works with direct quotations. References to such aspects of a reading as character and plot, for example, can be quite specific without directly quoting from the story. Your references must always show, however, that you have a clear comprehension of the text.
Instructions
For each critical/analytical paragraph below, locate two valid quotes from the short story that directly support the main point the analytical paragraph conveys.
Exercise 2
Paragraph 1
In the introduction of the story, the reader is introduced to the importance of the whooping crane. First, Grandpa describes the power of their flight, equating the sound and power of their movement with that of thunder or a freight train. The significance of the cranes in the story is further reinforced when Lee convinces his grandfather that he has recently seen one of these mighty birds with the blacktipped wings, even though the species is almost extinct. This exchange between Lee and Grandpa sets the tone of suspense in the story as the reader wonders what role Lee's discovery will play.
Quote 1
Quote 2
Paragraph 2
Grandpa, old and feeble like the mare, Bessie, experiences a feeling of excitement and re-birth as he realizes that a three-mile trip to see a whooping crane once again is within his reach. Grandpa's age and weariness is compared to the horse and buggy, also aged, yet significantly enough, their ages do not hinder their ability to embark on their adventure together.
Quote 1
Quote 2
Paragraph 3
A complication in the plot arises when the grandfather feels he is too cold and tired to continue to the slough where Lee had spotted the crane. Even though Grandpa is ready to give up and succumbs to his weakness and frailty, Lee finds a way to encourage Grandpa to persevere.
Quote 1
Quote 2
Paragraph 4
When the crane flies up into the pale sky, Grandpa is overwhelmed and overjoyed to see this majestic sight once again. The experience is almost spiritual as Grandpa appears to come to youthful life again as he experiences the same joy as he had forty years earlier when he witnessed the same powerful image.
Quote 1
Quote 2
Paragraph 5
Irony is demonstrated in the story when it appears that only Lee understands what his grandfather is muttering while lying on his death bed. The adults misinterpret Grandpa's ranting as delirium – but Lee knows differently. With Grandpa, he experienced joy in the final stage of the cycle of life, and only Lee deeply understands the meaning in Grandpa's final words.
Quote 1
Quote 2
Answer key
The quotes you have selected will not necessarily be the exact quotes listed below, but they should be similar in content.
Paragraph 1
"First you hear a sound far off and you figger it's thunder—and it gits louder and nearer, and soon it's like a freight train passin' right over your head, and if there's a moon they fly across it and the night gits dark…"
Lee spoke very slowly now, trying hard to be patient. "At Becker's slough. Honest. I saw the black tips of his wings just as clear!"
Paragraph 2
Grandpa wrinkled up his face. "We got a horse and buggy, ain't we?"
But Bessie slowed almost at once to a shambling, reluctant walk, and Lee felt a little easier. Maybe the buggy wouldn't fall to pieces after all.
Paragraph 3
"Thanks, boy, for takin' me out. Maybe we'd better go home now. I'm tired—awful tired."
He eased the old man down from the buggy, and slipped a hand under his arm. "Come on, Grandpa," he urged. "We'll make it all right."
Paragraph 4
"Great God in heaven!" The words were a strange, harsh cry of ecstasy and pain. "A whooper, boy – a whooper!"
Again the harsh cry burst from his lips – "Great God in heaven!" the cry that was at once a shout of exultation and a prayer. Then the light in his eyes faded and went out.
Paragraph 5
But he wasn't crazy; he knew all right what he was saying. Only no one except Lee understood what he meant.
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English Zone Mcgraw Hill
English Zone: Audio CD 4 English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special cross-curricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone's comprehensive Teacher's Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
English Zone: Workbook 4 English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special crosscurricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone's comprehensive Teacher's Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
English Zone: Flashcards 3 English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special cross-curricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone's comprehensive Teacher's Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
English Zone: Student Book 1 English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special crosscurricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone's comprehensive Teacher's Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special cross-curricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone's comprehensive Teacher's Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
English Zone 2 (Student Book/Audio Bundle).English Zone Teacher's Guide 5McGraw Hill
English Zone: Workbook 1 English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special cross-curricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone's comprehensive Teacher's Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
English Zone: Audio CD 5 English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special cross-curricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the
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Copyright : commonspace.scot importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone's comprehensive Teacher's Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special cross-curricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone´s comprehensive Teacher´s Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
English Zone: Student Book 3 English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their fluency in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special cross-curricular Zones in each unit offer contentbased readings and task-based activities related to these subject areas. The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. Students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways. English Zone's comprehensive Teacher's Guide provides additional support material, techniques and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills. The opportunity to apply English skills to the range of experiences and activities students encounter in the school curriculum ensures that their language learning will assume a special richness.
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FRACTURED DOMINOS
| Level | 3 (Age group 11-14) |
|---|---|
| Resources Required | Dominoes (4 per player) |
| Alternate Options for the Resources | Instead of dominoes, the teacher can make fraction cards. To make fraction cards: ● Cut out 42 pieces of paper about the size of your palm. ● On each piece of paper, write a fraction that a 0-6 in the numerator and a 1-6 in the denominator. If each fraction is different, there will be 42 cards in total (See Images/Illustrations). |
| Strand Covered | Numbers and Operations |
| Targeted Skills | Comparing fractions and equivalent fractions |
| Inspired by | Julia Robinson Mathematics Festival - Gordon Hamilton |
| Time Required | 20 mins (for game) 30 mins (setup) |
| Previous Learning Required | Knowledge of numbers 1-10 Knowledge of the definition of fraction, numerator, and denominator |
| Support Required | Low supervision |
Rules of the Game:
Steps
Step 1: The teacher groups players into groups of 3-4. Although this game is best with groups of 3-4, if there are leftover players, the teacher can make groups of 3-5.
Step 2: The teacher removes and sets aside the 0|0 domino. From the remaining dominoes, the teacher gives each player 4 dominoes face down. players may look at the dominoes they are given but should not show any other players their dominoes.
Step 3: Each group can begin the game once all of the materials have been handed out.
Step 4: Each group decides who will go first. If groups have trouble deciding who should go first, the youngest person in the group goes first.
Step 5: In a clockwise direction starting from the first player, players choose one of their dominoes to play face up.
Step 6: The numbers on the domino represent the numerator and denominator of a fraction. The domino must be played so that the numerator is less than or equal to the denominator. A domino can only be played if its fraction is either larger than all previously played fractions or its fraction is equivalent to at least one of the other played fractions.
Step 7: If a player cannot play any of their dominoes following the rules in Step 6, the player must pass their turn.
Step 8: When all players in the group have either played one domino or have passed, the player who played the highest fraction removes all of the dominoes that were played and puts them aside (these dominoes will no longer be used during this game). This player is now the player who plays first.
Step 9: Repeat Steps 5-8 until one player plays all of their dominoes. This player wins the game.
Example of Fraction Cards:
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Music Curriculum Vision
The Music Curriculum at AJK
Why should all students learn your subject? (If relevant, why at AJK?)
Music is a key part of being human. It can transcend social, cultural, ethnic and economic boundaries, but also forms a key part of these identities. The study of music not only develops pupil's understanding of how music 'works' and their ability to describe and evaluate music using appropriate language, but also is a gateway into learning about other cultures. The study of music encourages mutual respect and understanding – underpinning the AJK value of kindness. To be an excellent musician requires discipline and practice, as well as skills in teamwork and collaboration: traits that lead pupils onto success in any field. Music is a creative outlet and can greatly contribute to a sense of wellbeing – both of which are so integral to society in these challenging times.
What is the core knowledge in your subject?
1. Listening and Appraising – the ability to listen to and analyse music. This is developed over KS3 through an introduction to and consolidation of musical vocabulary, and an exploration of a diverse set of musical styles. A deep understanding of musical knowledge supports pupils in every aspect of the subject – being able to understand what these keywords mean helps them to be proficient and expressive performers and composers who can create pieces with musical interest.
The core knowledge in music can be split broadly into three areas:
| Musical element | Foundational descriptive vocabulary |
|---|---|
| Dynamics and Articulation | Piano, forte, crescendo and diminuendo, staccato and legato |
| Rhythm, Metre, Tempo | Syncopated, On beat/off beat. 2/4, ¾, 4/4. Fast, slow, Allegro, Andante, Largo. |
| Sonority/Instrumentation | Four main instrument families. Bowing and plucking. Some instruments used in specific fusions. |
| Structure | Basic ABA structure, EDM structure, canon, pop song structure (basic), round |
| Melody | Step, leap, ascending, descending, chromatic, riff, ostinato |
| Texture | Polyphonic, monophonic, homophonic, thicker/thinner, unison, polyrhythmic |
| Harmony and Tonality | Major/minor, 7th chords, drone, pedal note, 3rds |
| Notation | Can read basic rhythms, treble clef and bass clef |
By the end of KS3, pupils will be familiar with the following styles of music:
Pop songs, Folk, West African, Blues, Baroque, Electronic Dance Music, Film Music, and Protest Songs. These are explored in more depth at KS4 and KS5.
2. Performing: the knowledge to be able to perform pieces of music on an instrument and/or voice, as a soloist and as part of an ensemble. Our co-curricular offer is essential to the mastery of this area of knowledge, as curriculum lessons cannot provide all the time and opportunities pupils need in the area.
3. Composing: the knowledge and skills to be able to create music of their own. This emerges from rhythms and short melodies in year 7, to complete pieces in year 11. To do this, they need to understand the language of music and how musical elements can work together to create something that sounds pleasing to the ear.
What is the key way students practise in your subject?
2. Performing: practical time within lessons – with the shortest bursts in year 7, and explicitly teaching pupils how to practice and use their time. To be able to go onto be successful at GCSE, pupils need to be doing co-curricular and/or instrumental lessons to hone and practice the musical skills needed to be a successful performer.
1. Listening and appraising: regular revisiting of key musical vocabulary through teaching, questioning and quizzing. Exposing pupils to a wide range of music from KS3 – both listening and playing. Encouraging pupils to listen to and explore widely and inquisitively the music around them. Encouraging pupils to take part in extra curricular lessons.
3. Composing: through methodical steps in all key stages, and limiting pupils to a small number of elements of music when they compose – for example, only focussing on rhythm in Year 7 HT2. Over time, pupils' musical literacy and ears develop so they can be more creative and original in their work. See the Secondary Music Progamme Skills and Knowledge overviews for more detail on this.
Whole School Values and Links to Our Subject
Diversity - Because pupils study such a diverse set of Musical styles, our programme will allow pupils to engage not only with the world they live in, but others' lives. Diversity and pupil voice in Music is hugely important, and in particular pupils will be able to explore these values in our Band Musicianship composition units, where they will be able to compose in groups and explore topics they care about. At KS3, this culminates in the Year 9 Protest Song unit. Music from throughout the world is explored, especially in Year 8 where pupils explore Music from West Africa (Guinea) in Djembe drumming, and the Blues.
Throughout KS4 and KS5, diversity of ideas and music explored continues to be a key priority. This is especially considered through the Fusions Area of Study at KS4 and the study of Jazz at KS5.
Curriculum Overview
| | Music Curriculum Content Overview 2021-22 | | | | | | |
|---|---|---|---|---|---|---|---|
| | | Autumn | | Spring | | Summer | |
| Year 7 | | Stomp! And Sing | Stomp! And Sing | The Power of the Pentatonic | The Power of the Pentatonic | Band Musicianship: the 4 chord trick | Band Musicianship: the 4 chord trick |
| Year 10 | Bridging: Game of Thrones, Solo performance | Star Wars, EDM Composition, Solo performance | Music for a While, Release Free Composition 1st draft, Ensemble performance | Defying Gravity Free Composition 1st draft, Ensemble performance | Brandenburg Concerto Free Composition 2nd draft, Solo performance |
|---|---|---|---|---|---|
| Year 11 | Samba Em Preludio, Killer Queen Brief Composition | Pathetique Sonata, Free composition, Solo performance final recording, Brief Composition | Revision of set works, ensemble recording, brief composition first draft | Revision of Y11 set works, brief composition final draft and free composition improve. | Revision of all set works |
| Year 12 | Bridging, Baroque Concerto, chorale harmony, composition tasks, performance | Baroque Concerto, Jazz, chorale harmony, composition tasks, performance | Operas of Mozart, Jazz, Chorale, free composition, performance | Operas of Mozart, Jazz, Chorale, free composition, performance | Operas of Mozart, Music for media, Chorale, Free composition, performance | | <urn:uuid:d22e7bbd-e13f-49f0-9044-400f3e46eb5a> | CC-MAIN-2021-49 | https://arkjohnkeats.org/sites/default/files/Music%20Curriculum%20Vision_1.pdf | 2021-12-02T06:50:42+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00119.warc.gz | 178,499,531 | 1,498 | eng_Latn | eng_Latn | 0.998791 | eng_Latn | 0.998779 | [
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Section 1A: Comprehension and Insight skills based on short stories
Module 12Exercise 3
How to use supporting detail
Before you begin
What you need:
Related text: "Cranes Fly South" by Edward McCourt
Approximate time this exercise should take you: 15 minutes
Reminder
What is valid supporting detail?
Valid supporting detail is the use of detail in your own essay to support the points you are making in each body paragraph. Remember, simply summarizing the text is probably not enough to supply sufficient supporting detail in your own essay, unless it is used to clearly support your own ideas. Make sure you use details from the text and from your own personal experiences (examples) to support what you are saying.
What kinds of details are acceptable?
The details you choose should be appropriate and on topic in terms of what you are saying. They should support your thesis, reactions and response ideas. Avoid getting side-tracked and off topic, especially in your comments and reactions. You may quote and/or paraphrase from the text to back up what you are saying. You may bring in your own experiences, as long as they are relevant to what you are saying. Do not get carried away with presenting your own personal experiences and forget you are responding to a text in your own essay.
What do I avoid?
Some repetition for emphasis is always acceptable. Excessive repetition, too much generalization or irrelevant material may prevent you from meeting this objective, however. Avoid relying on the same few details throughout your essay. Also, avoid using details that digress from your main points, and do not make general claims without detailed support.
Module 12Exercise 3
Instructions
In this exercise, you will practise choosing the kinds of details to use as you present your ideas about the text you have decided to write about. These details are used to back up the points you are making in your own essay. It is important to stay on topic and not to be too general in what you are saying. Use only relevant, exact details that accurately support claims you are making about a text.
Determine whether the sample paragraphs below are acceptable or unacceptable in terms of 1) correct paraphrasing of material from the original text; 2) references to details in the original text; 3) inclusion of details from the writer's ideas concerning the text.
2
Module 12Exercise 3
Exercise
3
Please note: Each paragraph below may have problems in one or more of these three areas.
(student reacting to an essay about people and their
EXAMPLE: favourite pets)
People have all kinds of pets at home, and often the pets they have go along with the age and personality of the owner. Young children will have small pets like a rabbit or a hamster that is easy to care for. Teenagers often have a dog that they can train and take for a walk when it needs to go outside. Ladies often prefer a cat, because cats are independent and need little care overall. People who want a pet as a friend might choose a small terrier or a pit bull, depending on whether they like a dog they can treat more like a small child or a pit bull that demands a person willing to train and control the dog. My favourite pet would be fish in a tank, because fish can be left alone for long periods but remain beautiful to watch. The reality is that there are all kinds of pets like there are all kinds of people.
Acceptable___X__
Unacceptable_____
ANSWER: This is a fairly good example of a unified paragraph that uses details and examples to present a follow-up of the main idea introduced in the topic sentence, the first sentence. The examples provide some detail about the paragraph topic, namely people and their pets, and there is even a personal example from the writer. The paragraph is unified and coherent and makes good use of details, in this case, the many examples.
1. Seeing the crane means many things to different people in the story. For Lee, it is a chance for his grandfather to relive his past, to see something rare, to have a special outing. For the father, it represents a dangerous trip because he knows the old man is not strong. But he also says "He just had to see it." As for the mother, it was a rash and dangerous decision. She loves the old man and does not want to lose him. Finally, for the grandfather, seeing the crane symbolizes a dying wish, a special moment to cherish, remembering and reliving his past, and saying to everyone he can do what he wants.
Acceptable_____
Unacceptable_____
3
Module 12Exercise 3
2. A farm is not the easiest place to live. We get up at 4 AM to feed the cows and then we do the milking at 6 AM. We also do some cleaning in the barn before we have breakfast. We work so hard during the day that we need a big breakfast. In the afternoon we usually work in the fields until about 5 PM. Supper is always the best meal of the day and we need to relax and get to bed early because 4 AM comes pretty quick. The later you go to bed, the harder it is to get up in the morning.
Acceptable_____
Unacceptable_____
3. McCourt uses realistic dialogue throughout the story when the characters are speaking to one another. The boy talks like a young boy; his parents talk like adults; the grandfather talks just like my grandfather does. When they try to get the horse going, the words they use are realistic. When the mother tells Lee he should have gone out with the grandfather she talks like a real mother. The grandfather’s comments are realistic too; of all the characters, his dialogue is the most real. I love the way he speaks. I like talking to older people.
Acceptable_____
Unacceptable_____
4. One of the things the story tells us is that we have to be really careful when dealing with old people. Their health is sometimes fragile. The grandfather says he wants to go see the whooping crane, “Boy, I got to see it. I tell you I have to”, Lee has to decide what to do. He actually tries to tell the old man not to go: “But the buggy hasn’t been used in years,” he says. In the end Lee decided to bring him, not because he did not care about the consequences, but rather because he knew this was something very important for the old man. I often bring my own grandfather to the shopping centre, and sometimes I wonder if it might be too much for him.
Acceptable_____
Unacceptable_____
5. The story is all about seeing a bird in the woods and the reality is who cares anyhow. If it was a white tiger or a white rhino then maybe I could understand, but it is just a bird. Maybe if it was a bald eagle or another bird that is almost extinct it would work, but it is just a crane and you can see them anytime. Why would someone get so excited about a crane? There are cranes in every zoo and pink cranes in Florida everywhere. I see them on CSI Miami every week. They fly really well.
Acceptable_____
Unacceptable_____
4
Module 12Exercise 3
Answer key
1. Acceptable. Here we have a topic sentence introducing the idea of what the crane means to the characters, and the supporting details that follow consider how four characters view the crane. This unified paragraph starts by saying it will discuss exactly what the crane means (symbolizes) for the characters in the story and that is what it does. The symbolism of this trip into the wilds to see a rare bird is especially important for Lee and his grandfather. There is good use of detail, for example in why the trip is so important for the grandfather and in the plot summary events listed.
2. Unacceptable. This paragraph has lots of details about farm life, but what does all this have to do with the story? Details are interesting but the examples are off-topic. The details of farm life presented are mostly irrelevant details in terms of an analysis of the story.
3. Unacceptable. Here we have a good topic introduced in sentence one, but the rest of the paragraph is full of repetition and excessive generalizations. Why are there no quotations or no relevant references for illustration?
4. Acceptable. The complications involved in dealing with elders are the topic of the paragraph and both the quotations used and personal family incident mentioned are on topic. Lee has to make a quick decision about what to do, but he does not act rashly. He thinks about the consequences.
5. Unacceptable. Much more important than any particular student's own opinions about whooping cranes is grasping how the characters actually react to the bird in the story. Whatever the student writer believes to be the case, within the context of the story, at least, the whooping crane is rare: "There's only twenty-eight whoopers left in the whole world," as Lee points out. For the grandfather this is a once-in-lifetime experience and it really means a lot to him. The paragraph is actually full of meaningless and irrelevant details.
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Section 1A: Comprehension and Insight skills basedon shor t stor i es
Module 9Exercise 1
How to state a thesis about a short story
Before you begin
What you need:
Related text: "Cranes Fly South" by Edward McCourt
Approximate time this exercise should take you: 20 minutes
Reminder
What is a thesis statement? A thesis statement should include and explain your response to the story you have chosen to write about. Generally, the term "response" refers to a position that agrees, disagrees, or reacts to some of the major ideas put forth in the story. When we analyse a short story, we usually think in terms of literary analysis and identification of themes in the story or analytical observation of how the story works. Your thesis statement will be directly related to the theme you have identified and your reaction to what the author has done with that particular theme. Try to discern comments on human behaviour or values that come through in the story. Don't think only in terms of a moral or message from the author. Graders normally expect to find a student's thesis statement in the opening paragraph of the essay.
How long is a thesis statement? A thesis statement usually includes a reaction and/or response to a theme identified in the story. One sentence is usually enough. Keep in mind that you have four hours in all and that you must write a 750-word essay. Try to make a thesis statement that is not too broad, so that you can support and develop it within the time and word-number constraints of the exam.
What does a thesis statement express? You have to do more than make a pronouncement or declare a position on the story. You should clearly explain and state your reaction, setting up the theme you have identified and chosen to write about. A student thesis can also centre on a short story's organizational pattern, such as techniques used by the author to present a theme. Your thesis statement should clearly identify the focus of your essay, your reaction to the author's main ideas and theme, or your interpretation of the reading.
Instructions
This exercise will help you distinguish an acceptable thesis statement from an unacceptable one. If the statement goes beyond plot summary, identifies a sensible theme, and does not represent a misread (misunderstanding) of the story, it is acceptable.
Read the following sentences and identify them as acceptable or unacceptable thesis statements with an X following the correct answer. There are 10 examples to look at. Consult the Answer key once you have completed all the questions.
Exercise 1
1. “Cranes Fly South” is all about old people and their desire to retire in Florida and go there to avoid the hard Canadian winter months. In fact, for obvious reasons, everyone in the family wishes they could go south like the birds, and that’s why they are called snowbirds.
Acceptable_____
Unacceptable_____
2. In the story, an old man had the chance to see a rare whooping crane with the help of his grandson, who saw the bird first; this seems to be important for the old man but the experience proves to be a little too much for him in the end. His death leaves his grandson, Lee, very confused.
Acceptable_____
Unacceptable_____
3. The boy does not really understand or even like his grandfather that much; he does not care that he is putting his life on the line by having him make the trip out to see the crane in the woods. He is really most concerned with impressing his grandfather, to get on his good side. He wants to impress his grandfather and his parents too.
Acceptable_____
Unacceptable_____
4. The story is all about coming of age and coping with death. For the boy, he is learning about life, the consequences of his decisions, and what really matters most for his grandfather. For the old man, he knows his time is limited, but he will not let this prevent him from doing something he sees as important to him, despite the risks he knows might be involved. He just wants to see the whooping crane and that is all.
Acceptable_____
Unacceptable_____
5. In “Cranes Fly South,” McCourt has used setting and character development effectively to explain the harsh family relationships that exist between members of the same family (covering three generations) in a rural farm-country setting where travel can de difficult and living conditions hard to endure.
Acceptable_____
Unacceptable_____
6. The end of the story brings the whole thing together because the grandfather has made his escape; he has made it south to Texas or Florida, and a better climate. He has “gone south” as Lee says. This is what he has always wanted most, to get away, to escape from his poor farm-life environment. This story is actually all about escape, and now Lee knows that he can escape too, just like the old man.
Acceptable_____
Unacceptable_____
7. “Cranes Fly South” reminds us all that the environment is very fragile and, for various reasons, some species are even threatened with extinction. This makes it all the more impressive when we see something like a wild whooping crane. It is the same for bald eagles for example; there are hardly any left nowadays.
Acceptable_____
Unacceptable_____
8. Lee’s mother and father find themselves stuck with taking care of the old man, and they will not be sad the grandfather has passed on, especially because it has not been easy taking care of him for so many years. This is a big problem with old people and with who will take care of them nowadays. The same problem exists in our Quebec hospitals where there is no room for elders.
Acceptable_____
Unacceptable_____
9. “Cranes Fly South” introduces the theme of euthanasia (mercy killing of the old) through a son and daughter and grandson willing to help the old man to pass on when his time has clearly come.
Acceptable_____
Unacceptable_____
10. The McCourt story is all about the idea that it is important to live life to the fullest, no matter how old you are, that the past is always important, especially for the elderly, and that the young can learn a lot from older relatives about not being afraid of death and enjoying life while you can. We should live our lives as if every day is our last day on earth, as they say in a popular Country and Western song on the radio.
Acceptable_____
Unacceptable_____
Answer key
1. Unacceptable. The story is indeed about an old man who lives in a country (rural) environment, and there is a brief mention of going to Texas where the cranes fly south in the winter, but no one takes the grandfather seriously. An essay built only around the thesis of people going south for the winter would be seen as inappropriate and a misread of the story. The grandfather says something about going south, but there is no mention of the boy, or his parents, wanting to do the same.
2. Unacceptable. A thesis statement must do more than summarize plot. This thesis statement only identifies major events happening in the story, and does not take a position or include reaction to a theme identified as emerging from the event mentioned. This is plot summary and not literary analysis of aspects of style or content in the story. At the end Lee seems to understand what just happened; he is sad but not confused.
3. Unacceptable. This is a misread and incorrect interpretation of events and character motivation in the story. There is no evidence that the boy does not respect his grandfather; in fact, at first he says he won't let him go because he knows his mother will be upset. Lee gives in only because he loves his grandfather; he knows how important it is for him, and he plans to be as careful as possible.
4. Acceptable. This thesis statement clearly identifies major themes in the story, namely coming of age and coping with death in old age. Either one could be the central focus and thesis of an interesting essay about the story, one that goes beyond plot summary, as well as one that develops from a major theme in the story.
5. Acceptable. An essay built around this thesis statement cannot help but present some clear literary analysis and reactions to events portrayed by McCourt. The essay will be centred around two literary techniques (the student might have even chosen other techniques) used by McCourt, and that is clearly acceptable.
6. Unacceptable. An essay built on this thesis statement would be unacceptable because it misreads the ending of the story. There is no evidence the grandfather hates his life on the farm. When Lee says the old man has "gone south," he is clearly referring to another world (he is dead). Lee also probably realizes his grandfather accepted his own death at the end and the consequences of his trip to see the crane.
7. Acceptable. The beauty of the natural world remains something amazing for both Lee and his grandfather, and this does lead us to think a little of why cranes are so scarce. "I ain't seen a whooper for forty years" says the old man, and changes in the environment (hunting, pollution?) have probably had something to do with this. While not the most obvious theme in the story, an essay centred on this theme could work.
8. Unacceptable. The theme of who will take care of the elderly in these modern times is an important issue, but not one raised through this story. There is no evidence Lee's parents have mistreated the grandfather or are happy he is gone at the end. The opposite is true for all three people who survive the old man's death.
9. Unacceptable. Euthanasia (mercy killing) is not a theme in this story. At the end, no one is happy about the grandfather's death or willingly helps the grandfather die. An essay centred on this topic would be considered off-topic and a misread of the story.
10. Acceptable. There are three acceptable thesis statements in the first sentence, each of which could be the centre of a good essay about the story. The second sentence repeats (for emphasis) the most obvious idea of the number one thesis.
Section 1A: Comprehension and Insight skills based on short stories
Module 9
How to state a thesis about a short story
Exercise 2
Before you begin
What you need:
Related text: "Cranes Fly South" by Edward McCourt
Approximate time this exercise should take you: 20 minutes
Reminder
Your thesis statement should include and explain your chosen response to the text you have selected from the three offered in the Exit Exam. Your thesis statement should set out a position that agrees or disagrees with some of the major ideas put forth in the story, with a theme in the story, or with what the author tells us about the world, behaviour and universal values.
Generally, the term "response" refers to literary analysis that identifies a theme in the story and how the author uses literary techniques such as narration, characterization, setting, symbolism, or tone to get that theme across to us. You must choose two or three techniques used in the original text that you feel help to explain your thesis.
Instructions
In Module 9, Exercise 1, you examined examples of acceptable and unacceptable possible thesis statements or ideas. Now you should be ready to try to write your own thesis statement to form the basis of a response essay. Following the steps in this exercise will help you organize your ideas into a valid thesis statement which will then become the focus of your essay.
This exercise presents a three-step approach that you can use to help you write a valid thesis statement. Compare your responses to those in the Answer key.
* Step 1: List three main ideas you have identified in the text you are writing about.
* Step 2: Focus on one of those ideas and what you want to do with it.
* Step 3: Write an actual thesis statement that could become the focus of an essay about the text.
Exercise 2
STEP 1
List up to three main ideas, three major themes, or three unifying concerns/observations you have identified from your reading of “Cranes Fly South.” These three possible themes/ideas may have come from other exercises in this course.
1.
2.
3.
STEP 2
Theoretically, your essay could centre on one of the three themes or ideas identified in Step 1, above. Consider each idea in turn. What is your reaction to the idea? How does the story effectively bring forth the theme you have identified? Do you agree or disagree with what McCourt is implying about people and relationships through his story? What are the stylistic highlights (literary techniques) that stand out in your mind in terms of characterization, use of setting, realistic dialogue, detailed description, or narrative structure? What do you feel about the way he writes in general? What does he tell you about the world, about life in general, about human behaviour and values?
Remember, in your essay, you will need to centre on one unifying theme or idea that will form the basis of a clear thesis statement. A good story offers different possibilities. You only need to choose one of them. In the space below, write your reaction or response to one of the main ideas you identified in Step 1, keeping in mind your answers to some of the “guidance” questions above.
STEP 3
Now you must make a choice from your three possible ideas and decide on one unifying thesis statement written in one or two sentences that will become the focus of your essay. Choose one theme or main idea to write about that you see in McCourt’s story. Remember, your thesis statement should make it clear to readers the theme you are going to write about and it should include your primary observations about this theme. You may use the first-person “I” in your thesis statement if you wish (and even on occasion in your essay) as long as you do not exaggerate the use of “I” statements in your final essay.
Answer key
STEP 1
Here are some examples of main ideas and themes in the short story "Cranes Fly South." You might have identified and listed others and they will be valid too, just as long as they are important and relevant themes raised by McCourt.
* the life cycle
* coping with death, for both the young and the old
* the importance of recapturing the past
* relationships between different generations
* the harshness and realities of rural life
* living life to the fullest when and while you can and not being afraid to chase your dreams
* environment and the disappearance of some species
* you are never too old to dream
* escaping the dreariness of dull, everyday life
* the beauties of the natural world
* rare animals seen in the wild are a unique, inspiring sight
STEP 2
Your thesis must reflect your own take, your own reaction to the ideas, themes, and observations you have identified, and your own interpretation of the McCourt story. What you write in response to the theme(s) and observations about life that McCourt makes through his story should be your own reactions expressed in your own way. They will be valid and considered acceptable as long as they make sense, and as long as they reflect themes and concerns in the McCourt story. The list above makes it clear that, as is the case with most stories, there is a good variety of topics to choose from.
STEP 3
Look for a sensible thesis statement in your first paragraph and an idea that will become a controlling focus in your essay. Be sure your thesis statement includes "where you are going" with your essay—some kind of reaction-response to a theme in the McCourt story that can be handled in 750 words. This statement could also include how you will structure your analysis around the author's effective use of literary techniques. If your thesis choice is particularly insightful and coherent, this will impress your graders all the more so.
Below are two acceptable thesis statements from Module 9, Exercise 1 to serve as a reminder.
* "Cranes Fly South" is all about coming of age and coping with death. For the boy, he is learning about life, the consequences of his decisions, and what really matters most for his grandfather. For the old man, he knows his time is limited; however, he will not let this prevent him from doing something he sees as important to him, despite the risks that might be involved in going to see the crane in the first place.
* In "Cranes Fly South," McCourt uses detailed description of setting and realistic, effective character development to present his views on the conflicting family relationships between members of the same family, covering three generations. They all live in a rural farm-country setting, where travel can de difficult and living conditions hard to endure. | <urn:uuid:dba1c61b-9603-43a4-9bfe-fd42eb162ad7> | CC-MAIN-2021-49 | https://www.ccdmd.qc.ca/en/pdf/Cranes_5.pdf | 2021-12-02T05:51:55+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00120.warc.gz | 713,278,867 | 3,475 | eng_Latn | eng_Latn | 0.998313 | eng_Latn | 0.998826 | [
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"They Sang and Took the Sword" – Music of World War I (Aug 6th - Dec 21st)
July 18, 2018
In our new exhibition entitled "They Sang and Took the Sword" – Music of World War I, opening August 6th 2018, the Music Library observes the 100th anniversary of the conclusion of World War I, as marked by the signing of the Armistice on November 11, 1918. The exhibition brings together selected materials from the Music Library's Special Collections and Collection of Historical Sound Recordings pertaining to the war. Several of these feature the work of Yale students, alumni, and faculty.
One focus of the exhibition is popular songs, illustrated by sheet music covers and recordings. The earliest is "There's a Long, Long Trail A-Winding," with music by Zo Elliott (Yale Class of 1913) and lyrics by Stoddard King (Class of 1914). Although it was composed in 1913, it became a wartime favorite and in intervening years has been used in film, television, and radio shows that refer to the war. From 1914 to 1916, the United States stayed out of the war, and the pacifist song "I Didn't Raise My Boy to Be a Soldier" expressed a widespread feeling. That this was controversial and that many Americans supported joining the war is reflected in the song "He Was a Soldier from the U.S.A.," also from 1914. But after the declaration of war in 1917, patriotic fervor swept the country, and this was reflected in songs that called upon people to support the war effort by volunteering, registering for the draft, or buying Liberty Bonds. George M. Cohan's "Over There" is a well-known example. There were also romantic songs of parted lovers, sad songs of soldiers who might not return to their families, comic songs or novelty songs, marches, and victory songs. Our exhibition includes illustrated covers from sheet music, the way most popular music was marketed and sold during the war years, as well as audio examples from the still-budding recording industry. The recordings were made by popular groups and singers as well as by leading operatic and concert artists, such as the Irish tenor John McCormack, to help support the war effort.
The war also impelled composers and lyricists to write art songs and large-scale choral and orchestral works. Charles Ives (Yale Class of 1898) created the movement "From Hanover Square North, at the End of a Tragic Day, the Voice of the People Again Arose" for his Orchestral Set No. 2, based on the response of the crowd on the day that the news of the sinking of the Lusitania reached New York in 1915. He also composed "Three Songs of the War," including "Tom Sails Away" from 1917. At the end of the war Horatio Parker, Dean of the Yale School of Music, set the words of "A.D. 1919: An Ode" by Brian Hooker (Class of 1902) to music for a ceremony commemorating the service of Yale men in the armed forces. Excerpts of both pieces can be heard in the audio exhibition. Our title, "They Sang and Took the Sword," is drawn from Hooker's ode.
Page 1 of 2
"They Sang and Took the Sword" – Music of World War I (Aug 6th - Dec 21st)
Published on Yale University Library (https://web.library.yale.edu)
Source URL: https://web.library.yale.edu/news/2018/07/they-sang-and-took-sword-music-world-war-i-aug-6th- dec-21st?page=3
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Prepared by Camille Goodwin, MG 2008
Texas AgriLife Extension Service Galveston County Office Dickinson, TX 77539
Educational programs of the Texas AgriLife Extension Service are open to all people without regard to race, color, sex, disability, religion, age, or national origin.
The Texas A&M System, U.S. Department of Agriculture and the County Commissioners Courts of Texas cooperating.
Io Moth Caterpillar
Type Pest: chewing insect (Automeris IO)
Type of Metamorphous: complete (egg, larva, pupa, adult stages) Other Common Names:
Plants Affected:
* Corn, roses, clover and blackberry
* Trees such as cherry, maple, hackberry, redbud, mesquite, blackberry, pear oak, beech, poplar, willow, and other trees and shrubs
Period of Primary Occurrence: February through September (several broods per year)
Identifying Characteristics of Insect Pest
* Adult IO moths are smaller than most silk moths with a wingspread of about two to three inches
* They also have black eye spots in the hind wings; males have yellow forewings, female forewings are browner
* Eggs are laid in clusters and look like kernels of corn
* The larvae have clusters of bristle hairs on conspicuous raised areas on each segment, hairs can be very irritating to humans (handle carefully)
* Young caterpillars feed in groups and move in "trains"
* Young larvae start out orange with gray bristles, later adding red side stripes and branched spines, at maturity larvae are green with red side stripes
Description / Symptoms
* Poisonous hairs are hollow and connect to underlying poison glands
* Contact causes a burning sensation and inflammation can be as painful as a bee sting
* Can last for a day or two and maybe accompanied by nausea during first few hours
3.66
Best Management Practices (BMP)
CHEMICAL CONTROL
* Not required, but people who work with plants should learn to recognize them
* A person stung by a poisonous caterpillar should immediately wash the affected area, use an ice pack to reduce swelling or steroid creams. Persons sensitive to insect stings should consult a physician
Sources:
http://creatures.ifas.ufl.edu/misc/io_moth.htm http://www.butterfliesandmoths.org/species?l=3305
3.67
The information given herein is for educational purposes only. Reference to commercial products or trade names is made with the understanding that no discrimination is intended and no endorsement by the Texas AgriLife Extension Service is implied.
Use pesticides only according to the directions on the label. Individuals who use chemicals are responsible for ensuring that the intended use complies with current regulations and conforms to the product label. If the information does not agree with current labeling, follow the label instructions. The label is the law.
Always remember to read and heed six of the most important words on the label: "KEEP OUT OF REACH OF CHILDREN" | <urn:uuid:1704cde5-a149-4b78-9a9f-8f7c8103d895> | CC-MAIN-2021-49 | https://www.aggie-horticulture.tamu.edu/galveston/Gardening_Handbook/PDF-files/GH-046--io-moth-caterpillar.pdf | 2021-12-02T06:20:54+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00122.warc.gz | 695,457,340 | 653 | eng_Latn | eng_Latn | 0.992672 | eng_Latn | 0.99296 | [
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-------
4 Ways to a Healthy Gut
Emily Gelsomin, MLA, RD, LDN
Eat Foods that Contain Live Cultures
Fermented foods contain live cultures. While fermented foods do not always contain consistent levels of probiotics (specific health-promoting microbes), they may still provide health benefits.
Fermented foods may:
↓ inflammatory markers associated with disease ↑ absorption of nutrients like zinc and B vitamins
↑ diversity of microbes in the gut
Found in: yogurt, kefir, acidophilus milk, fermented cabbage (lacto-fermented sauerkraut or kimchi), sour pickles (naturally fermented – not the canned kind), miso, and certain cheeses
Helpful strains to look for on labels: Lactobacillus acidophilus, Lactobacillus casei, Lactobacillus plantarum, Lactobacillus bulgaricus, Bifidobacterium infantis, Bifidobacterium breve, Bifidobacterium longum
Eat Prebiotics
Think of prebiotics as "food" for the healthy bacteria (probiotics) in your gut.
Prebiotics may:
↑ absorption of minerals, like calcium
↓ constipation
↓ intestinal inflammation
↓ diarrhea
↓ risk of infection
Found in: Banana, asparagus, chicory root, dandelion greens, artichokes, Jerusalem artichokes (sunchokes), garlic, leeks, onions, wheat, barley, rye, soybeans, honey
Also supplemented in foods via: Inulin, oligofructose, fructooligosaccharides (FOS)
Eat Foods that Contain Soluble Fiber
A "gel-like" fiber found naturally in foods. It helps protect your digestive system and heart.
Soluble fiber may:
↓ diarrhea
↓ constipation (makes stool easier to pass)
↑ fullness
↑ gas (if consumed in large amounts)
Found in: Brussels sprouts, beets, carrots, peas, potatoes, turnips, apple, apricots, peaches, pears, plums, figs, grapefruit, oranges, mango, strawberries, beans (black, kidney, white, garbanzo), lentils, barley, rye, and oats
Eat Foods that Contain Insoluble Fiber
A "bulking" fiber that speeds up bowel movements.
Insoluble fiber may:
↓ constipation (has a laxative-like effect)
↑ fullness
↑ speed at which food passes through your intestines ↓ risk of colon cancer
Found in: Wheat bran, wheat germ, kale, mustard or collard greens, edible skins of fruits and vegetables, corn, nuts, seeds, and raisins
↓ symptoms of food intolerances | <urn:uuid:8bbaaaba-5273-40d4-a89b-55fcbb498bb9> | CC-MAIN-2021-49 | http://www.mghbefit.com/uploads/1/1/1/7/111788513/be_fit_minute_march-_healthy_gut_edit.pdf | 2021-12-02T05:53:58+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00124.warc.gz | 125,004,284 | 576 | eng_Latn | eng_Latn | 0.910788 | eng_Latn | 0.910788 | [
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Going bananas from staying at home, are you?
Are you "going bananas" from staying at home these days due to the precautions against the spread of the coronavirus? Well, many folks here in our parish in Venezuela don't even have to leave home to get a nice delicious banana. They grow their own bananas right there in their yards.
The climate of Minnesota is excellent for growing apples, strawberries, raspberries, blueberries, plums, and pears, but, given the hot climate in this part of Venezuela, none of those fruits will grow here. However, if you like mangoes, papaya and lemons, along with bananas, you are definitely in the right place. And what about chocolate and cashews, two things you may not have known grow on trees. Yup, we've got them here, too.
Mango trees abound in our neighborhoods. Many reach 80 ft. or higher. A big tree can produce 300 mangoes at a time. When the fruit is ripe, kids climb precariously up the tree or try to dislodge the mangoes with long poles, the same way some people in Minnesota do with apples, while others wait down below to catch them.
Papaya is just as common here. The tree doesn't grow very tall and only lives a handful of years but just keeps producing fruit all the time, up to 80 lb. a year. Papaya is one of several plants that have a white milky sap called latex from which a wide variety of products are made. The latex from commercially grown papaya is used in meat tenderizers, chewing gum, toothpaste, shampoo, and even beer. It is used as a folk remedy to treat diabetes, intestinal worms, tumors, high blood pressure and warts. Wow! Most folks don't grow papaya for those uses, however, just for the delicious fruit.
bananas mangoes cacao papaya – lechosa milkweed cashews
Some latex plants are found in Minnesota as well, the most common being milkweed which many people now grow as a food for monarch butterflies since it is the only food the monarch caterpillar eats. Milkweed happens to be the most common weed here in Venezuela. It is everywhere. Break a branch and see the latex, but try not to get it on your skin. Liquid latex irritates the skin. Given that the Spanish word for "milk" is "leche", here in Venezuela papaya is more commonly called "lechosa" or "milky plant".
Other fruit-bearing trees that grow well here are most citrus fruits, avocadoes, coconuts, and cashews. "Wait a second", you might say, "cashews are nuts, not fruit." The fruit looks more like a pear with a crescent shaped appendage at the bottom. That's the nut. Removed from the fruit, dried and roasted…it's a delicious cashew.
The cacao tree (think "cocoa") can grow to about 25 feet, but people usually keep them shorter to harvest the seeds more easily. A tree typically produces around twenty pods, each containing around 40 seeds which are dried, cleaned, shelled, roasted and ground. I've never had hot chocolate as tasty as that served here by families made from their own cacao trees.
More than any other fruit, our people grow bananas. A banana plant, actually an herb rather than a tree, commonly reaches full height of 18 feet or higher and produces a single bunch of 25-40 lb. of bananas in just nine months! By the time the bananas are ripe, the roots have already sent up one or more new shoots which can be transplanted or left to grow where it's at. They're super easy to grow here, but stop growing below 57º F. (68 is about the coldest it ever gets here) which is why you'll go bananas trying to grow them in Minnesota.
Points to ponder
Most of the foods you eat were not native to the United States but were introduced from other parts of the world. Corn originated in Mexico. Tomatoes, peppers and potatoes came from Peru, wheat from Iraq, and peaches and soybeans from China. Oats, barley, carrots, radishes, and apples were brought by European colonists as were horses, cattle, pigs, sheep, goats and chickens. Lettuce and cucumbers were brought by Christopher Columbus. Next time you go to the supermarket, thank God for foods from around the world.
The Archdiocese of St. Paul and Minneapolis has staffed and supported parishes in the diocese of Ciudad Guayana in Venezuela since 1970. These "Did you know?" papers are designed to give you a better understanding of life in Venezuela and to strengthen connections between the parishes of the Archdiocese and their archdiocesan mission during our 50 th anniversary year. Please direct any comments or suggestions for future papers to Fr. Denny Dempsey at email@example.com or 651-368-7324. | <urn:uuid:ee1bdf72-acaf-4568-bd55-901905f2e547> | CC-MAIN-2021-49 | https://www.stjudeofthelake.org/wp-content/uploads/2020/07/Did-you-know-article-going-bananas.pdf | 2021-12-02T07:08:46+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00122.warc.gz | 1,065,716,031 | 1,064 | eng_Latn | eng_Latn | 0.999379 | eng_Latn | 0.999379 | [
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Alone for the Holidays for the Holidays
Create an Intervention Plan
Grab a calendar and plan concrete steps in writing that you will take when the holiday period arrives. Will you open your home to other single friends? Will you seek volunteer opportunities nearby? What about helping feed the homeless or perhaps singing carols at a nursing home? These activities are tried-and-true intervention steps others have used to overcome loneliness and experience gratitude.
Check the newspaper, and begin your to-do list of events, special "me-time" treats, day trips, and new and unusual ways to fill the days. Look for free events around town at galleries, museums, dressed-up old homes, and parades.
Look to your community for creative opportunities, such as spending the day with military members stationed in your town or baking cookies and taking them to your city's first responders.
"Reframe" Loneliness
Reframing is a healthy way of choosing to look at a situation another way. An example of a reframe is recognizing that although you can't be at a certain holiday event on a specific day and are alone right now, you will be with those people you care about or love in the future at another specific event, so you choose to look forward to that time instead of feeling trapped in a lonely state at the moment.
Holidays can be a lonely time for some. If you end up by yourself, there are a lot of creative ways to overcome the feeling of isolation.
Avoid Social Media Tailspin
No matter the time of year or season, develop Life skills to avoid and intervene with loneliness, because research shows it can have adverse effects on health. Don't get mad at loneliness— get even using the ideas found below.
Being Alone Is Not Uncommon
Humans are social beings, so the holiday period always puts an accent on overcoming loneliness. With slightly more than half of Americans now single—the most in history—a sizeable portion of the population may spend the holidays on their own.
People end up as singletons on holidays for a variety of reasons. Some live far away from family or have jobs that require they work the holiday. Those who are grieving sometimes choose to spend the day alone. Others have dysfunctional families that can turn a happy holiday into a depressing day of drama that they would rather avoid. Some people need the social stimulation the holidays offer, while others may not.
Avoid the Rut and Triggers
If you find yourself without holiday plans and wish to celebrate, take action. Don't sit and reason, trying to think your way out of feeling bad or down.
The most effective way to intervene is by taking action. Behavior works faster on feelings than reasoning, and it's more efficient. Plan now, and create action steps. Doing so can help you avoid "depression triggers" that can throw you into a rut.
*https://www.sciencedaily.com "Social isolation, loneliness could be greater threat to public health than obesity."
Social media can contribute to feelings of loneliness, isolation, and depression, especially during the holidays. So, consider limiting your time online. At the very least, remain aware of its potential to show you an unrealistic view of life— friends post only the good.
Yes, Google It
A quick way to find 1,001 ideas to intervene with loneliness is to search "how to avoid loneliness during the holidays." It's nearly guaranteed that you will find ideas appropriate for your situation.
Engagement Is the Secret
The secret to lifting your spirit is engagement with others. Enjoy the holidays whether you are with others or alone. However, be sure you experience daily interactions with people to safeguard your health throughout the year. You will feel more uplifted, experience less negative self-talk, and have accomplishments you will look back on with fond memories.
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Healthy Harold, Healthy Me
Pre Activity: Being Safe - Harold's Summer Holiday
Age Group 3-5yrs
Lesson Overview
This pre school centre staff resource explains how to conduct an in-centre activity to prepare for the Life Education visit. It explores common safety issues encountered by young children. During the pre-visit activity children will discuss and engage in thought provoking experiences through activities promoting road safety.
Aims and Objectives
* Foster children's knowledge and problem solving skills in relation to issues of road safety in their everyday lives.
The aim of the lesson is to teach children about road safety regulations and guidelines to promote road safety awareness, as well as to engage students in experiences that will help them to discuss and make safe decisions.
* Promote higher order thinking through engaging experiences and discussions around the topic of road safety.
Early Years Learning Framework Outcomes
Outcome 3
Children have a strong sense of wellbeing
Outcome 4
Children are confident and involved learners
Early Years Learning Framework Codes
3.2 - Children take increasing responsibility for their own health and physical wellbeing
4.4 - Children resource their own learning through connecting with people, places, technologies and natural and processed materials
5.2 - Children engage with a range of texts and gain meaning from these texts
Early Years Learning Framework Content
When Children:
* Are happy, healthy, safe and connected to others
* Show increasing independence and competence in personal hygiene, care and safety for themselves and others
* Recognise and communicate their bodily needs
* Engage in learning relationships
* Take on roles of literacy and numeracy users in their play
* Use feedback from themselves and others to revise and build on an idea
When Educators:
* Draw on family and community experiences and expertise to include familiar games and physical activities in play
* Discuss health and safety issues with children and involve them in developing guidelines to keep the environment safe for all
Page 1
Outcome 5
Children are effective communicators
Healthy Harold, Healthy Me
* Provide experiences that involve children in the broader community and environment beyond the early childhood setting
* Engage children in play with words and sounds
National Quality Framework Content
Quality Area 1:
Educational program and practice
Children's health and safety
Quality Area 5:
Relationships with children
National Quality Standards Content
Standard 1.1: Element 1.1.2, 1.1.5, 1.1.6.
Standard 1.2: Element 1.2.2.
Standard 2.3: Element 2.3.1, 2.3.2.
Standard 3.2: Element 3.2.1.
Standard 5.1: Elements 5.1.1, 5.1.2, 5.1.3.
Standard 5.2: Element 5.2.1, 5.2.2, 5.2.3.
Standard 6.2: Element 6.2.1, 6.2.2.
Standard 6.3: Element 6.3.1, 6.3.2.
Developmental Areas
Social/Emotional Language, Literacy and Communication skills
Resources/Materials
* Chairs to make a role-play car
* Masking tape to create a pedestrian crossing in front of the car
* Real seat belts if available otherwise long strips of black fabric
* Suggestion - Contact Roads and Traffic Authority in your state to gain free resources for Early Childhood Education to use with the children. These include puzzles, books, stickers and posters
Language/Vocabulary
Safety, road safety, pedestrian crossing, stop sign, car safety, seat belt, holding hands.
Page 2
Quality Area 2:
Quality Area 3:
Physical environment
Healthy Harold, Healthy Me
Higher Order Thinking Skills or Inquiry Model
Constructivism
Social development, child actively engaging and connecting with others
Lev Vygotsky's Play Based Social Learning
Collaborative learning and participation
Lesson Introduction
Suggestions for introducing the activity and for ongoing discussion during play and small group experiences.
* Explain that soon the children will be having a very special visitor to the centre, Life Education and Healthy Harold. Generate anticipation and excitement by watching the Preschool Program promo video at lifeeducation.org.au/preschool as a centre activity and displaying the poster for both children and parents to see.
* Life Education and Healthy Harold will be coming to teach the students about 'Being Safe' and how they can help others to look after themselves. As a practice today, the children will be learning about road safety so they can prepare for the visit.
* Begin by introducing the game concept (maximum 10 children at a time) in a group situation, to ensure that all children have an opportunity to participate and engage in the follow up activity.
* Sit in a circle on the floor to foster unity and inclusion. Begin by intentionally engaging the children in discussion by asking questions and conducting a 'risk assessment' to complete a set up of a role play car for dramatic play.
Questions may include:
1. What do you need to do to stay safe in a car?
2. What do you need to do to stay safe near cars?
3. What seat do you sit in? Your siblings? Your parents?
4. What do you need to do to stay safe near the road?
5. Who's hand do you hold when you cross the road?
Main Body of Teaching
Dramatic Play
With this information create a dramatic play experience indoors or outdoors.
Use the children's responses and road safety regulations and guidelines to promote road safety awareness.
Encourage the group to help you set up various scenarios and act them out. Safe and unsafe examples should be covered with students predicting the result of each scenario based on their prior knowledge and earlier discussions. Extend on children's interests and suggestions as ongoing planning and learning.
Extension Activity
Children create individual cardboard boxcars and drive them in an allocated area at preschool. Add road signage and pedestrian crossings to further learning.
Page 3
Healthy Harold, Healthy Me
Conclusion
As this is a socio-dramatic play experience, conclude as children's interest diminishes over time. Ethical questions from the lesson introduction can be revisited.
Conclude by again generating excitement about the Life Education visit. Explain that they will be arriving at the centre in __ days and wouldn't it be wonderful if the children could remember some of the road safety rules to share with Healthy Harold.
Where possible if logistics allow, keep the role-play car scene set up and select students to demonstrate their learning to the Life Education educator and Healthy Harold when he comes to the centre.
For the Educator
The content given to Early Childhood educators will be sufficient enough for them to be highly capable of adapting the content to teach into their individual setting, taking into account their individual children and their centre culture.
Assessment (in centre)
Preschool educators assess the children's learning as they engage in the experience and in their play after the experience, fostering their sense of agency, revisiting experiences when they choose to.
Additional Comments/Notes
This experience can be adapted to blend with each individual childcare environment, as all environments and facilities are different. The content is designed to be highly flexible for each individual setting, taking into account individual children and centre culture.
Sources
* DWEER, (2009). 'Belonging, Being & Becoming', The Early Years Learning Framework for Australia.
* Australian Children's Education & Care Quality Authority, (2011). National Quality Framework, National Quality Standards, www.acecqa.gov.au
* Vygotsky, L. (2013), Theories of Childhood, Second Ed: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky, Redleaf Professional Library.
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NOCN ESOL International Speaking
Level B2 Independent User
LIVE Summer 2016
Speaking Booklet
ESOL International English Speaking Examination
Level B2 Independent User
Instructions to interlocutor
Tick the learner's name on the attendance register.
Check the learner has an entry form and take it from them.
Start the recording – do not stop the recording until the end of the examination.
Complete the examination sheet as the learner responds to the prompts.
The learner must not see this paper
Interlocutor:
My name is……………… and this is the NOCN Speaking Examination at Independent User Level B2. Today is …………….. (date)
The learner's name is ………………. Please state your name for the recording ……………… (learner's
name).
This is Part 1 of the Speaking Examination: Personal information. (Approximately 1.5 minutes)
I am now going to ask you some questions.
1. Can you tell me where you live?
2. Please tell me three of your favourite films.
3. Can you tell me your favourite place to visit and why?
4. Tell me about what you plan to do next weekend.
5. Tell me about three of your friends or relatives.
Additional prompts allowed:
In Part 1, the interlocutor may ask additional questions to probe e.g. to extend the learner's answer if they have just given very short answers. The questions may be rephrased slightly to ensure that in questions where there are two parts (i.e. and why…), the learner responds fully. The interlocutor may also give an example if it is clear that the learner is struggling to think of ideas. For example, in question 5, the interlocutor may prompt the learner by drawing on things they have in common with their friends or relatives. The interlocutor should use the relevant tense based on the age of the learner. Interlocutors should be aiming to guide the learner towards language structures expected at this level.
Thank the learner.
This is Part 2 of the Speaking Examination. (Approximately 3.5 minutes)
The interlocutor chooses two of the scenarios per learner, making sure that a mix of scenarios are used across the learners being examined. For each of the scenarios being used, give the learner the relevant prompt sheet. Ensure that the learner does not take the prompt sheet from the room.
Please listen carefully and tell me what you would say in these situations.
Situation 1: You want to book two nights away in Athens for a group of four friends. You decide to contact hotels in Athens to ask about prices and special offers. Explain to the hotel receptionist what you are looking for. What would you say?
(Interlocutor may repeat or rephrase the question, if necessary)
Situation 2: You have discovered water dripping down the wall of the kitchen and it is making everything very damp. You need to contact your landlord. You must explain what is wrong and what must be done. What do you say?
(Interlocutor may repeat or rephrase the question, if necessary)
Situation 3: You want to see a film at the cinema near you but it is a very popular film and you need to book tickets. You need to find out the cost of the tickets, which seats are available and the time of the event. You call the cinema. What do you say?
(Interlocutor may repeat or rephrase the question, if necessary)
Situation 4: You are concerned about the number of streetlights which do not work in your area. Say what the issues are and what you think should be done to improve the situation. What do you say? (Interlocutor may repeat or rephrase the question, if necessary)
Additional prompts allowed:
It is expected that the learner gives a minimum of four sentences to respond to each situation, including at least one complex sentence. The interlocutor may have to ask supplementary questions to gain a sufficiently detailed response. If the vocabulary used, e.g. Online, Issues, is not understood by the learner, the interlocutor may explain the concept.
In Part 2 the interlocutor may ask additional questions to probe the learner's answers.
Situation 1: The learners may be prompted about the price and type of the accommodation, e.g.: distance from the city centre, what the price includes.
Situation 2: The learners may be prompted for example about what they want their landlord to do, e.g.: mend the leak, repair the water damage.
Situation 3: If the learner gives a very simple response, such as "can I have a ticket?" the interlocutor may ask the learner to say what event they want the ticket for, the time of the event and how many tickets they want.
Situation 4: If the learner gives a very simple response, such as "the lights do not work". The interlocutor may ask them "which lights don't work?" "What problem is this causing?"
Thank the learner.
This is Part 3 of the Speaking Examination. (Maximum 5 minutes)
The interlocutor chooses one of the scenarios per learner, making sure that both scenarios are used across the learners being examined. For the scenario being used, give the learner the relevant prompt sheet. Ensure that the learner does not take the prompt sheet from the room.
Scenario 1: You will now take part in a conversation. One of your friends is thinking of moving house to a cheaper place out of town. It will be more expensive for him/her to travel to town. Convince your friend to stay where they are.
You will have two minutes to prepare your argument. You may make notes. I will take the place of your friend.
Scenario 2: You will now take part in a conversation. You would like to be able to cook cheap and healthy meals so you want to join the monthly cookery club held at the college. Convince your friend it is a good idea for you both to join.
You have two minutes to prepare for the conversation. You may make notes. I will take the place of your friend.
Scenario 3: You will now take part in a conversation. You want to go to the sales next week as there are some clothes and sports equipment you need. Convince your friend that it is a good idea that he/she go with you.
You have two minutes to prepare for the conversation. You may make notes. I will take the place of your friend.
Additional information:
There should be a minimum of six exchanges to ensure that the learner has considered a number of options and put across sufficient arguments.
Ideas that the interlocutor may use include:
Scenario 1:
- You want to move out of town.
- You will not be travelling into town.
- It will be cheaper to live in the country.
- Work will be nearer for you in the country.
Scenario 2:
- How will it save you money?
- You can already cook cheap and healthy meals
- How much will it cost to join?
- You, too, would prefer to go with a friend.
Scenario 3:
- You do have the day free, so could go with them.
- You do not play sports.
- You have a great many clothes anyway.
- You do not enjoy crowds of people in shops.
Thank the learner.
End of Examination
ESOL International English Speaking Examination
Level B2 Independent User
Instructions to interlocutor
Please give the learner the correct sheets for the scenarios being used in the examination for Part Two and Part Three.
The learner must complete two scenarios for Part Two and one scenario for Part Three.
Do not allow the learner to take the prompt sheet from the room.
Do not allow the learner to see the additional prompt sheets for the scenarios not being used.
Part Two
Situation 1: You want to book two nights away in Athens for a group of four friends. You decide to contact hotels in Athens to ask about prices and special offers. Explain to the hotel receptionist what you are looking for. What would you say?
Part Two
Situation 2: You have discovered water dripping down the wall of the kitchen and it is making everything very damp. You need to contact your landlord. You must explain what is wrong and what must be done. What do you say?
Part Two
Situation 3: You want to see a film at the cinema near you but it is a very popular film and you need to book tickets. You need to find out the cost of the tickets, which seats are available and the time of the event. You call the cinema. What would you say?
Part Two
Situation 4: You are concerned about the number of streetlights which do not work in your area. Say what the issues are and what you think should be done to improve the situation. What do you say?
Part Three
Scenario 1: You will now take part in a conversation. One of your friends is thinking of moving house to a cheaper place out of town. It will be more expensive for him/her to travel to town. Convince your friend to stay where they are.
You will have 2 minutes to prepare your argument. You may make notes. I will take the place of your friend.
Part Three
Scenario 2: You will now take part in a conversation. You would like to be able to cook cheap and healthy meals so you want to join the monthly cookery club held at the college. Convince your friend it is a good idea for you both to join.
You have two minutes to prepare for the conversation. You may make notes. I will take the place of your friend.
Part Three
Scenario 3: You will now take part in a conversation. You want to go to the sales next week as there are some clothes and sports equipment you need. Convince your friend that it is a good idea that they go with you.
You have two minutes to prepare for the conversation. You may make notes. I will take the place of your friend.
NOCN
The Quadrant
Parkway Business Centre 99 Parkway Avenue
Sheffield
S9 4WG
UK
E-mail: email@example.com
Tel: +44 (0) 114 2270500
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Kitchen Sanitation
Sanitation in the kitchen is vitally important. Dirty equipment and a sloppy environment can spread germs to otherwise healthy food, employees and customers. Unclean conditions or a foodborne illness outbreak can cost your workplace money in higher insurance rates, legal fees, fines and bad publicity that keeps customers from returning. Higher costs and a decrease in business can mean less money for employee wages and benefits.
Keeping Equipment, Surfaces and Tools Clean
◆ Wash and rinse machinery, utensils, equipment, walls, floors and food preparation and storage areas with hot soapy water every day and after each contact with food. Then sanitize, using a solution of 1 tablespoon non-scented chlorine bleach per gallon of tap water. Keep a spray bottle of this solution handy in several parts of the food preparation area.
◆ Wash, rinse and sanitize food preparation surfaces before and after use and between preparation of different foods. Pay special attention to anything that has been used to prepare or hold raw food.
◆ When cleaning, pay special attention to door handles, appliance knobs, faucets and drains. The quickest way to transmit bacteria is with your hands.
◆ Use disposable towels. Bacteria can survive on a cloth towel for days—even weeks—and then be spread around whenever you "clean." Bacteria multiply where there's moisture, a surface that's easy to cling to and a steady supply of nutrients—which food scraps provide.
◆ Discard cutting boards that are worn, cracked or heavily grooved.
Maintain Clean Work Habits and Personal Hygiene
◆ Wash your hands thoroughly with warm soapy water before and after handling raw food.
◆ Many businesses require food service gloves to be worn or hand sanitizer to be used whenever you handle prepared food. Wash hands after removing gloves.
◆ If you're sick with any type of illness, even a cold or diarrhea, don't handle food and tell your supervisor.
◆ If you have touched trash or anything else, wash your hands before touching food or utensils or packaging that will touch food.
Dispose of Waste
◆ Never leave out leftover food. Bacteria that can cause illness can multiply to dangerous levels at room temperature. Food left out can also attract insects and rodents.
◆ Take trash out to its designated area as soon as possible. Close trash bags tightly so they won't attract pests.
Control Pests
Pests such as ants, roaches and mice spread germs and bacteria. Insect repellents can keep bugs away, but they also can leave behind chemicals. Here are some simple ways to keep pests from taking over.
◆ Close the door. You may have an extremely clean work area, but if the door is propped open, bugs and rodents can come inside.
◆ Clean and put away all dirty food containers and dishes as soon as possible.
◆ Since insects follow pipes, inspect these areas frequently and seal open areas with caulk; repair any leaks.
◆ Keep floors clean. Sweep up crumbs and bits of food immediately.
◆ Clean with bleach to prevent maggots in areas such as the cooler and dish tank.
◆ Some insects such as roaches and ants are attracted to anything sweet. Be sure sweet-smelling foods are tightly sealed.
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Social Studies: Spotlight on Equity Resources
This Spotlight on Equity provides a list of considerations for the purpose of providing an equity literate and socially conscious lens to the teaching and learning of civics, economics, geography, and history, as well as to recognize the historic exclusion and marginalization of groups and communities. When grade-level appropriate, educators may use these topics to critically engage students in socially relevant social studies conversations and opportunities. Neither the enumerated considerations, nor the resources below, are a complete list, but rather a starting point on which to begin historically and socially relevant teaching and learning.
To honor the structure of the College, Career, and Civic Life C3 Framework of Social Studies State Standards and recognize the interplay between Dimension 2 (Disciplinary Concepts) and Dimensions 1, 3 and 4 (Inquiry, Resources, and Communication/Action), all considerations have been woven into Civics, Geography, Economics and History. This also recognizes that considerations cross both Dimensional and disciplinary lines, without having the added duplication of considerations. In addition, there are overarching theoretical frameworks, such as civil discourse and implicit bias, and connections to equity, media and digital literacy which should be incorporated into the teaching and learning of a culturally sustaining social studies curriculum to aide in the development of civically literate students.
Definitions, theoretical frameworks, and supplemental resources to support the teaching and learning of these considerations are provided below.
Definitions
Civic Literacy: Civic literacy is defined as individuals knowing how to exercise the rights and responsibilities of citizenship at the local, state, national and global level while respecting the rights afforded to others, understanding governmental processes, and contributing effectively within their communities.
Equity Literacy: Equity literacy is the ability to recognize, respond, and redress even the subtlest biases, inequities, and oppressive ideologies, and to actively cultivate and sustain equitable, anti-oppressive ideologies and institutional cultures.
Digital Literacy: Digital literacy is part of media literacy (see below) and both are included in the idea of "information literacy", which is the ability to effectively find, identify, evaluate and use information. Digital literacy specifically applies to media from the Internet, smartphones, video games, and other nontraditional sources and includes both digital skills and ethical obligations.
Contact Information:
If you have questions about this document or would like additional information please contact: Martha Deiss, Student Pathways, at email@example.com.
Media Literacy: Media literacy is the ability to access, analyze, evaluate, and create messages in a variety of forms- from print, to video, to the Internet. Media literacy can be tied to digital literacy, and also falls under the umbrella of "information literacy" (see above). It builds on an understanding of the role of media in society as well as the essential skills of inquiry and selfexpression necessary for citizens of a democracy.
Theoretical Frameworks
Civil Discourse
Civil Discourse in the Classroom: Learning for Justice (formerly Teaching Tolerance) developed this publication to introduce educators to basic tools for teaching civil discourse. "It is not subject-specific … the tools of argumentation and discussion lend themselves to any subject in any classroom. Although it is primarily designed for young adolescents, the curriculum can be adapted for students of any age. Using these lessons, students will be able to turn their unsubstantiated opinions into reasoned arguments. They also will learn how to effectively challenge an opposing argument… with a step-by-step process for refutation. These tools lay the groundwork for productive, reasoned, and lively discussions on a variety of topics."
Fostering Civil Discourse: A Guide for Classroom Conversations: Facing History and Ourselves developed this guide to prepare our students to "respond thoughtfully and respectfully together to … events by taking steps to cultivate a reflective classroom community throughout the school year. A reflective classroom community is in many ways a microcosm of democracy—a place where explicit rules and implicit norms protect everyone's right to speak; where different perspectives can be heard and valued; where members take responsibility for themselves, each other, and the group as a whole; and where each member has a stake and a voice in collective decisions."
Implicit Bias
* Equity Literacy Resources - Fall 2019
See also resources cited in D2 History and the following Vermont Agency of Education Resources:
* Equity Literacy Resources Spring 2019
Implicit Bias: Racial Equity Tools has collated an extensive list of implicit bias-related tools categorized by Research and Analysis, Organizations, Resources, and Tools and Practices. Provided are links to articles such as Healing Otherness: Neuroscience, Bias and Messaging and Implicit Bias Insights as Preconditions to Structural Change, as well as videos including Immaculate Perception.
Speak Truth to Power
Conversational Leadership: The article, Speak Truth to Power, defines the Quaker-coined phrase and includes supplemental resources and videos. The author recognizes that 'authority' does not represent the only form of power difference, as a differential can manifest by race, accent, wealth, and gender, to name a few.
Speak Truth to Power: This human rights education program founded by Robert F. Kennedy Human Rights in partnership with Discovery Education, Humanity United and the Fund II Foundation, is designed to introduce students to influential human rights defenders through powerful storytelling and interactive learning. RFK Human Rights provides educators with flexible, standards-aligned digital resources, designed to educate, engage, and inspire passion and action amongst the next generation to end and prevent human rights abuses and violations around the world.
Dimension 2 -- Disciplinary Concepts
Civics
* Tribal Sovereignty
* Social Movements
* Activism
* Structural Oppression
* Cultural Genocide
* Tools of Oppression (bias, discrimination, stereotyping)
* Civil Rights
* Self-emancipation
* Civil Rights Act of 1964
Civics Resources
Title IX: Advancing Opportunity through Equity in Education: This report details the impact of Title IX as it applies to "all students and staff, male or female, in preschool through postgraduate school in regard to the prohibition of discrimination on the basis of sex in any education program or activity that receives federal funding"; highlighted are segments on CTE, athletics, and STEM, among others.
What is Positive Peace? The Institute for Economics and Peace website allows the reader to develop an understanding of positive and negative peace and gain an understanding of the evolution of peace in the world from the 7th century to the current day.
Indigenous Enslavement: In this Learning for Justice (formerly Teaching Tolerance) podcast, historian "Christina Snyder tells the story of how Europeans brought a system of slavery that significantly differed from the historical practices of enslavement among Native nations. The European concepts of bondage transformed the way Native nations interacted with each other, resulted in the enslavement and death of millions of Indigenous people, and sparked widespread resistance by Native nations" (podcast transcript included).
Social Studies: Spotlight on Equity
Resources
(Revised: October 5, 2021)
* Education Acts of 1972 - Title IX
* Legal Structures (Black Codes, Jim Crow)
* Positive/Negative Peace
*
Galtung's Conflict Triangle
* Indigenous Enslavement
* Cultural Genocide
* Housing Covenants
* Redlining
An Issue of Sovereignty: This National Conference of State Legislatures document explains sovereignty as it is recognized by the U.S. Constitution and includes three historic court cases dating back to 1823 recognizing tribal sovereignty. Also included are more recent laws and acts recognizing the nation-to-nation relationship between the federal government and Indian tribes.
From Civil Rights to Black Lives Matter: This Scientific American article delves into social movements (Civil Rights Movement, Black Lives Matter) and some of the theories (collective behavior, resource mobilization, political process, indigenous perspective) regarding how marginalized voices can bring about change.
Cultural Genocide: Facing History and Ourselves shares a Reading with Connection Questions from the book Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools.
Civil Rights Act of 1964: This PBS document lists all Titles and Sections of the Civil Rights Act of 1964 and can be supplemented with a short clip of the signing.
Segregated by Design: This 20-minute short film, based on the book The Color of Law by Richard Rothstein, "examines the forgotten history of how our federal, state and local governments unconstitutionally segregated every major metropolitan area in America through law and policy."
Racial Restrictive Covenants History: Using Seattle as an example, this University of Washington article utilizes various primary source documents to allow the reader to understand the discriminatory effects of housing covenants.
Time for Justice: Tackling Race Inequalities in Health and Housing: This Brookings report reviews the reasons for the "race gap, focusing in on data showing the extent, causes, and impact of housing segregation and health inequity. It proposes concrete recommendations for the new administration to shrink the racial divide, urging strong political leadership, improved housing market mobility, innovative focus on the social determinants of health, and tools to reduce unintentional biases in health care."
Economics (see also Financial Literacy: Spotlight on Equity)
* Access to Credit
* Job Discrimination
* Socio-economic Status
* Fair Lending
* Lending Disparity
* Retail and Service Desertification
* Human Rights
* Displacement (land ownership)
* Educational Inequality
* Racial Income Gap
* Wage Gaps
* Historic Policies; Racial and Ethnic Disparities in: Health Insurance, Health Care, Inheritance, Intergenerational Transfer, Investment, Retirement Security, Wealth Accumulation
* Exploitative Labor: Enslavement, Chattel, Indenture, Human Trafficking, Convict Leasing, Migrant Labor, Immigrant Labor
Economics Resources
America Cannot Bear to Bring Back Indentured Servitude: The article from The Atlantic discusses the vicious cycle of how indentured servitude transformed into racialized chattel slavery, and its current implications.
Exploitation, Forced Labor and Trafficking: Human Rights Watch (HRW) provides articles, briefs and videos focused on harmful labor practices worldwide. Also see HRW information on Child Labor.
22 Million Reasons Black America Doesn't Trust Banks: This article discusses how the rise and collapse of the Freedman's Bank during Reconstruction began a persistent pattern of Black Americas mistrust in the banking system.
Banking While Black: In this 45-minute webinar, a new generation of leaders discuss systemic barriers that have affected Black communities and generate ideas on how the Financial Sector can be part of the solution to inequity.
Disparities in Minority Retirement Savings Behavior: This detailed paper investigates the main barriers to the accumulation of retirement savings faced by minority groups in the United States, with a specific focus on the roles of financial literacy and social networks.
FDIC Laws, Regulations, Related Acts: This FDIC website enumerates specific nondiscriminatory lending policies and practices, along with detailed examples and frequently asked questions.
Fair Lending: The Office of the Comptroller of the Currency provides detailed definitions of lending terminology such as Disparate Impact and Predatory Lending to protect consumers from unfair and discriminatory practices.
How Growing Up in a Bank Desert Can Hurt Your Credit for the Rest of Your Life: This PBS News article, focused on Native American reservations, identifies how a lack of access to brickand-mortar banks worsens financial literacy and can lead to both banking mistrust and poor credit habits.
Life in a Banking Desert: This article identifies how poor and minority communities have decreased access to basic financial services, making it more difficult to acquire communitybuilding small business loans and may cause residents to turn to more financially dangerous, high-cost options such as payday lenders and check-cashing.
Race and Consumption: Black and White Disparities in Household Spending: By using data from Consumer Expenditure Surveys, the authors of this article examine consumption from a structural perspective and argue that Black households face unique constraints that restrict their ability to acquire important goods and services which can lead to disparities in consumption and subsequent inequalities in well-being and the intergenerational transmission of social advantage.
Systemic Inequality: This Center for American Progress article discusses how structural racism has perpetuated the Black-White wealth gap and calls for broad and persistent policy action to address this inequity.
The History of Lending Discrimination: This detailed article discusses how the discriminatory redlining practices of the 1930s have had residual effects, such as higher interest rates and lower loan approval rates, within minority communities.
The Secret Bias Hidden in Mortgage-Approval Algorithms: This article from The Markup, supplemented with charts and graphs, identifies how people of color are denied mortgages at significantly higher rates than White people, even when factors which lenders say would explain disparities are taken into account.
5 Financial Factors Impacting the LGBTQ+ Community: This article highlights the challenges that the LGBTQ+ community faces regarding healthcare, housing and family planning.
Adding Insult to Injury: Racial Disparity in an Era of Increasing Income Inequality: The United States Census Bureau examines income inequality and mobility across racial and ethnic groups in the United States identifying a "rigid income structure, with mainly Whites and Asians confined to the top and Blacks, American Indians, and Hispanics confined to the bottom."
Ethnic and Racial Minorities & Socioeconomic Status: The American Psychological Association discusses the relationship between Socioeconomic status (SES), race and ethnicity and considers how "SES encompasses not just income but also educational attainment, financial security, and subjective perceptions of social status and social class."
Geography
* Mercator Projection
* Ecological Fallacy
* Contested Territories
* Community Segregation
* Fair Housing Act
* Clean Air Act
* National Environmental Policy Act
* Executive Order 12898
* Environmental Injustice
* Climate Change
* Urban/Suburban Sprawl
* Green Space
* Transnational Environmental Inequality
* Climate Injustice
* Resource Exploitation
* Negative by-product Production
* E-waste
* Toxic Waste
Geography Resources
Role of the Environmental Protection Agency in Environmental Justice: This Congressional research Service document explains Executive Order 12898, signed by President Clinton, and highlights how this executive order "directs each executive department, EPA, and certain other agencies to 'make achieving environmental justice part of its mission'."
Public Green Spaces: Racism, Heat and Barriers to Access: This article begins with the destruction of Seneca Village to develop Central Park and looks at how systemic racism played a part in the barriers to green space for low-income communities and communities of color in New York City.
The Great Real Estate Reset: In this Brookings Institute essay, supplemented with charts and graphs, the reader learns how persistent residential and community segregation has led to sustained racial and economic injustice.
About EJ 2020: The EJ 2020 Action Agenda (EJ 2020), was the EPA's strategic plan for advancing environmental justice from the years 2016-2020, by focusing its attention on environmental and public health issues and challenges confronting the nation's minority, lowincome, tribal and indigenous populations.
Environmental Justice Factsheet: The University of Michigan's Center for Sustainable Studies produced this factsheet with a lens on climate, food, energy, and the built environment.
Environmental Inequalities: This white paper discusses how the cause of environmental inequality is not, at its core, an environmental issue, but rather caused by social and political issues. Environmental inequality "is rooted in our discourses, structures, and political and economic institutions, and it is intertwined with the other inequalities that permeate our daily lives."
The Global Injustice of the Climate Crisis: Reports show that the countries that are least responsible for causing climate change are the ones suffering most from its effects, especially regarding food insecurity and nutrient deficiencies.
The Environmental Injustice of Electronic Waste: This brief article from the Center for Health, Environment and Justice shares data regarding the amount of e-waste produced in the United States, and the differing costs to recycle, as compared to other countries in the world. The article links to a complementary EPA article entitled Cleaning Up Electronic Waste (E-Waste).
This Interactive Map Shows How 'Wrong' Other Maps Are: This Washington Post article allows the reader to experiment with the distortions presented by the Mercator map, and visualize how areas of the world are mis-represented.
Lying with Maps: This chapter in Mapping, Society, and Technology introduces guiding questions to consider in regard to 'lying maps'. Questions include: Who made this map and why? What is included and what is excluded from the map? What is the source of the data on this map? Which modification strategies are at work in this map? What is the effect?
History
* Subjugation
* Expansionism
* Colonialism
* Periodization
* Historiography
* Implicit bias
* Counter-narratives
* Inclusivity
* Marginalized voices
* Structural racism
* Confirmation Bias
History Resources
The Danger of a Single Story Ted Talk: "Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding."
Washington Models for the Evaluation of Bias Content in Instructional Materials: This framework was developed for Washington educators in 2009 to allow instructional content to be evaluated for bias using five dimensions: gender/sex, multicultural, persons with disabilities, socio-economic status and family. While the lens of this framework is bias evaluation, it also emphasizes the importance of both respect and appreciation of differences and similarities.
Why Do We Prefer Things that We are Familiar With? This Decision Lab article explains how the mere exposure effect describes our tendency to develop preferences for things simply because we are familiar with them and avoid things that are new or unknown.
Justice and Colonialism: This paper examines the relationship between justice and colonialism. It defines colonialism, including political domination, land taking, cultural imposition and economic exploitation; examines the kind of injustice that colonialism involved; and discusses the possibility of corrective justice.
Writing on History: Historiography: Queens College, City University of New York has provided the reader with thoughtful questions to ask when learning about history, such as "does the historian's own perspective, impacted as it undoubtedly is by gender, age, national and ideological affiliation, etc., contribute to an "agenda" that the historian's work is playing into, unwittingly or consciously?", so that the learner can be aware of bias.
The Problem with History Class: The dangers of a single perspective are discussed in this Atlantic article, as the author opines how "most students learn history as a set narrative—a process that reinforces the mistaken idea that the past can be synthesized into a single,
Social Studies: Spotlight on Equity
Resources
(Revised: October 5, 2021)
* Subordination
* Disempowerment
* Religious Bigotry
* Ethnocentrism
* Racism
* Classism
* Ableism
* Sexism
* Heterosexism
standardized chronicle of several hundred pages. This teaching pretends that there is a uniform collective story, which is akin to saying everyone remembers events the same."
The 1619 Project: "The 1619 Project is an ongoing initiative from The New York Times Magazine that … aims to reframe the country's history by placing the consequences of slavery and the contributions of black Americans at the very center of our national narrative." Untangling Disinformation: This NPR podcast series examines how widespread the problem of disinformation is, and efforts to overcome it.
Historical Thinking Concepts: The Historical Thinking Project shares several short concept narratives, including Ethical Dimensions in History, Cause and Consequence, and Historical Perspectives, to help develop historically literate students.
Using Historical Empathy to Help Students Process the World Today: Facing History and Ourselves shares this blog with considerations to assist students with "the process of understanding people in the past by contextualizing their actions."
The "Other Side" of the Story: Designing Multiple Perspective Inquiries: The National Council for the Social Studies shared this power point, developed for a 2018 workshop, to aide teachers in understanding why it is important to have multiple perspectives in social studies instruction and how to integrate diverse voices into the curriculum.
Two States. Eight textbooks. Two American Stories: This New York Times article describes how "American history textbooks can differ across the country in ways that are shaded by partisan politics." | <urn:uuid:b522f61e-e3cf-46b5-9ec0-4ee49ece6f28> | CC-MAIN-2021-49 | https://education.vermont.gov/sites/aoe/files/documents/edu-social-studies-spotlight-on-equity-resources_0.pdf | 2021-12-02T08:09:02+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00124.warc.gz | 295,162,136 | 4,204 | eng_Latn | eng_Latn | 0.990165 | eng_Latn | 0.992206 | [
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Zebras African Animals
From African Pythons to Zebras
Zebras
Zebras and Giraffes Coloring Book for Kids
Zebras, Giraffes, Lions, Elephants, and More
Zebras Are Awesome!
African Animals
Zebra Stripes
The Zebra's Stripes and other African Animal Tales
All about the African Zebras
Zebra
African Savanna Animals Coloring Book
Okapi Loves His Zebra Pants
Zebras
Bridges: Animals of Africa
African Animal Alphabet
Animal Groups on an African Safari
My Favorite Animal: Giraffes
Zebras Have Stripes
Zebras
Meet a Baby Zebra
Read Along or Enhanced eBook
Animals Go Vroom!
Zebra
Zebras
Zebra
The Zebra
An African Safari
Zeal of Zebras:Animal Groups on an African Safari
Zebras
Zebras
Zebras
Meet a Baby Zebra
The Ultimate Book of African Animals (Library Edition)
Zebras and Giraffes Coloring Book for Kids
Getting to Know African Animals
Animals Through the Ages
How the Zebra Got Its Stripes
The Zebra's Stripes and Other African Animal Tales by
Zebras African Animals
Downloaded fromblog.gmercyu.edu
guest
CAMILA TRINITY
From African Pythons to Zebras Bellwether Media
Meet the zebra – find out what zebras eat, why they travel long distances, and how they fight predators! African Animals: Zebra provides young readers in prekindergarten to grade 1 with an introduction to this amazing African animal. This 16-page book uses simple text and vivid photos to present fascinating facts about the zebra. This series introduces mammals from the continent of Africa. Early readers will learn facts about what these amazing animals look like, how they find food, how they interact with social groups, and more. Each book also features callouts that match glossary words to images, and comprehension questions to advance learning.
ABDO Publishing Company
Zebras' stripes don't just look fancy--they help zebras survive their grassland habitat! The unique patterns of the stripes help keep dangerous flies away. In this title, low-level text and special features on diet and physical characteristics explain the special adaptations zebras have to make the African savanna their perfect home.
ZebrasMarshall Cavendish
Zebras are unique African mammals that belong to the horse family. They are social animals that live in herds. They move together to find food and water. Readers will learn a lot more awesome facts with simple sentences and exciting photographs. Aligned to Common Core Standards and correlated to state standards. Abdo Kids Jumbo is an imprint of Abdo Kids, a division of ABDO.
Zebras and Giraffes Coloring Book for Kids Triangle Interactive, Inc.
Discusses the characteristics and habits of zebras.
Zebras, Giraffes, Lions, Elephants, and More Harper Collins Common and exotic, glamorous and ferocious, sociable and sullen: zebras mean many things to many people. But one facet of zebras universally fascinates: their stripes. The extraordinary beauty of zebras' striped coats has ensured their status as one of the world's most recognizable and popular animals. Zebra print is everywhere in contemporary society—on beanbags and bikinis, car seats and pencil cases. Many zoos house a zebra or two, and they are a common feature of children's books and films. Zebras have been immortalized in paint by artists, including George Stubbs and Lucian Freud, and they even have a road crossing named after them. But despite their ubiquity, the natural and
cultural history of zebras remain a mystery to most. Zebra is the most comprehensive and wide-ranging survey ever published of the natural and cultural history of this cherished animal, exploring its biology and cultural relevance in Africa and beyond. Few know that there are three species of zebra (plains, mountain, and Grévy's), that one of these is currently endangered, or that among the many subspecies was once found the quagga, an animal that once roamed southern Africa in large numbers before dying out in the 1880s. Drawing on a range of examples as dizzying as the zebra's stripes, this book shows how the zebra's history engages and intersects with subjects as diverse and rich as eighteenth-century humor, imperialism, and technologies of concealment. Including more than one hundred illustrations, many previously unpublished, Zebra offers a new perspective on this much-loved, much-depicted, but frequently misunderstood animal.
Zebra Folktales can be described as fictional prose narratives that are not confined to any particular culture. A folktale may appear in a slightly different form in a culture that is geographically nearby, or it may appear in a culture that is quite far removed from its original source. In The Zebra's Stripes and other African Tales, Dianne Stewart has retold a collection of folk tales that have their origins all over Africa. Aimed at children and adults, these tales include legends such as 'How Lion and Warthog became Enemies' from the Lamba people of Togo, 'How Giraffe Acquired his Long Neck' from East Africa, 'Why Hippopotamus Lives in the Water' from Nigeria and 'Monkey The Musician' from South Africa. There are tales from the San, Zulu, Zambia, Congo and West Africa, et al. Each section is devoted to a type of animal, and concludes with some facts about the animal in question, adding educational to the stories. Proverbs from various cultures provide additional insight. Throughout, Kathy Pienaar's beautiful illustrations show great attention to detail.
Zebras Are Awesome! Hodder & Stoughton When the animals discovere a cave full of furs and skins, they discarde their drab skins for glossy new ones. Greedy zebra, arrives late, after a delicious snack, only to find a few stripes of black cloth. He squeezes into them but Greedy Zebra iis too big for them and his new coat bursts open! The story of how all the animals chose their clothing, except for Greedy Zebra, who had to take the left-over pieces . . .
African Animals Carson-Dellosa Publishing
This educational title explores the various habitats and behavior of animals that live together on an African safari. From a parade of elephants to a bloat of hippos, large photos take children on a journey around the globe to learn about animal groups. Each page spread has a simple sentence followed by facts about the animals. A quick quiz provides additional reading and learning fun! Aligned to Common Core Standards and correlated to state standards. Sandcastle is an imprint of Abdo Publishing, a division of ABDO.
Zebra StripesIndependently Published
Zebras are speedy, striped animals that roam the African grasslands. Zebra foals can stand right after birth. Foals eat grasses and grow quickly. They learn how to survive from their mothers. They must be fast to run from predators. How do baby zebras grow and change? Read this book to find out! This title also includes a life cycle diagram, a habitat map, fun facts, a glossary, and more!
The Zebra's Stripes and other African Animal Tales Golden Books
Zebras are speedy, striped animals that roam the African grasslands. Zebra foals can stand right after birth. Foals eat grasses and grow quickly. They learn how to survive from their mothers. They must be fast to run from predators. How do baby zebras grow and change? Read this book to find out! This title also includes a life cycle diagram, a habitat map, fun facts, a glossary, and more!
All about the African Zebras Mitchell Lane
ZebraCarson-Dellosa Publishing
Zebra Gareth Stevens Publishing LLLP Presents alphabetically arranged entries describing animals that live in Africa, including cheetahs, elephants, lions, and zebras. African Savanna Animals Coloring Book Fielding House Press Limited
The everyday lives of animals are explored using illustrations packed with humour.
Okapi Loves His Zebra Pants Xist Publishing Learn all about giraffes in this informational picture book. Kids ages 4-8 will enjoy learning about giraffes through beautiful photos, engaging text and fun questions to test comprehension throughout the book.
Zebras Mendon Cottage Books
Traditional tales retold engagingly and complemented with lively illustrations and fun facts about African animals. Bridges: Animals of Africa University of Chicago Press Join this amazing team to learn all about Africa's unique wildlife, including lions, elephants, cheetahs, zebras, giraffes, hippos, gorillas, rhinos, and so many more! With so many species showcased, this book leaves no grain of sand unturned and no jungle unexplored! Inside you'll find animals of all behaviors, shapes and sizes, from the tiny bombardier beetle to the sneaky desert viper to mischievous monkeys and elusive Ethiopian wolves. Brimming with breathtaking and iconic National Geographic photographs on every page and loads of fascinating animal facts, readers discover how these animals live and eat, the challenges they face, and how to help protect them. Complete your collection with National Geographic Kids' The Ultimate Book of Sharks!
African Animal Alphabet Capstone
Come travel with me across the sea, where animals roam both wild and free! Let's take an African safari together. Would you like to see a lion up close or a spotted leopard drinking water? Elephants at play in a muddy pool, while rhinos feed on short grass? Come along and see the many animals of Africa—buffalo and giraffes, zebras and hippos. You can also visit crocodiles, jackals, baboons, hyenas, and warthogs! There are so many creatures to see, eating and playing in their natural habitats. Note the oxpecker birds who eat ticks, flies, lice and worms off the backs of the rhinos, hippos, and buffalos. Including vibrant photographs of African wildlife, An African Safari introduces children to the names and behaviors of many African animals. A portion of the proceeds from the sale of this book will go to help Kids Help Phone. WINNER: CANADA BOOK AWARDS.
Animal Groups on an African Safari Blackbirch Press, Incorporated Black and white stripes set zebras apart from other African animals. They even set zebras apart from each other. No two zebras have the same pattern of stripes! In this book, young readers will learn how these hoofed animals survive beneath the hot African sun.
My Favorite Animal: Giraffes African Animals Examines the physical characteristics, behavior, lifestyle, and natural environment of the zebra.
Zebras Have Stripes Thomas W. Morgan
Getting to Know African Animals introduces emergent readers to some of the most iconic African animals. Each page features an amazing full-color image of the animal and text that delivers interesting facts in a simple, easy-to-understand style. From antelopes to zebras, young readers will also learn details about
2
Zebras African Animals
2021-11-18
the animals from real African safari guides, experienced experts who conduct wildlife tours in Kenya, Uganda, Tanzania, Rwanda,
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Democratic Republic of the Congo, and South Africa. Recommended for ages 6 to 8. | <urn:uuid:700c3614-8a32-4e29-8731-5fa13c1c21be> | CC-MAIN-2024-51 | https://blog.gmercyu.edu/locs?digit=E48y654&ResearchGate=Zebras+African+Animals.pdf | 2024-12-04T08:59:33+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00659.warc.gz | 112,683,244 | 2,460 | eng_Latn | eng_Latn | 0.984578 | eng_Latn | 0.994496 | [
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Volume 38
Visions of Research in Music Education
Article 2
2021
Ukulele in Music Class: Teachers' Perspectives
Grace Doebler Depew Union Free School District
Follow this and additional works at: https://opencommons.uconn.edu/vrme
Part of the Music Education Commons, and the Music Pedagogy Commons
Recommended Citation
Doebler, Grace (2021) "Ukulele in Music Class: Teachers' Perspectives," Visions of Research in Music Education: Vol. 38 , Article 2.
Available at: https://opencommons.uconn.edu/vrme/vol38/iss1/2
Ukulele in Music Class: Teachers' Perspectives
By
Grace Doebler
Music Teacher, Depew Union Free School District Depew, New York
Abstract
The use of the ukulele in classrooms and communities is growing, and, as a result, so is meaningful musical engagement from people of all ages. In this collective case study, I described the perspectives of three different music teachers and discussed how they implement the ukulele in diverse settings. Research questions were (a) what factors influence participants while creating ukulele groups or lessons, (b) how do participants use ukuleles in their classrooms, (c) what are participants' perceptions of the ukulele's value, and (d) what are participants' perceptions of students' interest in learning the ukulele?
Participants were three music teachers located in Western New York who used the ukulele in their school. One participant taught in a rural school, one in a suburban school, and one in an urban school. Data were pre-observation, post-observation, and summary interviews; field notes from observation of participants' teaching; and participants' digital and classroom materials that support learning ukulele. Several themes emerged from the analysis: learning through informal experiences, ease of use, flexibility, accessibility, extra-musical development, and student interest and success. Finally, I indicate suggestions for practical application and future research.
Keywords: ukulele, general music, music education
Published by OpenCommons@UConn, 2021
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Music participation and learning are influenced by societal trends (Green, 2016; Madsen, 2000). The use of the ukulele in general music classrooms reflects one such trend. Though ukulele popularity has ebbed and flowed throughout history, Kruse (2013) suggested that the world is experiencing a "ukulele renaissance" (p. 154). Due to the current revival of the ukulele's popularity, implementation of the ukulele has increased in music classrooms (Giebelhausen & Kruse, 2018). Thibeault and Evoy (2011) suggested that ukulele play-along events and online resources allow for a wealth of opportunities for individuals to make and share music. They emphasized the value of these resources and advocated that such resources support participants in actively making music using the ukulele. The following literature review describes studies in which researchers explored concepts related to using the ukulele to engage all ages and types of learners in both community and classroom settings.
Review of the Literature
Ukulele in Community Music Contexts
Ukulele community groups provide opportunities for people to participate and engage in music-making. Using case study methodology, researchers have described how community ukulele groups affect members and leaders of the groups (Giebelhausen & Kruse, 2018; Kruse, 2013; Reese, 2019; Secoy, 2016). To investigate these experiences, researchers relied on interview data, observations of the groups, and artifacts such as photographs and lead sheets (Giebelhausen & Kruse, 2018; Kruse, 2013; Secoy, 2016).
Although these studies vary in detail, they share common central themes. Researchers found that ukulele community groups created a sense of relaxed enjoyment (Giebelhausen & Kruse, 2018; Kruse, 2013; Reese, 2019; Secoy, 2016). Additionally, Reese (2019) and Kruse (2013) described a sense of communitas or 'ohana,' which both suggest the theme of a https://opencommons.uconn.edu/vrme/vol38/iss1/2
2
welcoming community. Similarly, Giebelhausen and Kruse (2018) suggested the ukulele groups in their study created a community of like-minded people. Although Secoy (2016) found similar themes, she also concluded that participants were extrinsically motivated to improve because of the skills demonstrated by others in the group. Researchers noted that group leaders selected music based on the preferences of group members (Giebelhausen & Kruse, 2018; Reese, 2019; Secoy, 2016). Additionally, participants suggested that ukulele groups celebrated learning, were a safe space to learn and make mistakes, and were positively influenced by other group members (Giebelhausen & Kruse, 2018; Reese, 2019; Secoy, 2016).
Ukulele for Students and Teachers
As in community music contexts, ukulele use has increased in school music contexts. However, although practitioner-based articles have recently increased for music educators teaching students ukulele in their classrooms (e.g., Bernard & Cayari, 2020; Giebelhausen, 2016; Greenberg, 1992), research focused on the use of ukulele in music classrooms is relatively lacking and considerably dated. Additionally, researchers who included the ukulele have used it as a tool to investigate other constructs such as self-esteem, engagement, preference, and play.
For example, Michel and Farrell (1973) investigated the effects of learning musical performance skills via ukulele on self-esteem. Participants were 14 boys in grades four through six described by their teachers and the county psychological services center as having learning and behavior challenges. Each boy completed a Self-Esteem Inventory (SEI), and their teachers completed a Behavior Rating Form (BRF) for each boy. Then, for 7.5 weeks, the boys participated in half-hour ukulele lessons twice a week (15 lessons total) focused on gaining musical skills. Additionally, the boys could trade tokens they earned for staying on-task for extra
Published by OpenCommons@UConn, 2021
3
private ukulele lesson time. They observed students for three weeks to determine if the lessons affected their on-task time in classes, and after completing 15 lessons, the boys again completed the SEI. Findings suggest musical skill development contributed to an increase in self-esteem for the boys and an increase in on-task time. The boys demonstrated a 10% increase in on-task time, which researchers attributed to motivation to earn tokens to trade for ukulele lessons.
In a study investigating children's engagement with and preference for instruments, Geringer (1977) introduced 40 children (3–5 years old) to a variety of instruments (timpani, piano, bells, ukulele, metallophone, slide whistle, guiro, log drum, recorder, and hand drums). They provided 5 minutes for participants to play whatever instruments they desired. After each child played for 5 minutes, the researcher asked that child which instrument they liked best. Geringer found that the children highly preferred the ukulele. Furthermore, when compared to other instruments, the ukulele was the instrument with the most agreement between the number of children who verbally identified it as their favorite based on the total amount of time spent playing during the five-minute exploration time.
In a phenomenological study, Koops (2017) observed 12 children (4–7 years old) during music play and described their behaviors across 24 sessions. During the 45-minute-long sessions, Koops fostered a play-based musical environment that included singing, movement, listening, creating, and playing instruments (e.g., recorders, rhythm instruments, ukuleles, boomwhackers, harmonicas). Data were interviews with the children, researcher notes based on observations of participants, and video analysis. Koops found that children demonstrated enjoyment during musical play through active and physical engagement. These behaviors were most prominent when activities included a balance of familiarity and novelty. For example, children demonstrated enjoyment and success when transferring known vocal songs to the ukulele or https://opencommons.uconn.edu/vrme/vol38/iss1/2
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recorder. Engagement was also prominent when activities allowed for student control or choice (e.g., students showed enjoyment when conducting and composing their own songs) and when a safe and playful environment was established (e.g., when children were able to choose their level of participation and explored musical concepts without fear of failure).
Smith and Secoy (2019) investigated the evolution of elementary education majors' musical identity while learning to play the ukulele. Eighteen undergraduate participants met twice a week for 75 minutes in which a portion of their time was spent playing ukulele and learning how to use the ukulele in a classroom setting. Data were participants' music videorecorded class sessions, end-of-semester reflections, and video-recorded focus group interviews in which their musical identity perceptions were collected. Researchers found that life experiences informed their beginning-of-semester musical identity, but in-class experiences with ukulele led to increased musical competence, participation, and identity.
Purpose of the Study
Overall, these studies suggest that students and teachers enjoy using the ukulele and experience social and emotional benefits when teachers use ukulele in the classroom. However, research that focuses on the educational use of the ukulele for music learning is limited and dated, especially considering its recent surge in popularity in community and school contexts. Thus, although we have some evidence of students' and preservice classroom teachers' experiences learning ukulele, teachers' perceptions of ukulele use in K–12 music contexts are missing. Therefore, the purpose of this collective case study was to describe the perspectives of three different music teachers and discuss how they implement the ukulele in diverse settings. The research questions were (a) what factors influence participants while creating ukulele groups or lessons, (b) how do participants use ukuleles in their classrooms, (c) what are participants'
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perceptions of the ukulele's value, and (d) what are participants' perceptions of students' interest in learning the ukulele?
Theoretical Framework
I used the theoretical framework of social cognitive career theory (SCCT) to examine music teacher's experiences using ukulele (Lent, Brown, & Hackett, 1994). This theory explains the processes through which one's career and academic interests evolve based on three mechanisms: self-efficacy, expectations for outcomes, and goals. SCCT evolved from Bandura's (1986) social cognitive theory; however, Lent, Brown, and Hackett (1994) extended the theory to explore the formation of career-relevant interests, participants' choice of actions taken to employ their interests, and the performance of those choices.
Researcher Lens
I am an amateur ukulele player who earned a degree in music education (saxophone). I participated in community ukulele groups in the local and university community during my college years. These communities fostered an enjoyment of playing and learning music that I had not experienced during my formal K–12 music education. In addition, although I have taught the ukulele in private-lesson and small-group settings, I have not yet used or taught the ukulele in a K–12 school music setting. These factors sparked my interest in learning more about how teachers use ukulele in various school settings to engage diverse learners.
Methods
The goal of this study was to describe the perspectives of teachers using ukulele in diverse settings. Therefore, I chose a collective case study design. A case study explores one or more cases within a bounded system; each teacher and their classroom served as a bounded system (Creswell, 2007; Stake, 2005). The collective case study approach increases variation https://opencommons.uconn.edu/vrme/vol38/iss1/2
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among cases and increases the meaning of interpretation (Merriam, 1998). Although each case is of interest, comparisons between cases strengthen the validity and stability of the findings (Miles & Huberman, 1994). Thus, I included in this collective case study the perspectives of teachers from three different types of districts.
Recruitment
To recruit general music teachers from three districts (one rural, one suburban, and one urban), I contacted three county music teacher associations in the New York State School Music Association Zone 1 (Western New York). I invited teachers who used the ukulele to participate. Interested teachers completed a short online questionaire about the demographics of their school, the number of years teaching ukulele, the grades in which they taught ukulele, and if the ukulele is taught in curricular or non-curricular contexts. I used purposeful sampling to choose participants who represented contrasting school demographics. Using these contrasting demographics, I was able to choose participants in various teaching contexts (see Table 1 for descriptions of each participant and their teaching contexts).
Procedures
Once I obtained consent from participants, I scheduled three semi-structured individual interviews. Based on Seidman's (1998) three-interview series, the first interview pertained to school demographics, participant background and education, personal interest in the ukulele, and factors that influenced the creation of a ukulele group or unit. Next, I observed the participant using the ukulele with students in their music class and collected field notes and audio recordings. The second interview immediately followed the observation and focused on pedagogy and the use of the ukulele in the classroom. Finally, the third interview pertained to the perceived value of the ukulele in their classroom and curriculum. Data were transcripts from
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interviews, transcripts from and field notes collected during observations, and artifacts (e.g., classroom handouts, slideshow presentations) participants shared related to teaching and learning ukulele.
Data Analysis and Trustworthiness
After transcribing each interview, I shared the transcript with the participant for member checking: a process during which the participant can revise, omit, or add to their interview transcript (Creswell & Creswell, 2018). Member checks are one strategy to support the trustworthiness of the analysis and results. Analysis began as soon as each participant completed member checks of the first interview and was a recursive and reiterative multi-step process to examine each participant's experience as an individual case.
As I collected transcripts, field notes, and artifacts, I uploaded them to Dedoose (an online qualitative analysis program) for analysis. I used open coding during the first round of analysis for each document. I reviewed the text and created codes that emerged from the initial reading (Travers, 2001). During the second round of analysis, I reread the document, selected meaningful excerpts, and applied initial codes or a new code that emerged during this round. I maintained researcher memos regarding possible themes emerging from the process and interpretations relevant to the next step of analysis (cross-case analysis). After completing the previous rounds of analysis for each document, I began a final round of open and selective coding with the perspective of cross-case analysis to examine similarities and differences across cases (Creswell, 2007). During this process, I focused on themes that connected across cases and themes that were unique to individual cases. Data were triangulated across sources (interviews, observations, and artifacts) to determine consistent themes across cases. The code co-occurrence function aided this process in Dedoose. After completing all analysis, I used Dedoose to https://opencommons.uconn.edu/vrme/vol38/iss1/2
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determine intra-coder reliability. Dedoose compared two rounds of coding and determined Cohen's kappa was more significant than .80 across all documents (Cohen, 1960). Lastly, I used an additional round of member checks to ensure that the resulting themes were accurate to participants' experiences.
Findings
Several themes emerged from the analysis: learning through informal experiences, ease of use, flexibility, accessibility, extra-musical development, and student interest and success. The first two themes, learning through informal experiences and ease of use, pertain to research question one (i.e., factors influencing participants while creating ukulele groups or lessons). Flexibility refers to research question two (i.e., how participants use ukuleles in their classrooms), as participants demonstrated numerous ways to teach the ukulele. The last three themes, accessibility, extra-musical development, and student interest and success, pertain to research questions three and four. During analysis, it became clear that research questions three and four (i.e., participants' perceptions of the ukulele's value and participants' perceptions of students' interest in learning the ukulele) could be combined into one idea. Participants expressed that part of the value of teaching ukulele was students' interest in and success with the ukulele. Accessibility, extra-musical development, and student interest and success positively impacted participants' decision to continue playing and teaching ukulele in their general music classrooms beyond their first year trying it.
Learning Through Informal Experiences
Participants expressed that they primarily used informal sources of information regarding ukulele playing and pedagogy. Participants had no formal learning experiences with the ukulele as a preservice teacher. Rebecca (a pseudonym) attributed her lack of college experience with the
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ukulele because she was in college before the resurgence of the ukulele's popularity. Although this may be accurate, the other participants (more recent graduates) also lacked ukulele training in their college programs. Participants described attending workshops at local conferences about playing and teaching ukulele, but none attended more than two workshops. These workshops focused on the technique of playing the ukulele and included some pedagogical applications. At workshops, participants engaged in conversations with other teachers about how they used the ukulele. Lilly (a pseudonym) described, "I saw several teachers just use it as a teaching tool for yourself. So that was useful to show what I could do in addition to how I can teach students" (personal communication, February 18, 2020). An additional informal learning context included local community ukulele jams. Lilly and Rebecca described gaining technical proficiency and observing different pedagogical techniques at such community jams. A final source of informal learning for the teachers was the internet. Many of the materials participants used were online resources such as the website Ukutabs (https://ukutabs.com/) or play-along videos on YouTube.
Based on these informal experiences, participants created their ukulele curriculum. When they began teaching ukulele to their students, they all expressed the idea of "winging it" or continuing to learn the ukulele as they went. As they gained more experience, they established higher goals for their students. Rebecca commented, "the longer you teach, the better you can anticipate what [students are] going to struggle with, but ukulele was kind of new for me. I was still learning how to do it" (personal communication, March 12, 2020).
Additionally, Lilly commented, "this year is the first year I've gotten them to play melody, chords, and basslines. I haven't gotten to that before. A little bit more tab reading. I'm able to cover more content in the same amount of time. I'm getting more efficient" (personal https://opencommons.uconn.edu/vrme/vol38/iss1/2
communication, March 10, 2020). As the teachers' abilities evolved, so did their expectations for their students.
Ease of Use
Participants perceived the ukulele as easy to use and easy to learn. They compared their experience with the ukulele to their previous experience with the guitar. Rebecca and Lilly indicated they had formal experience with a guitar class in college. Based on her college experience, Rebecca initially decided to teach guitar to her sixth, eighth, and high school students before she included the ukulele into her curriculum. Unlike Rebecca and Lilly, Laura (a pseudonym) did not have a guitar class in college, but she recalled experience using guitars during her student teaching placement. Both Rebecca and Laura expressed discomfort playing guitar because of having small hands.
Compared to their experiences with guitar, participants found the ukulele enjoyable. Laura said, "I wasn't great at the guitar, and I just kind of felt that the ukulele was a simpler but effective accompaniment instrument that I could play along and sing to" (personal communication, March 6, 2020). She believed that the ukulele was easier to use than the guitar and that it provided a valuable experience for playing and singing. Rebecca also commented on the ease of playing the ukulele after purchasing one for herself. "Within the first 20 minutes, I could play three- or four-chord songs, and I'd never been able to do that on guitar. So, I thought, if I find this more accessible, then I bet my students would too" (personal communication, February 19, 2020).
Flexibility
The theme "flexibility" refers to how participants used the ukulele and taught students to play the ukulele in their classrooms. Although all participants described flexibility, meaningful,
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unique characteristics based on differences in participants' teaching contexts emerged during cross-case analysis. Therefore, descriptions of this theme begin with a summary of how each teacher used the ukulele in her setting and then concluded with a comparison of cases.
Rebecca
Rebecca taught in a rural district. Unlike other participants, she previously taught guitar before discovering the ukulele. However, after playing the ukulele for fun and finding quick success, she decided to include it in her classroom curriculum. She introduced the ukulele in her sixth-grade classes. Over time, she found that sixth-graders were interested in playing melodies rather than chords. Therefore, her focus with sixth-graders changed to using the ukuleles as melodic rather than harmonic instruments. These students learned to read traditional notation and tablature. She commented that her younger students did not seem interested in singing and that melodic playing was more accessible. However, she noted a shift in interest as students get older.
Once they get to eighth grade, they seem to want to play a lot more with music that they hear on the radio. … In eighth grade, I make [the ukulele] much more of a harmonizing instrument to play along with music that they sing on the radio. I've shifted [my curriculum] based on where I see them using music in their daily lives. (personal communication, March 3, 2020)
She also mentioned that students could switch to the guitar in eighth grade, but most students chose to continue to play the ukulele. Her classes met every day for ten weeks, and students played ukulele two to three times a week. She taught the ukulele throughout the semester because, when she previously taught it as one concise unit, she noticed that students forgot the skills they learned by the end of the ten weeks.
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Rebecca used a combination of modeling, videos, and handouts to support students. She created a handout with chord diagrams and photos of each chord, lyric sheets, and fill-in-theblank questions about parts of the ukulele, reading notes, tablature, and music theory concepts. She gave students a copy of this handout and projected it on the board as she taught. She modeled for her students while teaching the concepts from the handout. When students began to learn chords, Rebecca used ukulele play-along videos from YouTube. Aside from the YouTube play-along, Rebecca created her original resources because she had not yet found a method book or curriculum that was "worth following."
Lilly
Lilly taught in a suburban district. Before being hired in her current position, Lilly worked in two long-term substitute positions where she taught the ukulele. When she was hired in her current position, she continued to use them within her fifth-grade classes. Uniquely, Lilly's predecessor used the ukulele in the curriculum before Lilly. Lilly used the ukulele (in addition to piano) to accompany singing with all grades in her current position. She found that using the ukulele as accompaniment led to more freedom than when she was "stuck" behind a piano. Lilly's fifth-grade students met once a week throughout the school year and had a 16-week ukulele unit. After completing the unit, Lilly included the ukulele approximately once a month as one of many instruments for students to choose to play in class.
When Lilly first taught the ukulele, she focused on playing the instrument rather than reaching musical concepts. However, she described that her goals changed. "The goal is not just to perform a chord progression or a melody," but rather to deepen musical understanding (personal communication, February 21, 2020). In her class, fifth-grade students used the ukulele to perform melodies, read tablature, perform basslines, perform accompaniments, and read from
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chord charts. Before playing the ukulele, students in Lilly's class must sing using solfège syllables and understand certain music concepts that they transfer to the ukulele. After learning basic techniques and reading chord diagrams and tablature, Lilly delved deeper into musical concepts such as form, style, rhythm, chord progressions, audiation of meter and tonality, and lyrical analysis.
To present information about the ukulele, Lilly used a combination of technology and modeling to support students. The slideshow she used for instruction included play-along videos, examples of professional ukulele players, visuals relating to the ukulele parts, performance technique, and reading chord diagrams and tablature. She modeled more extensively at the beginning of the unit and decreased modeling as students gained competence.
Laura
Laura taught the ukulele in an urban district in curricular and non-curricular contexts. Laura's non-curricular group was a jam-session-based group in which fifth- through eighth-grade students performed with YouTube play-along videos. Curricularly, she used ukulele with students in sixth through eighth grades. Her classes met daily for 13 weeks, and one week was dedicated to ukulele playing. She taught fundamentals by having a "crash course" at the beginning of the week. She described,
The crash course on ukulele takes one day. Everybody gets an instrument. I talk about the different parts; we go over the head, the neck, the fingerboard, what the frets are, and why they're essential. I talk about how to hold it, care for it, what the tuning knobs do, and what it's supposed to sound like. (personal communication, March 13, 2020)
As part of the crash course, she also taught students how to play one-finger chords on the ukulele (i.e., C, easy F, and A minor). After the crash course, the class was split into two sections: One https://opencommons.uconn.edu/vrme/vol38/iss1/2
section played keyboard for a week while the other played the ukulele. After the first week, the students switched instruments. Students in the ukulele section were given the option to work in small groups or as individuals. First, students chose a song they would like to learn from a folder of Laura's songs. Next, they got a lyric sheet with the chord names on it. By the end of the week, they used their iPads to make a video recording of themselves performing that song on the ukulele.
Laura used modeling to support students. For example, if a student needed to learn a new chord for their song, Laura modeled the chord for them and used hand-over-hand techniques to ensure success. She commented that she had looked at ukulele method books and curricula, but her content choices came from her students' interests and techniques that have been previously successful for her.
Similarities and Differences
Participants demonstrated that the ukulele allows for flexibility in pedagogy, content, and goals for student learning. Additionally, Laura described the ukulele's general flexibility.
You could teach a whole step, half step, scales … you could do all that stuff on [the ukulele]. But I feel like the kids just want to play. I teach them three chords, and they can play 40 songs. … But the world is open for whatever you want to do. If you want to teach note reading, and scales, and all that stuff, then you can. (personal communication, March 19, 2020)
Laura and Rebecca were interested in students' participatory music-making, whereas Lilly focused on using the ukulele as a tool to teach other musical concepts. Rebecca shared that she taught the same musical concepts from year to year but varied the repertoire to suit the interests of her students.
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Another similarity was in descriptions of flexible resources. Although all participants had a classroom set of ukuleles that allowed students access to their instruments, curricular resources and learning supports were lacking. All participants described creating resources on their own. Participants expressed that they did not feel there was a curriculum or common space to find resources for the ukulele. Laura commented,
I've looked into ukulele curriculums and stuff like that, but I've not found anything that has inspired me. I might have drawn from it, but I haven't found anything that's like "I have to follow this curriculum to get them here" (thinking of recorder karate as a particular regimented curriculum to follow). I haven't found that with the ukulele. (personal communication, March 6, 2020)
They expressed that a space, where resources can be shared, would be beneficial.
All participants included a cumulative grade for each student pertaining to the ukulele, but the skills and content included in the assessment were flexible. Although they prioritized different skills and concepts for assessment (some more based on technique while others based on musical concepts), they all ended their ukulele units with a graded performance. Some of these performances were live (Rebecca and Lilly), and some were recorded (Laura).
Finally, the general structure of instruction and modifications to support a variety of learning needs was also flexible. Each participant included a formal learning day that focused on technique followed by informal or independent learning days. However, the structure of informal and independent learning varied based on the teacher. For example, Laura included the most days for independent working during which students could decide what song they wanted to learn and with whom they wanted to work. For Lilly, independence emerged due to the variety of instruments students were playing simultaneously in her class. The whole class's attention was https://opencommons.uconn.edu/vrme/vol38/iss1/2
not focused on any one instrument, thus resulting in independence from her students. Rebecca occasionally included independent work for half the period, so students could practice before being graded.
Additionally, all participants had a system for accommodating different ability levels and different types of learners. For example, more advanced ukulele players performed more complicated strumming patterns, while students who struggled strummed a chord once before shifting to the next chord. Additionally, participants described using open tuning or picking open strings for students with dexterity challenges.
Accessibility
The theme "accessibility" applies to the cost of the instrument, the relevance of the repertoire that teachers used, and the students' ability to access learning materials on the Internet. Participants commented that the ukulele was affordable, which allowed it to be more accessible to students. Some students or guardians sought information about buying ukuleles for recreational use. Rebecca stated, "I see the value of ukulele in my school in particular because my students don't often have access to the same things as students from more affluent districts. The guitar doesn't work quite as well in that aspect" (personal communication, March 12, 2020).
Participants also suggested that popular music and music available via the Internet for ukulele instruction made the instrument seem more accessible to the students. Laura commented on the accessibility of popular music rather than classical music. She said, "I also think, leaning into pop music versus leaning into classical music, it's just going to be more approachable for a lifelong musical experience. It's more accessible" (personal communication, March 6, 2020). Lilly also indicated that playing along to popular music on YouTube allowed the ukulele to be accessible. She stated, "I think it's very approachable. … The songs you can find fairly easily on
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YouTube, and you can teach entirely from YouTube if you wanted to" (personal communication, March 10, 2020). Participants suggested that play-along and tutorial videos on YouTube allowed students (and teachers) to find valuable resources to support ukulele playing regardless of budget.
Extra-musical Development
Participants suggested that students developed extra-musical qualities such as motivation, confidence, independence, and a sense of community through playing the ukulele. They perceived students' extra-musical development about the ukulele as a testament to the value of teaching and learning the instrument. For example, Laura observed an increase in confidence in her students. She said, "I feel like [I'm] giving them that tool or that skill to allow them to feel confident in themselves … and [they learn] that it's not impossible to play an instrument" (personal communication, March 6, 2020). She indicated that the increased confidence was motivating for students and led to more interest and success. Rebecca suggested that the increased motivation and interest she observed in her class led to increased retention rates in her program. She remarked, "I've seen an uptick in our high school music electives in the number of people who are signing up for them since we started introducing ukulele into our middle school music curriculum" (personal communication, March 3, 2020).
Additionally, participants suggested that students become more independent musicians through playing the ukulele. Laura said,
When they can be in those smaller groups collaborating with just a peer or two, they're not teacher-driven, so there's not that structure, but they still find the structure within themselves, and they still complete their assignment and project. … The lack of teacher- https://opencommons.uconn.edu/vrme/vol38/iss1/2
led instruction makes it a more organic experience, I suppose. They're learning for themselves versus being taught. (personal communication, March 19, 2020) She believed that allowing students to explore in-class created a more realistic or relevant experience for her students to transfer to out-of-school settings. Similarly, Lilly said,
My goal is for kids to see themselves as musical, realize that music is something that all people do, and give them the skills to go home and figure it out on their own. … They are more independent. I think in that way, I met the goal. (personal communication, February 21, 2020)
She observed that students became more independent learners and music makers when she included the ukulele curriculum.
Participants also indicated that the ukulele helped them create a safe learning environment or a community in which students could play together. They suggested that playing the ukulele in a group gave students who are not in large ensembles the opportunity to experience participatory music-making or music-making in an ensemble setting. Rebecca proposed,
If the kids aren't in chorus and kids aren't in the band, the way I set up my piano assessment, we don't all play piano at the same time, but we'll play all together with the ukulele so that we're all experiencing music together. (personal communication, March 12, 2020)
Laura described the ukulele as "non-threatening." Lilly remarked, "Who could be intimidated by a ukulele?" (personal communication, March 10, 2020). All of the participants agreed that the ukulele promoted a safe environment to make mistakes. They also observed that some students began assuming leadership roles by helping their peers learn. Lilly noted, "It just makes my job
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so much easier when they're teaching each other. We have a lot of really musically advanced students, so why not let them take some leadership? I think it helps build a classroom community too" (personal communication, February 21, 2020). When describing her non-curricular ukulele group, Laura said,
It's just kind of a social thing. I look forward to the ukulele club because it's laid back. There's no pressure. The kids are here because they enjoy playing, and I'm glad that some of them have realized that. It's a community that they might not have otherwise found. (personal communication, March 6, 2020)
The social environment present during ukulele lessons created a positive place for students to play and learn.
Student Interest and Success
Participants suggested they were able to engage students and lead students to find success by using the ukulele. Participants described a sense of ease when they learned the ukulele and suggested their students experienced similar ease. Lilly commented, "it's very efficient … [students] could put in a little bit of work and get a sound that already sounds good as long as your instrument is in tune" (personal communication, February 18, 2020), and Laura noted, "it's simple, it's pretty straightforward, and it's pretty practical teaching chords" (personal communication, March 19, 2020). Additionally, Laura valued experiential learning, and she commented about the ukulele as a facilitator of that learning. "I feel like you just learn chords you can just start playing" (personal communication, March 6, 2020). After learning a few basic chords, her students found pretty instant success. This success led students to want to learn more. Laura commented, https://opencommons.uconn.edu/vrme/vol38/iss1/2
Some kids will hunker down and just practice chord progressions and practice their song. I set them up with the ukulele play-along videos quite often, so you'll see them replaying one section or practicing it over and over and being diligent about practicing. (personal communication, March 19, 2020)
Additionally, Laura said, "they're enjoying it. I think that they are excited about being able to play [ukulele] and being able to be successful and play something that they hear on the radio" (personal connection, March 19, 2020). Participants noted that students' success has led to increased interest.
Discussion and Suggestions for Future Research
This collective case study described the perspectives of teachers using the ukulele in diverse contexts. Although limited to three teachers in Western New York school districts, this study provides depth regarding various experiences while also exploring the commonalities. As a result, the findings may not be generalizable, but they are transferable to similar contexts.
Several prominent themes in studies of community ukulele groups also emerged in this study of the ukulele in general music classrooms. Such themes include a community in which people feel safe to learn and play, autonomy including control or choice over repertoire, and joy or fun (Giebelhausen & Kruse, 2018; Kruse, 2013; Reese, 2019; Secoy 2016). The research about community ukulele groups includes perspectives of adult participants and facilitators. However, the current study is of music teachers' perceptions of experiences with students. The commonalities among findings suggest that these themes transcend age and context. Because this study focused on teachers' perceptions of students, the students' voices are still missing. It would be paramount for future researchers to consider this critical perspective. Additionally, future
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researchers might consider studying if ukulele playing in school leads to lifelong music learning in ukulele community groups or other contexts.
As in other studies, these teachers suggested that their students preferred the ukulele to other instruments and experienced positive outcomes from playing the ukulele. Students demonstrated a preference for the ukulele over the guitar in Rebecca's school, which is consistent with the findings of Geringer (1977). Previous studies described the positive impacts of ukulele instruction on self-esteem and engagement (Michel & Farrell, 1973; Smith & Secoy, 2019). Participants in the current study suggest they observed increases in the confidence and motivation of students who found success playing the ukulele. Future researchers might consider an experimental study to determine if teachers' perceptions of increases in students' confidence and motivation due to the ukulele use are consistent with objective measurements of confidence, motivation, and other constructs, including musician identity. A phenomenological study of students' lived experiences learning the ukulele might also shed light on its impact on confidence, motivation, and musician identity.
Other themes emerged in this study that were not apparent in previous ukulele studies. Specifically, themes about the factors that contributed to teachers' processes for learning to play and to teach the ukulele, including resources, methods of instruction, and modifications or accommodations. Though these findings are unique to the teachers in this study, community ukulele facilitators may have also had similar informal experiences learning to play and teach ukulele. However, researchers have not yet described how community ukulele group leaders arrived at the ukulele as a mode of community music engagement or how they learned how to play and teach ukulele. Additionally, future researchers should investigate how different methods of instruction affect learners' achievement with the ukulele and the effectiveness of different https://opencommons.uconn.edu/vrme/vol38/iss1/2
accommodations for various learners. Further, future researchers may consider studying how teaching methods and content differ for teachers who learned the ukulele in their college curriculum compared to those who did not or those who learned formally and those who learned informally. Additionally, they might also investigate differences between teachers who had personal ukulele proficiency before undergraduate experiences, those introduced to the ukulele during their undergraduate degree, and those introduced to the ukulele post-graduation.
Practical Suggestions and Conclusions
These findings imply that the ukulele is a viable tool to use in music classrooms. Ukuleles promote flexibility for teachers to use them in a way that best suits their students, situation, and goals, and they help students develop extra-musical skills. Additionally, when music teachers include ukulele in their curriculum, they provide a musical outlet that is accessible for students.
Music teacher educators would be well-served to address the lack of formal training on the ukulele for preservice teachers. More than ever, teachers are using the ukulele in their general music classes but are relegated to "winging it" or learning as they go. Suppose music teacher educators integrated experience with ukuleles into the curriculum? In that case, teachers might be more effective in their use of the ukulele in the classroom and in their ability to teach students to use the ukulele for music-making and understanding. When teachers have the skill and pedagogical knowledge they need to teach the ukulele, they are more likely to set reasonable goals for their students and avoid feeling like they are just "one step ahead."
Additionally, teachers need access to adequate resources to teach the ukulele. Teachers need the opportunity to share with others the resources they have created. Participants in this study used very similar materials with their students, but each created these materials from
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scratch. The only standard tool used by all participants was YouTube play-along videos. Perhaps all three participants used this resource because they knew where to find it or because the videos were accessible and easy to access. Professional organizations such as the National Association for Music Education should consider creating or expanding clearinghouses of open-source content teachers could use to teach the ukulele. When provided such a service, teachers would not have to start from scratch and could use their time and energy more effectively and efficiently.
The ukulele is not just a societal trend or fad with little value. Instead, it is a powerful tool that teachers can use in the general music classroom to introduce students to a variety of musical concepts and to help students develop as independent, autonomous, and confident musicians. The ukulele promotes music learning and self-expression for which the benefits transcend setting or circumstance.
References
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Bernard, C., & Cayari, C. (2020). Encouraging participatory music-making through
differentiation on the ukulele. General Music Today, 34(1), 29–36. https://doi.org/10.1177/1048371320926608
Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). SAGE Publications.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach. SAGE Publications.
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Geringer, J. (1977). An assessment of children's musical instrument preferences. Journal of Music Therapy, 14(4), 172–179. https://doi.org/10.1093/jmt/14.4.172
Giebelhausen, R. (2016). So, you're thinking about starting a ukulele program? General Music Today, 29(3), 38–41. https://doi.org/10.1177/1048371315625294
Giebelhausen, R., & Kruse, A. J. (2018). "A smile on everybody's face": A multiple case study of community ukulele groups. International Journal of Music Education, 36(3), 347–365. https://doi.org/10.1177/0255761417744371
Greenberg, M. (1992). The ukulele in your classroom. Music Educators Journal, 79(3), 43–48. https://doi.org/10.2307/3398483
Koops, L. (2017). The enjoyment cycle: A phenomenology of musical enjoyment of 4- to 7-yearolds during musical play. Journal of Research in Music Education, 65(3), 360–380. https://doi.org/10.1177/0022429417716921
Kruse, N. (2013). "Without U, it's just kulele": Expressions of leisure and 'ohana in an intergenerational ukulele club. International Journal of Community Music, 6(2), 153– 167. https://doi.org/10.1386/ijcm.6.2.153_1
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122. https://doi.org/10.1006/jvbe.1994.1027
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Michel, D. E., & Farrell, D. M. (1973). Music and self-esteem: Disadvantaged problem boys in an all-black elementary school. Journal of Research in Music Education, 21(1), 80–84.
Published by OpenCommons@UConn, 2021
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Reese, J. (2019). Uke, flow and rock'n'roll. International Journal of Community Music, 12(2), 207–227. https://doi.org/10.1386/ijcm.12.2.207_1
Secoy, J. (2016). Informal music learning in UNCG ukes (Unpublished doctoral dissertation). The University of North Carolina at Greensboro, Greensboro.
Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
Smith, R., & Secoy, J. (2019). Exploring the music identity development of elementary education majors using ukulele and YouTube. Journal of Music Teacher Education, 29(1), 71-85. https://doi.org/10.1177/1057083719871026
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 443–466). SAGE Publications.
Thibeault, M. D., & Evoy, J. (2011). Building your own musical community: How YouTube, Miley Cyrus, and the ukulele can create a new kind of ensemble. General Music Today, 24(3), 44–52. https://doi.org/10.1177/1048371310397348
Travers, M. (2001). Qualitative research through case studies. SAGE Publications.
https://opencommons.uconn.edu/vrme/vol38/iss1/2
Table 1 Participant Descriptions and Teaching Contexts
| School demographic | Rural | Suburban |
|---|---|---|
| Number of years teaching in their district | 16 years | 2 years |
| Number of years teaching ukulele | 5 years | 2 years |
| Grade levels they teach ukulele | 6th grade, 8th grade, and high school | 5th grade |
| Class meeting frequency | Five times a week for 10 weeks | Once a week for the entire school year |
| Ukulele instruction structure and frequency | Twice a week for 10 weeks | Once a week for 16 weeks, then once a month it is used as an option among instruments to play |
| Curricular focus with ukuleles | Melodies in sixth grade, chords in eighth grade and high school | Melodies, chords and singing, and bass lines |
Published by OpenCommons@UConn, 2021
Author Biography
Grace Doebler (email@example.com) is a band and general music teacher at the Depew Union Free School District in Western New York. She has degrees in music education (BM and MM) from The State University of New York at Fredonia. Her research interests include non-traditional pedagogy, community music making, and technology in music education.
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Student Code of Conduct
2021-2024
Every student succeeding
Every student succeeding is the shared vision of Queensland state schools. Our vision shapes regional and school planning to ensure every student receives the support needed to belong to the school community, engage purposefully in learning and experience academic success.
Queensland Department of Education State Schools Strategy 2020-2024
Purpose
Greenslopes State School is committed to providing a safe, respectful and disciplined learning environment for all students, staff, parents and visitors.
The Greenslopes State School Student Code of Conduct sets out the responsibilities and processes we use in our school to promote a productive, effective whole school approach to discipline.
Its purpose is to facilitate high standards of behaviour from all in the school community, ensuring learning and teaching in our school is prioritised, where all students are able to experience success and staff enjoy a safe workplace.
Contact Information
Endorsement
Principal Name: Mr Trevor Carr
Principal Signature:
Date:
7 th December 2020
P/C President
Mrs Melissa Townsend
P/C President Signature:
Date:
7
th
December 2020
Contents
Contents
1. Principal's Foreword
Introduction
Greenslopes State School, founded in 1890 as Dunellan State School, has a long and proud history of serving the educational needs of the Greenslopes community.
The school community places high expectations on both student behaviour and student learning. To supplement our work, the school has developed 6 key values (See Diagram 1.1) that underpin our vision. Our school vision, "Empowering students to develop as critical and creative thinkers and as compassionate, resilient and adaptive global citizens," reflects our school's commitment to provide learning opportunities that will work to develop our students' capacity to engage meaningfully in the 21 st century.
Greenslopes State School Big 6 Values and Vision (Diagram 1.1)
The staff and students of Greenslopes State School work tirelessly to ensure our school environment remains calm and engaging for learners of all abilities. Our school maintains high expectations of all students in behaviour as well as academic improvement. The development of our Student Code of Conduct is designed to ensure our students have clear processes to manage student behaviour leading to more actively engaged students.
It is my privilege to lead the school through this process and encourage all parents and members of the community to familiarise themselves with this document.
Kind regards
Mr Trevor Carr Principal
6
2. P&C Statement of Support
As president of the Greenslopes State School P&C Committee, I am proud to support the new Student Code of Conduct.
We encourage all parents to familiarise themselves with the Greenslopes State School Student Code of Conduct, and to take time to talk with their children about the expectations and discuss any support they may need. In particular, we want to emphasise the systems in place to help students affected by bullying.
Bullying is a community-wide issue in which we all have a role to play in combating; however, it can have particularly devastating impacts on our young people. It is important that every parent and child of Greenslopes State School knows what to do if subjected to bullying, regardless of where it occurs. This includes cyberbullying, through the misuse of social media or text messaging. It is important that parents and children know that schools provide support and advice to help address problems of bullying, and the flowchart on page 39 provides an excellent starting point to understand how to approach the school about these types of problems.
Any parents who wish to discuss the Greenslopes State School Student Code of Conduct and the role of families in supporting the behavioural expectations of students are welcome to contact myself or to join the Greenslopes State School P&C Association. It is with your support that we can work collaboratively with school staff to ensure all students are safe, supported and appropriately supported to meet their individual social and learning needs.
3. School Captains/Leaders Statement
On behalf of the student body at Greenslopes State School, we endorse the Student Code of Conduct for 2021. We have represented students during consultation, provided feedback on draft materials and put forward the views of young people on a range of issues. Throughout the year, we will continue to work with the school administration team and the Greenslopes State School P&C Association on how the Student Code of Conduct is working, identify areas for improvement and present alternative options or suggestions for consideration.
Greenslopes State School Student Leaders
Freya McAndrew
Signed:
Date: 7th December 2020
Djuna Glasson Green
Signed:
Date: 7th December 2020
Tobias Petinakis
Signed:
Date: 7th December 2020
Saanvi Sunil
Signed:
Date: 7th December 2020
4. Data Overview
This section is used to report on key measures related to student discipline, safety and wellbeing using existing data sets available to all schools. This provides an open and transparent reporting mechanism for the school community on the perceptions of students, parents and staff about school climate, attendance and school disciplinary absences.
The Parent, Student and Staff Satisfaction data in the tables below is drawn from the School Opinion Survey. The School Opinion Survey is an annual collection designed to obtain the views of parents/caregivers, students and school staff from each school on what they do well and how they can improve.
Opinions on the school, student learning, and student wellbeing are sought from a parent/caregiver in all families and a sample of students from each state school.
Opinions on the school as a workplace are sought from all school staff and principals. There are additional questions for teaching staff on their confidence to teach and improve student outcomes. Principals are also asked about their confidence to lead the school and improve student outcomes.
There are four different confidential surveys for
- students
- parents
- staff
- principals.
For more information, refer to frequently asked questions page.
Parent Opinion Survey
| Performance measure | | |
|---|---|---|
| Percentage of | 2018 | 2019 |
| parents/caregivers who agree# | | |
| that: | | |
Student Opinion Survey
| Percentage of students who | 2018 | 2019 |
|---|---|---|
| agree# that: | | |
10
| Performance measure | | |
|---|---|---|
| Percentage of students who | 2018 | 2019 |
| agree# that: | | |
Staff Opinion Survey
| Performance measure | | |
|---|---|---|
| Percentage of school staff who | 2018 | 2019 |
| agree# that: | | |
* Nationally agreed student and parent/caregiver items
# 'Agree' represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.
DW = Data withheld to ensure confidentiality.
School Disciplinary Absences (SDA)
Principals use a range of disciplinary consequences to address inappropriate behaviour. Suspensions, exclusions and cancellations of enrolment are only used as a last resort option for addressing serious behaviour issues. Principals
balance individual circumstances and the actions of the student with the needs and rights of school community members.
All state schools are required to report School Disciplinary Absences (SDA) for the school year in their school annual report. There are four main categories of SDA: short suspension, long suspension, exclusion and charge-related suspension.
The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.
| Greenslopes State School – School Disciplinary Absences (SDA) | | | |
|---|---|---|---|
| Type | 2018 | 2019 | 2020 |
5. Learning and Behaviour Statement
All areas of Greenslopes State School are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximising the success of academic education programs. Our aim is to provide a supportive environment where children can learn responsibility for their own behaviour, with a strong emphasis on explicit values, individual choice and self-improvement.
Our Student Code of Conduct outlines our system for facilitating positive behaviours, preventing challenging behaviour and responding to unacceptable behaviours. Through our Student Code of Conduct, shared expectations for student behaviour are plain to everyone, assisting Greenslopes State School to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process.
Our school expectations have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Department of Education and Training policies and procedures, and underpin our Big 6 Values, to teach and promote our high standards of responsible behaviour.
Multi-Tiered Systems of Support
Greenslopes State School uses multi-tiered systems of support (MTSS) as the foundation for our integrated approach to learning and behaviour. MTSS is a preventative, differentiated model grounded in practical strategies, targeted planning and data-informed decision-making. Based on a problem-solving model, in MTSS school staff match increasingly intensive interventions to the identified needs of individual students.
| Tier | |
|---|---|
| | Prevention Description |
| 1 | |
- providing refresher lessons and targeted recognition throughout the school year so skills are ready and likely to be used when students need them
- asking students and their families for their perspectives on school climate, instruction, reinforcement, and discipline so improvements in Tier 1 may be made.
2 Targeted instruction and supports for some students (10-15%) are more intense than Tier 1 services, providing more time and specialisation in services from a range of school-based staff to enable students to meet the required academic and behavioural standards.
Supports for students requiring Tier 2 level intervention, build on the lessons provided at Tier 1, and may prevent the need for more intensive interventions. Tier 2 supports are provided to small groups of students with similar needs, offering more time and/or detailed instruction on the Australian Curriculum or particular aspects of the Second Step program. Some students will benefit from focussed work on Zones of Regulation, helping them identify the emotions they are managing and identifying a pathway to regulating these emotions. The types of interventions offered at this level will vary according to the needs of each school's student body, but all have certain things in common:
- there is a clear connection between the skills taught in the interventions and the school-wide expectations
- interventions require little time of classroom teachers and are easy to sustain
- interventions have a good chance of working (e.g. they are "evidencebased" interventions that are matched to the student's need).
- variations within each intervention are limited
If the school data indicates that more than 10-15% of students require targeted services, then a review of Tier 1 is needed to address the basic implementation and quality of instruction.
3 Individualised services for few students (2-5%) who require the most intensive support a school can provide. These are usually delivered in very small groups or on an individual basis.
Tier 3 supports continue to build on the lessons and supports provided at Tiers 1 and 2, becoming more individualised and more intensive until teams can identify what is needed for a student to be successful. Tier 3 supports are based on the underlying reasons for a student's behaviour (their FBA) and should include strategies to:
- PREVENT challenging behaviour
- REINFORCE the student's use of the replacement behaviour
- TEACH the student an acceptable replacement behaviour
- MINIMISE the payoff for challenging behaviour.
Tier 3 supports exist along a continuum. Many students can benefit from a simple (or brief) Functional Behaviour Assessment (FBA) that identifies unique strategies to help the student achieve success. A smaller percentage of students may require a more comprehensive FBA that includes a more thorough process for data collection, teaming, and problem solving. A much smaller percentage of students may need an intensive FBA and wraparound plan that includes personnel from outside agencies and rigorous problem solving procedures.
If the school data indicates that more than 2-5% of the student population requires individualised services, a review of Tier 1 and Tier 2 supports and organisation is recommended.
Consideration of Individual Circumstances
Staff at Greenslopes State School take into account students' individual circumstances, such as their behaviour history, disability, mental health and wellbeing, religious and cultural considerations, home environment and care arrangements when teaching expectations, responding to inappropriate behaviour or applying a disciplinary consequence.
In considering the individual circumstances of each student, we recognise that the way we teach, the support we provide and the way we respond to students will differ. This reflects the principle of equality, where every student is given the support they need to be successful. This also means that not everyone will be treated the same, because treating everyone the same is not fair. For example, some students need additional support to interpret or understand an expectation. Others may benefit from more opportunities to practise a required skill or behaviour. For a small number of students, the use of certain disciplinary consequences may be considered inappropriate or ineffective due to complex trauma or family circumstances. These are all matters that our teachers and principal consider with each individual student in both the instruction of behaviour and the response to behaviour.
Our teachers are also obliged by law to respect and protect the privacy of individual students, so while we understand the interest of other students, staff and parents to know what punishment another student might have received, we will not disclose or discuss this information with anyone but the student's family. This applies even if the behavioural incident, such as bullying, involves your child. You can be assured that school staff take all matters, such as bullying, very seriously and will address them appropriately. We expect that parents and students will respect the privacy of other students and families.
If you have concerns about the behaviour of another student at the school, or the way our staff have responded to their behaviour, please make an appointment with the principal to discuss the matter.
Student Wellbeing and Support Network
Greenslopes State School offers a range of programs and services to support the wellbeing of students in our school. We encourage parents and students to speak with their class teacher or make an appointment to meet with the guidance officer if they would like individual advice about accessing particular services.
Learning and wellbeing are inextricably linked — students learn best when their wellbeing is optimised, and they develop a strong sense of wellbeing when they experience success in learning. The school's Student Learning and Wellbeing Framework outlines the levels of support provided to students in the implementation of our Student Code of Conduct. There are three identified tiers of support aligned to the five core competencies of effective Social and Emotional Learning, as identified by the Collaborative for Social and Academic Learning (CASEL). These five core competencies are:
- Self-awareness
- Self-management
- Social awareness
- Relationship skills
- Responsible decision making
In addition, the Greenslopes State School Student Learning and Wellbeing Framework further aligns the school's Big 6 Values with the Five core competencies.
Curriculum and pedagogy
Schools build the foundations for wellbeing and lifelong learning through curriculum embedding personal and social capabilities in the implementation of the P–12 curriculum, assessment and reporting framework.
Schools acknowledge the positive impact that a meaningful relationship between teacher and students can have on students' academic and social outcomes. As part of the whole school's curriculum at Greenslopes State School, we provide ageappropriate drug and alcohol education that reinforces public health and safety messages.
Policy and expectations
Within a school community there are specific health and wellbeing issues that will need to be addressed for the whole school, specific students, or in certain circumstances.
Specialised health needs
Greenslopes State School works closely with parents to ensure students with specialised health needs, including those requiring specialised health procedures, have access to a reasonable standard of support for their health needs whilst attending school or school-based activities.
This means that appropriate health plans are developed and followed for students with specialised health needs, that staff are aware of the student's medical condition and that an appropriate number of staff have been trained to support the student's health condition.
Medications
Greenslopes State School requires parent consent and medical authorisation to administer any medication (including over-the-counter medications) to students. For students requiring medication to be administered during school hours, the school can provide further information and relevant forms.
For students with a long-term health condition requiring medication, parents need to provide the school with a Request to administer medication at school form.
Greenslopes State School maintains a minimum of one adrenaline auto-injector and asthma reliever/puffer, stored in the school's administration office to provide emergency first aid medication if required.
Mental health
Greenslopes State School implements early intervention measures and recommendations for treatments for students where there is reasonable belief that a student has a mental health difficulty. This includes facilitating the development, implementation and periodic review of a Student Plan.
Suicide prevention
Greenslopes State School staff who notice suicide warning signs in a student should seek help immediately from the school guidance officer, senior guidance officer or other appropriate staff.
When dealing with a mental health crisis, schools call 000 when there is an imminent threat to the safety of student in the first instance, and where necessary provide first aid. In all other situations, Greenslopes State School staff follow suicide intervention and prevention advice by ensuring:
- their safety and the safety of other students and staff is maintained
- the student is not left alone
- students receive appropriate support immediately
- all actions are documented and reported.
- parents are advised
Suicide postvention
In the case of a suicide of a student that has not occurred on school grounds, Greenslopes State School enacts a postvention response, by communicating with the family of the student and ensuring immediate support is provided to students and staff who may be affected.
Where a suicide has occurred on school grounds or at a school event, Greenslopes State School staff immediately enact the School Emergency Management Plan and communicate with the family of the student and ensure immediate support is provided to students and staff who may be affected.
6. Whole School Approach to Discipline
The first step in facilitating standards of positive behaviour is communicating those standards to all students. At Greenslopes State School we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students which is designed to prevent challenging behaviour and to provide a framework for responding to unacceptable behaviour.
A set of behavioural expectations in specific settings has been attached to each of our Big 6 Values. The School-wide Expectations Teaching Matrix below outlines our agreed rules and specific behavioural expectations in all school settings.
COMMUNITY
OPPORTUNITY
- Look after younger children.
- Play safely with others.
- Co-operate with school procedures.
MUTUAL RESPECT
- Share attention, space, equipment and time.
- Care for your school environment.
- Follow teachers' instructions.
EMBRACING DIVERSITY
- Treat others as you'd like to be treated.
- Help others to succeed.
- Be on time and organised for lessons.
- Give your best always.
RESILIENCE
- Be flexible and cooperative with changes.
- 'Work out' or 'Talk out' your problems.
- Learn to forgive.
INTEGRITY
- Use polite language.
- Be honest.
- Recognise and acknowledge difference.
- Think for yourself.
- Take responsibility for your actions.
Greenslopes State School implements the following proactive and preventative processes and strategies to support student behaviour:
Comprehensive Induction process on Student Code of Conduct delivered to staff
All teachers will undertake an induction process, which will focus on our school's
Student Code of Conduct.
Social Emotional Learning (SEL) Program
Teachers implement the proactive and reactive programs and strategies. To complement this, the Second Step ® program is taught in all classes throughout the year to encourage students to solve their own conflicts.
Buddies Program
Older students take on additional responsibilities as "buddies" for PREP students encouraging the modelling of positive interpersonal skills. Year Six students visit the PREP classrooms once a week and undertake activities such as art and crafts, building social skills through play and other language activities such as reading, writing and oral language development.
Classroom Behaviour Influence Plan
Classroom teachers will reinforce rules and implement strategies contained in the Minor and Major table.
Playground Behaviour Influence Plan
Teachers on playground duty will reinforce rules and implement strategies contained in the Minor and Major table.
Bridge Builder Mediators
Bridge Builders ® Mediators are rostered on during lunchtime to assist students in years Prep-3 to reach win-win solutions and practise conflict resolution skills in school playgrounds. Students in Year Six are selected to undertake a two day training program on conflict resolution skills. These students then work as Bridge Builders ® in the school's playground under the supervision of the school's Leadership Team.
Lunchtime Clubs Program
Supervised interest clubs will operate at lunchtimes at different time of the year for students wishing to be involved in activities, as well as catering for students requiring a supervised play area.
Green Tickets
Green Tickets are randomly issued to students to acknowledge and reinforce appropriate behaviour. They are accompanied by descriptive praise – What the student did, why this was good and how did they make others feel. Green Tickets record the "Big 6" School Values exhibited. Every week, on assembly, one Green Ticket is drawn from each class box and that student receives a positive behavioural enhancement. This may include a reward.
Student of the Week
The aim of the Student of the Week award is to acknowledge the achievement of those students who consistently work well and observe classroom rules. The student receives a certificate on assembly and can have their photo displayed on the "Wall of Fame".
Staff Support for Difficult to Manage Behaviour
Regular opportunities are provided for teachers or school staff to meet and discuss concerns or challenges they are facing with repeated behavioural disruptions in their class or experienced at playtime. The focus of this time is to encourage collegial and professional support and a whole-school approach to challenging student behaviour.
Differentiated and Explicit Teaching
Greenslopes State School is a disciplined school environment that provides differentiated teaching to respond to the learning needs of all students. This involves teaching expected behaviours and providing opportunities for students to practise these behaviours. Teachers reinforce expected behaviours, provide feedback and correction, and opportunities for practise.
Teachers at Greenslopes State School vary what students are taught, how they are taught and how students can demonstrate what they know as part of this differentiated approach to behaviour. These decisions about differentiation are made in response to data and day-to-day monitoring that indicates the behavioural learning needs of students. This enables our teachers to purposefully plan a variety of ways to engage students; assist them to achieve the expected learning; and to demonstrate their learning.
There are three main layers to differentiation, as illustrated in the diagram below. This model is the same used for academic and pedagogical differentiation.
Focussed Teaching
Approximately 15% of all students in any school or classroom may require additional support to meet behaviour expectations, even after being provided with differentiated and explicit teaching. These students may have difficulty meeting behavioural expectations in a particular period of the day or as part of a learning area/subject, and focussed teaching is provided to help them achieve success.
Focussed teaching involves revisiting key behavioural concepts and/or skills and using explicit and structured teaching strategies in particular aspects of a behaviour skill. Focussed teaching provides students with more opportunities to practise skills and multiple opportunities to achieve the intended learning and expected behaviour.
Support staff, including teachers with specialist expertise in learning, language or development, work collaboratively with class teachers at Greenslopes State School to provide focussed teaching. Focussed teaching is aligned to the Second Steps program, and student progress is monitored by the classroom teacher/s to identify those who:
- no longer require the additional support
- require ongoing focussed teaching
- require intensive teaching.
Greenslopes State School has a range of Student Support Network staff in place to help arrange and deliver focussed teaching to students who need more support to meet expectations. In addition, the school invests in the following evidence-informed programs to address specific skill development for some students:
- Second Step ®
- Zones of Regulation
- Functional Based Assessment (FBA).
For more information about these programs, please speak with a member of the school's leadership team.
Intensive Teaching
Research evidence shows that even in an effective, well-functioning school there will always be approximately 5% of the student population who require intensive teaching to achieve behavioural expectations. Intensive teaching involves frequent and explicit instruction, with individuals or in small groups, to develop mastery of basic behavioural concepts, skills and knowledge.
Some students may require intensive teaching for a short period, for particular behaviour skills. Other students may require intensive teaching for a more prolonged period. Decisions about the approach will be made based on data collected from their teacher or teachers, and following consultation with the student's family.
For a small number of students who continue to display behaviours that are deemed complex and challenging, individualised, function-based behaviour assessment and support plans and multi-agency collaboration may be provided to support the student. This approach will seek to address the acute impact of barriers to learning and participation faced by students who are negotiating a number of complex personal issues.
Students who require intensive teaching will be assigned an individual mentor at the school who will oversee the coordination of their program, communicate with stakeholders and directly consult with the student.
7. Legislative Delegations
Legislation
In this section of the Student Code of Conduct we have provided links to relevant legislation that inform the overall Student discipline procedure.
- Anti-Discrimination Act 1991 (Qld)
- Commonwealth Disability Discrimination Act 1992
- Child Protection Act 1999 (Qld)
- Commonwealth Disability Standards for Education 2005
- Education (General Provisions) Act 2006
- Criminal Code Act 1899 (Qld)
- Education (General Provisions) Regulation 2017
- Information Privacy Act 2009 (Qld)
- Human Rights Act 2019 (Qld)
- Judicial Review Act 1991 (Qld)
- Police Powers and Responsibilities Act 2000 (Qld)
- Right to Information Act 2009 (Qld)
- Workplace Health and Safety Act 2011 (Qld)
- Workplace Health and Safety Regulation 2011 (Cwth)
Delegations
Under the Education (General Provisions) Act 2006, state school principals are responsible for "controlling and regulating student discipline in the school".
Principals are afforded a number of non-delegable powers to assist them to meet this obligation, including the authority to suspend, exclude or cancel the enrolment of a student at the school. These decision-making responsibilities cannot be delegated to other staff in the school, such as deputy principals.
The details of these responsibilities are outlined in the legislative instruments of delegation and instruments of authorisation provided below:
- Education (General Provisions) Act 2006 Director-General's delegations
- Education (General Provisions) Act 2006 Director-General's authorisations
- Education (General Provisions) Act 2006 Minister's delegations
- Education (General Provisions) Regulation 2006 Minister's delegations
- Education (General Provisions) Regulation 2017 Director-General's delegations
8. Disciplinary Consequences
The disciplinary consequences model used at Greenslopes State School follows the same differentiated approach used in the proactive teaching and support of student behavioural expectations.
The majority of students will be confident and capable of meeting established expectations that are clear, explicitly taught and practised. In-class corrective feedback, sanctions and rule reminders may be used by teachers to respond to low-level or minor challenging behaviours.
Some students will need additional support, time and opportunities to practise expected behaviours. Approximately 15% of the student population may experience difficulty with meeting the stated expectations, and even with focussed teaching, inclass corrective feedback, sanctions and rule reminders continue to display low-level challenging behaviour. A continued pattern of low-level behaviour can interfere with teaching and learning for the whole class, and a decision may be needed by the class teacher to refer the student to the school administration team immediately for determination of a disciplinary consequence.
For a small number of students, approximately 2-5%, a high level of differentiated support or intensive teaching is required to enable them to meet the behavioural expectations. This may be needed throughout the school year on a continuous basis. The determination of the need will be made by the principal in consultation with staff and other relevant stakeholders. On occasion the behaviour of a student may be so serious, such as causing harm to other students or to staff, that the principal may determine that an out of school suspension or exclusion is necessary as a consequence for the student's behaviour. Usually this course of action is only taken when the behaviour is either so serious as to warrant immediate removal of the student for the safety of others, and no other alternative discipline strategy is considered sufficient to deal with the challenging behaviour.
The differentiated responses to challenging behaviour can be organised into three tiers, with increasing intensity of support and consequences to address behaviour that endangers others or causes major, ongoing interference with class or school operations.
When responding to behaviour, the staff member first determines if the challenging behaviour is major or minor, with the following agreed understanding (Table 8.1):
Table 8.1 – Minor and Major behaviour definition
| | | Minor Behaviours are handled by | | Major Behaviours are referred directly to the |
|---|---|---|---|---|
| | | staff members at the time it happens. | | school Administration team. |
| BEHAVIOURS: | are minor breaches of the school rules; do not seriously harm others or cause you to suspect that the student may be harmed; do not violate the rights of others in any other serious way; are not part of a pattern of challenging behaviours; and do not require involvement of specialist support staff or Administration. | | significantly violate the rights of others; put others / self at risk of harm; and require the involvement of school Administration. | |
| CONSEQUENCES | a minor consequence that is logically connected to the challenging behaviour, such as complete removal from an activity. a re-direction procedure. The staff member takes the student aside and: 1. names the behaviour that the student is displaying; 2. asks the student to name expected school behaviour; 3. states and explains expected school behaviour if necessary; and 4. gives positive verbal acknowledgement for expected school behaviour. 5. Issuing of yellow card (Appendix 1) | | Require immediate referral to Administration because of their seriousness. Staff members calmly state the major challenging behaviour to the student, remind them of the expected school behaviour, complete the Behaviour Referral Form and escort the student to Administration. Major challenging behaviours may result in the following consequences: Level 1: Time in office, referral to U-Turn Room and/or office; alternate lunchtime activities, loss of privilege, restitution, loss of break times, warning regarding future consequence for repeated offence, referral to Respond Program; Level 2: Parent contact, referral to Guidance Officer, referral to Intensive Behaviour Support Team, suspension from school: and/or Level 3: exclusion from school following an immediate period of suspension. | |
The Steps to Managing Behaviour flowchart (Diagram 8.1) illustrates how staff at Greenslopes State School respond to behaviours by students at Greenslopes. Minor and major behaviours have been aligned to our Big 6 Values (Table 8.2) to demonstrate clearly the expectations we have of students.
Table 8.2 Minor and Major behaviours aligned with the Big 6 Values
| Big 6 Priority Area | Area | Minor | | |
|---|---|---|---|---|
| Community | Classroom | | writing on desks and | |
| | | | chairs | |
| | | | disturbing the learning of | |
| | | | others | |
| | | | not helping packing away | |
| | School | littering excluding other students treating others items with no respect gossiping writing notes about others not leaving spaces once instructed | littering | targeting others – repeated |
| | | | excluding other students | teasing or excluding |
| | | | treating others items with | repeated refusal to follow |
| | | | no respect | instructions |
| | | | gossiping | repeated vandalism of |
| | | | writing notes about others | school property, including |
| | | | not leaving spaces once | toilets, desks, walls |
| | | | instructed | possession of weapons |
| | | | | inappropriate use of |
| | | | | technology devices |
| | Playground | | rough play | deliberate hitting, biting, |
| | | | taking others hats to use | kicking causing serious |
| | | | without permission | injury |
| | | | running on concrete or | bullying – deliberate, |
| | | | around buildings | perceived power difference, |
| | | | playing without a hat | |
| Opportunity | Classroom | | distracting others | |
| | | | unprepared for | |
| | | | lesson/activity | |
| | | | avoiding work tasks | |
| | | | refusal to work | |
| | | | late to class after breaks | |
| | | | returning notes too late or | |
| | | | not at all | |
| | School | | loitering in incorrect areas | |
| | | | throughout the school | |
| | | | ignoring instructions | |
| | | | touching other’s property | |
| | | | without prior approval | |
| | | | not sharing | |
| | | | equipment/space | |
| | | | dobbing without problem | |
| | | | solving | |
| | Playground | | continuing to play after | |
| | | | the bell | |
| | School | ignoring first instruction from a staff member not sharing items using unfriendly words (e.g. ‘I don’t like you.’) talking back – verbal and physical (rolling eyes etc) name calling swearing as a reaction and not at another member of the school community mobile phone switched on in any part of the school without authorisation Not handing in devices to the school | | | consistently using unfriendly |
|---|---|---|---|---|---|
| | | | | | words to others |
| | | | | | swearing at a member of |
| | | | | | the school community |
| | | | | | repeated vandalism of |
| | | | | | school property |
| | | | | | using mobile phones and/or |
| | | | | | smart watches in any part of |
| | | | | | the school with the intent to: |
| | | | | | access |
| | | | | | internet/email/messaging |
| | | | | | recording with video and |
| | | | | | audio using mobile |
| | | | | | phone |
| | | | | | distributing video and |
| | | | | | content without |
| | | | | | authorisation |
| | | | | | spitting at members of the |
| | | | | | school community |
| | Playground | playing in the wrong zone | | | Vandalising/sabotaging |
| | | | | | toilets |
| | | | | | Annoying others repeatedly |
| | | | | | Consistently in the wrong |
| | | | | | zone |
| Resilience | Classroom | | using frustration to | | |
| | | | distract the class | | |
| | | | giving up on learning | | |
| | School | | using yelling or whining | physical retaliation repeated non-compliance tantrums requiring administrative intervention | |
| | | | to solve conflicts | | |
| | | | throwing tantrums due to | | |
| | | | consequence or not | | |
| | | | getting their own way | | |
| | | | annoying others to gain | | |
| | | | attention | | |
| | | | negative attitude | | |
| | | | arguing/negotiating with | | |
| | | | staff members | | |
| | Playground | | | | running away from staff |
| | | | | | member |
| | | School | negative comments to |
|---|---|---|---|
| | Playground | Playground | others – |
| | | | belittling/humiliating |
| | | | excluding others |
| Integrity | Classroom | | wearing items that are |
| | | | not acceptable |
| | | | entering a classroom |
| | | | without staff member |
| | School | | taking items from bags of |
| | | | classroom without |
| | | | permission |
| | | | being closed off to |
| | | | conflict resolution |
| | | | telling secrets/gossip |
| | | | blaming others for |
| | | | negative behaviour |
| | | | cheating at games |
| | Playground | | following other students |
| | | | doing the wrong thing |
Definition of consequences
| Time out | A principal or school staff may use time out as a strategy for students to manage their own behaviour and to assist the student to calm down. During time out, student is to be supervised and given an opportunity to re-join class in intervals of no more than 10 minutes. |
|---|---|
| Yellow Card | Issued to student outlining the inappropriate behaviour witnessed. To be sent home with student and returned the next day signed by parent/caregiver (Appendix 2). |
| U Turn reflection (Orange card reflection) | Two days per week a teacher is rostered onto the U Turn table during second break for no longer than 20 minutes. Students referred are to complete an Orange Card reflection sheet and will be required to be at the U Turn table for the entire 20 minutes (Appendix 3). |
| Detention | A principal or teacher may use detention as a consequence for disobedience, misconduct, or other breaches of school expectations. A detention is no more than 20 minutes during school lunch. |
| School Disciplinary Absences (SDA) | |
| Suspension | A principal may suspend a student from school under the following circumstances: disobedience by the student misconduct by the student other conduct that is prejudicial to the good order and management of the school. |
| Individual Behaviour Plan | A principal may impose an Individual Behaviour Plan if the principal is reasonably satisfied that the student has engaged in behaviour that warrants the grounds for exclusion or other conduct that is so serious that suspension of the student from school is inadequate to deal with the behaviour. An Individual Behaviour Plan requires the student to undertake a behaviour management program arranged by the school’s principal. The program must be: reasonably appropriate to the challenging behaviour conducted by an appropriately qualified person |
Proposed exclusion or recommended exclusion
Cancellation of enrolment
[x] designed to help the student not to re-engage in the challenging behaviour
[x] no longer than three months.
A student may be suspended pending a decision to exclude when the student's behaviour is so serious that suspension of the student from the school would be inadequate to deal with the behaviour. A student may be suspended or excluded for the following reasons:
[x] disobedience
[x] misconduct
[x] other conduct that is prejudicial to the good order and management of the school, or
[x] breach of Individual Behaviour Plan.
The enrolment of a post-compulsory school age student may be cancelled if the student's behaviour amounts to a refusal to participate in the educational program provided at the school.
School Disciplinary Absences
A School Disciplinary Absence (SDA) is an enforced period of absence from attending a Queensland state school, applied by the Principal as a consequence to address poor student behaviour. There are four types of SDA:
[x] Short suspension (1 to 10 school days)
[x] Long suspension (11 to 20 school days)
[x] Charge-related suspension
[x] Exclusion (period of not more than one year or permanently).
At Greenslopes State School, the use of any SDA is considered a very serious decision. It is typically only used by the Principal when other options have been exhausted or the student's behaviour is so dangerous that continued attendance at the school is considered a risk to the safety or wellbeing of the school community.
Parents and students may appeal a long suspension, charge-related suspension or exclusion decision. A review will be conducted by the Director-General or their delegate, and a decision made within 40 schools days to confirm, amend/vary or set aside the original SDA decision by the Principal.
The appeal process is a thorough review of all documentation associated with the SDA decision and provides an opportunity for both the school and the family to present their case in the matter. Time is afforded for collection, dissemination and response to the materials by both the school and the family. It is important that the purpose of the appeal is understood so that expectations are clear, and appropriate supports are in place to ensure students can continue to access their education while completing their SDA.
Re-entry following suspension
Students who are suspended from Greenslopes State School will be invited to attend a re-entry meeting on the day of their scheduled return to school. The main purpose of this meeting is to welcome the student, with their parent/s, back to the school. It is not a time to review the student's behaviour or the decision to suspend, the student has already received a punishment through their disciplinary absence from school. The aim of the reentry meeting is for school staff to set the student up for future success and strengthen home-school communication.
It is not mandatory for the student or their parents to attend a re-entry meeting. It may be offered as a support for the student to assist in their successful re-engagement in school following suspension.
Arrangements
The invitation to attend the re-entry meeting will be communicated via telephone and in writing, usually via email. Re-entry meetings are short, taking less than 10 minutes, and kept small with only the Principal or their delegate attending with the student and their parent/s.
A record of the meeting is saved in OneSchool, under the Contact tab, including any notes or discussions occurring during the meeting.
Structure
The structure of the re-entry meeting should follow a set agenda, shared in advance with the student and their family. If additional items are raised for discussion, a separate arrangement should be made to meet with the parent/s at a later date and time. This meeting should be narrowly focussed on making the student and their family feel welcome back into the school community.
Possible agenda:
[x] Welcome back to school
[x] Check in on student wellbeing
[x] Discuss any recent changes to school routine or staffing
[x] Offer information about supports available (e.g. guidance officer)
[x] Set a date for follow-up
[x] Thank student and parent/s for attending
[x] Walk with student to classroom.
Reasonable adjustments
In planning the re-entry meeting, school staff will consider reasonable adjustments needed to support the attendance and engagement of the student. This includes selecting an appropriate and accessible meeting space, organising translation or interpretation services or supports (e.g. AUSLAN, Interpreter), provision of written and/or pictorial information and other relevant accommodations. The inclusion of support staff, such as guidance officers or Community Education Counsellors, may also offer important advice to ensure a successful outcome to the re-entry meeting.
9. School Policies
Greenslopes State School has tailored school discipline policies designed to ensure students, staff and visitors work co-operatively to create and maintain a supportive and safe learning environment. Please ensure that you familiarise yourself with the responsibilities for students, staff and visitors outlined in the following policies:
[x] Temporary removal of student property
[x] Use of mobile phones and other devices by students
[x] Preventing and responding to bullying
[x] Appropriate use of social media.
9.1 Temporary removal of student property
The removal of any property in a student's possession may be necessary to promote the caring, safe and supportive learning environment of the school, to maintain and foster mutual respect between all state school staff and students. The Temporary removal of student property by school staff procedure outlines the processes, conditions and responsibilities for state school principals and school staff when temporarily removing student property.
In determining what constitutes a reasonable time to retain student property, the principal or state school staff will consider:
[x] the condition, nature or value of the property
[x] the circumstances in which the property was removed
[x] the safety of the student from whom the property was removed, other students or staff members
[x] good management, administration and control of the school.
The Principal or state school staff determine when the temporarily-removed student property can be returned, unless the property has been handed to the Queensland Police Service.
The following items are explicitly prohibited at Greenslopes State School and will be removed if found in a student's possession:
[x] illegal items or weapons (e.g. guns, knives*, throwing stars, brass knuckles, chains)
[x] imitation guns or weapons
[x] potentially dangerous items (e.g. blades, rope)
[x] drugs** (including tobacco)
[x] alcohol
[x] aerosol deodorants or cans (including spray paint)
[x] explosives (e.g. fireworks, flares, sparklers)
[x] flammable solids or liquids (e.g. fire starters, mothballs, lighters)
[x] poisons (e.g. weed killer, insecticides)
[x] inappropriate or offensive material (e.g. racist literature, pornography, extremist propaganda).
* No knives of any type are allowed at school, including flick knives, ballistic knives, sheath knives, push daggers, trench knives, butterfly knives, star knives, butter knives, fruit knives or craft knives, or any item that can be used as a weapon, for example a chisel. Knives needed for school activities will be provided by the school, and the use of them will be supervised by school staff. In circumstances where students are required to have their own knives or sharp tools for particular subjects or vocational courses, the school will provide information about the procedures for carrying and storing these items at school.
** The administration of medications to students by school staff is only considered when a prescribing health practitioner has determined that it is necessary or when there is no other alternative in relation to the treatment of a specific health need. Schools require medical authorisation to administer any medication to students (including over-the-counter medications such as paracetamol or alternative medicines).
Responsibilities
State school staff at Greenslopes State School:
[x] do not require the student's consent to search school property such as lockers, desks or laptops that are supplied to the student through the school;
[x] may seize a student's bag where there is suspicion that the student has a dangerous item (for example, a knife) in their school bag, prior to seeking consent to search from a parent or calling the police;
[x] consent from the student or parent is required to examine or otherwise deal with the temporarily removed student property. For example, staff who temporarily remove a mobile phone from a student are not authorised to unlock the phone or to read, copy or delete messages stored on the phone;
[x] there may, however, be emergency circumstances where it is necessary to search a student's property without the student's consent or the consent of the student's parents (e.g. to access an EpiPen for an anaphylactic emergency);
[x] consent from the student or parent is required to search the person of a student (e.g. pockets or shoes). If consent is not provided and a search is considered necessary, the police and the student's parents will be called to make such a determination.
Parents of students at Greenslopes State School
[x] ensure your children do not bring property onto schools grounds or other settings used by the school (e.g. camp, sporting venues) that:
- is prohibited according to the Greenslopes State School Student Code of Conduct
- is illegal
- puts the safety or wellbeing of others at risk
- does not preserve a caring, safe, supportive or productive learning environment
- does not maintain and foster mutual respect;
[x] collect temporarily removed student property as soon as possible after they have been notified by the Principal or state school staff that the property is available for collection.
Students of Greenslopes State School
[x] do not bring property onto school grounds or other settings used by the school (e.g. camp, sporting venues) that:
[x] is prohibited according to the Greenslopes State School Code of Conduct
[x] is illegal
[x] puts the safety or wellbeing of others at risk
[x] does not preserve a caring, safe, supportive or productive learning environment
[x] does not maintain and foster mutual respect;
[x] collect their property as soon as possible when advised by the Principal or state school staff it is available for collection.
9.2 Use of mobile phones and other devices by students
This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices.
Personal Technology Devices include, but are not limited to, games devices such as Portable gaming devices, laptop computers, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player, mobile telephones and bluetooth accessories (eg airpods and smartwatches), iPods ® and devices of a similar nature.
All mobile phones are to be handed in and switched off to the administration before school and be collected after school.
Certain personal technology devices banned from school
Students must not bring valuable personal technology devices like iPads ® , iPods ® , cameras and other game devices to school as there is a risk of damage or theft. Such devices will be confiscated by school staff and may be collected at the end of the day from the school office. Breaches of this prohibition may result in discipline.
Confiscation
Permitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent.
Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly.
Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal.
Personal technology device etiquette
Bringing personal technology devices to school is not encouraged by the school because of the potential for theft and general distraction and/or disruption associated
with them. However, if they are brought to school, they must be turned off and handed in to the administration.
Recording voice and images
Every member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent.
We uphold the value of trust and the right to privacy at Greenslopes State School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc.) for the purpose of dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting) builds a culture of distrust and disharmony.
Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher and through use of school provided devices. This material is not to be distributed privately or with other students, and the content must remain in school devices. This is also considered a breach of the school policy on the Use of Mobile Phones and other devices.
A student at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy.
Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying or harassment, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur.
Students may be subject to discipline (including suspension and recommendation for exclusion) if they breach the policy by being involved in recording and/or disseminating material (through text messaging, display, internet uploading or other means) or are knowingly the subject of such a recording.
Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children) are against the law and if detected by the school will result in a referral to QPS.
Information on the recording of voice and images needs to cross-referenced with the school's policy on technology and personal devices prohibited by the school found page 35 of this document.
Text communication
The sending of text messages, via any format including Messenger, Instagram, What's App etc, that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS.
Assumption of cheating
Personal technology devices may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Staff will assume students in possession of such devices during exams or assessments are cheating. Disciplinary action will be taken against any student who is caught using a personal technology device to cheat during exams or assessments.
Recording private conversations and the Invasion of Privacy Act 1971
It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, 'a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation'. It is also an offence under this Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others.
Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained.
Special circumstances arrangement
Students who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal.
Inappropriate behaviour outside of school hours
Students may receive disciplinary consequences for bullying or cyberbullying or other inappropriate online behaviour that occurs out of school hours, and affects the good order and management of the school.
* Personal Technology Devices include, but are not limited to the following devices; portable gaming devices, the iPhone, iPod, iPod Touch or iPad, games, laptop computers, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones and bluetooth accessories and devices of a similar nature.
9.3 Preventing and responding to bullying
Purpose
Greenslopes State School strives to create positive, predictable environments for all students at all times of the day. The disciplined teaching environment that we are creating is essential to:
[x] achieving overall school improvement, including the effectiveness and efficiency of our student support procedures
[x] raising achievement and attendance
[x] promoting equality and diversity and
[x] ensuring the safety and well-being of all members of the school community.
There is no place for bullying at Greenslopes State School. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community's goals and efforts for supporting all students.
Bullying behaviours that will not be tolerated at Greenslopes State School include namecalling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours etc.
Bullying may be related to:
[x] race, religion or culture
[x] disability
[x] appearance or health conditions
[x] sexual orientation
[x] sexist or sexual language
[x] young carers or children in care.
At Greenslopes State School there is broad agreement among students, staff and parents that bullying is an observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community.
Bullying
The agreed national definition for Australian schools describes bullying as:
[x] ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm;
[x] involving an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening;
[x] happening in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated, over time (for example, through sharing of digital records);
[x] having immediate, medium and long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying.
Behaviours that do not constitute bullying include:
[x] mutual arguments and disagreements (where there is no power imbalance)
[x] not liking someone or a single act of social rejection
[x] one-off acts of meanness or spite
[x] isolated incidents of aggression, intimidation or violence.
However, these conflicts are still considered serious and need to be addressed and resolved. At Greenslopes State School our staff will work to quickly respond to any matters raised of this nature in collaboration with students and parents.
Rationale
Research indicates that many challenging behaviours are peer-maintained. That is, peers react to bullying in ways that may increase the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our school would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the entire school a set of safe and effective responses to all challenging behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it.
The anti-bullying procedures at Greenslopes State School are an addition to our already research-validated school-wide positive behaviour support processes. This means that all students are being explicitly taught the expected school behaviours and receiving high levels of social acknowledgement for doing so. Adding lessons on bullying and how to prevent and respond to it is a subset of procedures that our students are already accustomed to.
Prevention
Attempting to address specific challenging behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our school-wide universal behaviour support practices will be maintained at all times. This will ensure that:
[x] Our universal behaviour support processes will always remain the primary strategy for preventing challenging behaviour, including preventing the subset of bullying behaviour
[x] All students know the Big Six Values and have been taught the rights and responsibilities attached to each value in all areas of the school
[x] All students have been or are being taught the specific routines in the nonclassroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to reentering their classrooms
[x] All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the non-classroom areas of the school
[x] A high level of quality active supervision is a permanent staff routine in the nonclassroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the non-classroom areas.
Cyber-bullying often does not occur at school. Students are explicitly taught cybersafety, for example how to safely conduct an internet search, what cyber-bullying is and what they should do if they receive unwanted messages including for example:
[x] Not to respond to messages but keep them to report to parents and/or teachers immediately
[x] Report any instances they see as a bystander of cyber-bullying to parents and/or teachers immediately.
Greenslopes State School will then investigate and respond to any incident of Cyberbullying.
The student curriculum modules of the anti-bullying process consist of lessons taught by the classroom teacher as in accordance with the Second Step ® and Health and Physical Education (HPE) Curricula. At all times, simultaneous instruction is our goal in order to maintain consistency of skill acquisition across the school.
An initial introductory lesson is delivered, which teaches the responses to be used by all students when experiencing bullying behaviour either as a person being bullied, the person bullying or bystander.
The introductory lesson is followed by several shorter lessons, each of which focuses on one of the bullying behaviours that the school has identified and defined. These lessons include instruction on how to approach adults and also on what reactions and systemic responses they should expect from adults.
Greenslopes State School will take part in the National Day of Action Against Bullying and Violence on the third Friday of March each year. This is to highlight the importance of bullying issues within our school community and what our school is doing to prevent this.
Research indicates that a common outcome of anti-bullying programming is an improvement in understanding of bullying but little change in the frequency or nature of actual bullying behaviour. One of the reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullying process at Greenslopes State School combines knowledge with practice in a process of active learning, so that students understand by 'doing' as much as by 'knowing'.
Greenslopes State School uses behavioural data for decision-making. This data is entered into our database on a regular basis and can be recalled as summary reports at any time. This facility allows the school to track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process.
The following flowchart explains the actions Greenslopes State School teachers will take when they receive a report about student bullying, including bullying which may have occurred online or outside of the school setting. Please note that the indicative timeframes will vary depending on the professional judgment of teachers who receive the bullying complaint and their assessment of immediate risk to student/s.
41
Bullying response flowchart for teachers
Key contacts for students and parents to report bullying:
Prep to Year 6 – Class teacher; Member of school Leadership Team 07 3421 2333
- Provide a safe, quiet space to talk
- Reassure the student that you will listen to them
- Let them share their experience and feelings without interruption
- If you hold immediate concerns for the student's safety, let the student know how you will address these. Immediate in this circumstance is where the staff member believes the student is likely to experience harm (from others or self) within the next 24 hours
- Ask the student for examples they have of the alleged bullying (e.g. hand written notes or screenshots)
- Write a record of your communication with the student
- Check back with the student to ensure you have the facts correct
- Enter the record in OneSchool
- Notify parent/s that the issue of concern is being investigated
- Gather additional information from other students, staff or family
- Review any previous reports or records for students involved
- Make sure you can answer who, what, where, when and how
- Clarify information with student and check on their wellbeing
- Evaluate the information to determine if bullying has occurred or if another disciplinary matter is at issue
- Make a time to meet with the student to discuss next steps
- Ask the student what they believe will help address the situation
- Provide the student and parent with information about student support network
-
Agree to a plan of action and timeline for the student, parent and yourself
- Document the plan of action in OneSchool
- Complete all actions agreed with student and parent within agreed timeframes
- Monitor the student and check in regularly on their wellbeing
- Seek assistance from student support network if needed
- Meet with the student to review situation
- Discuss what has changed, improved or worsened
- Explore other options for strengthening student wellbeing or safety
- Report back to parent
- Record outcomes in OneSchool
- Continue to check in with student on regular basis until concerns have been mitigated
- Record notes of follow-up meetings in OneSchool
- Refer matter to specialist staff within 48 hours if problems escalate
- Look for opportunities to improve school wellbeing for all students
First hour Listen
Day one Document
Day two Collect
Day three Discuss
Day four Implement
Day five Review
Ongoing Follow up
9.4 Appropriate use of social media
Students of Greenslopes State School are expected to engage in the appropriate use of social media. Specific examples of appropriate use of social media sites and apps include:
[x] Only subscribing to websites age-appropriate and with their parents' permission.
[x] Ensuring that personal information, such as full name, address, phone number, school name and location or anyone else's personal information, is not shared.
[x] Thinking about what they want to say or post, and how it could be interpreted by others, before putting it online. Remember, once content is posted online you lose control over it. Students should not post content online that they would be uncomfortable saying or showing to their parents' face or shouting in a crowded room.
[x] Remembering that it can be difficult to work out whether messages typed on social media sites and apps are meant to be funny or sarcastic. Tone of voice and context is often lost which can lead to unintended consequences. If students think a message may be misinterpreted, they should be cautious and make the decision not to post it.
[x] Never provoking, or engaging with, another user who is displaying inappropriate or abusive behaviour. There is no need to respond to a cyberbully. Students should report cyberbullying concerns to a teacher and allow the teacher to record and deal with the online concern.
If inappropriate online behaviour impacts on the good order and management of Greenslopes State School, the school may impose disciplinary consequences for that behaviour regardless of whether the behaviour occurs during or outside of school hours. Disciplinary consequences could include suspension and/or exclusion. In serious cases of inappropriate online behaviour, the school may also make a report to the police for further investigation.
Greenslopes State School will not become involved in concerns of cyberbullying or inappropriate online behaviour where the incident in question does not impact upon the good order and management of the school. For example, where cyberbullying occurs between a student of this school and a student of another school outside school hours. Such an incident will be a matter for parents and/or police to resolve.
Cyberbullying
Cyberbullying is treated at Greenslopes State School with the same level of seriousness as in-person bullying. The major difference with cyberbullying however, is that unlike in-person bulling, cyberbullying follows students into their community, their homes and their bedrooms, giving them no opportunity to escape the harassment or abuse during the evening, weekends or holidays.
In the first instance, students or parents who wish to make a report about cyberbullying should approach the regular class teacher (for students in primary year levels). Members of the school's leadership team can be approached directly by students, parents or staff for assistance in preventing and responding to cyberbullying.
It is important for students, parents and staff to know that state school principals have the authority to take disciplinary action to address student behaviours that occur outside of school hours or school grounds. This includes cyberbullying. Parents and students who have concerns about cyberbullying incidents occurring during school holidays should immediately seek assistance through the Office of the e-Safety Commissioner or the Queensland Police Service.
Students enrolled at Greenslopes State School may face in-school disciplinary action, such as detention or removing of privileges, or more serious consequences such as suspension or exclusion from school for engaging in behaviour that adversely affects, or is likely to adversely affect, other students or the good order and management of the school. This includes behaviour such as cyberbullying which occurs outside of school hours or settings, for example on the weekend or during school holidays. It also applies to inappropriate online behaviour of enrolled students that is directed towards other community members or students from other school sites.
Parents or other stakeholders who engage in inappropriate online behaviour towards students, staff or other parents may be referred to the Office of the e-Safety Commissioner and/or the Queensland Police Service. State school staff will be referred for investigation to the Integrity and Employee Relations team in the Department of Education. Any questions or concerns about the school process for managing or responding to cyberbullying should be directed to the school administration team.
Laws and consequences of inappropriate online behaviour and cyberbullying
Inappropriate online behaviour may in certain circumstances constitute a criminal offence. Both the Criminal Code Act 1995 (Cth) and the Criminal Code Act 1899 (Qld) contain relevant provisions applicable to cyberbullying.
The Commonwealth Criminal Code outlines a number of criminal offences concerning telecommunications services. The most relevant offence for cyberbullying is "using a carriage service to menace, harass or cause offence to another person".
The Queensland Criminal Code contains several applicable sections for cyberbullying. Potential relevant criminal offences are:
[x] Unlawful stalking.
[x] Computer hacking and misuse.
[x] Possession of child exploitation material.
[x] Involving a child in making child exploitation material.
[x] Making child exploitation material.
[x] Distribution of child exploitation material.
[x] Criminal Defamation.
There are significant penalties for these offences.
Greenslopes State School strives to create positive environments for all students at all times of the day, including while online. To help in achieving this goal, Greenslopes State School expects its students to engage in positive online behaviours.
44
Cyberbullying response flowchart for school staff
10. Restrictive Practices
School staff at Greenslopes State School need to respond to student behaviour that presents a risk of physical harm to the student themselves or others. It is anticipated that most instances of risky behaviour can be de-escalated and resolved quickly. On some rarer occasions, a student's behaviour may continue to escalate and staff need to engage immediately with positive and proactive strategies aimed at supporting the student to manage their emotional arousal and behaviour.
In some very rare situations, where there is immediate risk of physical harm to the student or other people, and when all other alternative strategies have failed to reduce the risk, it may be necessary for staff to use restrictive practices.
The use of restrictive practices will always be as a last resort, when there is no other available option for reducing immediate risk to the student, staff or other people. Restrictive practices are not used for punishment or as a disciplinary measure.
The department's Restrictive practices procedure is written with consideration for the protection of everyone's human rights, health, safety and welfare. There are six fundamental principles:
1. Regard to the human rights of those students
2. Safeguards students, staff and others from harm
3. Ensures transparency and accountability
4. Places importance on communication and consultation with parents and carers
5. Maximises the opportunity for positive outcomes, and
6. Aims to reduce or eliminate the use of restrictive practices.
Very rarely restrictive practices will be planned and staff will employ, when necessary, pre-arranged strategies and methods (of physical restraint/ mechanical restraint/ clinical holding) which are based upon behaviour risk assessment or clinical health need and are recorded in advance. The use of planned strategies will only be where there is foreseeable immediate risk consistent with the Restrictive practices procedure.
Seclusion will not be used as a planned response and will only be used in serious circumstances for managing an unforeseeable situation in an emergency. It will be used for the shortest time possible and in a safe area that presents no additional foreseeable risk to the student. In such emergencies, a staff member will observe the student at all times and seclusion will cease as soon as possible.
Following the use of any restrictive practice, a focussed review will help staff to understand how they responded to the risk in any incident that involved the use of a restrictive practice. Staff will consider whether there are other options for managing a similar situation in the future. This strategy works well for reducing the use of restrictive practices.
All incidents of restrictive practices will be recorded and reported in line with departmental procedures.
11. Critical Incidents
It is important that all school staff have a consistent understanding of how to respond in emergencies involving student behaviour that seriously endangers the student or others. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe.
A critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action (e.g. in the community, on the road). The aim in these situations is to bring the behaviour of the student under rapid and safe control. It is not a time to try and punish or discipline the student; it is a crisis management period only.
Staff should follow the documented plan for any student involved in regular critical incidents, which should be saved and available for staff to review in OneSchool.
For unexpected critical incidents, staff should use basic defusing techniques:
1. Avoid escalating the challenging behaviour: Avoid shouting, cornering the student, moving into the student's space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language.
2. Maintain calmness, respect and detachment: Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.
3. Approach the student in a non-threatening manner: Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.
4. Follow through: If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students' attention towards their usual work/activity. If the student continues with the challenging behaviour, then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour.
Debrief: At an appropriate time when there is low risk of re-escalation, help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations.
12. Related Procedures and Guidelines
These are related procedures or guidelines which school staff use to inform decisions and actions around matters associated with students wellbeing, behaviour and learning.
[x] Cancellation of enrolment
[x] Complex case management
[x] Customer complaints management policy and procedure
[x] Disclosing personal information to law enforcement agencies
[x] Enrolment in state primary, secondary and special schools
[x] Hostile people on school premises, wilful disturbance and trespass
[x] Inclusive education
[x] Police and Child Safety Officer interviews and searches with students
[x] Restrictive practices
[x] Refusal to enrol – Risk to safety or wellbeing
[x] Student discipline
[x] Student dress code
[x] Student protection
[x] Supporting students' mental health and wellbeing
[x] Temporary removal of student property by school staff
[x] Use of ICT systems
[x] Using mobile devices
13. Conclusion
Greenslopes State School staff are committed to ensuring every student is supported to feel safe, welcome and valued in our school. There may, however, be occasions where parents need to raise a concern or make a complaint about an issue you feel is adversely affecting their child's education.
All Queensland state schools are committed to ensuring that all complaints - whether they relate to a school staff member or a school's operations - are dealt with in a fair and equitable manner. As a parent or carer, you can express dissatisfaction with the service or action of the Department of Education or its staff, including decisions made or actions taken in a school and/or by the local regional office.
As a complainant, it is your responsibility to:
[x] give us a clear idea of the issue or concern and your desired solution
[x] provide all the relevant information when making the complaint
[x] understand that addressing a complaint can take time
[x] cooperate respectfully and understand that unreasonable, abusive, or disrespectful conduct will not be tolerated
[x] let us know if something changes, including if help is no longer needed.
The Department of Education may not proceed with your complaint if your conduct is unreasonable.
In most instances, staff members are told of complaints made about them and offered the right of reply. A complainant also has the right to have a support person throughout the process.
The following three-step approach assists parents and school staff in reaching an outcome that is in the best interests of the student:
1. Early resolution: discuss your complaint with the school
The best place to raise any concerns is at the point where the problem or issue arose. You can make an appointment at the school to discuss your complaint with your child's teacher or the principal. You are also welcome to lodge your complaint in writing or over the phone. You can also make a complaint through QGov.
Complaints may be lodged by telephone, writing or in electronic format. Email addresses can be accessed through the schools directory.
2. Internal review: contact the local Regional Office
If, after taking the early resolution step, you are dissatisfied with the outcome of your complaint or how the complaint was handled, you can ask the local regional office to conduct a review. You need to submit a Request for internal review form within 28 days of receiving the complaint outcome.
3. External review: contact a review authority
if you are dissatisfied after the internal review, you may wish to contact a review authority, such as the Queensland Ombudsman, and request an independent, external review. More information about external review options is available at www.ombudsman.qld.gov.au.
Some matters need to be handled in a different way to school matters and will be referred to other areas in the department. These include:
- issues about harm, or risk of harm, to a student attending a state school, which must be managed in accordance with the Student protection procedure.
- complaints about corrupt conduct, public interest disclosures; or certain decisions made under legislation, which will be dealt with as outlined in the Excluded complaints factsheet.
14. Appendices
Appendix 1: Essential Skills for Classroom Management Checklist
Essential Skills for Classroom Management (ESCMs)…a checklist
Avoiding Off Task Behaviour
[x] Establishing Expectations Rules and consequences displayed and referred to frequently (5-6 rules max) Build rapport and routine.
[x] Instruction Giving No more than 5-7 mins, stand in one place
[x] Waiting and Scanning 5-10 secs after giving an instruction, standing still, hands behind back, watching for positive on-task behaviour
[x] Descriptive Encouraging Encourage/acknowledge on-task behaviour, "Steven has started work straight away", only use 2 at a time
[x] Cueing with Parallel Acknowledgement Encourage on-task behaviour, or to correct off-task behaviour, "I like the way this group has…"\
[x] Body Language Encouraging Nodding, smiling, eye contact, touching students' work, thumbs up, hand movements; very effective with Indigenous students
Managing Off Task Behaviour
[x] Selective Attending Avoid reinforcing off-task behaviour unless unsafe or overly disruptive, allows attention to be given to students on-task; indicate Post Lesson Discussion if behaviour continues
[x] Verbal & Non-Verbal redirecting to Learning Body language, Proximity, Pause in talk, Description of Reality ("You're talking while I'm speaking"), Individual Close Talk ("What should you be doing?"), Time Encouragers ("You only have another 5 mins to finish this work"; "Students, run in and sit in front of me 5-4-3-2-1"), always use "…thanks!"
[x] Giving a Choice Individual Close Talk reminding off-task students of class rules and consequences "Your choices are to leave your hat on your head or sit out and write out the Sunsmart policy", walk away allowing 15 secs take up time for students to make their choice
[x] Following Through It's not necessarily the severity of the consequence that counts, but the certainty that it will occur! Use a Post Lesson Discussion: be confident, calm, assertive. Ask students to tell you the consequence based on class rules/consequences, detention 'contract'
Appendix 2: Yellow Card
Yellow Card Issued to:
(Full name) __________________________________ Class: _________
Date: / / 20__
Teacher: ________________
for willfully disobeying a clearly stated and understood instruction or continuing to be non-compliant after a warning has been given. Specifically the student’s misconduct is in contravention of the school’s Big 6 Expectations of Behaviour. (Tick the box/es that apply)
Community
☐ look after younger children
☐ co-operate with school procedures
☐ play safely without hurting others
Opportunity
☐ be on time and organized for lessons
☐ help others to succeed
☐ give your best always
Mutual Respect
☐ share attention, space, equipment and time
☐ care for your school environment
☐ follow teachers’ instructions
Resilience
☐ be flexible and co-operative with changes
☐ ‘work out’ or ‘talk out’ your problems
☐ learn to forgive
Embracing Diversity
☐ treat others as you’d like to be treated
☐ use polite language with others
☐ recognize and acknowledge difference
Integrity
☐ be honest
☐ think for yourself
☐ take responsibility for your actions
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Early Support for Infants & Toddlers
e
PRACTICE GUIDE: EVALUATION, ASSESSMENT, ELIGIBILITY AND THE INITIAL IFSP
Background
Children grow and learn very rapidly from birth to age three. Infants and toddlers have no time to lose when they need early intervention to enhance development and learning. Families of infants and toddlers with disabilities have no time to lose when they need help to support their child as they grow, learn, and develop during the early years. Research has shown that Individuals with Disabilities Education Act (IDEA) Part C, early intervention services have a positive impact on child outcomes across developmental domains. (Hebbeler, et al. 2007)
This Practice Guide is designed to clarify procedural requirements and recommended practices for meeting the 45 day timeline for timely evaluation, assessment, and gathering all the information necessary to prepare for the initial IFSP meeting, consistent with Washington State's Part C policy on Screening, Evaluation, and Assessment.
The following definitions are used in this document:
EVALUATION means the procedures used by qualified personnel to determine a child's initial and continuing IDEA Part C eligibility for the ESIT Program. (§303.321(a)(2)(i))
INITIAL EVALUATION means the procedures used by qualified personnel to determine a child's initial IDEA Part C eligibility. (§303.321(a)(2)(i))
ASSESSMENT means the ongoing procedures used by qualified personnel to identify the child's unique strengths and needs and the IDEA, Part C early intervention services appropriate to meet those needs throughout the period of the child's eligibility under Part C. Assessment procedures include gathering information about the child and family-directed assessment of the child's family. (§303.321(a)(2)(ii))
INITIAL ASSESSMENT refers to the assessment of the child and the family-directed assessment conducted prior to the child's first IFSP meeting. (§303.321(a)(2)(iii))
Compliance with the requirement to complete timely and comprehensive evaluation, assessment, and the initial IFSP meeting involves much more than obtaining test scores. It involves the following:
- Family-directed assessment of the families' priorities, resources, and concerns
- Evaluation to determine eligibility
- Functional assessment of the child's unique strengths and early intervention service needs
- An initial IFSP meeting within 45 days from referral
Determining Eligibility for IDEA, Part C, Early Intervention Services
Eligibility Criteria
Washington State eligibility criteria for IDEA, Part C, early intervention services can be met by following one of two paths. Each path requires specific kinds of information, procedures for obtaining the information, and personnel considerations.
Path 1: Documentation of a diagnosed physical or mental condition that has a high probability of resulting in developmental delay or disability.
- The documentation required is a written statement by qualified medical personnel that names a specific diagnosis associated with a high probability of developmental delay or disability.
- Programs are encouraged to establish procedures with local medical providers in order to
facilitate efficient communication and timely receipt of diagnostic statements from physicians.
- ESIT policy defines conditions associated with a high probability of developmental delay or disability as including but not limited to: chromosomal abnormalities, genetic or congenital disorders, disorders reflecting disturbance of the development of the nervous system, congenital infections, severe attachment disorders, disorders secondary to exposure to toxic substances, including fetal alcohol syndrome, deafness/hearing loss that adversely affects a child's development, and vision impairment/blindness.
- There are many other conditions and diagnoses, for example juvenile diabetes, asthma, celiac disease and prematurity, that alone do not establish eligibility.
- Scores from standardized, norm-referenced tests are not required to document eligibility via this path.
Path 2: Norm-referenced, standardized test scores that show a 25% delay based on chronological age OR 1.5 standard deviations below the mean score, in one or more of the following developmental areas: cognitive; physical (fine or gross motor); communication (expressive or receptive language); social or emotional, and adaptive. In the case of hearing and vision, the criteria listed within ESIT's policy on hearing impairment and vision impairment under diagnosed condition applies.
- Scores from norm-referenced, standardized tests in each developmental area are required to document eligibility via this path.
- Tests must be administered by qualified personnel.
Informed Clinical Opinion
- Informed clinical opinion (ICO) is considered to be an element of all eligibility decisions, for each individual professional and for all teams.
- Well documented ICO can sometimes, although rarely, form the only basis for an eligibility decision when there are no appropriate test results because of a child's age or condition.
- ICO may not be used to negate the results of an evaluation instrument that yields scores meeting established ESIT eligibility criteria.
Comprehensive and Multidisciplinary Evaluation and Assessment
IDEA, Part C requires evaluations to be comprehensive and multi-disciplinary, to ensure that no single discipline or procedure is used as the sole criterion for determining a child's eligibility. Comprehensive multidisciplinary evaluation and assessment must always include professional observations of the child, information obtained from a review of existing records and information from the child's caregiver.
A. Multidisciplinary evaluation and assessment requires input from at least two qualified professionals with different areas of expertise using at least two procedures to make an eligibility decision. No single person is allowed to determine eligibility for Part C, except in rare cases where one person fills two discipline specific roles, such as a licensed occupational therapist who is also a certificated teacher.
- A medical provider who provides a written statement of diagnosis with high probability of developmental delay is considered to be one professional using one procedure for determining IDEA Part C eligibility. A second professional's opinion is needed.
- In the absence of a written statement of diagnosis, a comprehensive norm-referenced test (e.g., Bayley, DAYC, Battelle) administered by one qualified professional is considered to be one professional using one procedure for IDEA, Part C eligibility.
- A comprehensive curriculum-based assessment (CBA) (e.g., AEPS, Carolina, HELP, Transdisciplinary Play-Based Assessment) administered by a qualified professional on the team (educator, therapist, nurse) is a good choice for a second professional and procedure to determine eligibility. CBAs can also provide useful developmental information for writing Present Levels of Development and the Summary of Functional Performance, and inform the entry Child Outcome Summary (COS) ratings.
B. Comprehensive evaluation and assessment means that all areas of development are considered when conducting initial child evaluation and assessment and making an eligibility decision. Because developmental areas are interdependent in very young children, all areas must be evaluated. Washington State criteria allow children to be determined eligible for services based on a delay established by test scores from any one area of development.
- In IDEA, Part C, early intervention every evaluation and assessment must cover all areas of development, rather than evaluating and assessing only "areas of concern". Even if screening results indicate possible delays in only one area, eligibility determination for IDEA, Part C, early intervention services requires all five areas of development to be evaluated and assessed.
- Programs are encouraged to identify a single, norm-referenced instrument (e.g., ABAS II, Battelle, Bayley, DAYC,) that covers all areas of development and that can be administered by one professional, for efficiency in making an eligibility decision. After adding information from
a second professional, this allows the team to move on to functional child assessment, familydirected assessment and development of the initial IFSP within the 45 day timeline.
- Curriculum-based assessments (e.g., AEPS, Carolina, HELP, Transdisciplinary Play-Based Assessment) that cover all developmental areas can be used as a second procedure for functional child assessment.
Qualified Personnel
Early intervention professionals must meet the minimum qualifications established by ESIT to perform evaluation and assessment in their specific discipline. Personnel must be trained and qualified to administer specific instruments according to test criteria.
Eligibility Determination Practices to Consider
Screening
- Screening is not always required and may not be part of every eligibility determination process. For example, screening is an unnecessary procedure if a child has an existing medical diagnosis or has clear and significant delays across developmental areas.
- Screening results cannot be used to make infants and toddlers eligible for Part C services, but can increase efficiency in the evaluation process by "screening out" those children whose development seems to be progressing typically.
- To ensure that screening procedures are efficient and effective, practitioners should use normreferenced screening instruments that can be administered quickly by qualified personnel who have been trained to administer the screening instruments.
Eligibility Determination
- It is important to make an initial eligibility determination for Part C as soon as there is enough information to do so.
- Choose one of the two paths to meet developmental delay eligibility criteria as soon as possible (see Table 1 below)
o Path 1: Use medical diagnosis (written statement of a condition with a high probability of resulting in developmental delay or disability)
o Path 2: Identify a single norm-referenced instrument (e.g., ABAS II, Battelle, Bayley, DAYC,) that covers all areas of development and can be administered by one professional
o For both paths, add information contributed by a second professional. As soon as an eligibility decision is made, continue with functional child and family-directed assessment.
- The best combination of procedures and personnel for eligibility determination will depend on the characteristics of each child and family, available personnel resources, and requirements of funding sources.
- Discuss informed clinical opinion for every evaluation at individual and team levels as a standard practice in making eligibility decisions.
Table 1
| PATHS TO PART C ELIGIBILITY IN WASHINGTON STATE | |
|---|---|
| ELIGIBILITY PATHWAY | REQUIREMENTS/CONSIDERATIONS |
Path 2: NORM-REFERENCED, STANDARDIZED TEST RESULTS
- Norm-referenced, standardized test scores that include all areas of development can also establish eligibility.
- Washington State eligibility for Part C requires that normreferenced scores in one or more developmental areas fall 1.5 standard deviations below the mean or represent a 25% delay in the child's development.
- When eligibility is established based on norm-referenced test scores, assessment results in every area of development are necessary to complete Present Levels of Development for each child.
- As soon as eligibility has been established using a comprehensive norm-referenced instrument and information from a second professional, curriculum-based instruments can be used by a second professional, to complete Present Levels of Development in all areas.
- In addition, selected domains of curriculum-based tests can also be used to gather specific information in particular areas for purposes of developing functional and meaningful child outcomes and intervention goals.
- Therapists' domain-specific evaluations can be administered after the initial IFSP as part of ongoing assessment to ensure the 45 day timeline is met.
Use "informed clinical opinion" as a primary procedure to make an eligibility decision only in cases where there are no appropriate norm-referenced, standardized instruments available due to age or developmental status.
Initial Child Assessment
Procedural Requirement
A multidisciplinary assessment of each infant or toddler with a disability must be conducted by qualified personnel, in order to identify the child's unique strengths and needs and the early interventions services appropriate to meet those needs. Child assessment must also be comprehensive to include all areas of development.
Rationale
Areas of development in infants and toddlers are interdependent and interrelated. Specific developmental problems can be associated with delays or disabilities in multiple areas of development. For example, a low score in the area of communication may be due to hearing loss, cognitive delays that make learning language difficult or social-emotional problems that interfere with parent-child interaction. Comprehensive, in-depth information about the child's overall development and participation is essential for developing functional IFSP outcomes, planning appropriate intervention methods and strategies, and monitoring progress.
Functional Child Assessment Practices to Consider
- Each team member must share with the entire team, useful information collected from the family, starting at referral.
- Begin functional child assessment after comprehensive evaluation has been completed or a diagnosed condition has been established.
- Observe the child in the context of their daily routines to determine successful participation and current challenges.
- Use skill sequences and data protocols from curriculum-based assessments to better understand unique strengths and needs in all areas of development. Use observational procedures and parent assessment components of CBAs to enhance understanding about the relationship between the child's development and participation in everyday life.
- Synthesize all information on the child's development and functional participation in family routines and activities into the Summary of Functional Performance.
- Use initial child assessment information as a point of comparison for monitoring progress toward IFSP child outcomes, for selecting and modifying intervention strategies, and for selecting Outcome Descriptor Statements on the COS.
- IDEA Part C requires qualified personnel to use informed clinical opinion as a regular component of every evaluation and assessment procedure.
Family-Directed Assessment
Procedural Requirement
Family-directed assessment must be conducted by qualified personnel in order to identify the family's concerns, priorities, and resources and the supports and services necessary to enhance the family's capacity to meet the developmental needs of their infant or toddler with a disability and/or developmental delay.
The family-directed assessment must:
- Be voluntary on the part of each family member participating in the assessment;
- Be based on information obtained through an assessment tool and also through an interview with those family members who elect to participate in the assessment, and;
- Include the family's description of concerns, priorities and resources related to enhancing the development of their child. (34 CFR §303.321(c)(2)(i-iii).
Rationale
The IFSP builds on the family's strengths and resources so that their concerns and priorities can be addressed. This must occur in order to support the child's participation in everyday routines and activities that are important to the family. Learning about each family's unique concerns, priorities, resources and routines provides an important foundation and context for practitioners to help families help their children develop and learn, to be able to communicate their child's needs to others, and to understand their rights in early intervention.
- Family concerns about their child and priorities for the family are the basis for planning functional assessment and developing meaningful and relevant child and family outcomes.
- Understanding family resources assists the IFSP Team to identify appropriate intervention strategies, supports for caregivers, and services to meet functional IFSP outcomes.
- Learning about routines and activities of the child and family is necessary to identify naturally occurring learning opportunities that support children's development. Young children learn best through routines and activities that they are interested in and participate in daily with family members, caregivers and other important people in their lives.
Family-Directed Assessment Practices to Consider
- Explain to every family that information about daily routines will help the team develop intervention methods and strategies to support the child's participation in important family activities.
- Always assure parents that sharing information about their family is voluntary and does not impact eligibility for or the delivery of IDEA, Part C, early intervention services.
- When talking with families about their priorities and concerns, start by asking, "What would you like to see happen for your child/family?"
- Use family assessment methods, (e.g., interviews, questionnaires, ecomaps, and family report components of CBAs) to find out about each family's concerns, priorities, routines, and resources related to enhancing their child's development.
- Incorporate the information gathered using family assessment methods into development of the IFSP outcomes.
- Review family-directed assessment information periodically with the family to incorporate changes in concerns, priorities, resources, routines and activities into subsequent IFSPs.
The Initial IFSP Meeting Within 45 days from Referral
Working together with the family, use all available eligibility evaluation and initial assessment information to:
- Discuss assessment findings as a team
- Complete the Summary of Functional (child) Performance (SFP)
- Select an Outcome Descriptor Statement on the entry COS
- Develop functional IFSP child and family outcomes
- Plan intervention methods, strategies and services
Resources and References
1. ESIT IFSP Process and Resource Guide http://www/del/wa/gov/publications/esit/docs/IFSP_Resource_Guide.pdf
2.
ESIT Basic Part C Training Modules http://ectacenter.org/wamodules/wamodules.asp
3. Guide to Assessment in Early Childhood: Birth to Age Eight, (2008). OSPI http://www/k12/wa.us/EarlyLearning/pubdocs/assessment_print.pdf
4. Washington State's Current Policy and Procedures for Part C. Policies related to a statewide Definition of Developmental Delay, and Screening, Evaluation and Assessment http://www.del.wa.gov/publications/esit/docs/ESIT_policies_procedures.pdf
5. Hebbeler, K., Spiker, D., Bailey, D., Scarborough, A., Mallik, S., Simeonsson, R., & Singer, M. (2007). Early intervention for infants and toddlers with disabilities and their families: participants, services, and outcomes. Final report of the National Early Intervention Longitudinal Study (NEILS) http://www.sri.com/sites/default/files/publications/neils_finalreport_200702.pdf
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Silver Ornaments
Holiday Laboratory Kit
Introduction
Create a beautiful silver ornament to demonstrate a practical application of an oxidation–reduction chemical reaction. Simply combine four solutions in a glass ornament ball, swirl, and voilá—a thin, lustrous silver coating plates out on the inside of the ornament. The process "reflects" the way silver mirrors are actually produced!
Concepts
* Oxidation–reduction
* Reducing sugars
* Tollens' test
* Metric measurements
Background
Mirrors, also called "looking glasses," have been known since ancient times. The earliest mirror artifacts, dating back more than three thousand years, have been found in China and the Middle East. These mirrors were made by hammering and polish ing thin sheets of metal such as bronze, copper or tin until the metal surface was smooth and flat. Glassmaking was developed in ancient Rome, and glass mirrors first appeared in about the 1st century a.d. In the 1600s, craftsmen in Italy perfected a method of lining glass with a thin sheet of reflecting metal. The mirrors made this way were beautiful, but also very expensive—the pin nacle of this art of mirror-making is represented by the "Hall of Mirrors" at the Palace of Versailles (France). In 1835, the German chemist Justus von Liebig invented a silvering process to plate a sheet of glass with a thin layer of silver metal by reducing silver ions with dextrose. This cheaper chemical method of lining glass with a "silver mirror" ushered in the modern era of producing mirrors for common household uses.
The silver mirror reaction invented by Liebig will be used in this lab to make a silver holiday ornament. The overall reaction is a classic oxidation–reduction reaction between silver complex ions and dextrose in ammonia solution. Dextrose or glucose ("blood sugar") is a simple carbohydrate. It is an example of a reducing sugar, so-named because it is capable of reacting with and reducing mild oxidizing agents such as Ag + or Cu 2+ ions. In this experiment, dextrose molecules reduce Ag(NH 3 ) 2 + com plex ions to form silver metal, which plates out as a thin coating on the inside of the glass ornament (Equation 1). The aldehyde [R–C(H)=O] functional group in dextrose (see Figure 1) is oxidized to a carboxylate functional group (R–CO 2 –) in the process.
Structure of dextrose:
CHEM-FAX
. . .makes science teaching easier.
Catalog No. AP7189
Publication No. 7189
052311
The reduction of silver–ammonia complex ions is a general reaction that is characteristic of organic compounds containing the aldehyde functional group. Tollens' test, which is based on this reaction, is a simple qualitative test used in organic chemistry to detect aldehydes. A "positive test result" is easy to identify—a silver mirror forms on the inside of a test tube or flask if an alde hyde is present.
Experiment Overview
The purpose of this experiment is to prepare a "silver mirror" holiday ornament by mixing silver–ammonia complex ions with dextrose inside a glass ornament ball. The silver complex ions needed for the reaction will be generated by mixing dilute silver nitrate, ammonium nitrate, and sodium hydroxide solutions. By measuring the mass of silver in the ornament, you can calculate the thickness of the silver mirror and also estimate the number of atoms in the silver layer.
Pre-Lab Questions
1. The diameter of the glass ornament balls used in this experiment is 2-5/8 inches. Convert the diameter of the ball to centi meters and calculate the radius of the glass ball.
2. Use the following equation to calculate the approximate surface area (SA) of the ornament ball, SA = 4r 2 .
3. Assuming that the glass thickness of the ornament is 1.6 mm, estimate the percent difference in the surface area calculation for the inside versus the outside of the ornament sphere.
4. Oxidation–reduction reactions involve the loss and gain of electrons, respectively. Based on the mole ratios in Equation 1 for the reduction of Ag + cations to Ag metal, how many electrons are gained by the aldehyde when it is oxidized to the car boxylate function group? Hint: Electrons must be balanced and "cancel out" in an oxidation–reduction reaction.
Materials
Acetone, 5 mL
Marking pen
Ammonium nitrate solution, NH 4 NO 3 , 1.5 M, 2.5 mL
Metric ruler
Dextrose solution, C 6 H 12 O 6 , 5% solution, 5 mL
Parafilm ® , 2 cm square
Silver nitrate solution, AgNO 3 , 0.5 M, 2.5 mL
Pipet, Beral-type
Sodium hydroxide solution, NaOH, 10%, 5 mL
Stirring rod
Balance, centigram (0.01-g precision)
String
Beaker, 50-mL
Wash bottle and distilled water
Glass ornament, 2 5 ⁄ 8
Waste beaker
Graduated cylinder, 10-mL
Safety Precautions
Sodium hydroxide solution is a corrosive liquid and is especially dangerous to the eyes. Ammonium nitrate solution is toxic by ingestion. Silver nitrate solution will stain skin and clothing. The mixed solution in the flask may form a potentially explosive material if left standing and allowed to dry. Do NOT mix the solutions beforehand—add them together in the glass ornament ball and follow the instructor's directions for disposing of the leftover solution immediately after use. Rinse with copious amounts of water. Wear chemical splash goggles and chemical-resistant gloves and apron. Wash hands thoroughly with soap and water before leaving the lab.
Procedure
1. Obtain a plain glass ornament. Wrap a piece of string around the circumference (widest part) of the ornament and mark the length of string.
2. Using a metric ruler, measure the marked off length of string to the nearest 0.1 cm and record the length in the data table.
© 2011 Flinn Scientific, Inc. All Rights Reserved. Reproduction permission is granted only to science teachers who have purchased Silver Ornaments, Catalog No. AP7189, from Flinn Scientific, Inc.
retrieval system, without permission in writing from Flinn Scientific, Inc.
No part of this material may be reproduced or transmitted in any form or by any means, electronic or mechanical, including, but not limited to photocopy, recording, or any information storage and
3. Gently grasp the "ornament holder" and carefully remove it from the top of the ornament ball. Set the ornament holder aside. Caution: The glass ornament is fragile—do not exert pressure.
4. Measure and record the mass of the glass ornament ball.
5. Using a Beral-type pipet, add about 2 mL of acetone to the ornament ball and swirl the liquid inside the ornament.
6. Pour the acetone into a waste beaker and allow the ornament ball to dry completely in air.
7. Measure 2.5 mL of silver nitrate solution using a graduated cylinder and pour the solution into a clean, dry 50-mL beaker.
8. Rinse the graduated cylinder with distilled water and pour out all of the rinse water.
9. Measure 2.5 mL of ammonium nitrate solution using the graduated cylinder and pour the solution into the beaker contain ing silver nitrate. Mix the combined solution using a stirring rod.
10. Rinse the graduated cylinder with distilled water and pour out all of the rinse water. Measure 5 mL of dextrose solution using the graduated cylinder and pour the dextrose into the completely air-dried ornament ball.
11. Rinse the graduated cylinder with distilled water and pour out all of the rinse water. Measure 5 mL of sodium hydroxide solution into the graduated cylinder.
12. Add the combined silver nitrate/ammonium nitrate solution from the beaker to the ornament ball, followed immediately by the sodium hydroxide solution.
13. Gently cover the opening of the ornament with a piece of Parafilm and swirl the solution. Keep rotating the ornament to be sure the solution covers the entire inside surface of the ball. An evenly distributed, shiny silver coating will appear throughout the ornament.
14. Carefully remove the Parafilm and pour the remaining solution into a labeled waste container. Rinse the ornament thor oughly with distilled water.
15. Using a Beral-type pipet, add about 2 mL of acetone to the inside of the ornament and swirl gently to cover the interior surface. Pour the acetone into a waste beaker and allow the ornament ball to dry completely in air.
16. Measure the mass of the air-dried silver ornament.
17. Carefully replace the ornament holder back on top of the silver holiday ornament.
_____________________________________
Silver Ornament Holiday Lab
Data Table
Post-Lab Questions
1. Using the measured circumference of the glass ornament, calculate the radius (in cm) and the surface area (cm 2 ) of the ornament. (The formula for the circumference of a sphere is 2r.)
2. Calculate (a) the mass and (b) the number of moles of silver lining the inside of the glass ornament.
3. The density of silver is 10.5 g/cm 3 . What is the volume of silver metal lining the inside of the glass ornament?
4. Assume that the volume of silver in the ornament can be approximated by the following equation: Volume = Surface area × thickness. Calculate the approximate thickness of the silver lining in centimeters.
5. Convert the thickness of the silver layer to micrometers (1 μm = 1 × 10 –6 m) and nanometers (1 nm = 1 × 10 –9 m).
6. The radius (r) of a silver atom is 160 picometers (1 pm = 1 × 10 –12 m). Estimate the thickness of the silver lining in terms of the number (N Ag ) of silver atoms. Assume that the thickness is equal to N Ag × 2r. Hint: Convert the radius of a silver atom from picometers to centimeters first!
7. Balance the following chemical equation for the formation of Tollens' reagent in this experiment.
Teacher's Notes
Silver Ornaments
Materials Included in Kit (for a class of 24 students)
Acetone, 150 mL
Sodium hydroxide solution, NaOH, 10%, 150 mL
Ammonium nitrate solution, NH 4 NO 3 , 1.5 M, 75 mL
Glass ornaments, 2 5 ⁄ 8 , 24
Dextrose solution, C 6 H 12 O 6 , 5% solution, 150 mL
Parafilm, 4ʺ × 12ʺ piece
Silver nitrate solution, AgNO 3 , 0.5 M, 75 mL
Pipets, Beral-type, 24
Additional Materials Needed (per lab group)
Balance, centigram (0.01-g precision)*
Stirring rod
Beaker, 50-mL
String
Graduated cylinders, 10-mL, 3
Wash bottle and distilled water
Marking pen
Waste beaker*†
Metric ruler
*May be shared by all groups.
†See the Disposal section.
Safety Precautions
Sodium hydroxide solution is a corrosive liquid and is especially dangerous to the eyes. Ammonium nitrate solution is toxic by ingestion. Silver nitrate solution will stain skin and clothing. The mixed solution in the flask may form a potentially explosive material if left standing and allowed to dry. Always mix the solutions fresh and dispose of them immediately after use with large amounts of water. Instruct students to rinse any remaining liquid from the flask into a waste disposal beaker and to rinse the orna ments well with water. Wear chemical splash goggles and chemical-resistant gloves and apron. Please review current Material Safety Data Sheets for additional safety, handling, and disposal information. Remind students to wash their hands thoroughly with soap and water before leaving the lab.
Disposal
Please consult your current Flinn Scientific Catalog/Reference Manual for general guidelines and specific procedures, and review all federal, state and local regulations that may apply, before proceeding. The mixture remaining in the flask after the silver mirror reaction is complete should be rinsed with excess water into a waste disposal beaker or flask set up in a central location. Test the combined waste solution for the presence of leftover silver ions by adding 1 M hydrochloric acid. If a cloudy, white pre cipitate of silver chloride is observed, continue adding hydrochloric acid in small amounts until no further precipitation is evident. Filter the mixture—the silver chloride may be packaged for landfill disposal according to Flinn Suggested Disposal Method #26a. The filtrate may be disposed of down the drain with plenty of excess water according to Flinn Suggested Disposal Method #26b.
Connecting to the National Standards
This laboratory activity relates to the following National Science Education Standards (1996):
Unifying Concepts and Processes: Grades K–12
Evidence, models, and explanation
Constancy, change, and measurement
Content Standards: Grades 9–12
Content Standard B: Physical Science; structure and properties of matter, chemical reactions
Content Standard F: Science in Personal and Social Perspectives
Content Standard G: History and Nature of Science; science as a human endeavor
© 2011 Flinn Scientific, Inc. All Rights Reserved.
IN7189
Teacher's Notes continued
Lab Hints
* For best results, schedule at least two 50-minute lab periods for this experiment. That will allow enough time for the rinsed ornament to dry completely in air both before and after it has been "silvered."
* Any glassware that will be silvered must be scrupulously clean for the silver mirror to adhere to the glass surface. Check the ornaments for dust or debris and rinse as needed.
* Other types of glassware that are commonly used in silver mirror labs of this type include small test tubes or culture tubes, Florence flasks, etc. If the desired glassware is not clean or new, rinse the glassware first with distilled water, followed by 6 M nitric acid. Pour out the nitric acid cleaning solution, rinse well with distilled water, and then rinse a final time with acetone. Allow to air dry thoroughly before adding the reagents for the Tollens' test reaction.
* The silver mirror holiday ornaments may be protected from oxidation or mechanical stress by coating the inside of the ornament with clear nail polish or shellac.
* The "silver mirror reaction" may be downsized to the microscale level by mixing drops of reagents in the relative amounts and order indicated in the Procedure section. See the "Heigh-Ho Silver" student activity kit available from Flinn Scientific (Catalog No. AP8981).
Teaching Tips
* All monosaccharides (glucose, fructose, etc.) and most disaccharides (e.g., maltose and lactose) are reducing sugars. The most well-known exception to this general rule is sucrose ("table sugar"). Sucrose is a nonreducing disaccharide that is composed of one glucose unit joined to one fructose unit via the loss of water. Because the monosaccharides are joined at their carbonyl carbon atoms, sucrose does not have an aldehyde functional group that can be oxidized. All polysaccharides (starch, cellulose, etc.) are nonreducing sugars.
* Special mirrors that require perfectly reflective surfaces with few imperfections are made by coating glass with the metal from the vapor phase. The vapor is obtained by vaporizing silver electrically under high vacuum conditions.
Answers to Pre-Lab Questions (Student answers will vary.)
1. The diameter of the glass ornament balls used in this experiment is 2 5 /8 inches. Convert the diameter of the ball to centime ters and calculate the radius of the glass ball.
2. Use the following equation to calculate the approximate surface area (SA) of the ornament ball, SA = 4r 2 .
```
2 5 /8= 2.625 in ×2.54 cm/in = 6.67 cm Radius = 3.33 cm (rounded to 3 significant figures)
```
3. Assuming that the glass thickness of the ornament is 1.6 mm, estimate the percent difference in the surface area calculation for the inside versus the outside of the ornament sphere.
2
```
Surface area for inside of sphere = 4(3.14)(3.33 – 0.16) 2 = 126 cm 100 = 9%
```
4. Oxidation–reduction reactions involve the loss and gain of electrons, respectively. Based on the mole ratios in Equation 1 for the reduction of Ag + cations to Ag metal, how many electrons are gained by the aldehyde when it is oxidized to the car boxylate function group? Hint: Electrons must be balanced and "cancel out" in an oxidation–reduction reaction.
Reduction of Ag + to Ag metal involves the gain of one electron. The mole ratio for the reaction, however, requires two moles of Ag + ions per mole of aldehyde. The principle of electron balance, therefore, implies that oxidation of an aldehyde to a carboxylate ion involves the loss of two electrons.
© 2011 Flinn Scientific, Inc. All Rights Reserved.
IN7189
Teacher's Notes continued
Sample Data (Student data will vary.)
| Circumference of glass ornament (cm) | 20.8 cm |
|---|---|
| Mass of ornament ball | 12.35 g |
| Mass of silver ornament | 12.57 g |
Answers to Post-Lab Questions (Student answers will vary.)
1. Using the measured circumference of the glass ornament, calculate the radius (in cm) and the surface area (cm 2 ) of the ornament. (The formula for the circumference of a sphere is 2r.)
Circumference = 20.8 cm. Radius = 3.3 cm.
Surface area = 4r
2
= 138 cm
2.
2. Calculate the mass and the number of moles of silver lining the inside of the glass ornament.
Mass of silver = 0.22 g. Number of moles = 0.22 g/107.9 g/mole = 0.0020 moles
3. The density of silver is 10.5 g/cm 3 . What is the volume of silver metal lining the inside of the glass ornament?
Volume of silver = 0.22 g/10.5 g/cm
3
= 0.021 cm
3
4. Assume that the volume of silver in the ornament can be approximated by the following equation: Volume = Surface area × thickness. Calculate the approximate thickness of the silver lining in centimeters.
Thickness of the silver lining = V/SA = 0.021 cm
3
/138 cm
2
= 1.5 × 10
–4
cm.
5. Convert the thickness of the silver layer to micrometers (1 μm = 1 × 10 –6 m) and nanometers (1 nm = 1 × 10 –9 m).
1.5×10
–4
cm is equal to 1.5×10
–6
m or 1.5 μm
1.5 μm×1000 nm/μm = 1500 nm
6. The radius (r) of a silver atom is 160 picometers (1 pm = 1 × 10 –12 m). Estimate the thickness of the silver lining in terms of the number (N Ag ) of silver atoms. Assume that the thickness is equal to N Ag × 2r. Hint: Convert the radius of a silver atom from picometers to centimeters first!
Radius of silver atom = 160 pm×10
–12
m/pm×100 cm/m = 1.6×10
–8
cm
Number of silver atoms (N
Ag
) = thickness/2r = 1.5×10
–4
cm/3.2×10
–8
cm = 4700 atoms
7. Balance the following chemical equation for the formation of Tollens' reagent in this experiment.
Acknowledgements
We are grateful to Edmund Escudero, Summitt Country Day School, Cincinnati, OH, for providing Flinn Scientific with the idea and instructions for this activity.
Silver Ornaments is available as a Student Laboratory Kit from Flinn Scientific, Inc.
Consult your Flinn Scientific Catalog/Reference Manual for current prices.
© 2011 Flinn Scientific, Inc. All Rights Reserved.
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History of the Anna Maria Samuel Project: Race, Remembrance, and Reconciliation
The Committee on the History of Salem Academy and College, which included faculty, staff, student, alumnae, and trustee representation, was formed in the spring of 2017 to review College orientation traditions and to make recommendations about possible discoveries resulting from the research commissioned by the administration into the relationship between the institution and slavery. The committee completed its charge in the spring of 2018. Its final recommendations resulted in Salem issuing a formal apology for the use of enslaved labor at the school, joining the Universities Studying Slavery, and creating an ongoing institutional task force, the Commission on Slavery and Its Legacy at Salem Academy and College.
On November 22, 2019, the Commission was renamed the Anna Maria Samuel Project: Race, Remembrance, and Reconciliation. The name change better reflects the scope of the work of the Commission and also honors an enslaved African American student at the Girls School in Salem (1793 to 1795). Anna Maria's father, Johann Samuel, was the first person baptized in Salem's Moravian congregation. Her brothers were well-known musicians in St. Philips Moravian Church, located south of Salem's campus on Church Street. Anyone wishing to know more about Anna Maria Samuel may visit the Academy and College museum in the Single Sisters House.
This historic walking tour was created for Salem Academy and College's 250th anniversary.
250.SALEM.EDU
Slavery and its Legacies at Salem
Walking Tour by the
The Anna Maria Samuel Project: RACE, REMEMBRANCE, AND RECONCILIATION
Stop 1 - Single Sisters House
Stop 4 - Black Employees after the Civil War
Stop 6 - Tenement Housing
Museum panels describe the experiences of enslaved and free Black men and women who worked for the academic institution, as well as Anna Maria Samuel, an enslaved student in the 18th century.
Location: Single Sisters House Museum, S. Church Street
Stop 2 - Boarding School
This historic marker describes the role of enslaved workers, such as Betsey, Caty, and Nat, in the school laundry and other daily operations. Ledgers indicate that enslaved labor was used in the school's laundry from 1810 until at least 1840.
Location: South Residence Hall, S. Church Street
Stop 3 - The Inspector's House
This historic marker explains that many of Salem's early Inspectors enslaved people in this building to assist with household and institutional labor during the antebellum period.
Location: The Inspector's House, Academy Street
After the Civil War, labor remained largely segregated at the school. The work was difficult and sometimes dangerous. This is exemplified by the death of Matt Walker, a Black man who worked for Salem for 13 years. In 1893, Walker died in a circular saw accident in the school woodshed, near the modern-day Lily Pond.
Location: Lily Pond, in front of the Student Center
Stop 5 - Lost Cause on Campus
Alumna Louisa Wilson Bitting married Joseph Bitting in 1858. Bitting enslaved 75 people on his tobacco plantation. In 1898, Louisa helped found the Forsyth County United Daughters of the Confederacy and helped erect Winston's Confederate monument in 1905. Louisa's daughter, Kate Bitting Reynolds, later financed and named the residence hall after her. Location: Bitting Residence Hall
This historic marker describes African American tenement housing that bordered campus during the late 19th and early 20th centuries. Residents may have worked for the school as laundresses, gardeners, kitchen staff, and laborers. Location: Bahnson Residence Hall, S. Church Street
Stop 7 - St. Philips Moravian Church
St. Philips Moravian Church was originally formed in 1822. It is the only historic African American Moravian congregation in the country. Several of the people enslaved by Salem Academy and College attended St. Philips in the 19th century. Location: S. Church Street
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CURRICULUM INTENT
We aim to develop a sustained love of language learning by exploring Hispanisc customs, therefore deepening all students understanding and appreciation of the world around them.
The MFL curriculum provides all students with the opportunity to develop the essential skills and knowledge to become proficient in Spanish. Through a rich and varied curriculum, students develop necessary skills required to be able to communicate for a range of different purposes and contexts, with accuracy and fluency.
Our aim is that through learning a modern foreign language, students will be able to enrich their life experiences with new connections in other countries and increased opportunities for work and travel.
| EDUCATIONAL EXCELLENCE | CHARACTER FORMATION | SPIRITUAL INSIGHT |
|---|---|---|
| Teachers and students are inspired an joyful. Consequently, high levels of engagement and progress are evident classroom and beyond. High standards for learning and curriculum design ensure students are able to work towards a sense of mastery in all four skill areas. | dThe processes which guide students to be proficient in another language means that they routinely listen, reflect and internalise new language structures before producing and independently putting into practice what they have learned. A challenging and supportive learning environment in MFL allows students to develop key Avanti Fields learner skills and qualities. | Through learning another language and studying its culture and customs, students are given further opportunities to develop personal insight, tolerance and an appreciation of the wider world. |
PROGRAMME OF STUDY
The GCSE Spanish specification is designed to ensure the assessments are clear and accessible, with a range of topics which aim to expand students' cultural knowledge.
Students will be tested in listening, reading, speaking and writing and will develop transferable skills, relevant to further study and the world of work. The range of topics within the specification aim to inspire students who are interested in Spanish culture and Spanish speaking countries.
Students studying the GCSE Spanish course will have three lessons timetabled per week in Year 10 and 11. Throughout the two years, students will learn key vocabulary, structures and high frequency language for all skills and themes. All students will study a range of interesting topics and are consistently supported with a range of appropriate resources and online learning to enhance language acquisition, retention and retrieval.
Higher /Foundation GCSE
This course is divided into four skills: writing, reading, speaking and listening. All four skills are examined separately. All students will sit a final exam in each of the four skills.
| Speaking exam 25% - April / May of year 11 | | |
|---|---|---|
| | Higher tier 10 – 12 minutes | Foundation tier 7 – 9 minutes |
| Listening exam 25 % | | |
| | Higher tier 45 minutes | Foundation tier 35 minutes |
| Reading exam 25 % | | |
GCSE Spanish at Avanti Fields
| YEAR 10 TOPICS | EXTRA DETAILS | |
|---|---|---|
| Self, family & friends Free time activities Technology in everyday life | | The present tense revision |
| | | The present continuous tense |
| | | Comparatives |
| | | Emphatic adjectives |
| | | Modal verbs |
| Home, town, neighbourhood and region | The preterit tense The immediate future tense Verb structures | |
| Life at school and college Jobs, career choices and ambitions | | The simple future tense |
| | | The imperfect tense |
| | | The conditional tense |
| | | Superlatives |
| | | Adverbs |
| Travel and tourism Regions of Spain | Using the preterit and imperfect tenses together | |
| Food, health and eating out | | The perfect tense |
| | | The subjunctive |
| YEAR 11 TOPICS | EXTRA DETAILS | |
| Customs and festivals | | The pluperfect tense |
| | | Exam practice |
| Marriage and partnerships | Revision of all tenses Verb structures Exam practice | |
| Poverty and homelessness Charity and voluntary work | | Revision of all tenses |
| | | Verb structures |
| | | Exam practice |
| The environment | Revision of all tenses Verb structures Exam practice | |
| Exam practice and revision of all 4 skills | | Revision of all tenses, grammar and |
| | | vocabulary |
| | | Exam practice |
ASSESSMENT AND FEEDBACK
Students will have weekly vocabulary tests. There will be end of unit and half termly assessments in the topics of study. Each time, students will be assessed in all 4 skill areas. Feedback will be given via a feedback form, and we work closely with the GCSE mark scheme so that students make the necessary progress.
EXAM BOARD AND AQA USEFUL WEBSITES
EXAM BOARD: AQA
SPECIFICATION: 8698F – Foundation paper
SPECIFICATION: 8698H – Higher paper
The AQA website has past papers, mark schemes and the specification all free to download.
https://www.aqa.org.uk/subjects/languages/gcse/spanish-8698/assessment-resources
SUPPORT AND GUIDANCE
1. Use the revision guides and workbooks
CGP GCSE AQA Spanish Complete Revision and Practice
CGP GCSE AQA Spanish Exam Practice Workbook
2. Follow the links for useful revision websites
http://www.bbc.co.uk/schools/gcsebitesize/spanish http://oye.languageskills.co.uk/intermediate/year10.html
https://getrevising.co.uk/resources/level/gcse/subjects/spanish
3. Download the free Apps on your phone or any other device
Free Apps – Duolingo and Babbel
4. Visit the Oak National academy website
https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/spanish
EXTRA-CURRICULAR / SUPER-CURRICULAR OPPORTUNITIES
Spanish study club: Open to all students to gain further support with their homework, classwork or revision. | <urn:uuid:dd5b9aef-81a8-4f3b-b8ab-4efe6a990126> | CC-MAIN-2024-51 | https://avanti.org.uk/avantifields/wp-content/uploads/sites/14/2023/01/PoS-and-Curriculum-Spanish-KS4.pdf | 2024-12-04T10:13:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00663.warc.gz | 100,045,353 | 1,313 | eng_Latn | eng_Latn | 0.982053 | eng_Latn | 0.996883 | [
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CURRICULUM INTENT
We aim to develop a sense of awe and wonder at the world around us and explore the way everything interconnects.
The science curriculum at Avanti Fields provides students with the foundations for understanding the biological and physical aspects of the world, and the processes through which they develop this knowledge and understanding. Students will be taught scientific literacy, concepts and processes, working scientifically skills, methodologies of scientific enquiry, and application of science.
The curriculum also aims to foster positive and ambitious attitudes toward science, develop inquiring minds and encourage students to examine and appreciate how science and technology affect their lives, environment, and the natural world.
| EDUCATIONAL EXCELLENCE | CHARACTER FORMATION | SPIRITUAL INSIGHT |
|---|---|---|
| Teachers and students are inspired, motivated and joyful. A challenging science curriculum with high academic standards and a culture of intellectual curiosity cultivates independently thoughtful and reflective students, working towards mastery in key concepts, processes and working scientifically skills. | A challenging and supportive learning environment in science allows students to embody the Avanti’s virtues of respect, self- discipline, courage, integrity, empathy and gratitude, and develop the key Avanti Fields learner skills and qualities. Students are encouraged to make conscientious choices and display a reverence for all life, nature, and the earth’s resources. | Science will build on students' natural sense of wonder, curiosity, their intuition and inspiration to offer an experience of knowledge and wisdom through experiments, enquiry and evidence. |
PROGRAMME OF STUDY
Students will develop the following knowledge, skills and understanding in science:
* Appreciation of how to work safely and the importance of following instructions
* Practical skills
* Teamwork
* Scientific literacy
* Numerical skills
* Graphical skills
* Accurate analysis and interpretation of results
* Evaluation of experimental methods
| | TERM | | YEAR 7 | | YEAR 8 | | YEAR 9 |
|---|---|---|---|---|---|---|---|
| AUTUMN 1 | | Working scientifically (WS) skills [Baseline assessment: variables, planning, numeracy, tables, graphs, patterns, analysis, H&S] Ecosystems: Interdependence & plant reproduction | | Working scientifically (WS) skills Matter: Periodic table & elements [WS skill: Models] | | Working scientifically (WS) skills Forces: Contact forces & pressure [WS skill: Numeracy] | |
| AUTUMN 2 | | Energy: Energy costs & energy transfer [WS skill: Numeracy] Organisms: Movement & cells [WS skill: Theories] | | Organisms: Breathing & digestion [WS skills: Graphs] Energy: Work & Heating and cooling [WS skill: Planning] | | Genes: Evolution & variation [WS skill: Theories] Reactions: Chemical energy & types of reactions [WS skill: Planning] | |
| SPRING 1 | | Matter: Particle model & separating mixtures [WS skill: Models] Genes: Variation and human reproduction [WS skill: Patterns] | | Ecosystem: Respiration & photosynthesis [WS skill: Graphs] | | Electromagnets: magnetism and electromagnetism [WS skill: Reliability] | |
| SPRING 2 | | Electromagnets: Current, voltage & resistance [WS skill: Reliability] Reactions: Metal and non- metals & acids and alkalis [WS skill: Planning] | | Waves: Sound & light [WS skill: Numeracy] Earth: Earth structure & universe [WS skill: Theories] | | Waves: Wave effects & wave properties | |
| SUMMER 1 | | Forces: Speed and gravity [WS skill: Graphs] | | Earth: Climate change & Earth resources | | Cells (GCSE) [WS skill: Required practicals – microscopy and osmosis] | |
SUMMER 2
Bronze CREST Award (STEM) or Working Scientifically projects [Externally assessed: Project submission and presentation]
Silver CREST Award(STEM)
or Working Scientifically projects
[Externally assessed: Project submission and presentation]
Atoms(GCSE)
[WS skill: Interpretation of data]
Maths in science skills
ASSESSMENT AND FEEDBACK
Students are assessed regularly in science through a combination of formative and summative assessments. Students receive timely written and verbal feedback after each assessment, following the whole school 'Strengths, Improvements, and Actions' (SIA) policy. Dedicated Improvement and Reflection Time (DIRT) is built into lessons, post assessments to allow students to reflect and act upon the feedback and complete an improvement and/or challenge tasks to improve and make further progress in their knowledge, skills and understanding.
FORMATIVE ASSESSMENT: For each topic at KS3, one key concept and one working scientifically skill required by the students to succeed in science is assessed through short structured written exam style assessments. Working scientifically and numeracy are extremely important skill areas that will be assessed in the final exams, and therefore it is important that students attend all lessons and participate fully in practical experiments. We expect all students to make every effort to catch up with missed work in their own time and take advantage of the lunchtime study support system on offer.
SUMMATIVE ASSEMENT: There are two/three summative assessment tests per year at KS3. These are cumulative in nature and the purpose is to confirm track point of the student and to promote longer term recall by testing earlier topics and to meet the demands of a linear course.
SUPPORT AND GUIDANCE
1. Use the KNOWLEDGE ORGANISERS and the KS3 CGP REVISION GUIDE AND WORKBOOK to learn the key facts: READ – COVER – WRITE method → MASTER THE MINIMUM.
2. Apply your understanding to exam questions: Use the KS3 CGP REVISION GUIDE AND WORKBOOK to practise questions. Re-do assessment questions and questions completed in class to improve your responses.
3. Test yourself on the key facts, equations and units: use FLASH CARDS.
Science at Avanti Fields
4. Use Doddle: Log onto www.doddlelearn.co.uk . Use the 'browse' tab to view powerpoints, homework, revision lessons and interactive resources for every aspect of KS3 Science.
* INSTITUTION: Avanti Fields School
* USERNAME: FirstnameSurname18 (e.g. JoeBloggs18) (Y7:20; Y8: 19; Y9: 18) PASSWORD: avanti
5. Use BBC BITESIZE: https://www.bbc.com/bitesize to learn the key concepts, try quizzes and watch video clips.
6. Log onto Google Classroom to access additional resources to support you with your learning.
7. Attend science study club during lunchtimes (Monday – Thursday) for support with classwork and homework.
Regular review of classwork and revision in small chunks is much more effective than leaving it to the last minute before assessments and final exams.
EXTRA-CURRICULAR / SUPER-CURRICULAR OPPORTUNITIES
Science study club: Monday – Thursday lunchtimes open to all students to gain further support with their homework, classwork or revision. Students will have access to the subject specific textbooks and laptops.
Throughout the year, students will have the opportunity to engage in various science and STEM events, trips and competitions through the 'Take it Further' provision. Students and parents will be informed of all opportunities as and when they are organised. | <urn:uuid:ae8b6191-8669-4c68-b7b5-eb159bbbf1c9> | CC-MAIN-2024-51 | https://avanti.org.uk/avantifields/wp-content/uploads/sites/14/2023/01/PoS-and-Curriculum-Science-KS3.pdf | 2024-12-04T09:43:53+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00666.warc.gz | 100,256,784 | 1,594 | eng_Latn | eng_Latn | 0.983708 | eng_Latn | 0.994088 | [
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An
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Landscape as a Tool for Nation-Building: A Study of Sonia Mehta's Discover India Series for Children
Kanu Priya
Ph.D Research Scholar Department of English Jamia Millia Islamia New Delhi (India). firstname.lastname@example.org
Abstract
In this paper, I argue that 'landscape' has been used as a 'tool' in Indian English post-colonial children's literature for the task of nation-building. To validate my argument, I have taken up Sonia Mehta's Discover India series as my primary text to study the representation of the Indian landscape for children through the aesthetic of 'picturesque;' namely enumerative, engineered and antiquarian. It has also been argued that such a 'picturesque' representation of the Indian landscape helps in shaping, moulding and creating responsible, curious and knowledgeable young citizens which further accelerates the nation-building process; where the term 'nation-building' pertains to the post-colonial project of building the nation by creating a sense of shared identity through art, literature, science and narratives of history.
Keywords: landscape, children's literature, Indian English, picturesque, nation-building
Landscape, as a word was first used in English in 1603. It is derived from the Dutch word 'landscap', meaning region. W. J. T. Mitchell in his book Landscape and Power, discusses two major landmarks in the study of landscape. The first is the modernist view which he calls contemplative, that aimed at reading landscape through the visual medium. In the second approach (interpretive), associated with postmodernism, landscape has been read as a text. He merges both the approaches to create a model that would not only focus on what landscape "is" or "means", but what it does and how it works as a cultural practice. (1)
With the aim to make 'landscape' a verb from a noun, Mitchell establishes that "landscape (whether urban or rural, artificial or natural) always greets us as space, as environment, as that within which "we" (figured as "the figures" in the landscape) find – or lose – ourselves". (2)
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Equating landscape with identity, he further considers landscape "as a medium of exchange between the human and the natural, the self and the other." (5). Hence, identifying landscape as a verb, one can arrive at a point where the idea of landscape and a sense of identity are dynamically related. The physical terrain and its experience converge into a dialectical relationship.
In the context of Indian civilization, the idea of territory existed right from the ancient times. In A History of Indian Literature Vol VIII , Sisir Kumar Das suggests that the idea of territorial unity in India is as old as the Indian civilization and is not merely a "response to a colonial rule, nor is it a mere by-product of the national movement." (4). He gives examples from Mahabharata, where the idea of Bharatavarsa is conceived on the basis of its geographical and cultural territory.
In the Bhisma Parva (IX Section) of the Mahabharata, Sanjay describes Bharatavarsa, a geographical and cultural territory, identifiable by its rivers Ganga, Sindhu, Saraswati, Godavari, Narmada, Vitasta, Sarayu etc, by its mountains, Mahendra, Malaya, Sahya, Vindhya etc, and its provinces, such as Kuru-Panchal, Surasen, Matsya … (Das 4)
Das argues that it was even in the medieval period, that India was considered a unified cultural place, as Amir Khusrau in Nuh-Sipihr (Nine Skies) has talked about the Indian territory and culture. This perception of a united Indian territory created by the poets, seem to be more stable than the political boundaries of nation and state because this forms the Indian psyche (4). During the colonial period, the vision of India was elaborated through songs like 'Jana Gana Mana' and the poem 'Bharat Tirtha' by Tagore who celebrated its rivers, mountains and the multi religious population.
In order to cultivate and disseminate a sense of nationalism and a vision of the imagined India, a new category of reader came up to the forefront. This was the category of the 'child reader'. As Das writes, "The potentiality of another section of readership that was realized in this period was that of the children" (Das 31) The child reader was introduced by the adult reader about the idea of motherland which made them fall in love with their own country.
Ten years ago, Bengali children didn't even know that they had a country of their own. They didn't understand the concept of a motherland very well. Surendra babu has extraordinary oratorial skills; and it is through this skill that he has inculcated a love for their own country and countrymen. (qtd in Dasgupta 101)
Thus, children were included in imagining a new India through its landscape. They were also given information about the history, geography and mythology of their own homeland. The periodicals would regularly feature the "illustrated features on such distant regions as Kashmir, Madhya Pradesh, Rajasthan, Orissa, Assam, and the Deccan, replete with accounts of language, dress, food and customs of people inhabiting these places" (qtd. In Dasgupta 115).
After India gained Independence in 1947, the urge to rediscover India accelerated. In order to build a newly independent nation, the past heritage of India and future prospects based on science, were integrated. It is in this context, that the literature for children was introduced: to acquaint the children about their social and cultural heritage, as well as to enrich them with the modern knowledge system. Thus, I use the term 'nation-building', especially with reference to the postcolonial project of building a shared sense of social and cultural identity through children's literature.
Jean Webb in her seminal article, "Text, Culture, and Postcolonial Children's Literature: A Comparative Perspective", asserts that children's literature produced in the colonies were a part of the reactive literary movement in order to establish a separate identity. In the process, she offers a theoretical perspective on the development of children's literature in post-colonial nations. The three patterns of cultural development that she lists down are:
1) Establishment of separate identity by reflection on landscape and a sense of cultural self.
2) Forcing through the dominant cultural by constructing and reconstructing myth.
3) Realizing identity by rewriting of history. (72)
This pattern can be applied to India as well, for India was also a colony of the British empire, and children's literature in post-colonial India consist a plethora of works on the Indian landscape, myth and history. In this paper, I shall only take the first pattern from the list, that is the representation of Indian landscape. However, I digress a little with Webb, by calling the abovementioned patterns of 'landscape', 'myth' and 'history' as 'tools' and not 'patterns' because 'tool', as a word, can be used as both, a noun and a verb. As a noun, it pertains to an 'instrument' and as a verb, it derives its origin from the Old English word 'tawian' meaning to shape, drive, prepare, equip. Thus, the dynamic nature of the word 'tool' aligns well with the transitory nature of childhood. Hence, I argue that these are tools or instruments used in children's literature in order to equip, shape and prepare young minds for the nation's future.
Sonia Mehta, in her Discover India series has taken up the task of introducing the children to Indian geography, culture, ethos through the trope of journey and travel. The book set Discover India, State by State consists of thirty books, twenty – nine books for each state and one book for all the union territories. All the books in the Discover India Series consist of three major characters- Mishki, Pushka and Daadu Dolma. Mishki and Pushka are siblings who have come from the planet named Zoomba. They have travelled many places on Earth "but they have never, ever seen a place like India." (Mehta 2). The third character is Daadu Dolma who "is a wise old man who has lived on Earth longer that the mountains and seas. He knows everything about everything." (Mehta 3) Daadu Dolma is Mishki and Pushka's guide all around India. Along with the three characters, the reader's involvement in each book seems quite conspicuous, as the back cover of each book is addressed to the child readers. It is the readers who have been taken on a journey with the three characters as their companions.
Picturesque India
As far as viewing a landscape is concerned, the most common aesthetic that is taken into consideration is that of the picturesque. It was an artistic concept that emerged in late eighteenth and early nineteenth century, with the basic concern of pictorial representations of landscapes in its most attractive form. The idea was later contested and expanded by Richard Payne Knight who argued that "aesthetic experience was dependent on the beholder, on memory, association, and context" (Hill 123). This implied that the representations and experience of the picturesque could mould the observing eye – the traveler as well as the reader. In the Discover India series, the representation and experience of various places in India can be categorized into variants of the aesthetic of picturesque. This would help in moulding and shaping the identity of the child readers and the travelers, which in turn would contribute in the task of nation-building.
Enumerative Picturesque
The enumerative picturesque involves the "statistical, topographic, and cartographic." (22) Narrative cartography uses actual maps within stories to provide supportive evidence. (Caquard and Cartwright). I am taking the cue of enumerative picturesque from Pramod K. Nayar's Indian Travel Writing in the Age of Empire, 1830 – 1940, where he mentions the aesthetic of the enumerative picturesque in the context of imperial – subject's travelogue and how it "fractures the aesthetics of the traditional picturesque (22).
The Discover India series do not use actual maps but each state is introduced with a web link to its actual location on the map of India. The section on 'Neighbours' give detail of the neighbouring landform as well as water body. For example, in the book Off to Nagaland the section 'Neighbourhood Joy' mention the details of the neighbouring states of Nagaland: "Sitting right in the middle of a hilly terrain, Nagaland has just four neighbours – Arunachal Pradesh, Manipur, Assam, and Myanmar. It's a tiny little state, but it is rather well – known" (Mehta 6).
Apart from the location of each state along with their respective neighbours, each book has a section 'On the Map' which gives the link to find the exact location of the respective state on the website mapsofindia.com. For example, in Off to Maharashtra, 'On the Map' section mentions "To see exactly where Maharashtra is on the map of India, go to http://www.mapsofindia.com/maps/india/india-political-map.htm" (Mehta 6).
Thus, these 'cartographic signifiers' (Cromley 307) as a part of enumerative picturesque "are steps towards the making of the knowledgeable traveler because it makes use of both the aesthetic and the epistemological observational modes of documenting." (Nayar 25) The landscape no longer remains an imaginary space. It is a real existing space that can be mapped. Such detailed observations create practical and knowledgeable child readers who are virtually travelling along with the characters. It creates a sense of real space, an India that exists out there in real and is no longer just a part of the imaginary.
Engineered Picturesque
Engineered Picturesque describes the "apparent harmony between human bodies/labouring bodies, machinery and the landscape (rural or urban)" (Nayar 31). It is similar to the industrial picturesque "where nature, architecture, and human activity appear in harmonious balance" (31). In the engineered picturesque, the human actions on the land is not erased as it is done in the traditional picturesque aesthetic. The importance of land use, labour, and land prospects can be seen through this aesthetic.
In Discover India series, each book consists of sections like 'Bricks and Stones' and 'Working Hard' which stand as the aesthetic of engineered picturesque. In the section, 'Bricks and Stones,' the different kinds of houses and buildings constructed in different landforms is shown. It depicts how people build houses based on landforms. In Off to Himachal Pradesh, the section 'Bricks and
Stones' mention Kathkuni houses. The description shows the harmony between man and nature through the houses they build. Apart from the description of houses, villages and cities; the series also gives a dedicated section to the professions in which people are involved. On the one hand, traditional labour is reflected through farming, weaving, and fishing and on the other, India is shown as a progressive nation bustling with industrial and technical skills.
The architectural signifiers are examples of engineered picturesque as they situate humans in tune with nature. Such representation aims at an informed wonder, where India is made up of hardworking people who try to strike a balance between the traditional and the modern. This balance is pivotal in taking India towards its prosperity and progress. The child readers as well as the travelers witness the human labour behind the development of India and as citizens they can also contribute towards future possibilities. For example, in Off to Jammu and Kashmir, Pushka expresses his desire to settle there for the rest of his life, to which Mishki asks, "Oh yeah? What will you do for a living then?" (Mehta 40). Hence, the importance of labour is coupled with the beauty and peace of the place. It is not enough, even for a child to settle in a place merely to relax and enjoy; one has to work and put in effort. The blend of fun and labour, thus prepares the young travelers to undertake their future endeavours with pride and confidence. It is hard work and labour, kept in tune with the environment that will help the nation progress, and children are being included in this project of nation-building.
Antiquarian Picturesque
The antiquarian picturesque strikes an emotion of nostalgia and greatness. Another strand to the antiquarian picturesque can be understood through Pablo Mukherjee's reading on Emily Eden's travels through India where he argues that:
antiquarianism focused attention on ancient ruins, not to celebrate their splendor, but to view them with a mixture of nostalgia and melancholy about the inevitable passage of time and the cyclical rise and fall of civilizations. (25)
Both the strands of thought can be combined to understand the representation of the antiquarian picturesque in the Discover India series. In all the books in the series, the section on 'Standing Strong' represents the historical temples, monuments, buildings, tombs. The architectural signifiers are from different ages and civilizations, yet they stand tall even today. They do evoke a sense of nostalgia but to the contemporary child readers and travelers, it is indicative of the fact that civilizations have risen and fallen in India, yet the nation has contained and uplifted them all. These architectural splendor as well as ruins are symbols of India's assimilative quality. Be it the Jain caves in Tamil Nadu that are almost 1000 years old, or the Taj Mahal built during the Mughal era or the 400 years old Bom Jesus Basilica built in Goa, India has kept all of them strong. Thus, the antiquarian picturesque depicts India as an eternal and assimilative nation. This does strike wonder among the child travelers as they exclaim through expressions like "Wow! The Taj Mahal is the most wonderful monument we have ever seen!" (Mehta 34) or "Fort Aguada is a prison today! OOOH! SCARY!" (Mehta 35), but they do understand the symbolic reference behind these architectural signifiers, that they have to preserve and carry the narratives through generations. In Off to Madhya Pradesh, Mishki is so mesmerized by the forts that as an activity she wishes to write a poem about forts. The readers are asked to help her. "Mishki wants to make a poem about forts. She needs five words that rhyme with fort. Can you help her?" (Mehta 39). The readers and the travelers are not just expected to gather knowledge but they have to keep things in their memory and spread knowledge collectively. Such activities are indicative of the fact that children of the present generation can be trained to carry on the narratives of the nation which will serve as an important tool in building the nation.
Landscape, Travel and Identity
Initially Mishki and Pushka view India through the gaze of wonder and exoticism and later turn into knowledgeable, informed and involved travelers. Thus, their identities shift from wondering 'I' to an informed and matured 'I' who takes up various responsibilities in keeping the culture of India intact. The identity of the travelers is dislocated – "displaced location of the traveler away from his homeland and subsequent relocation as a mobile observer in a new land." (Nayar 20) This displacement and subsequent relocation is possible through travel as it "proffers an alternative mode of perceiving, forming and expressing one's identity" (Nayar 10). The travelers Mishki and Pushka are displaced from their homelands as they come from a different planet and are subsequently relocated in new lands. They are mobile observers and that helps them in being flexible with their observations. This further leads to a sense of open mindedness and a cosmopolitan attitude among child travellers. They find a state wonderful and decide to settle there, but eventually they move on to visit other states and find each state equally beautiful and fascinating. Hence their identities become mobile and unbiased towards any one place in India.
Along with the child travelers, it is the target child readers who are constantly involved in the travel. Each book in the series is addressed to the readers. Children are informed about their lack of knowledge because they have not been taught enough about India and are advised to pack their bags and get ready for the journey. The involvement of child readers in the entire series help them transform into responsible and assimilative selves and no part of Indian people and culture remains strange to them. They are also asked to maintain a diary after their virtual travel so that they can use them when they actually travel to that place. In that case they will have travelled the place twice with a better sense of cultural and geographical knowledge.
Conclusion
The series with its travelogues has tried to create informative readers who can look at India's wholeness through its fragments. There is a sense of continuity as there is no specific beginning or an end marked in the series. One can start with any state and go on to the other with various connections and differences. This is indicative of the idea of nation-building, where fragments unite to make a whole and each child can realize, that despite differences, they are a part of one nation. The analysis of the Indian landscape in Discover India series, through the lens of enumerative, engineered and antiquarian picturesque is pertinent in the contemporary sociopolitical scenario of divisive politics, demolition of heritage and art and degradation of the environment. Such a representation of the Indian landscape re-instills the idea of shared identity, heterogeneity and also encourages the young child readers to become responsible towards protecting the ethos of the nation as well as the environment. Thus, 'landscape' has been aptly used as a 'tool' in Discover India series to create and cultivate dynamic, informed, responsible and inclusive national and cultural identities of the young generations of India.
Works cited
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Mehta, Sonia. Off to Nagaland. Gurugram: Puffin Books, 2018. Print.
---. Off to Maharashtra. Gurugram: Puffin Books, 2017. Print.
---. Off to Himachal Pradesh. Gurugram: Puffin Books, 2017. Print.
---. Off to Jammu and Kashmir. Gurugram: Puffin Books, 2018. Print.
---. Off to Goa. Gurugram: Puffin Books, 2017. Print.
---. Off to Madhya Pradesh. Gurugram: Puffin Books, 2017. Print.
Mitchell, W. J. T. ed. Landscape and Power. Chicago: University of Chicago Press, 2002. Print.
Mukherjee, Pablo. "Touring the Dead Lands: Emily Eden, Victorian Famines, and Colonial Picturesque". Critical Survey 21.1(2009): 34-38. JSTOR. Web. 20 April. 2023. <https://www.jstor.org/stable/41556297>
Nayar, Pramod. K. Indian Travel Writing in the Age of Empire, 1830-1940. New Delhi: Bloomsbury, 2020. Print.
Webb, Jean. "Text Culture and Post-Colonial Children's Literature: A Comparative Perspective." Voices of the Other: Children's Literature and the Postcolonial Context. Ed. Roderick Mc Gillis. New York: Routledge, 2000. 71-88. Print. | <urn:uuid:43d3650d-c979-40af-962a-4b0c5849d1c6> | CC-MAIN-2024-51 | https://literaryvoiceglobal.in/index.php/files/article/download/86/37/393 | 2024-12-04T09:28:16+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00661.warc.gz | 336,757,756 | 4,892 | eng_Latn | eng_Latn | 0.942863 | eng_Latn | 0.99735 | [
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| Policy/Procedure Name: | | |
|---|---|---|
| Last Update: | August 2024 | Next Update Due: |
Purpose of the Policy
The purpose of this policy is to provide a comprehensive document to share with staff, directors, other professionals, families and other interested stakeholders.
We deliver an adapted curriculum, with specialised approaches required for teaching the pupils at Willow Park. It is is a broad and balanced approach that identifies and meets the variety of needs of our pupils, The curriculum (alongside specialist teaching approaches) provides consistency throughout the school whilst recognising developmental and agerelated aspects to learning. Therefore, we have adapted and created assessment systems which accurately and meaningfully allow us to support the progress of our pupils.
The policy underpins the fundamental need for adapted assessment methods to meet the needs of the pupils at Willow Park. It describes the different forms of assessment that we use at different age milestones and for different subjects.
Rationale
"The commission encourages schools to make the most of the freedom to develop their own approaches to assessment and explore new methods of recording assessment information" (Final report of the commission on assessment without levels)
In October 2017, The Rochford Review of statutory assessment for pupils working below national standardised testing set about listing a number of different recommendations. These recommendations were to ensure that pupils working below these levels can demonstrate attainment and progression within schools. In September 2017, the Government responded to the Rochford Review, the main change being the removal of P-levels by 2018-2019 academic year.
The government further announced the engagement model which replaced P levels 1-4 as a method of assessment. At Willow Park, this applies to all of our learners and this policy will give details as to how this model is incorporated into our assessment of pupils' development.
Introduction
We are committed to excellence in all we do. Through ongoing evaluation and a commitment to innovation, we strive to continuously improve our curriculum and teaching practices to better serve our pupils and their families.
This Assessment policy considers the diverse learning needs and cultural diversity of each of our pupils and builds on the strengths, aspirations and individuality which they bring to our school community.
The assessment policy is closely aligned with the school's Curriculum policy in which we define our curriculum approach in the graphic to the right:
Aims of Assessment
- Provide a baseline against which to measure attainment and progress in all areas, including the life skills and creative aspects of our curriculum;
- Identify the learning needs of an individual pupil or group of pupils;
- Inform planning, target setting and interventions;
- Assist with the development of quality teaching strategies which motivate pupils;
- Be accurate, reliable and consistent, using a range of evidence and strategies;
- Gather and capture additional information necessary to provide a tailored education of high quality to all pupils;
- Inform parents and carers of their child's experiences and achievements;
- Support the identification of barriers to learning and the development of strategies to overcome these.
IMPACT of the curriculum at Willow Park
By adhering to the Intent and Implementation, we aim to develop confident, communicative, and independent individuals who are prepared for the next stage of their education and life. Our pupils will leave our school with a strong sense of self-worth, the ability to form meaningful relationships, and the skills necessary to navigate and contribute to the world around them.
Assessment for Learning
Assessment becomes formative when the assessment information is used to adapt teaching and learning to meet pupil needs, to make necessary adjustments, such as re-teaching, trying alternative approaches, or offering more opportunities for practice. These activities can lead to improved pupil progress.
Assessment of Learning
Summative assessment is a picture of where a pupil is at a particular moment in time and is carried out periodically, e.g. end of term or key stage. Attainment will be measured through the pupil's journey through the 'stages', which have replaced the P scales on Onwards and Upwards.
.
Summary of Assessment Processes
Assessment at Willow Park requires a multifaceted approach using small step targets which are defined in pupils' Individual Learning Plans (ILPs). These incorporate:
1. EHCP targets
ILPs and Pupil Passports
2. The Leuven Scale - Readiness to learn, and to acquire skills and knowledge
For those pupils in at or below EYFS assessment levels:
3. engagement model levels and:
4. Small steps defined from Cherry Garden Branch Maps
For those pupils at EYFS assessment levels
5. EYFS Early Learning Goals
For those pupils at beyond EYFS
6. Pre Key Stage One or Two Descriptors
This multifaceted approach is essential as a single type may not give a full picture of a pupil's needs. This approach creates highly personalised data to give a comprehensive picture of pupils'
attainment and progress. Willow Park assessment is comprised of formative, summative, moderation and tracking processes using the school assessment processes.
Pupils are reassessed at regular intervals and the numerical data collected at three summative points. This enables the senior leaders to assess progress. This data enables us to set targets for pupils each year and for data to be numerical tracked as required. Photo and video evidence of learning is collected via photos/videos or observation statements and these are recorded on Tapestry, our parent sharing app. This evidence is internally moderated, alongside evidence from pupils' Learning Journals and workbooks.
New pupils are baselined on arrival using any previous attainment information on Tapestry and assessment against the four areas identified at the start of this section of the policy.
Data is analysed to provide information about pupils' performance and make recommendations for interventions or support.
Pupils have Individual Learning Plans generated at the beginning of the academic year which are sent home as a reminder to parents/carers at the beginning of each term. We provide a breakdown for how we plan to meet each pupil's EHCP targets throughout the year. These targets are reviewed formally mid-year and at the end of year before reporting takes place.
1. Education, Health and Care Plan (EHCP) & Learner Passports
EHCPs and Learner Passports/One Page Profiles are married together to create the foundation of personalised learning. These reflect the learning pathway a pupil is following and include SMART targets and structured implementation plans. Targets are drawn from Section B 'Areas of Need' and Section E 'Outcomes' outlined in each child's Education, Health and Care Plan in agreement with all stake holders.
Targets are tracked weekly and progress towards these is summarised each term. These form part of the holistic picture of the impact on pupil progress and achievement. Pupil voice is a fundamental part of the EHCP and is captured through a variety of means to reflect each individual learner's wants, needs, interests and aspirations.
Parents receive copies of the Learner Passport/one page profile to support consistency between school and home and reinforce learning in both settings. It is used as a key tool to develop a strong partnership between children, teachers and parents.
As well as targets from the EHCPs, the learner passports include next steps for learning in Numeracy and Literacy to provide clear information on what the learner is working towards next in their academic journey.
2. The Leuven Scale - Readiness to learn, and to acquire skills and knowledge
Our teachers' understanding of the levels of involvement and well-being is a vital tool in helping our pupils make progress. The Leuven Scale tool was developed by a team based at the Research Centre for Experiential Education (Leuven University – Belgium) under the supervision of Dr. Ferre Laevers. The tool focuses on two central indicators when planning any educational setting: 'Wellbeing' and 'Involvement'.
* Wellbeing refers to feeling at ease, being spontaneous and free of emotional tensions and is crucial to secure 'mental health'. Wellbeing is linked to self-confidence, a good degree of self-esteem and resilience.
* Involvement refers to being intensely engaged in activities and is considered to be a necessary condition for deep level learning and development.
Assessment of Wellbeing and Involvement
Laevers created a 5 point scale to measure both wellbeing and involvement. If there is a lack of wellbeing and or involvement, it is likely a child's development will be threatened. The higher the levels of wellbeing and involvement we can achieve for the child, the more we can add to the child's development. When there are high levels of wellbeing and involvement, we know that deep level learning is taking place.
The evaluation starts with assessing the levels of wellbeing and involvement using the tables numbered points below.
The procedure is simple and can be compared to 'scanning': Our staff would observe the children for about two minutes to ascertain the general levels of wellbeing and involvement using the five-point scale. The observation can focus on groups of children or, more likely whilst our school is very small, can be used to focus on a particular individual. Unless a child is operating at 1 or 5, learning will be limited. However, children cannot peak at levels 4 or 5 all the time and levels will fluctuate throughout the day.
Leuven Scale of Wellbeing
i. Extremely Low - The child clearly shows signs of discomfort such as crying or screaming. They may look dejected, sad, frightened or angry. The child does not respond to the environment, avoids contact and is withdrawn.
ii. Low - The posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.
iii. Moderate - The child has a neutral posture. Facial expression and posture show little or no emotion. There are no signs indicating sadness or pleasure, comfort or discomfort.
iv. High - The child shows obvious signs of satisfaction (as listed under level 5). However, these signals are not constantly present with the same intensity.
v. Extremely High - The child looks happy and cheerful, smiles, cries out with pleasure. They may be lively and full of energy. Actions can be spontaneous and expressive. The child may talk to him/herself, play with sounds, hum, sing. The child appears relaxed and does not show any signs of stress or tension. He / she is open and accessible to the environment. The child expresses self-confidence and self-assurance.
Leuven Scale of Involvement
Reference: Well-being and Involvement in Care Settings. A Process-oriented Self-evaluation Instrument, Ferre Laevers (Ed.) Research Centre for Experiential Education, Leuven University. ISBN: 978-90-77343-76-8)
Involvement Signals:
i. Extremely Low - Activity is simple, repetitive and passive. The child seems absent and displays no energy. They may stare into space or look around to see what others are doing.
ii. Low - Frequently interrupted activity. The child will be engaged in the activity for some of the time they are observed, but there will be moments of non-activity when they will stare into space, or be distracted by what is going on around.
iii. Moderate - Mainly continuous activity. The child is busy with the activity but at a fairly routine level and there are few signs of real involvement. They make some progress with what they are doing but don't show much energy and concentration and can be easily distracted.
iv. High - Continuous activity with intense moments. The child's activity has intense moments and at all times they seem involved. They are not easily distracted.
v. Extremely High - The child shows continuous and intense activity revealing the greatest involvement. They are concentrated, creative, energetic and persistent throughout nearly all the observed period.
3. The Engagement Model
As children move beyond EYFS in terms of age but are not yet meeting the ELGs or ready for the National Curriculum, they will spend time on a Non-Subject-Specific (NSS) pathway and will work on early developmental skills, with qualitative statements explaining how they are learning in each of the 5 lenses of engagement of the Engagement Model.
- exploration
- realisation
- anticipation
- persistence
- initiation
'The engagement model is an assessment tool to help schools support pupils who are working below the level of the national curriculum and not engaged in subject-specific study.
The engagement model was adapted from the 7 aspects of engagement, which was devised by Professor Barry Carpenter in the DfE-funded Complex Learning Disabilities and Difficulties project in 20111. The engagement model was developed with the support of an expert group involving members of the Rochford Review and using the evidence from an evaluation of the 7 aspects carried out in 2018.'
(The Engagement Model Guidance, July 2020, DfE, p.2)
'The engagement model should be used in conjunction with a school's existing planning, assessment and recording systems to provide a flexible, holistic assessment of pupils not engaged in subject-specific study. It also helps schools ensure that they have high quality teaching, pedagogy and appropriate special educational needs provision in place for their pupils.'
(The Engagement Model Guidance, July 2020, DfE, p.8)
Therefore, at Willow Park, we use the engagement model alongside Cherry Garden Branch Maps as detailed in the next paragraph.
4. Cherry Garden Branch Maps.
We also use the Cherry Garden Branch Maps to assess and set targets for children who are working below Year 1 expectations. Cherry Garden School, an outstanding specialist school for pupils from 2-11 years old in the London Borough of Southwark, have developed a bespoke assessment package for children with SEN and complex needs.
Assessment frameworks are an important part of tracking progress. But traditional assessment systems based on linear progress analysis aren't always the best way to show it, particularly to the pupils and their parents and this is especially important for a specialist school such as Willow Park The Cherry Garden Branch Maps allow pupil achievement to be assessed in a broader, more holistic way in order to truly celebrate the breadth of their experience and the range of their skills.
We use this assessment package online through the Tapestry Online Learning Journal. Through the Tapestry app, teaching staff and parents and carers share photo and video observations of learning and a unique visualisation of each child's growing knowledge through the growth of petals on a flower or leaves on a tree.
The 6 Branch Maps, covering the 6 areas of our curriculum are:
5. EYFS Early Learning Goals
Once Pupils are ready, they are assessed against the Early Years Foundation Stage (EYFS) expectations (Early Learning Goals).
Each pupil in the Early Years has an Education and Health Care Plan (EHCP). This sets out targets for them which are long term (lasting around 3 years). The EHCP targets are broken down into yearly targets, which are then broken down into termly targets in the following areas:
Prime Areas:
- Personal, Emotional and Social Development (PSED);
- Communication and Language (CL);
- Physical Development (PD).
Specific Areas:
- Mathematics;
- Literacy.
These targets are all monitored through Tapestry.
Throughout the EYFS we plan activities to give pupils learning experiences and opportunities to work towards the Early Learning Goals in all areas (in addition to the subjects above this is; Understanding the World and Expressive Arts and Design). Evidence to support all subjects is gathered and monitored through the child's learning journey on Tapestry and this keeps families up to date with their child's learning and keeps them actively involved.
Although the majority of our pupils at Willow Park do not reach the Early Learning Goals at the end of their Reception year, we believe that it is an appropriate developmental approach for our pupils who have moved beyond Cherry Garden Branch Maps. Detailed meetings and sharing of assessment ensure a smooth transition into the Primary phase of their learning journey.
As well as considering what opportunities we are providing for the pupils, we observe the skills and qualities that pupils need to support them to become successful learners throughout life (including ongoing Leuven Scale Assessments of their readiness to learn in terms of well-being and involvement).
We use the Characteristics of Effective Learning to examine the overall development of the pupils.
6. Pre Key Stage One or Two Descriptors
The government has published:
- Pre-Key Stage One Standards (for pupils at the end of KS1 but below the expected standard) - Pre-key stage 1 standards - GOV.UK (www.gov.uk)
- Pre-Key Stage One Standards (for pupils at the end of KS2 but below the expected standard) - Pre-key stage 2 standards - GOV.UK (www.gov.uk)
We will use the above to measure pupils' progress in Key Stages 1 and 2 as appropriate.
Assessment in other areas
At Willow Park, we value the progress made by pupils in all areas of their lives. These may not be directly linked to the curriculum or seen as traditional in nature. However, we have mechanisms to capture this progress and measure the outcomes of any intervention. Some of these include:
| Area | Assessment / progress |
|---|---|
| Behaviour | ➢ Reduction in behaviour frequency. ➢ Reduction in severity of behaviour. ➢ Reduction in physical interventions. ➢ Change in type of behaviour interventions. |
| Attendance | ➢ Increase in attendance. |
| Specific interventions | ➢ Measured using Cherry Garden statements ➢ Support to achieve other targets. |
| Speech and Language therapy | ➢ Measured using Cherry Garden statements ➢ SALT reports and assessments |
Moderation
Learner progress is assessed using the bespoke small steps baselines. These provide a forum for structured professional reflection around progress and achievement in Maths, English, Communication and SEMH.
Moderation is conducted through peer review, learning walks and work scrutiny in a collaborative, open to learn and evidence informed approach. The long-term intention is for moderation to also be carried out with local special schools.
Work Scrutiny
Work Scrutiny takes place three times per year and is moderated by Principal. It provides the opportunity to triangulate summative data against our assessment for learning and check sessions are fulfilling our curriculum intent. Feedback is shared with teachers and support staff.
Feedback
Feedback is an essential part of the learning process for pupils including teaching self-evaluation skills. When pupils are ready, developmentally, they are made aware of the expected learning objectives in each lesson. Feedback during the lesson and at the end takes a celebratory form that focuses on the new learning i.e. stars or stickers.
For a small minority of pupils, discussion about next steps is appropriate. It is essential that all staff, whether teachers or learning support staff, feed back to each other about the progress made by the pupils. This supports the development of next steps and assessment of skills.
Marking
'Ofsted recognises that marking and feedback to pupils, both written and oral are important aspects of assessment. However Ofsted does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. Marking and feedback should be consistent with that policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in prompting learning'
For the vast majority of pupils at Willow Park, who are non-readers, written feedback from an adult is inappropriate and tokenistic. However, work needs to be regularly annotated as part of the assessment process to inform next steps and show level of support given. Most annotation takes the form of evidence uploaded onto Tapestry in which all key learning objectives are already inputted. In pupils' books, staff refer to specific learning objectives and targets as appropriate.
Equality Statement
At Willow Park School, we actively seek to encourage equity and equality through our teaching and our employment practices. As such, we seek to advance the equality of opportunity between people who share any of the following characteristics:
* age
* disability
* gender reassignment
* being married or in a civil partnership
* being pregnant or on maternity leave
* race including colour, nationality, ethnic or national origin
* religion or belief
* sex
* sexual orientation
The use of stereotypes under any of the above headings will always be challenged.
Inclusion
Our school is an inclusive school. We aim to make all pupils feel included in all our activities. We try to make all our teaching fully inclusive. We recognise the entitlement of all pupils to a balanced, broadly-based curriculum. We have systems in place for early identification of barriers to their learning and participation (e.g. see Leuven Scale) so that they can engage in school activities with all other pupils. We acknowledge the need for high expectations for and of all children. | <urn:uuid:c43df553-a3b7-4016-accb-4f19f2a14195> | CC-MAIN-2024-51 | https://www.willowparkschool.warwickshire.sch.uk/_files/ugd/26524f_bbcad09f3a594befaf941d830fdf208d.pdf | 2024-12-04T10:00:41+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00665.warc.gz | 981,067,720 | 4,256 | eng_Latn | eng_Latn | 0.997192 | eng_Latn | 0.998081 | [
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A Week of Genealogy: TIMELINES Margaret M. McMahon, Ph.D.
Constructing a timeline forces you to focus on an ancestor in the context of his or her life events and locations. It helps you reason whether a record is actually your ancestor's, points where to look for other records, and the timeframe to find the records. For example, knowing the address where your ancestor lived during a census year helps target a census search.
You have to decide whether to include unproven details in your timeline. If you include unsubstantiated details, clearly mark the facts that are proven and those that are unproven. Remain flexible during your search for records, because significant events may happen at other family members' locations or while on a trip.
The timeline can be drawn using pen and paper. You can use an electronic program like Word, Excel, or commercial timeline software. The idea is to represent an ancestor's life in a line and add life events. Start with birth at the start of the line, and death (and burial) at the other end of the line. Each event should be positioned along the line in chronological order, with the name of the event and the location where it occurred. Add the other details you know: residences, military service, employment, and schools. As you locate new records, update the timeline to include the
new details. You might consider including historical events on the timeline to add context to an individual's history. For example, after a natural disaster, an individual or family may change residences or home towns. You can also include historical data on a separate parallel timeline below or next to your timeline.
The timeline in Figure 1 was built using data collected from Robert Frost's entry on Wikipedia.
Websites:
How To Make a Timeline http://dohistory.org/on_your_own/toolkit/timeline.html
World History http://www.infoplease.com/ipa/A0001196.html
1900–1999 (AD) World History http://www.infoplease.com/ipa/A0001251.html
How to set up a timeline in Excel https://www.officetimeline.com/excel-timeline
The above excerpt is from the Second Edition of "A Week of Genealogy".
Purchase the book at https://www.createspace.com/6047516
For information about upcoming books, lectures, and blog visit http://aweekofgenealogy.com
Give it a try. Print out this sheet and enter the basic information for an ancestor. Fill in information about residences, military service, or any other important information.
If you want to take the lecture home with you, here are our Books!
"Researching Your U.S. WWI Army Ancestors"
With the approaching centennial of the United States' involvement in the War to End All Wars (World War I), our thoughts turn to those ancestors who defended our freedom. This book will show you how to learn about the military service of your U.S. Army ancestors using archives, online resources, social networking and other resources. Learn ways to share what you learn to with others.
"Researching Your U.S. WWI Army Ancestors" can be purchased through Amazon's CreateSpace online.
"A Week of Genealogy: Things to Know and Do, Online and Offline" contains seven days of activities and what to do before and after your week of genealogy. Learn about vital records, cemeteries, newspapers, military records and more.
The Second Edition of "A Week of Genealogy" can be purchased through
Amazon's CreateSpace online.
"A Weekend of Genealogy: Things to Know and Do, Online and Offline" focuses on a weekend of genealogical research activities centered on the U.S. Federal Census and Internet searching. Activities to do before and after the weekend are also included. The book includes hints, websites, and search terms useful for your research activity.
The Second Edition of "A Weekend of Genealogy" can be purchased through Amazon's CreateSpace online.
For more about the books, visit us at:
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ANTI - BULLYING POLICY Welford on Avon Primary School
| Approved by: | Performance & Standards | Date: Summer 2024 |
|---|---|---|
| Last reviewed on: | Summer 2024 | |
| Next review due by: | Summer 2025 | |
At Welford on Avon Primary School staff, parents and children work together to create a happy, caring and learning environment. Bullying, either, verbal, physical, direct or indirect is not tolerated. Everyone at Welford on Avon Primary School accepts responsibility to prevent instances of bullying and, if any do occur, to deal with any incidents quickly and effectively.
Aims:
* To teach children how to challenge bullying behaviour
* To increase understanding for bullied children and help to build an anti-bullying ethos in school
* To develop positive strategies for dealing with bullying incidents
* Provide support structures that are sensitive and responsive to children's needs
* Adopt strategies which promote positive attitudes and values
* To provide an environment where children feel able to speak and know they will be listened to
* To make reasonable adjustments in policy and practice to reflect the individual needs of all pupils.
What is bullying?
There are many definitions of bullying, but we use the one written by children and young people in Warwickshire.
When a person's or group of people's behaviour, over a period of time, leaves someone feeling one or more of the following:
* Physically and/or mentally hurt or worried
* Unable to do well and achieve
* Unsafe and/or frightened
* Alone, unimportant and/or unvalued
* Unable to see a happy and exciting future for themselves
Friendship issues, relational conflict and bullying behaviour
We acknowledge that friendship problems and bullying behaviour can be upsetting for both pupils and parents and carers, but it is important to distinguish between the two, as the responses to friendship problems will be different to the strategies used to address bullying behaviour. Pupils will fall in and out with each other, have arguments, stop talking to each other and have disagreements. This relational conflict can be a normal part of growing up. During a relational conflict or friendship problem groups of pupils may disagree, be very upset and find it difficult to resolve the disagreement without adult help. It is unlikely however, to be repeated behaviour and may even be accidental, but pupils will try to resolve the problem and will want to resolve the problem. However, we recognise that repeated friendship problems or relational conflict can sometimes lead to bullying behaviour particularly when there is an imbalance of power [when a group acts against an individual for example].
Forms of bullying
Bullying can take many forms:
* Physical bullying (hitting, punching, finger jabbing, any inappropriate touching, pinching, jostling, breaking, damaging or taking property)
* Verbal bullying (name calling, taunts put downs, threats, teasing, ridiculing, belittling, excessive criticism or sarcasm.)
* Emotional / psychological (rumours or stories, exclusion from a group, shunning, invading privacy, graffiti designed to embarrass)
* Cyber-bullying (sending nasty phone calls, text messages or in e-mails/chat rooms/social media.)
* Bullying related to physical appearance
* Bullying related to physical/mental health conditions
* Bullying of young carers, children in care or otherwise related to home circumstances
* Physical bullying
* Sexualised bullying/harassment
* Emotional bullying
* Bullying via technology, known as online bullying or cyberbullying
* Prejudiced-based and discriminatory bullying (against people/pupils with protected characteristics) which may include:
* Bullying related to race, religion, faith and belief and for those without faith
* Bullying related to Special Educational Needs or Disability (SEND)
* Bullying related to ethnicity, nationality or culture
* Bullying related to sexual orientation (homophobic/biphobic bullying
* Bullying against teenage parents (pregnancy and maternity under the Equality Act)
* Gender based bullying, including transphobic bullyiny
* Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching
Bullying takes place where there is an imbalance of power of one person or persons over another.
This can relate to
* the size of the individual,
* the strength of the individual
* the numbers or group size involved
* being from a majority rather than a minority group
* anonymity – through the use of cyberbullying or using email, social networking sites, texts etc.
Bullying can take place in the classroom, playground, toilets, on the journey to and from school, on residential trips and cyberspace. It can take place in group activities and between families in the local community.
Prejudice-based bullying
Bullying is often motivated by prejudice against particular groups, on the grounds of ethnicity, religion and belief, sex, gender identity, sexual orientation or disability. It might be motivated by actual differences, perceived differences or as a result of association with someone else. We record these forms of prejudiced based bullying by their type and report on them to the local authority. This is in recognition that these groups are protected by the Equality Act 2010 because of the prejudice experienced by some groups in the wider society. We also recognise that there are others groups of children and young people who may be vulnerable to bullying including children is in care, young carers or those with mental health issues. We recognise therefore that we sometimes have to look at develop specific work or practice to prevent bullying of groups of pupils.
Prejudiced based / hate incident
This is a one-off incident which is perceived by the victim or any other person, to be motivated by hostility, prejudice or ignorance, based on a person's perceived or actual ethnicity, gender, disability, religion, beliefs, sexual orientation or gender identity or their association with someone from one of these groups. These can also include indirect prejudice driven behaviour that is not targeted at one individual. The impact of this expression of prejudice against an equality group whether intentional or not can be damaging and must therefore be responded to as a prejudice based or hate incident. One-off incidents are not bullying, however we separately record prejudiced based incidents identified using the above definition as we recognise the impact they can have and that they could be an indicator of bullying behaviour or contribute to an environment where bullying could happen.
Bullying outside of school
We understand that bullying behaviour can take place on the way to and from school or in the wider community and can have a significant impact on a pupils' wellbeing and their ability to learn. We recognise that cyberbullying in particular can mean that a child or young person can experience bullying throughout their day and including when they are at home. Therefore we act to prevent and respond to bullying outside of school as far as we are able to. We may seek support from the Police and or the Community Safety Case Work Team to help us to do this effectively.
Why are we concerned?
At Welford on Avon Primary School we are concerned about bullying and the effect it has on the children and we do everything we can to prevent it occurring. We recognise why we need to challenge bullying behaviour in our school.
1. The safety and happiness of children
When children are bullied, their lives are made miserable. They may suffer injury. They may be unhappy about coming to school, or lose confidence or self-esteem. Some children blame themselves for inviting bullying behaviour.
2. Educational Achievement
If bullied children are unhappy it affects their concentration and learning.
3. Bullying can provide a behaviour model
If children observe bullying behaviour going unchallenged other children may learn that bullying is a quick and effective way of getting what they want. Children who are bullied feel let down by school's inaction.
4. To show that we have a reputation as an effective, caring school
No school can say definitely that there is no bullying. Every school has some degree of bullying even if it is only slight or infrequent. Parents know this and need school to respond positively and effectively to bullying. We must not be complacent.
Who are the victims?
At Welford on Avon Primary School we recognise that any child can be bullied. We acknowledge that there are certain risk factors which will make the experience of bullying more likely.
These include:
* being shy
* coming from an over protective family environment
* being from a different racial or ethic group to the majority
* having Additional Educational Needs
* lacking close friends
* being a child who behaves inappropriately with others e.g. barging in on games or being a nuisance
What can we do?
It is important to recognise that staff, children and parents have important roles to play in recognising bullying, dealing with it and preventing it.
What children can do
* Not allow someone to be deliberately left out of a group
* Not smiling or laughing when someone is being bullied
* Tell a member of staff what is happening
* Encouraging the bullied child to join in their activities or group
* Tell the bully to stop what he / she is doing
* Show the bully that they disapprove of his / her actions
What staff can do
* Be vigilant
* Communicate with each other
* Listen and investigate
* Watch for children who seem isolated or unhappy
* Watch for problem areas e.g. toilets, playground
* Deal with incidents immediately
Anti-bullying week-November
The school takes part in anti-bullying week each November.
This raises children's awareness of how to deal with a bullying situation.
What parents can do
Help school deal with bullying by:
* Understand the definition of bullying
* Showing their own child how to resolve difficult situations without using violence or aggression or retaliation of any kind
* Discouraging their own child from using bullying behaviour at home or elsewhere
* Watching for signs of their own child being bullied or bullying others
* Contacting school straight away with a problem
* Talking to their child
Procedures
These procedures depend upon the seriousness of the situation.
1. Discuss the incident with the victim, always investigate. Listen and act.
2. Identify the bully / bullies. Obtain witnesses if possible.
3. Discuss what has happened with the bully. Confront them with the details. Make it clear that bullying is not acceptable at Welford on Avon Primary School.
If the bully owns up, then follow the procedures outlined below and in the Behaviour Policy
4. Inform the Head teacher or member of the Senior Leadership Team if the Head teacher is not available.
5. Parents informed by the Head teacher.
6. Sanctions decided for the bully:
* Home School book
* Loss of playtimes/lunchtimes
* other form of report book
other appropriate sanctions including:
* Exclusion at lunchtimes
* Fixed term exclusion from school
This depends on the severity of the incident(s)
7. Ask the victim what he / she would like school to do to make him / her feel safe. Follow this up by planned support e.g. a named adult to talk to, playtime book
8. Monitor on a regular basis to check the child is happy.
9. Ask other staff to monitor the situation either in class or by observing at playtimes / lunchtimes to ensure there is no repetition.
10. When the behaviour of the bully improves then sanctions can be adjusted and withdrawn.
11. Praise good behaviour.
12. Inform all staff.
Online Safety and Cyber Bullying
The Online Safety Policy recognises the effect of bullying using technologies within and outside of the school. It outlines acceptable use by both adults and pupils and has clear guidelines on how to deal with incidents.
The Cyber Bullying Policy outlines how to prevent and deal with incidents. It aims to promote positive use of technologies but also how to support staff and pupils who are victims of cyber bullying.
Adult Bullying
At Welford on Avon Primary we recognise that there could be occasions where adults are bullies:
adult to child adult to adult
Any incident where an adult has bullied a child is dealt with seriously. This may involve a parent of another child on the playground, an adult helper in school, a teacher, member of the support staff or lunchtime staff.
Incidents are investigated thoroughly by the Head teacher, and, if necessary the Chair of the Governing Body. If proven, appropriate action is taken.
Any reported incident of an adult being bullied by another adult is also taken extremely seriously. This could take the form of undue pressure on a person's workload, sexual aggression etc. All incidents are investigated thoroughly by the Head teacher and/or Chair of the Governing Body and, if necessary, union representatives. If proven appropriate action will follow using Local Authority advice.
All incidents will be recorded
Resources
The following resources are available in school:
1. DfE Use of Reasonable Force 2011
2. DfE Behaviour and Discipline in Schools A Guide for Head Teachers and School Staff
3. DfE Behaviour and Discipline in Schools Guidance for Governing Bodies
4. DfE Ensuring Good Behaviour in School- A Summary
5. DfE Preventing and tacking bullying
6. DCSF – Cyber Bullying Pamphlet
7. DCSF- Safe to Learn- Cyber bullying Book
8. Warwickshire Anti-Bullying Good practical guide
Warwickshire Anti-bullying Partnership (www.warwickshire.gov.uk/bullying)
Evaluation & Review This policy and its effectiveness will be evaluated annually by the staff & appropriate Committee of the Governing Body. | <urn:uuid:4f3ab91e-a384-45fd-95a6-da8cf670ac25> | CC-MAIN-2024-51 | https://www.welfordonavonschool.co.uk/attachments/download.asp?file=1454&type=pdf | 2024-12-04T09:28:06+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00666.warc.gz | 996,019,928 | 2,801 | eng_Latn | eng_Latn | 0.990404 | eng_Latn | 0.997651 | [
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Malala's Magic Pencil
Author: Malala Yousafzai
Illustrator: Kerascoët
Awards
Jane Addams Children's Book Awards, Winner, 2018 Rise: A Feminist Book Project Top Ten, Commended, 2018 Junior Library Guild Selections, Nonfiction Selection, 2018 Notable Social Studies Trade Books for Young People, 2018
Vocabulary
poverty, forbidden, chorus
Reviews
Kirkus Reviews
Publishers Weekly
Summary
This poignant autobiography tells the story of Malala Yousafzai, the youngest winner of the Nobel Peace prize, who used writing to advocate for girls' right to attend school.
FAIR Standard
FR.3-5.16 I try to treat people equally by the same set of rules.
Discussion
1. When Malala saw the children working in the garbage dump, it made her worry, wonder why they were working there, and wish she could help them. Have you ever seen somebody or something that made you worry and wish to help?
2. After Malala saw the children working in the dump, she thought, School was my favorite place. But I had never considered myself lucky to be able to go. What do you feel lucky to do in your life? Why?
3. Malala wished for a magic pencil to make people happy in small ways, like giving her brothers a ball, and big ways, like erasing poverty. What do you notice about the illustrations coming out of her magic pencil? What would you do with a magic pencil to make someone happy in a small way? What would you do with a magic pencil to make others happy in a big way?
Discussion
4. How did Malala's wishes turn into actions as she got older? (Look for clues on pages 19-20.) What character traits did Malala have that helped her take action and make a change in the world?
5. Malala said, "One child, one teacher, one book and one pen can change the world." What do you think she means by this? Do you agree with her? Why or why not?
Activities
1. Look at the illustrations on pages 5-8. These are the things Malala wanted to draw for others. Pretend you have a magic pencil and use a shiny or bright color to draw all the things you would like to give to others. Write a sentence on the back for each item explaining who it's for and why you are giving it to them.
2. Malala saw the children working in the garbage dump and realized she was lucky to go to school. She felt grateful. What are you grateful for in your own community or where you live? Create an acrostic poem where each letter of the name of your city, community or neighborhood represents a thing or place you are grateful for.
Omaha, NE
Old Market
Mahoney State Park
Alpine Inn
Henry Doorly Zoo and Aquarium
Arbor Day Farm
San Francisco, CA
San Francisco Bay
Aquariums
Norman's ice cream
F line historic streetcar
Riding bikes across Golden Gate Bridge
Angel island
Noe Valley
City Lights Bookstore
In Chan Kaajal Park
Sea lions
Creativity Museum
Ocean Beach
3. Malala shared her story because she wanted girls to have the freedom to go to school. What is a freedom you wish everyone could have? There are many ways we can use our words to make a change in the world. Write a letter, song, or poem to help people understand more about the kind of freedom you would like to share. | <urn:uuid:42bc071d-8222-4cec-b0a0-40090f42c45f> | CC-MAIN-2024-51 | https://www.fairforall.org/wp-content/uploads/2023/02/FAIR-Literature-Guide_Malalas-Magic-Pencil.pdf | 2024-12-04T08:55:39+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00669.warc.gz | 704,531,265 | 749 | eng_Latn | eng_Latn | 0.997269 | eng_Latn | 0.997345 | [
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Integrating the Subject Knowledge Learning to Field Trip to Elevate the Practical Purpose of Field Trip Exploration
Xiao Cao
International Department, No. 19 High School of Zhengzhou, Zhengzhou City, Henan Province, 453800, China
Abstract: This paper will explore how to effectively integrate subject knowledge learning into field investigation and improve its practicality. By analyzing the relationship between field investigation and subject knowledge learning, this paper proposes integration strategies and explores ways to improve students' practical ability, strengthen teacher-student interaction and cooperation, and use modern scientific and technological means. The study aims to optimize the field investigation teaching model, promote the combination of students' theory and practice, and provide useful reference for future practical teaching.
Keywords: Field investigation; Subject knowledge learning; Practical improvement; Teaching strategy; Practical teaching
1. Introduction
In today's educational context, field trips, as a practical learning method, are of great significance for cultivating students' comprehensive qualities. However, traditional field trips often focus on the observation and experience of the natural environment, ignoring the deep integration with subject knowledge. Therefore, this article will explore how to effectively integrate subject knowledge learning into field trips, thereby improving students' practical ability and subject literacy. Through this innovative teaching method, we hope to enable students to deepen their understanding and application of subject knowledge through personal experience, and cultivate outstanding talents with both theoretical knowledge and practical ability. [1]
2. The relationship between field investigation and subject knowledge learning
2.1. The role of fieldwork in subject education
In subject education, field trips play an important role. It is not only an extension and expansion of theoretical knowledge, but also an important way to cultivate students' practical ability, observation ability and innovative thinking. Through field trips, students can personally experience the practical application of subject knowledge, thereby gaining a deeper understanding and mastery of subject knowledge. The status of field trips in subject education is reflected in many aspects. First, it helps consolidate and deepen students' understanding of what they have learned in class. In the wild environment, students can combine the knowledge they have learned with actual situations and transform abstract theoretical knowledge into concrete practical operations through observation, measurement and analysis. [2] This transformation process not only helps deepen students' understanding of knowledge, but also improves their interest and motivation in learning. Field trips help develop students' practical abilities. During field trips, students need to use the knowledge they have learned to solve practical problems, which requires them to have independent thinking, teamwork and innovation capabilities. Through continuous practice and exercise, students' abilities will be significantly improved, laying a solid foundation for their future study and work. In addition, field trips can also broaden students' horizons and enhance their overall quality. In the wild environment, students can be exposed to different natural ecosystems, cultural landscapes and social phenomena, thereby broadening their knowledge and horizons. At the same time, field trips can also cultivate students' comprehensive qualities such as environmental awareness, safety awareness and social responsibility, laying a solid foundation for them to become talents with a sense of social responsibility and innovative
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spirit. [3]
Fieldwork has an irreplaceable position in subject education. It can not only consolidate and deepen students' subject knowledge, but also cultivate their practical ability and comprehensive quality, and provide strong support for their all-round development.
2.2. Application of subject knowledge learning in field investigation
In field investigation, the application of subject knowledge is the key link to improve practicality and deepen understanding. Through field investigation, students can combine the theoretical knowledge learned in class with the actual situation in the natural environment, so as to deepen their understanding and application of subject knowledge. On the one hand, geographical knowledge plays a vital role in field investigation. By observing topography and analyzing soil types and hydrological characteristics, students can use the geographical principles they have learned to explain the formation and evolution of natural phenomena. For example, when investigating river landforms, students can use the knowledge of river geomorphology to analyze the erosion and accumulation of rivers and the formation process of river landforms, so as to have a deeper understanding of the characteristics and laws of river landforms. On the other hand, biological knowledge is equally important in field investigation. Through the observation and study of plant species, growth environment and animal population distribution, students can understand the structure and function of ecosystems and grasp the importance of biodiversity. During the investigation, students can also learn how to collect and make animal and plant specimens, master the basic methods of biological classification and identification, and thus improve their practical skills. In addition, the comprehensive application of multidisciplinary knowledge such as environmental science and geology is also a major feature of field investigation. During the investigation, students need to use multidisciplinary knowledge to analyze and solve practical problems. For example, when investigating environmental pollution, students need to use environmental science knowledge to analyze pollution sources and pollution pathways, and also need to use geological knowledge to understand the migration and transformation process of pollutants in the environment. [4]
The application of subject knowledge in field investigation is multifaceted. It can not only help students deepen their understanding of theoretical knowledge, but also improve their practical ability and problem-solving ability. Therefore, integrating subject knowledge learning into field investigation is of great significance to improving students' comprehensive quality and practical ability. [5]
3. Strategies for integrating subject knowledge learning into field trips
3.1. Pre-design and preparation
When conducting field surveys, pre-design and preparation are key links to ensure the effective integration of subject knowledge. This step covers many aspects, from clarifying the survey objectives to making detailed plans, and then preparing the necessary tools and materials. Each step is indispensable. First of all, clarifying the survey objectives is the basis for pre-design and preparation. This requires us to determine the theme, scope and focus of the survey according to the characteristics of the subject and teaching requirements. For example, in a geography field survey, we may focus on knowledge such as topography, geological structure, and vegetation distribution. Clarifying the goals helps us maintain direction in the subsequent survey process and ensure the pertinence and effectiveness of learning. Making a detailed plan is the core of pre-design and preparation. This includes the design of the survey route, the arrangement of time nodes, and the clarification of personnel division of labor. When making a plan, we need to fully consider the actual situation, such as weather conditions, terrain complexity, personnel physical condition and other factors to ensure the feasibility and safety of the plan. At the same time, we must also reasonably set observation points and sampling points in the plan according to the requirements of subject knowledge, so that we can fully collect data and information during the field survey. Preparing necessary tools and materials is also an important part of pre-design and preparation. This includes essential tools for field investigations, such as maps, compasses, and measuring instruments, as well as subject-related materials such as textbooks, reference books, and research papers. These tools and materials will provide us with strong support and help during field investigations, enabling us to learn and understand subject knowledge more deeply. [6]
Pre-design and preparation are key steps to ensure effective integration of subject knowledge learning in field trips. By clarifying goals, making plans, and preparing tools and materials, we can lay
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a solid foundation for the smooth progress of field trips and enable subject knowledge to be fully applied and expanded in field trips. [7]
3.2. Knowledge integration during field trips
In the process of field investigation, field investigation is a key link in the learning of subject knowledge. This link not only requires students to apply the theoretical knowledge learned in class to the actual environment, but also requires them to deepen their understanding and application of knowledge in practice. In the field investigation, students need to effectively integrate the knowledge of multiple disciplines such as biology, geography, and environmental science through personal observation, recording and measurement. For example, when investigating the ecological environment, students can use ecological knowledge to analyze the structure and function of biological communities, and combine geographical knowledge to understand the impact of factors such as landforms and climate on the ecological environment. In this process, students also need to use environmental science knowledge to assess the health of the ecosystem and put forward corresponding protection and management suggestions. The integration of knowledge in the field investigation is also reflected in the process of students collecting, sorting and analyzing data. Students need to use the knowledge of statistics and data analysis to process the collected data and draw scientific conclusions. This process not only exercises students' practical ability, but also improves their scientific thinking and problemsolving ability. In addition, teamwork and communication in field investigation are also important aspects of subject knowledge learning. In the team, students need to give full play to their professional expertise and complete tasks with other members. Through teamwork, students not only learn how to play their role in a team, but also learn how to communicate and collaborate effectively with others.
Knowledge integration in field investigation is an important way to improve the practicality of field investigation. Through this part of learning, students can not only apply the knowledge learned in class to practice, but also deepen their understanding and application of knowledge in practice, thereby comprehensively improving their subject literacy and practical ability. [8]
3.3. Summary and reflection after the inspection
After the field survey, summary and reflection are the key links to improve the learning effect of subject knowledge. By deeply analyzing the gains and losses in the field survey, we can not only consolidate what we have learned, but also provide valuable experience for subsequent learning and practice. First of all, we need to systematically organize and analyze the data and information collected during the survey. This includes the classification and organization of samples such as plants, animals, and geology, as well as statistical analysis of observation data such as ecological environment and climate change. Through this process, we can have a deeper understanding of the natural characteristics and operating laws of the ecosystem in the field survey area, thereby deepening our understanding and mastery of subject knowledge. We need to reflect on the problems and difficulties encountered during the survey. These problems may include unreasonable planning of the survey route, improper use of observation equipment, and poor communication in team collaboration. By reflecting on these problems, we can find out our shortcomings and think about how to improve them. At the same time, we can also consult other team members or professionals, learn from their experience and skills, and improve our field survey capabilities. In addition, we also need to evaluate the application value of the survey results. This includes combining the knowledge learned with practical problems, thinking about how to use this knowledge to solve practical problems, and how to apply this knowledge to future learning and work. Through this process, we can more clearly understand the purpose and significance of learning, and enhance the initiative and enthusiasm of learning. In short, the summary and reflection after the field investigation is an important learning process. By summarizing experience, identifying problems, and thinking about applications, we can continuously improve our subject knowledge and practical ability, and lay a solid foundation for future study and work. [8]
4. Ways to improve the practicality of field investigation
4.1. Enhance students' practical ability
In the process of field investigation, it is crucial to enhance the cultivation of students' practical ability. The cultivation of practical ability is not only an extension of subject knowledge learning, but also a key link in improving students' comprehensive quality. First of all, to improve students' practical
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ability, we must emphasize the importance of field investigation. Field investigation provides students with the opportunity to directly contact and feel nature, so that they can participate in person and operate hands-on, so as to obtain a more real and profound learning experience. Through field investigation, students can observe the growth environment of organisms, analyze the formation process of geological landforms, and even collect and process field data, which are all direct exercises for students' practical ability. Pay attention to the training of practical skills. In field investigation, students need to master certain practical skills, such as field orientation, survival skills, specimen collection and production, etc. The mastery of these skills can not only ensure the safety of students, but also improve their operational ability and problem-solving ability in practice. Therefore, before field investigation, students should be given necessary skills training to ensure that they have basic practical skills. In addition, students should be guided to actively participate in practical activities. Students should become active participants in field investigations, rather than passive observers. Teachers should encourage students to ask questions and explore actively, so that they can find and solve problems in practice. At the same time, teachers should also provide necessary guidance and support to help students overcome difficulties and challenges in practice. Pay attention to summarizing and reflecting on the results of practice. After the field trip, teachers should organize students to summarize and reflect on the results of practice, let them share their experiences and lessons in practice, and think about how to better apply subject knowledge in practice. Through summarizing and reflecting, students can further improve their practical ability and lay a solid foundation for future study and work. [9]
4.2. Strengthen interaction and cooperation between teachers and students
In the process of field investigation, it is particularly important to strengthen the interaction and cooperation between teachers and students. This interaction and cooperation not only helps to improve the practicality of field investigation, but also promotes the in-depth learning and application of subject knowledge. As a special teaching method, field investigation emphasizes students' personal participation and experience. In this process, teachers are no longer just knowledge transmitters, but become guides and partners in the students' learning process. The interaction and cooperation between teachers and students makes field investigation no longer a one-way teaching process, but a two-way process of knowledge exchange and practical collaboration. By strengthening the interaction between teachers and students, teachers can timely understand the confusion and difficulties of students in practice, and provide targeted guidance and help. This personalized teaching method helps to stimulate students' interest and enthusiasm in learning, so that they can explore and discover more actively in practice. At the same time, students can also have a deeper understanding of the connotation and application scenarios of subject knowledge through interaction with teachers, thereby deepening their understanding and mastery of subject knowledge. In terms of cooperation, teamwork between teachers and students is the key to improving the practicality of field investigation. In field investigation, teachers can organize students to carry out group discussions, division of labor and cooperation and other activities, so that students can solve problems and share experiences together in cooperation. This form of cooperation can not only cultivate students' teamwork spirit and communication skills, but also allow them to learn in practice how to collaborate with others and how to effectively use resources.
Strengthening the interaction and cooperation between teachers and students is an effective way to improve the practicality of field investigation. Through this approach, we can better combine the learning of subject knowledge with the practice of field investigation and cultivate high-quality talents with innovative spirit and practical ability.
4.3. Use modern technology to improve inspection results
In field investigation, modern scientific and technological means can effectively improve the investigation effect, closely combine subject knowledge learning with practical activities, and thus enhance students' comprehensive quality. Modern technology provides accurate positioning and navigation services for field investigation. Using GPS technology, the investigation team can accurately mark the location of the investigation point to avoid getting lost in complex terrain. At the same time, the application of geographic information system (GIS) can help students intuitively understand geographical information such as topography, vegetation distribution, etc., and provide strong support for subsequent subject analysis. In addition, remote sensing technology has also brought revolutionary changes to field investigation. Through satellite remote sensing images, investigators can understand the macroscopic conditions of the investigation area in advance, including surface coverage, water distribution, etc., providing important reference information for field investigation. During the
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investigation, drone technology can efficiently obtain high-resolution image data, helping the investigation team capture subtle natural phenomena and ecological characteristics. Modern scientific and technological means have also enhanced the data collection and analysis capabilities of field investigation. Through smart devices, investigators can record key data such as environmental parameters, biological species and quantity in real time, and use big data analysis technology to deeply mine and organize these data to reveal the ecological laws and subject knowledge hidden behind the data. In addition, modern technology has enriched the teaching methods and content of field trips. With the help of virtual reality (VR) and augmented reality (AR) technology, students can simulate the field trip process in a virtual environment and deepen their understanding and application of subject knowledge. At the same time, these technologies can also be used to build a digital teaching resource library, which is convenient for students to conduct independent learning and exploration anytime and anywhere.
Using modern scientific and technological means to improve the effectiveness of field surveys can not only enhance the practical learning of subject knowledge, but also cultivate students' innovative ability and comprehensive quality, laying a solid foundation for future scientific research and exploration.
5. Conclusions
This paper combines subject knowledge learning with field investigation, aiming to improve the practicality of field investigation. The paper first explains the close relationship between field investigation and subject knowledge learning, and then proposes strategies for integrating subject knowledge into field investigation, including pre-design, knowledge integration during field investigation, and summary and reflection after investigation. At the same time, the paper also explores ways to improve the practicality of field investigation, including strengthening the cultivation of students' practical ability, strengthening the interaction and cooperation between teachers and students, and improving the investigation effect with the help of modern scientific and technological means. This paper summarizes the importance of combining field investigation with subject knowledge learning, and looks forward to the development of field investigation practical teaching in the future. Through the research of this paper, it is expected to provide a useful reference for improving the practicality of field investigation.
References
[1] Wang Yuansong. Based on the application of field investigation in interdisciplinary learning [J]. Arts lovers: Education and Teaching Edition, 2019, 000(002):P. 208-209.
[3] Jiang Yue. Analysis of museum field trip activities based on "big concept" [J]. Cultural relics identification and appreciation, 2021 (11): 4. Doi: 10.3969/j.issn.1674-8697.2021.11.034. 2001000000001
[2] Cao Yanying. Research on the investigation methods of field trip courses for environmental design majors [J]. Tianjin Vocational and Technical Normal University, 2024-05-23.
[4] Wang Xunqian. Design and application of teacher mixed training mode based on WeChat public platform [D]. Huazhong Normal University, 2016.
[6] Wu Sunqin, Chen Xian. On the improvement of the quality of field investigation and inquiry activities of middle and primary school students [J]. Theoretical research and practice of innovation and entrepreneurship, 2018(23):2.
[5] Wang Yibin. The role of local knowledge in the field trip of ethnomusicology [J]. Music Research, 2007 (2): 10.doi: 10.3969/j.issn.0512-7939.2007.02.001.
[7] Zheng Ming. Investigation record of American High/Scope (4) Active learning in high-level courses [J]. Early Education: Education and Teaching, 2010(9):14-15.
[9] Liu Hao, Shen Zhenbin. Study on the application of "piggyback" esophagojejunostomy in digestive tract reconstruction after total laparoscopic gastrectomy [J]. China Journal of Practical Surgery, 2024(003):044.
[8] Hao Yaqi. Investigation and Research on Chinese Character Learning of American Students in Non-target Language Environment [M]. Peking University, 2009. | <urn:uuid:c399d0a0-4aff-4803-98d5-1feef2614146> | CC-MAIN-2024-51 | https://francis-press.com/uploads/papers/gAklm4xJDmdwbZyutmYkez2TLcpYDhfniHQ4MnUg.pdf | 2024-12-04T09:31:14+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00668.warc.gz | 244,976,829 | 4,200 | eng_Latn | eng_Latn | 0.993886 | eng_Latn | 0.995732 | [
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Gel'alo sub-zone: Successful Development Endeavors
By: Habtom Tesfamichael
NATION BUILDING
June 23, 2021
Gel'alo sub-zone, one of the ten sub-zones of the Northern Red Sea region, is located along the Red Sea coast with a potential for the development of the fish industry and tourism.
Mr. Mahmud Ibrahim, the administrator of the Gel'alo sub-zone, said that to make it easy to give social services scattered villages have been relocated to one site. Until Eritrea's independence, there was no social service institution that the people of the sub-zone could rely on. Therefore, one of the primary tasks of the government was to establish basic institutions that help people live a stable and improved life.
Providing adequate health service is essential for a healthy society and must be assured for everyone. Prior to the independence of Eritrea, there was no health facility in the sub-zone and the people of the sub-zone had to travel to Massawa by boat or other means to get healthcare services. Of course, the EPLF used to give healthcare services to the local residents from health facilities set up in Assa-ela, Engel, and Bada.
The healthcare service in the Gel'alo sub-zone has grown in the last 30 years. Six health institutions, two health centers, and four health stations are now giving essential health services, including inpatient/outpatient consultations, referral services to Massawa, prenatal care, delivery, and postnatal care. All of the health facilities have maternal waiting rooms. The frequency of pregnant women's visits to health facilities has increased significantly over the years due to their awareness about the benefits of going to the hospital.
Health workers in the sub-zone conduct routine immunization and awarenessraising campaigns to prevent diseases, and the hard-to-reach areas are served by foot medics who give basic treatments and supervise prescribed medicines in their local areas. Mr. Mahmud Ahmed, director of health institutions in the subzone, said that as a result of years of hard work by health workers and the public's awareness of the benefits of healthcare, the incidences of common diseases and death rates during childbirth have significantly decreased.
There was no school in the sub-zone up until Eritrea's independence. Today, every administrative area has its own elementary school and so far 32 schools have been opened in the sub-zone. For junior and secondary schools, students go to Gel'alo, the center of the sub-zone, and Bada, and students who live far away from these sites are sent to the boarding school in Dekemhare.
Female enrollment in schools is said to be satisfactory in elementary schools but not satisfactory in junior and secondary schools. Mr. Mahmud attributes this to parents' reluctance to send their daughters to boarding school. To counter the problem, the administration of the sub-zone has been organizing campaigns in collaboration with the Ministry of Education's branch in the sub-zone, government institutions as well as the elders and parents in the sub-zone. Moreover, to reduce the level of illiteracy in the sub-zone adult education is given at eleven stations.
Transportation is key to the development of a society and facilitates easy access to basic services. The areas along the coast have good access to transportation both by sea and land. But the scattered nature of the settlements and the mountainous terrain of the western part of the sub-zone pose challenges to the people who live in the area. The road being constructed to connect the villages to the major Assab- Massawa road, which crosses the sub-zone, is expected to ease the problems.
The water in the sub-zone has high salinity because of the sub-zone's proximity to the sea. Many projects have been implemented to provide clean water, especially to the town of Gel'alo and villages around it. Most of the potable water is delivered by trucks.
Fishing is one of the primary activities the people of the sub-zone engage in. To empower the fishermen the Ministry of Marine Resources gives them training and loans through the saving and micro-credit branch office in the sub-zone. Besides, the sub-zones administration provides boats to those in need, thereby lifting families from poverty. Some of the challenges fishermen face have to do with the supply of fuel, ice and market price of the fish. The ice-making facility in the sub-zone is not currently functional, and fishermen have to travel to Massawa to sell their fish and buy ice and fuel. Therefore, more needs to be done in coastal areas to utilize fishing not only for daily subsistence and poverty reduction but also to develop the economy by exporting marine resources.
Gel'alo sub-zone is home to many historical and archeological sites and has great potential in the tourism industry.
The Buya archeological site, which is believed to be a significant discovery for the origin of humanity, is located in this sub-zone. Buya and other 200 sites in its surroundings are potential sites for the discovery of more human remains that could reveal further the history of human evolution.
Gel'alo sub-zone borders Foro sub-zone to the north, Araeta to the South, Ethiopia to the west, and the Red Sea to the east. Its population is 29 thousand who live in 12 administrative areas. They are predominantly from Afar and Saho ethnic groups, with a few from the Tigrinya ethnic group. Most of the people's lives, around 70%, depending on the sea, with the rest living on farming and trade. | <urn:uuid:337911e6-3d38-4af5-a1a4-73c60d5de225> | CC-MAIN-2024-51 | https://www.ecss-online.com/2013/wp-content/uploads/2021/06/Gelalo.pdf | 2024-12-04T09:09:06+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00674.warc.gz | 687,440,738 | 1,120 | eng_Latn | eng_Latn | 0.998775 | eng_Latn | 0.999206 | [
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Read, Play, Talk, Write: A joyful approach to literacy for both teachers and children
How can I make the teaching and learning of literacy more joyful? This question has guided my practice for many years. I have tried centres, themes, games, manipulatives, and free play times but it wasn't until I learned about Story Workshop that I saw new possibilities for truly playful literacy instruction and learning. (For more information about Story Workshop I highly recommend the book "Story Workshop: New Possibilities for Young Writers" by Susan Harris MacKay.) Unfortunately I only learned about this exciting process right before I retired from my teaching career! As a retired teacher I decided I wanted to continue exploring Story Workshop and help teachers and students in a very practical way. Two ideas grew out of this exploration: I would write children's books and I would develop a simple process to help use the books in a joyful way.
Foxy and Friends Books:
I began with the books. My background as a literacy coordinator helped me enormously. I knew there was a need for fun and engaging books for our very beginning readers. I wanted to write books that young children couldn't wait to read, not just because they could read them, but because they loved the stories. Richard Allington, a literacy expert and researcher, guided me with his wisdom. His research showed that children love book series (Allington, 2021). They love knowing all the characters and they embrace a familiar story structure. It is a wonderful way to "hook" children in, and at the same time, increase the volume children read. With this idea in mind, I created seven forest animals for a collection of books I called Foxy and Friends Books. I made the animals out of Fimo clay and I take them to beaches, mountains, forests,
streams, lakes, and deserts where I photograph them having adventures. To learn more about the animals and my books, see Virtual Author Visit video here: https://youtu.be/wvdQ_nw5AXs
I have several goals in mind when I write my books. First and foremost, I want the books to be joyful. The characters are good friends, kind and helpful, and they are playfully exploring their natural environment. I am thinking about the importance of outdoor play and how my books might inspire children to explore their natural environments. As I write the books I carefully choose words that very beginning readers can read,
decode, or figure out from context and pictures. I am constantly asking myself if the language I use in my books will be helpful for children in telling and writing their own stories.
The Process:
This brings me to my second idea: a process for teaching and learning using Foxy and Friends Books. I know it can be intimidating trying new approaches. Some people embrace change quickly while others take their time to explore and become more comfortable and confident. Story Workshop offers many entry points. The process I created is designed to help teachers begin their learning journey. I call it: Read, Play, Talk, Write.
Read
Play
The Read step can take a variety of formats. It can be a simple Read Aloud where the teacher reads the books and everyone just enjoys the story. My personal favorite is to do a Shared Reading where the teacher reads with input from the children. This creates a wonderful opportunity to build community and common understandings. One of the most important goals of the Read phase is to help expand your children's background knowledge and vocabulary. Older students may be doing the reading in a Guided Reading group. Whichever format you use, I encourage you to try this reading step outside, on a blanket or in a grassy space.
Ah! The best part of every child's day! This is the step that brings true joy to the process. Setting up a provocation in the forest, on the playground, or in the classroom is an invitation for the children to explore a question. What adventures could Foxy and his friends have in this place? With these materials? The Play step requires time. Do not cut it short. Allow at least 45 minutes for children to create, develop, and expand their ideas. The children may be recreating favorite stories or finding their own stories. This is a time for the exploration of ideas. Socializing and communicating flow naturally out of play. The teacher's role is to observe, participate, and ask questions.
Possible questions to ask during the play, talk, or write phases:
Do these materials give you an idea for a story? Does this place give you an idea for a story? Are you finding a story, or do you already have an idea? What is your idea? What is your story? How might your story begin? What is going to happen next? How will your story end? Will there be a surprise? What might make your story interesting/ clear? What words might an author use to describe this? Is there something funny, sad, scary happening in your story? Is there a problem in your story? What colours/ sounds/ feelings do you think about with your story? Are you working together or alone? How can you use each other's ideas?
Adapted from: Equity and Access Through Story Workshop https://opalschool.org/wp-content/uploads/2014/10/equity-andaccess-through-story-workshop.pdf
Talk
Write
Oral language is foundational to later literacy development. (Shanahan) By allowing time for conversations, stories are found and begin to unfold. When we provide the opportunity for children to share their stories orally, we set them up for successful writing experiences. Children find their stories in the place and the materials, and they explore them orally with their classmates and teachers. The teacher's role is to listen, appreciate, and respond authentically. We want to ask thoughtful questions that encourage our students to deepen their thinking and elaborate on their ideas.
As classroom teachers many of us have had children complain that they haven't got a story to write. We do not hear this complaint after children have participated in a story workshop process. Once children have had time to find their stories through books, play, and conversations, it is natural for them to want to record their ideas. The desire to learn about writing comes from the children. "It is critical for teachers of writing to remember that children don't make stories so they can learn how to write. They learn how to write so they can tell stories." (MacKay, p. 134)
I encourage you to let the children write their own stories. Some will be making scribbles, some will draw letter-like symbols, others will be using letters, and some will be matching letters to the sounds they need. The beauty of encouraging every stage of writing is the joy and satisfaction children feel as "writers". Another way to approach writing with very young children is to create a group story. The teacher acts as a scribe and depending on the students, will share the pen with the children.
Several teachers have sent me copies of the stories their students have written. Some have gone on to create classroom books or videos.
The class created book, Baby Bear is Lost, was written by the students in Jacqueline Fierbach's class at Hudson Road Elementary school in West Kelowna, British Columbia.
The class created video, Foxy Gets a Goose Egg, was written and performed by Erika Momeyer's grade 2 students at Edgewood Elementary School in Edgewood, British Columbia https://m.youtube.com/watch?v=X4qEVvU49wA&feature=youtu.be
The video Renardo c'est le héro ! was written and told by Jamin McCreesh, a kindergarten student at Willow Elementary School in Victoria, British Columbia. https://youtu.be/7Xjvzmpbarc
When I see these stories I sense the joy and fun in their creation! They inspire me to write more Foxy and Friends books, and I hope they inspire you to try the Read, Play, Talk, Write process.
Bibliography:
Allington, Richard, Anne McGill-Franzen, Gregory Camilli, and Lunetta Williams. 2010. "Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students." Reading Psychology 31(5):411-427.
MacKay, Susan Harris. 2021. Story Workshop: New Possibilities for Young Writers. Portsmouth, NH: Heinemann.
Shanahan, Timothy, and Christopher Lonigan. 2017. "The Role of Early Oral Language in Literacy Development." Language Magazine https://www.languagemagazine.com/2017/12/11/timothy-shanahan-christopher-lonigan-explore- connection-early-oral-language-development-later-reading-comprehension-success/ | <urn:uuid:47255a26-02a4-4b9d-b855-5160a61ffa5e> | CC-MAIN-2024-51 | https://foxyandfriendsbooks.ca/wp-content/uploads/2023/03/Article-for-Play-Outdoor-magazine.pdf | 2024-12-04T08:25:40+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066156662.62/warc/CC-MAIN-20241204080324-20241204110324-00677.warc.gz | 240,842,884 | 1,843 | eng_Latn | eng_Latn | 0.998059 | eng_Latn | 0.998779 | [
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Limiting and Excess Reactants
Is there enough of each chemical reactant to make a desired amount of product?
Why?
If a factory runs out of tires while manufacturing cars, production stops. No more cars can be fully built without ordering more tires. A similar thing happens in a chemical reaction. If there are fixed amounts of reactants to work with in a chemical reaction, one of the reactants may be used up first. This prevents the production of more products. In this activity, you will look at several situations where the process or reac tion is stopped because one of the required components has been used up.
Model 1 – Assembling a Race Car
1. How many of each part are needed to construct 1 complete race car?
Body (B)
Cylinder (Cy)
Engine (E)
Tire (Tr)
1
3
1
4
2. How many of each part would be needed to construct 3 complete race cars? Show your work.
Body (B) Cylinder (Cy) Engine (E) Tire (Tr) 1 B 3 cars( ——) = 3 B 1 car 3 Cy 3 cars( ——) = 9 Cy 1 car 1 E 3 cars( ——) = 3 E 1 car 4 Tr 3 cars( ——) = 12 Tr 1 car
3. Assuming that you have 15 cylinders and an unlimited supply of the remaining parts:
a. How many complete race cars can you make? Show your work.
b. How many of each remaining part would be needed to make this number of cars? Show your work.
Model 2 – Manufacturing Race Cars
4. Count the number of each Race Car Part present in Container A of Model 2.
Body (B)
Cylinder (Cy)
Engine (E)
Tire (Tr)
3
10
2
9
5. Complete Model 2 by drawing the maximum number of cars that can be made from the parts in Container A. Show any excess parts remaining also.
There will be two cars, plus one extra body, four extra cylinders, and one extra tire.
6. A student says "I can see that we have three car bodies in Container A, so we should be able to build three complete race cars." Explain why this student is incorrect in this case.
Not all the body parts can be used because there are only two engines. The engines run out before the third car can be built.
7. Suppose you have a very large number (dozens or hundreds) of tires and bodies, but you only have 5 engines and 12 cylinders.
a. How many complete cars can you build? Show your work.
You can only build four cars.
b. Which part (engines or cylinders) limits the number of cars that you can make? Cylinders limit the number of cars you can make.
8. Fill in the table below with the maximum number of complete race cars that can be built from each container of parts (A–E), and indicate which part limits the number of cars that can be built. Divide the work evenly among group members. Space is provided below the table for each group member to show their work. Have each group member describe to the group how they determined the maximum number of complete cars for their container. Container A from Model 2 is already completed as an example.
1 B + 3 Cy + 4 Tr + 1 E = 1 car
| Container | Bodies | Cylinders | Tires | Engines | Max. Number of Completed Cars | Limiting Part |
|---|---|---|---|---|---|---|
| A | 3 | 10 | 9 | 2 | 2 | Engines |
| B | 50 | 12 | 50 | 5 | 4 | Cylinders |
| C | 16 | 16 | 16 | 16 | 4 | Tires |
| D | 4 | 9 | 16 | 6 | 3 | Cylinders |
| E | 20 | 36 | 40 | 24 | 10 | Tires |
9. The Zippy Race Car Company builds toy race cars by the thousands. They do not count indi vidual car parts. Instead they measure their parts in "oodles" (a large number of things).
a. Assuming the inventory in their warehouse below, how many race cars could the Zippy Race Car Company build? Show your work.
They can make 1.6 oodles of cars.
b. Explain why it is not necessary to know the number of parts in an "oodle" to solve the prob lem in part a.
All calculations are ratios, so the actual number in an "oodle" doesn't matter.
10. Look back at the answers to Questions 8 and 9. Is the component with the smallest number of parts always the one that limits production? Explain your group's reasoning.
No—if several parts of one component are needed per car, it could be a component that is present in a larger amount that is limiting.
Model 3 – Assembling Water Molecules
Chemical
Reactants
Chemical
Products
Container Q
Before Reaction
Container Q
After Reaction
11. Refer to the chemical reaction in Model 3.
a. How many moles of water molecules are produced if one mole of oxygen molecules completely reacts?
2 moles
b. How many moles of hydrogen molecules are needed to react with one mole of oxygen molecules?
2 moles
12. Complete Model 3 by drawing the maximum moles of water molecules that could be produced from the reactants shown, and draw any remaining moles of reactants in the container after reaction as well.
a. Which reactant (oxygen or hydrogen) limited the production of water in Container Q? Oxygen.
b. Which reactant (oxygen or hydrogen) was present in excess and remained after the produc tion of water was complete?
Hydrogen.
13. Fill in the table below with the maximum moles of water that can be produced in each container (Q–U). Indicate which reactant limits the quantity of water produced—this is the limiting reactant. Also show how much of the other reactant—the reactant in excess—will be left over. Divide the work evenly among group members. Space is provided below the table for each group member to show their work. Have each group member describe to the group how they deter mined the maximum number of moles of water produced and the moles of reactant in excess. Container Q from Model 3 is already completed as an example.
2H 2 + O 2 →2H 2 O
| Container | Moles of Hydrogen | Moles of Oxygen | Max. Moles of Water Produced | Limiting Reactant | Reactant in Excess |
|---|---|---|---|---|---|
| Q | 7 | 3 | 6 | O 2 | 1 mole H 2 |
| R | 8 | 3 | 6 | O 2 | 2 moles H 2 |
| S | 10 | 5 | 10 | None | None |
| T | 5 | 5 | 5 | H 2 | 2.5 moles O 2 |
| U | 8 | 6 | 8 | H 2 | 2 moles O 2 |
14. Look back at Questions 12 and 13. Is the reactant with the smaller number of moles always the limiting reactant? Explain your group's reasoning.
No. If a reaction requires several moles of a reactant, that reactant could still limit the reaction even though there may be a larger initial supply of it.
15. Below are two examples of mathematical calculations that could be performed to find the limit ing reactant for Container U in Question 13.
product, so it is the limiting reactant.
Do both calculations give the same answer to the problem?
a. Yes.
b. Which method was used most by your group members in Question 13? Answers will vary.
c. Which method seems "easier," and why? Answers will vary.
d. Did your group use any other method(s) of solving this problem that were scientifically and mathematically correct? If so, explain the method.
Answers will vary.
One common method is to divide the available moles of a reactant by the coefficient in the bal anced equation, i.e., to calculate the "mole number" of times the reaction can occur before that reactant runs out. The reactant that gives the lower answer is limiting.
There are 6 moles of O 2 present, which is more than enough, so H 2 must be the limiting reactant.
Extension Questions
16. Consider the synthesis of water as shown in Model 3. A container is filled with 10.0 g of H 2 and 5.0 g of O 2 .
a. Which reactant (hydrogen or oxygen) is the limiting reactant in this case? Show your work. Hint: Notice that you are given reactant quantities in mass units here, not moles.
b. What mass of water can be produced? Show your work.
c. Which reactant is present in excess, and what mass of that reactant remains after the reaction is complete? Show your work.
Teacher Resources – Limiting and Excess Reactants
Learning Objectives
1. Define the terms "limiting reactant" and "excess reactant."
2. Identify the limiting reactant and excess reactant in a given situation.
3. Calculate the moles of product formed and the moles of excess reactant remaining in a limiting reactant problem.
Prerequisite
1. Students should be able to do simple stoichiometry conversions (moles of A to moles of B).
Assessment Questions
1. Consider the following chemical reaction: 3H 2 + N 2 →2NH 3 . If you are given 6 molecules of H 2 and 4 molecules of N 2 , what is the limiting reactant?
a. H 2
c.NH 3
b. N
2
d.None of the above.
2. Consider the following chemical reaction: 2KCl + 3O 2 →2KClO 3 . If you are given 100.0 moles of KCl and 100.0 moles of O 2 , what is the limiting reactant?
a. KClO 3
c.O 2
b. KCl
d.None of the above.
3. Explain what a limiting reactant is to a student who has been absent from this class for a few days.
Assessment Target Responses
1. a.
2. c.
3. A limiting reactant is a reactant that stops the production of a product because the reactant is used up in the reaction before the other reactants. There will be no limiting reactant remaining in excess at the end of the reaction. The limiting reactant cannot be identified solely by the initial amounts of reactants given. You have to consider the mole ratio.
Teacher Tips
* The objectives of this lesson focus on two misconceptions that students have about limiting reactants. One misconception is that if a reactant is present in a smaller quantity, it must automatically be the limiting reactant. Likewise, students think that if equal quantities of two different reactants are mixed, there must be no limiting reactant. These misconceptions are com mon, and it takes time for students to understand that the key to determining limiting reactants is the required mole ratio of reactants from a balanced equation. Using the race car analogy and constructing it from loose parts in a quantitative way in Model 2 helps students build this important understanding.
* As students work through both the race car models and the production of water questions, emphasize that it is important to show mathematically how they obtain their answers. Students may use proportions or dimensional analysis. This will give them something to refer back to when the problems get more complex.
* Model 2 can be adapted into a more "hands on" activity by cutting out the paper car parts. Instead of showing the students Model 2, give each group a bag full of the cut-out car parts and ask students to build as many cars as possible. They may then continue answering the questions. You may also do something similar with small LEGO ® cars.
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Is My Child Developing Normally?
Every child develops at a different pace. Some children learn things earlier, others need more time. The rate of your child’s development may be due to factors such as his personality or the home environment
A t some point, you might ask, "How do I know if my child is developing normally?" and you may compare your child's physical, intellectual and behavioural development to that of your relative or neighbour's child of the same age.
What is normal development for a preschooler
A preschooler likes to explore the world around him by jumping, running and playing. He learns to do many things on his own, like feeding and dressing himself, and may prefer to use the toilet alone. Speech-wise, he progresses from single words to complete sentences. Socially, he will be more aware of his environment and learn how to interact with people and establish relationships with family members and peers.
Awareness and early detection of developmental delays and disabilities
We know some children cannot sit still, cannot pronounce words well, do not follow instructions no matter how you phrase them, or blurt out inappropriate comments at inappropriate times. Some children who display such behaviours may have developmental delays or developmental disabilities.
You can track your child's developmental milestones using the Student Health Booklet, or by using the checklist on the next page.
What is a developmental delay
The term "developmental delay" is used to describe a child who is slower to reach developmental milestones than other children in the way he moves, communicates, thinks, learns and behaves. Developmental delays can be temporary or permanent.
What is a developmental disability
Developmental disability is a term that refers to a permanent mental and/or physical impairment that occurs in the early years of life. This disability usually results in the child being affected in the way he moves, communicates, thinks, learns and behaves. Common developmental disabilities are Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder (ADHD) and Dyslexia.
It is important for parents to be aware of and detect developmental delays and developmental disabilities early, so that the child can receive help on time and maximise his potential in the long run.
Red Flags for Autism Spectrum Disorder
Children with Autism Spectrum Disorder (ASD) have difficulties in communication, problem-solving and social skills.
Below are the red flags for ASD in the areas of social interaction, communication, behaviour and sensory experiences.
Socially, a child with ASD
does not consistently respond to his name.
does not show interest in other children.
does not enjoy or engage in games.
In terms of communication, a child with ASD
does not use eye contact to get someone's attention.
does not point to show people things or indicate that he wants something.
does not sound like he is having a conversation with you when he babbles.
does not understand simple onestep instructions, eg. 'Give the block to me'.
It is important for parents to be aware of and detect developmental delays and developmental disabilities early, so that the child can receive help on time and maximise his potential in the long run.
Behaviour-wise, a child with ASD
focuses narrowly on objects and activities, such as turning the wheels of a toy car only.
is easily upset by change and must follow routines, for example, leaving the house must be done in the same way every time.
For sensory experiences, a child with ASD
seeks sensory stimulation, for example, he may like to rock himself back and forth for hours.
Red Flags for Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit Hyperactivity Disorder (ADHD) children are over-active and display impulsive and inattentive behaviour. This behaviour is generally more frequent and intense than in other children of the same age.
A child with ADHD may
be unable to sit through games, stories, and circle time. He may roll around on the floor or crawl under tables.
constantly asks questions but races
off before the answer is given.
be constantly on the go, stopping only to collapse from exhaustion.
bang into objects and people, or climb and jump off furniture.
have frequent injuries often requiring hospitalisation (head injuries, fractures).
be seemingly unaware of preschool routines, rules and expectations, even after several months in school.
fail to meet academic and social expectations at the preschool and kindergarten.
has a weak memory.
has difficulties controlling his behaviour.
has problems understanding the instructional language used in the classroom.
has problems verbalising organised and focused responses to the teacher’s questions.
You can seek help when your child’s behaviour exhibits problems with several areas highlighted in the above checklist and
has been observed for six months.
occurs during independent and group activities.
cannot be explained by other circumstances or disabilities.
interferes with learning.
affects peer relationships and social development.
is inappropriate despite clear and consistent age-appropriate expectations.
You can consider waiting and watching if your child’s behaviour
is recent and inconsistent.
appears at a single place or time.
occurs primarily during group times when prolonged sitting is required.
may be the result of recent life events, such as the birth of a new sibling.
is indicative of the child picking up
new skills.
allows him to interact and make friends.
varies in the presence of different adults.
appears purposeful or attention- getting.
Red Flags for Dyslexia
Dyslexia is a reading disability that occurs when the brain does not properly recognise and process certain symbols. It is not caused by vision problems. Most people with dyslexia have normal or even above-average intelligence.
A child with dyslexia may have difficulties writing and counting, as these aspects use symbols to convey information. Dyslexia often runs in families.
Below are the red flags for dyslexia.
appears out of the child's control.
A 3-5 year-old child with dyslexia may
seem uninterested in playing games with language sounds, such as repetition and rhyming.
have trouble learning nursery rhymes.
frequently mispronounce words and persist in using baby talk.
fail to recognise the letters in his name.
have difficulty remembering the names of shapes and colours, letters and numbers.
A 5-6 year-old child with dyslexia may
fail to recognise and write letters, use inverted spelling for his name and other words.
have trouble breaking spoken words into syllables, such as "cowboy" into "cow" and "boy".
have trouble picking out or recognising words that rhyme, such as "cat" and "bat".
fail to connect letters and sounds, such as "b" makes the sound "ba".
have a hard time learning letter names and sounds.
A 6-7 year-old child with dyslexia may
have difficulty recognising letter names and sounds.
fail to read common one-syllable words, such as "mat" and "top".
make reading errors that suggest a failure to connect sounds and letters.
fail to recognise common, irregularlyspelled words, such as said, "two" and "where".
complain about how hard reading is and refuse to do it.
have a tough time learning to write his name.
have problems with fine motor skills, such as colouring and writing.
How to seek help
You may wish to speak to your child's caregivers and preschool teachers to check your observations against different settings. You might want to find out about your child's behaviour and learning during lessons, and how he gets along with his classmates.
You may wish to bring your child to your family doctor, doctor at the polyclinic or paediatrician for a check-up.
Developmental screening is provided freeof-charge at the polyclinics for Singapore Citizens. Permanent Residents (PRs) will bear 50% of the screening cost.
The doctor may refer your child to one of the following for follow-up:
* Department of Child Development, KKH
* Child Development Unit, NUH
* Child Guidance Clinic
* Private paediatricians/ child psychiatrists/ psychologists. | <urn:uuid:f371359b-b415-4dfe-b889-2ad8af0c3319> | CC-MAIN-2021-43 | https://www.healthhub.sg/sites/assets/Assets/PDFs/HPB/Healthy%20Start%20For%20Your%20Growing%20Kid/71-75%20Screening%20and%20Early%20Detection%20-%20Is%20my%20child%20developing%20normally.pdf | 2021-10-26T01:36:27+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00615.warc.gz | 992,249,104 | 1,728 | eng_Latn | eng_Latn | 0.996921 | eng_Latn | 0.998659 | [
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B-Kind: A New Line of Eco-Friendly Dolls from Jada Toys
B-Kind is an eco-friendly doll line that promotes positive messages of kindness and inspires kids to be compassionate.
The line features five, 12.25-inch dolls - Brianna, Koral, Ivy, Nora, and Daisy – (BKIND) all of which are eco-friendly; from the recycled materials with which they are made, to the eco-fashions they wear, to the reusable packaging created from ink made from soybeans.
Encouraging creativity through DIY play, the B-Kind friends support the importance of being kind to the environment, to animals, and to each other
In line with the brand's eco-centric mission, the B-Kind dolls come in reusable packaging made from recycled materials.
* A real, patterned ribbon serves as the box handle that can be used as a bracelet.
* Creative minds can use the packaging itself to construct their very own Kindness Board, a dedicated personal space to display and share kindness goals through drawings, photos, mission statements, and more.
Each B-Kind doll demonstrates her own passion and features an individual DIY craft. The line features:
* Brianna - "There is No Planet B": Brianna loves to help the environment and is passionate about being kind to others and to our planet. In her free time, she enjoys making fun crafts from recycled materials, and designing fashions. Brianna comes with DIY outfits for doll play (one to paint and decorate, one to make with fabrics from home), plus a DIY purse and Kindness Board.
* Koral - "Keep the Sea Plastic-Free": Koral absolutely loves the ocean and all the amazing sea creatures that live in it. She is passionate about protecting sea life by keeping plastic waste out of the ocean. Koral comes with DIY reusable bags for doll play, plus a DIY purse and Kindness Board.
* Ivy - "Spread Love": Ivy is passionate about ending bullying and being kind to each other. She believes that words go a long way and giving someone a compliment could make their day. Ivy comes with DIY BFF bracelets, 2 for doll play and 2 for your little designer to wear, plus a DIY purse and Kindness Board.
* Nora - "Be Brave": Nora loves adventure, new places, foods, and activities. She feels it's important to be brave and try new things. Nora believes in the importance of being yourself because you are wonderful just the way you are. Nora comes with a DIY hat for doll play, hair extensions for doll play and for your little designer to wear, plus a DIY purse and Kindness Board.
* Daisy - "Save the Paws of the World": Daisy admires animals and loves to care for them. She knows that some animals are in danger and believes, together we can help them. Daisy comes with 2 DIY bean bags for doll play, plus a DIY purse and Kindness Board.
B-Kind Dolls are available at Walmart and Walmart.com [MSRP: $29.97; Ages 6+]. Learn more at BKindDolls.com and join the fun on social media by following B-Kind on Facebook, Instagram, Pinterest, TikTok, Twitter and YouTube.
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Fremont City Schools Building Hope, Trust and Respect with our Community End-of-the-Year Letter from Dr. McCaudy
Dear Fremont Community,
As the end of the 2010-2011 school year rapidly approaches, we invite you to attend one of our many spring student performances and/or athletic events. Please check the calendars located on our web site for all of the district's events.
Even as we are closing the current school year, we are also preparing for the 2011-2012 academic year. The FMS project is scheduled to be finished at the end of November and we will start school in the new building on January 19, 2012. Pertinent information regarding the mid-year move has been shared with staff, students and parents and future communications will provide additional information as it becomes available.
Additionally, we are currently budgeting for the next school year and although Governor Kasich's proposed budget provides the district with an increase in basic aide and retirement dollars, our tangible personal property loss reimbursement has been decreased and the state fiscal stabilization fund eliminated.
Simply put, the district will likely receive 5-8% less funding in 2011-2012 and 6-9% less funding in 20122013.
In order to maintain a balanced budget, the district has been very conservative with its expenditures over the last four years while continuing to improve the educational services to our Fremont students. The entire Fremont City Schools staff and Business Advisory Council have been working collaboratively over the past several years analyzing expenditures and finding ways to reduce costs. Additionally, the staff has been very successful writing grants in order to increase revenue for the district. An example of this is the district's Race to the Top initiative which brought an additional $400,000 (approximately $100,000 per year for four years) to the district.
We appreciate that economic times are difficult for all of us and Fremont City Schools has been, and will continue to be, fiscally responsible with the monies provided to us.
Sincerely,
Traci McCaudy
Sincerely,
Traci McCaudy
Dr. Traci McCaudy Superintendent
End of the Year Information
* Results from the Ohio Achievement Assessments (OAA) for students in grades 3-8 will be mailed home after July 4, 2011.
* Students in grades 7-11 should save their student identification badges from the 2010-2011 school year. Students must show their ID badges in order to attend all extra-curricular activities. New pictures will be taken during the 2011-2012 school year.
* Reminder that all students except Otis must make-up one (1) day of school at the end of the year. Due to the power outage on April 28 th , Otis Elementary School must make-up two (2) days of school at the end of the year. Please see the list below for last school day information:
| Grade Level | Last Day of School | School Times |
|---|---|---|
| Seniors Mandatory Graduation Practice Friday, June 3rd at 9:00 | Friday, May 27th | Per Exam Schedule |
| Pre-School | Thursday, June 2nd | Regular Schedule |
| Ross High School (grades 9-11) | Friday, June 3rd | 7:50-12:00 |
| Fremont Middle School (grades 7-8) | Friday, June 3rd | 7:45-12:00 |
| All Elementary Buildings (grades K-6) (Except Otis) | Friday, June 3rd | 9:15-1:30 |
| Otis Elementary School (grades K-6) | Monday, June 6th | 9:15-1:30 |
.
*Please note that Otis Elementary School students will be dismissed at 1:30 on Friday, June 3 rd and on Monday, June 6 th
Strong
Strong
Strong
Academics + Character = Community
May 2011
Strong Academics
Gifted Services at Stamm...Pg. 2
Top 25 Students at Ross...Pg. 2
Focus Tutoring at Hayes...Pg. 2
Character Strong
DARE Graduation at Lutz...Pg. 3
Character at Atkinson...Pg. 3
Ross Teacher & Honor Flight..Pg. 3
Strong
Community
2011-2012 Info....Pg. 4
FMS Poets...Pg. 4
Students-of-the-Month....Pg. 4
Summer Office Hours:
* Elementary Schools will close on June 13 th and will reopen on August 16 th (summer school buildings are open but regular school staff will not be present).
* Ross High School (6:30 a.m. – 3:30 p.m.) and Fremont Middle School (7:00 a.m. – 3:30 p.m.) are open all summer, Monday through Friday.
*The Ross High School front parking lot will be closed June 7 th . Please use the north Gymnasium entrance.
* The district office located at 1220 Cedar Street is open all summer and office hours are 7:30 a.m. – 4:00 p.m., Monday through Friday.
Academics strong
Focus Tutoring at Hayes Elementary Gifted Education at Stamm
Now that gifted education students have completed their independent research projects and presentations, they have more time to focus on math and reading activities. Sixth grade math students have spent most of their time on spatial reasoning skills. Students used special blocks to create three dimensional shapes and buildings. Students also have used K'NEX and LEGO shapes to create various types of vehicles and structures. These design and interpretation activities should help them excel on the spatial reasoning section of the Ohio Achievement Assessment. In language arts, students have been reading the novel, The Adventures of Tom Sawyer. On May 12 th gifted ed. students will get to travel to the Historic Lyme Village in Bellevue. Students will get to work and study in the one room school house and write on slate tablets similar to ones featured in the novel. Pupils will then delve into Seneca Caverns and explore its depths just as Tom did in the novel but we will not get lost as Tom did! This should be an exciting event for all our gifted ed. students.
Game of Life Helps Students
By Caitlin Warren Ross High journalist
On April 17 the Fremont Federal Credit Union hosted the "Finances 101: Walk the Walk and Talk the Talk," which was also known as "The Game of Life." This game was a life-sized board game that taught high school students about finances and demands in the real world.
Students traveled around the game board with different stops where they
either draw a card, roll dice, or spin a wheel to decide their life choices.
Senior Sally Clark commented, "It was really cool. I had the best life possible. I had no kids, and I was not married, so it was pretty easy for me to pay off the expenses I had. I also had pretty cheap insurance too, so it worked for me!"
Throughout the game students had to pay for things like their insurance, car problems, vacations and family visits. They also had a chance to win the lottery!
The goals of the "Game of Life" were to help high school students learn about earning wages and paying bills, what it costs to run a household, how buying can effect learning and adult responsibilities.
Senior Alex House Earns Eagle Scout
FCS congratulates Alex House on earning his Eagle Scout.
A focus tutor group, from Mrs. Taylor's 4 th grade class, is working on identifying figurative language (similes, metaphors and idioms) in a passage to help prepare them for the Ohio Achievement Assessment (OAA). Focus tutoring helped to prepare students for the Ohio Achievement Assessment by providing small group instruction in the areas of math and reading. Mrs. French met with students in third through sixth grade on Tuesdays, Wednesdays and Thursdays in 30 minute intervals covering topics
that are commonly seen on the OAA. Sixty students were tutored in reading and fiftyeight received tutoring in math.
Students pictured from L to R: Antonio Page, Jaquace Richardson, Yazmin Brock, Kaniesha Dukes, Jelisa Lane and Rebecca Byrd
Top 25 Students in Class of 2011 Honor Teachers
Everyone has a favorite teacher. It is the teacher who makes the student really excited about the subject, even if it is not their strongest subject. The Top 25 Banquet is the time for students to recognize the teacher who has made the largest impact on their schooling career.
Mr. Jeff Wright - Jonathan Adams
Mrs. Stephanie Lenkey - Joshua Arter Mr. Mark King - Morgan Bauer Mr. Dennis Pita - Alexandra Bell Mr. John Elder - Jesse Blue Mrs. Nora MacDowell - Harrison Dorobek Mr. Mike Gilbert - Meagan Eishen Mrs. Pamela Meggitt - Melanie Ellis Mrs. Renee Diebler - Zachary Forney Mr. Mark Gedeon - Alexis Gedeon Mr. Tom Ziebold - Elizabeth Gegorski Mr. Joe Hershey - Jacob Hiestand Mrs. Sue Brickner - Kassandra Leasure Mr. Mike Gilbert - Michelle Meek
Mrs. Pamela Meggitt - Christina Meggitt Mr. Jeff Wright - Dusti Minier Mr. John Elder - Sarah Osborne Mr. Steve Powell - Michael Pickerel Mrs. Heidi Gallagher - Allison Schrader Mrs. Beth Muffler - Taylor Waggoner Mrs. Lyne Walby - Britain Wetzel Mr. Mark Sheidler - Paige Wiechman Mrs. Nora MacDowell - Amy Yuhas Mr. Jeff Wright - Eric Yuhas
Not included in picture: Amber Oglesbee
Photo Courtesy: Dumminger Photo
View video clips of our Fremont City Schools students...
Character
strong
6th Graders at Lutz graduate from D.A.R.E.
The 6 th graders at Lutz have graduated from the D.A.R.E program. Under the guidance of Officer Dean Bliss the students have gone through an 8 week program that taught them dangers of drugs and important life strategies to stay on the right track. Blake Krauss said, "My favorite part of D.A.R.E is when Officer Bliss brought in all of his equipment and allowed us to try on his bullet proof vest"! The DA.R.E. Program discusses everything from internet safety to the different types of peer pressure. "There are different types of peer pressure, there is even positive peer pressure to encourage your friends make good decisions", says Gumercindo Abundis. There are many important lessons learned in D.A.R.E. to help our students build character and make better decisions when it comes to the pressures of adolescence. The 6 th graders enjoyed this program and have learned a lot!
Ross Teacher Participates in Honor Flight
By Allison Schrader Ross High journalist
Fremont Ross is full of people who make a difference. One of these people is teacher Mr. Oberst. He is making a difference in a way that most people have never considered. The organization that he is making a difference with is Honor Flights of Northwest Ohio, which operates out of the Toledo Area.
The most memorable part of the trip for Oberst was: "The best part was seeing all of the veterans (a total of 80 on this trip) being thanked by complete strangers as they got off the plane in DC and then nearly all day as we visited the
Character at Atkinson
most important for adults to model good character traits for children from the time they are very young. What they see from the adults that surround them is the best teacher of character.
various memorials." He also really appreciated hearing the stories that the men and women had to tell about their time serving the country.
This was a great experience for Oberst, and he said it was very humbling and would really enjoy going again. "Next time you seen an older man or women who may be wearing a WWII Veteran or an American Legion/VFW ball cap, walk up to them, shake their hand and thank them for their service. It will give them, and you, a very warm feeling," said Oberst.
Summer School Information
| Program | Dates/Times | Location |
|---|---|---|
| Summer Migrant Program | June 16 – July 28, 2011 8:00 A.M. – 2:30 P.M. | Hayes Elementary 916 Hayes Avenue |
| Elementary Intervention With New Innovations | June 20 – July 15, 2011 8:30 A.M. – 3:30 P.M. | Atkinson Elementary 1100 Delaware Avenue |
| Summer Intervention Grades 6, 7, 8 | June 13 – July 1, 2011 8:30 A.M. – 11:30 A.M. | Fremont Middle School 501 Croghan Street |
| OGT Camp | June 13 – June 24, 2011 8:30 A.M. – 11:00 A.M. | Ross High School 1100 North Street |
| Summer School NovaNet Class Summer School Session I Session II | June 13 – July 15, 2011 Monday-Friday Lab Hours 8:00 A.M. – 2:00 P.M. | Ross High School 1100 North Street |
| Ross Summer Intervention | June 13 – July 15, 2011 Monday-Friday 8:00 A.M. – 2:00 P.M. | Ross High School 1100 North Street |
Character is a set of behavior traits that define what sort of person an individual is. Character is related to personality but it is not the same thing. Personality is traits that we are born with. Character consists of behaviors that we learn. This is why it is
The character traits that we teach at school throughout the year include:
Work Ethic – Having good work ethic means a person is honest, dependable, and reliable.
Respect/ Responsibility – Being responsible means doing what you say you are going to do, and being accountable for your actions.
Caring – Being kind and compassionate shows that you care.
Tolerance – Tolerant people respect the rights of others, do not judge others based on appearances or stereotypes, and try to learn about the cultures and beliefs of those around them.
Self-Control – We may not always have control over a situation, but we control how we react to it!
Fairness – People who are fair are open-minded and reasonable towards others.
Citizenship – Good citizens follow the rules, and actively participate in their families, schools and communities to make the world a better place.
Honesty – People who are honest do not lie, steal or cheat.
Students are rewarded for showing good character traits by being given "Ram" rewards. Each week names are drawn from these rewards. Students are given prizes such as books, pencils, and posters, that encourage them to continue these acts of good character.
Students-of-the-Month
April-6th Grade Learning and Liberty Foundation Students-of-theMonth
Croghan - Andrew Colston Stamm - Grant Gallagher Lutz - Kaity Kelly Otis - Brendan Leibold Atkinson - Marisa Lindsay Washington - Nick Arnold Hayes - Claire Elder
Visit www.fremontschools.net and Click on Communications
Community strong
Ducks are Poets at FMS?
Did you know that the Team 7-1 Ducks are poets? Well they are! Thanks to Mrs. Parker's student teacher Ms. Fisher, from BGSU, students have been working hard in Language Arts classes to create their own personal poetry books. One of the poems that the students write will be published through a program at BGSU, and the same poem will then be submitted to the American Library of Poetry, poetry contest. As a service learning
project, the students of team 7-1 plan to travel to the Valley View Health Care Center in April to share this poetry with the residents there. The students will read their poems with the residents, and visit with them as well. This is a chance to showcase the amazing poetic talents of our 7-1 students, and to build community relations. We are very excited to get to learn and share with the residents at Valley View, and we hope that they enjoy the poetry that we have created!
Otis Grandfriends Help Color Eggs
Fifth grade students recently joined residents at Bethesda Care Center to color Easter eggs and celebrate the holiday. Students met with their assigned Grandfriends and enjoyed a relaxing visit. Grandfriends and students get together each month to visit and share daily adventures. It is a wonderful way for Otis students to learn about the past and hear wise advice for the future. Residents at Bethesda regularly exclaim how much they love their time with the students. It is a nice way to be connected to the youth in the community. This partnership is organized through the assistance of Mrs. Barbara Moran and Mrs. Fran Costilla.
Note from Art Bucci, AD at Ross
Summer conditioning information can be picked up in two different locations; the Fremont Ross Athletic Department or the Fremont Middle School main office. If you have any questions on the different fall sports available or questions about summer conditioning, please contact the Athletic Department at 419-332-6462. You may also contact the head coaches for your particular sport via email listed below:
Football: Derek Kidwell - email@example.com
Golf: James Scharer - firstname.lastname@example.org
Volleyball: Lauren Blasko - email@example.com
Cross Country: John Elder - firstname.lastname@example.org
Girls' Tennis: Lisa Wolfe - email@example.com
Boys' Soccer: Phil Collison - firstname.lastname@example.org
Girls' Soccer: Otto Gonzalez - email@example.com
All Fremont Ross High School required Athletic Forms for the 2011/2012 school year are also available through our district website under Athletics.
I hope all of you have a safe and restful summer. We will see you in the fall! Go Little Giants……
And on one last note, all student athletes are required to have a sports physical before participating. $10 Sports Physicals will be administered by local health care professionals at the Herbert-Perna Center for Physical Health 710 Cleveland Ave. Fremont Ohio on June 22, 2011. There are two sessions: 1 – 3:00 p.m. and 5 – 7:00 p.m. All athletes MUST have pages, 1, 3, and 4 completed on the Ohio High School Athletic Association Participation Physical Evaluation form prior to having physical done. Physical Forms are available at the high school office or via the district website.
2011-2012 School Year Information
* Please check the web site for the 2011-2012 school calendar. The first day of school is August 30, 2011.
School Calendar:
School Times:
*Please note that this is a time change from previous years. The Ross High School and FMS school times will NOT change when the new FMS opens on January 19 th .
* The school times for the 2011-2012 school year are as follows:
Elementary Schools
9:15-3:45
Fremont Middle School
7:45-2:45 7:30-2:30
Ross High School*
School Supply Lists:
* Elementary and FMS school supply lists for the 2011-2012 school year will be available on the district web site or you may call the district office at (419) 332-6454.
Student Dress Code:
* The Board of Education adopted a revised student dress code policy on March 28, 2011 for the 2011-2012 school year. On May 27, 2011, each family will receive a copy of the revised policy, vendor information and an assortment of store catalogs that carry clothing items listed within the Fremont City Schools policy. The revised policy will now allow shirt logos, pull-overs and a few more color options. The policy is also on the district's web site.
Immunizations:
* Students entering seventh grade are required to have a Tdap (tetanus, diphtheria and pertussis) or a Td (tetanus and diphtheria) booster prior to the first day of school. Please contact the Sandusky County Health Department (419-334-6367) or your family physician to schedule an appointment. You must take your child's immunization record with you to the appointment. If you need a copy of your child's record, please contact your school nurse prior to the end of the school year.
Additional Information:
* Please look for our August 16, 2011 newsletter for more information about the 20112012 school year and/or visit our web site.
1st Grade Heroes at Croghan
Although April 22nd was Earth Day, the first graders at Croghan School learned the importance of working to build a better world not just on Earth Day, but "Every" day.
After listening to and acting out the story The Wartville Wizard by Don Madden, the first graders discovered the outrageous amount of trash people create in a community. Furthermore, they were amazed when they created a "Trash Graph" that displayed just how much trash they collect in their own lives each day. At lunch, they discovered that their class alone creates 770 pieces of trash each week. Yikes! From these activities, the first graders came to realize that they needed to become "Kid Heroes to save our planet Earth!" These young people needed to come up with a plan to help decrease the horrific amount of trash they use each day.
The next day, Jennifer Sherman, the Sandusky County Education Specialist from the Solid Waste Management District, came to their rescue. She taught the first graders ways to lessen their trash by using the "Three Rs…Reduce, Reuse, and Recycle!" From her presentation, the first graders decided to become "Happy Recyclers," and they made a pledge to become "Kid Heroes by pitching in for our planet!"
Mission Statement:
The mission of Fremont City Schools is to develop well-educated, lifelong learners prepared to be responsible, productive and respectful members of their communities.
District Goals:
*Increase Student Achievement
*Close Socio-Economic, Ethnic and Disability Gaps in
Student Achievement
*Build Hope, Trust and Respect with our Community
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Chapter 1 Elizabeth Blackwell
First American Woman Doctor
Introduction
The idea of Western society accepting the idea of women as medical doctors is fairly recent in America's history. In sixth grade I (the author) had a great interest in the human body and asked my science teacher how well I was doing in class. So he asked, "Why do you want to know?" I replied, "Because some day I'm going to be a doctor."
A girl sitting across from me heard this and frowned. She said in a loud whisper, "Girls can't be doctors!"
But they can. It took one woman to start the ball rolling, to be the first to attempt it and be successful, to be among the first to start medical colleges just for women. That woman was Elizabeth Blackwell. Just what did it take to accomplish what she did in the mid to late 1800s? It's time to find out.
The Early Years Elizabeth Blackwell was born in Counterslip near Bristol, England on February 3, 1821. As the third eldest, after sisters Anna and Marian, her help to mother Hannah in caring for her six younger brothers and sisters would become very important, perhaps why she helped the sick later on.
Her father, Samuel Blackwell, was well-to-do because he owned a sugar refinery. He thought differently from other men in the early 1800s. His Congregationalist church was like the Quakers; they believed women and men were equal before God. So why not also provide an equal education for them? His daughters and sons both had tutors or special teachers to help them learn. They took lessons in math, philosophy, science, and German.
Samuel encouraged afternoon walks outside for his children. They developed a curiosity about things. When older sister Anna was given a telescope, Elizabeth and her brothers Sam and Henry grew very interested.
"Oh, do let me see it too! I want to see what's out there!" Elizabeth exclaimed when Anna brought it out. They would gaze out at the stars and wonder about the big world out there.
Science was starting to really interest Elizabeth. But when their tutor showed her the eye of a bull with its many muscles and ligaments , she was disgusted.
"Ew, that's gross," she told her siblings. Her brothers just smiled, thinking about putting a frog on her lap. Elizabeth, sometimes called "Bess," continued to study hard despite her brothers' antics.
Her Aunt Barbara noticed her actions. "It's such a pity such determination is wasted on a girl," she said to Hannah.
"I'm sure our Bess will do well in life with her attitude," her mother Hannah replied.
Times were beginning to change in England. Mill workers, who liked neither their low pay nor lack of property rights, were protesting. There was finally a workers' riot. In anger, they set buildings on fire, including Samuel Blackwell's refinery. It was totally destroyed; the family needed a change. They were going to America!
The family crowded unto a ship bound for New York City the summer of 1832, when Elizabeth was eleven years old. She turned a bit green during the trip.
"Not feeling well?" Her brother Sam asked.
"Not at all," she said, looking away from the water.
"Try this." Sam took a licorice stick out of his pants pocket. She didn't care for the taste much, but her stomach calmed down a little. "Thanks," she said.
"Aren't you glad it wasn't a bull's eye?" her brother asked.
Although they enjoyed the exciting life of New York City, their dad Samuel wanted to grow sugar from sugar beets the way Napoleon had. He decided to move the family to Cincinnati, Ohio. After a few years he suddenly became ill with bilious fever, affecting his liver. He died August 7, 1837. Elizabeth was sixteen.
Now Hannah and her girls and boys had to be practical and make some money. Oldest sons Sam and Henry would have to find work. Hannah and her oldest daughters, Marian, Anna, and Elizabeth, would use their home as "The English and French Academy for Young Ladies," with
"teaching rooms" in their house. It was a way to make money, yes, but "Bess" felt a tug to do something else and told her brother Sam so. But what?
For a while Elizabeth taught for a family living in Kentucky, where slavery was legal. She found she didn't approve of that or the women who sat around and were waited on. Courtship was more formal; she couldn't find a man who could be her better half while there and put the idea of marriage out of her head.
Back in Cincinnati with family and friends, she paid a visit to an elderly sick friend, Mary Donaldson. Elizabeth sat with her dear friend awhile and listened to her, especially her unique idea.
"Why don't you become a doctor?"
"Me, a doctor?" Elizabeth couldn't help saying.
"If I'd had a lady doctor it wouldn't be so embarrassing to have someone look at my private areas. It would help me feel better with a woman by my side."
Elizabeth considered this. "I want to try this," she decided. First, she'd have to find a medical college that would take her.
It was 1845, after all, and women were mostly expected to become wives and mothers, or attempt to make a living as a teacher or farm worker. Elizabeth decided to teach a while longer to save up for medical school.
Teaching Reverend John Dickson's family in Asheville, North Carolina, came in handy. He had a medical library she could read when she wasn't working. She wanted to learn all about the human body.
Was this too much of an adventure for a determined woman? She wrote in her diary she was ready to commit to becoming a doctor. It was a "moral cause" to her.
Soon, Elizabeth applied to medical schools on the East coast, in places like Philadelphia, New York, and Boston. But no one was interested. Twenty-eight schools said no! So, who could help her?
In May 1847, she boarded a ship in Charleston, South Carolina, for the trip up north, excited to give her medical future a try. She was to board with Dr. and Mrs. William Elder, encouraging Quakers who knew people in the
Philadelphia medical field. Maybe Elizabeth had a chance in that city.
She met with several doctors who also taught medical classes, to see if maybe they would let her be their student. They weren't too keen on the idea. She thought they were "tough nuts to crack." One of them actually suggested she wear men's clothes and sneak into a medical facility in Paris, across the ocean!
One doctor, Dr. Joseph Allen, allowed her to observe his medical classes. He even let her in the dissection room, where bodies are cut in pieces. Oh, but the blood! Dr. Allen took her aside to show her the human wrist. The wrist is a part of the body with many pieces: tendons, bones, and bluish veins under the skin. Yes, she noted, there was a wonderful arrangement of the muscle. She could see the beauty of it, beyond the blood. She was getting less squeamish, less nervous about the real thing. The human body was a wonderful thing.
She sent her college application to one more place. Geneva Medical School.
The young men who attended this central New York medical school were happy-go-lucky, rowdy types. The college dean gathered them together and asked what they thought: should a woman be allowed to study medicine at our school?
"Class," said the dean, "we need to all agree on this." Most of the male students took this as a joke of some kind. They all voted her in.
Not long after that, Elizabeth received a letter from the college in the mail, at the home of the Elders. She anxiously pulled up the envelope flap and read the letter. She put her hand to her mouth.
"They accepted me! I can go to medical school!"
She thanked the Elders for all their kind support and letting her stay with them, and left for Geneva on November 4, 1847. At age twenty-six, she would become med student number 130.
Was she really accepted? Some townsfolk gossiped and gave her mean looks, as though she were an unwanted leper. Some boarding house owners said, "No, you can't stay here!" Luckily, she managed to find a place to live.
When Doctors Lee and Webster asked her what she had studied, Elizabeth recited several courses, such as chemistry, biology, physiology , and Latin. She needed to get books and get settled in right away. School had already begun in September.
As serious as she was about studying, her classmates were just the opposite. One time, a young man tossed a paper airplane toward her. It landed on her desk. All eyes around her wondered what Elizabeth would do. She tossed it aside, going back to taking down notes as their teacher spoke. Dr. Webster noticed. Maybe having a woman student was actually a good idea after all.
Yet she was still treated like an annoying girl. Dr.
Webster thought she would be "disruptive" in the dissection room, where they cut into a dead specimen.
"Why should I not be allowed in this class?" she demanded. "How can I help women as a future doctor if I don't know how their bodies work? Who will they turn to if they don't have me?"
Dr. Webster considered this. She did have a point.
"I will think about it," he said. Later, he allowed her to assist during a woman's hernia operation.
During a break from classes in 1848, she found work as a junior resident. She'd practice her doctoring skills at Blockley Almshouse.
Blockley was a block like structure that housed the poorest of the poor in Philadelphia. She was there when Irish immigrants arrived in the U.S. weak from hunger. Many became very ill with typhus, which happens in poor city sections where there is less sanitation. The typhus was caused by certain bacteria in lice, the lice carried to the humans by fleas. Elizabeth found beds for the sick, took their temperatures, saw they drank plenty of fluids. She also decided to do a thesis paper on her typhus experience.
Her second fall semester at Geneva College students seemed more pleasant, and they compared notes with her on various medical experiences.
When final exams rolled around Elizabeth studied and passed with flying colors. Her graduation ceremony was held at a church in town. The other students planned to walk through town, like they were in a parade. Elizabeth chose to stay out of the spotlight. On that cold January 23 rd in 1849, the church was packed with family and lots of townspeople, including many women who saw this first female doctor graduate from a U.S. college. The male students were recognized first. Then the entire church and her brother Henry stood up to see
Elizabeth, in her dark dress, walk up to the stage to receive her diploma. They all cheered. Reporters noted this momentous event to the area.
At twenty-seven-and-ahalf Elizabeth was now a celebrity, like a rock star. Yet, no one took her seriously. So, after visiting with family, she sailed to England, for more learning experience and possibly, a job as a doctor. As this "first woman doctor" she had the opportunity to observe some surgeries. American doctors provided an opportunity for Elizabeth to speak to French doctor Pierre Charles Alexandre Louis. Known for his work to find a cure for TB, a lung disease, he was not encouraging.
"Why don't you be a midwife at La Maternite´?" he suggested. "Just a midwife?" she asked. She was disappointed but had to start somewhere.
Getting There
La
Maternite was a huge hospital for young women and babies. There was a dormitory where Elizabeth would try to sleep alongside of giggly, noisy e᷄tudes or students, who learned about delivering babies and other medical procedures. Their days began early. She was up at 5:30 a. m. to see patients. She had to bathe them and change their bedding. Then she went on what are called "rounds" with supervisor Madame (Mme.) Charrier, with students giving reports on the health of assigned patients. By seven they were back at the dorm for a small breakfast of biscuits or bread they bought.
Elizabeth also visited hospital wards at a nearby hospital, like the Salles St. Marie, assisting male doctors, around 8 a.m. Then there were classes. After classes, surgery could be observed later in the hospital's surgical theater. It was a very tiring schedule.
At Salles St. Marie she met a serious-minded young doctor in training, a Monsieur (M.) Philbert Hippolyte, who would be most helpful when she became ill. During one evening in early November 1849, Elizabeth, surviving on little sleep, was trying to give medicine to babies with ophthalmia, an eye disease. The syringe of fluid she was putting in the babies' eyes somehow squirted back into her left eye. Later, it felt like she had an irritation in the eye, like sand. By the next day it was swollen shut. But the hospital director told her she had to keep working, doing her rounds.
That was impossible. She went to the student infirmary to rest. Soon, both eyes were swollen, and M. Hippolyte came over. He said he would attend to her needs, see if he could help her eyesight. M. Hippolyte tried the remedies of the time, like putting live leeches on the forehead, then cold compresses. The leeches, three inch long worms, would supposedly suck out poison.
After a few weeks it appeared the left eye would stay blind. She stayed a while longer in the hospital, then her sister Anna had her wrapped in veils to protect her eyes as Elizabeth went with her to Anna's Paris apartment to rest. Later, Anna took her to a health resort in Germany that specialized in water treatments to get better.
After several months Elizabeth told her family it was sad she couldn't be a surgeon, which required so much accuracy. (Eventually the left eye was replaced with glass.) Traveling back to England, she visited London's St. Bartholomew's Hospital and spoke with nurse Florence Nightingale.
"The highest goal of health is sanitation," Florence told her. "Remember that, to prevent infection."
By July 1851, she was eager to get back to America and set up her own medical offices. She decided to go back to New York City, and the other women in her family would soon join her there. Every hospital she went to, the male doctors said, "No, we can't hire you."
A friend helped pay for "consulting rooms" where she'd have some place to practice medicine and help someone, at least. She had a few patients, some immigrants, some Quakers, at her dispensary near Tompkins Square on East 7 th Street. To add to her income, Bess held lectures or talks at Hope Chapel in a local church. These lectures were part of the first book Elizabeth later wrote, 1852's The Laws of Life with Special Reference to the Physical Education of Girls.
But it was all work and no play. Elizabeth grew very lonely living in New York and needed someone special in her life. She went to Randall Island Orphanage, near New York City, and came upon a wonderful little red haired girl.
Being short herself, it was easy to bend down to the level of this seven-yearold.
"Hello, how are you? My name is Elizabeth Blackwell. What's yours?" she said to this little girl standing against a wall and holding a ratty handkerchief.
"Kitty Barry."
"Kitty – oh, I like that name. Tell me, have you been here very long?" Kitty nodded, her red waves going up and down.
"Does it get lonely for you? Sometimes, I get lonely too." She gave Kitty a doll with a white dress and ceramic head she had hiding behind her, which the child hugged to her chest. Kitty Blackwell would soon be adopted, becoming Elizabeth's constant companion, secretary, and assistant for the next fiftysix years. And they had work to do. Sister Emily was graduating from a medical college in Cleveland. They both needed a place where they could help a lot of people. Elizabeth decided they would raise money for their very own hospital for women and children right in New York.
Then someone showed up on her doorstep who could help their medical practice even more. A German woman, Marie Zakrzewska, was told she should see Elizabeth about a job as a doctor. Marie had only been allowed to be a midwife in Europe, like Elizabeth, but was encouraged to come to America, working in a factory for a while.
"You will need more medical training," Elizabeth, interested in the highest standards, pointed out. She had some liberal supporters and came up with money to send Marie for more training at Emily's college, (Case) Western Reserve University. Other medical schools for women were opening up, but they would need a place to practice what they knew once they left college.
A hospital, to be outfitted with equipment to deliver babies and help ill women who needed operations, would cost around ten thousand dollars. Boston Doctor Harriet Kezia Hunt, who had been tutored by others, came up with two thousand dollars. Quaker friends also raised money.
Making a Difference
The New York Infirmary for Women and Children opened on 58 Bleecker Street on May 12, 1857, Florence Nightingale's thirty-seventh birthday. They renovated an old house, with rooms for surgery, babies, and sick beds; nursing students would also assist them. Emily, Marie, and Elizabeth worked around the clock, with no days off, helping poor women and children. The New York government saw the value of their work and eventually began paying for them to help the indigent or poor. New York Tribune newspaper editor Horace Greeley praised their efforts.
With the hospital in good hands, Elizabeth took a trip back to England in 1859. She saw family and lectured in several cities and health institutes. That year England put her name in the national registry of doctors, a first for a woman physician.
When she returned she learned Marie Zakrzewska had left! She wanted to start her own medical practice and hospital, up in Boston.
More medical women would be needed soon: the Civil War in America had begun.
There were still very few things that could be done for soldiers injured during the Civil War years (1861-1865). Many men would die (620,000), from injury, accidents, or disease. There was little knowledge about infection and how to do battlefield surgery. Elizabeth thought back on
Florence Nightingale's concerns about cleanliness and disease. She worked with others to help start the National Sanitary Association, partly an outgrowth of the U.S. Sanitary Commission supported by President Abraham Lincoln.
Part way through the war, New York City experienced a riot. It all started with the Emancipation Proclamation, where President Lincoln announced black slaves were now free. This upset some city residents, mostly Irish immigrants afraid they'd lose their jobs to black men moving north. News articles "fanned the flames" of prejudice and fear. When the first military lottery was held as part of the military draft on July 13, 1863, angry New York City residents took to the streets and set government buildings on fire.
Elizabeth had finished putting a cool cloth on a woman's forehead and examining her sprained arm when Kitty rushed into the room. Emily soon followed.
"There is a riot in the city! They even burned down a black orphanage!" Emily cried. "What should we do?" Kitty looked on, afraid.
"We shall stand our ground. Our patients, our work must continue," Elizabeth said. She instructed Emily and Kitty and a few nurses to make certain all the window curtains were drawn and the shades brought down, especially for black patients. By July 16, army troops arrived to stop the city looting and mayhem. Over one hundred people had been killed, but the hospital was not harmed.
By 1869, Elizabeth Blackwell had accomplished a lot. She'd opened a hospital and encouraged higher standards for treating patients. The New York legislature voted to allow a medical college be connected to her Bleecker Street hospital (which later moved to 126 Second Avenue). Elizabeth and Kitty decided to sail to England one more time, with Emily in charge of the hospital.
Did you know? Dr. Rebecca Cole, the second African American woman (1846-1922) to become a doctor, was an intern (practice doctor) at the Blackwells' New York Infirmary. Later, she moved to So. Carolina,
then D. C. to help patients.
Back in the country where she'd grown up, Elizabeth and Kitty set up a household in Hastings, on the English coast. She lectured at the London Medical College, promoted clean conditions in public places, and wrote a few books. She wrote Pioneer Work on Opening the Medical Profession to Women (1895) to explain her life's work and philosophy.
She died of a stroke in Hastings on May 31, 1910, at 89.
According to the Henry J. Kaiser Family Foundation, there are now (in 2017) over 313,000 women doctors in America, 168 years after Elizabeth became one. The Second Avenue hospital is no longer open, but there are over twenty hospitals in New York City today.
Glossary
Better half: A person's husband, wife, or partner. Dispensary: A clinic or big room where medicines are handed out to the sick. (The) Draft: Military service that is required or ordered by the government. Hernia: A weakness in the abdomen that allows organs in the body to stick out of it. Leper: A person with leprosy, a disease that causes skin problems and disfigurement, caused by a certain bacteria. Ligaments: Tough, flexible connective tissues that join bone to muscle or hold organs in place in the body. Physiology: How the internal human body works. Sanitation: Promoting good hygiene or clean conditions with rules to keep people or areas clean, free of germs. Specimen: An animal, plant, or mineral used as an example of its kind to look at and study.
Questions To Think About/Discuss
1. Did Elizabeth Blackwell live during a time of great change? How do you know?
2. Why do you think men doctors didn't want to work with her?
3. Was family support important to Elizabeth in her career?
4. How come doctors have 12 years of training now, as opposed to two for Elizabeth?
5. What would be the benefits of being a doctor today?
Read More About It
Clarke Wilson, Dorothy. Lone Woman – The Story of
Elizabeth Blackwell, the First Woman Doctor. New
York, NY: Little, Brown and Co., 1970.
Etingoff, Kim. Major Women in Science: Women in
Medicine. Broomall, PA: Mason Crest, 2014.
Gutkind, Lee. Becoming a Doctor: From Student to
Specialist, DoctorWriters Share Their Experiences.
New York, NY: W. W. Norton and Co., 2010.
NEXT UP: AMERICA'S FIRST FEMALE ASTRONAUT
Chapter 2 Sally Ride
First U. S. Woman in Space, Physics Professor
Introduction
Millions were glued to their TV sets as the Houston, Texas Mission Control counted down for the space shuttle liftoff.
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Lunar And Solar Eclipes Review With Answers
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In the car park (A)
Look at the picture on page 1.
1. How many taxis can you see?
2. How many motorbikes are there?
3. How many motorbikes and taxis are there altogether?
4. What is the time on the supermarket clock?
5. How many recycling bins can you see?
6. How many trolley shelters can you see?
7. How many trolleys can each shelter hold?
8. How many trolleys can be held in these shelters altogether?
9. What shape is the paper recycling bin?
10. How many litter bins are in the picture?
In the car park (B)
Look at the picture on page 1.
1. Mum stays in the car park for 4 hours.
How much does she pay for using the car park?
2. 5672 vehicles use the car park on Monday.
On average, how many vehicles use the car park per hour?
3. Half as many cars park at the supermarket on Tuesday as on Monday.
How many cars use the car park on Tuesday?
4. How much longer is the supermarket open on a Thursday
than on a Sunday?
5. How many hours is the supermarket open on the longest day?
6. How many hours is the supermarket open per week?
7. One of the trolley shelters is half full.
How many more trolleys can it hold?
8. A trolley shelter by the store is 3/4 full.
How many more trolleys can it hold?
9. A recycling collection lorry is due in two hours time.
What time will it arrive.
10. Joe has to empty the litter bins. He takes 3¾ minutes to empty one.
How long will he take to empty all the bins in the picture?
3
In the store (A)
Look at the picture on page 4.
1. How many tills are there?
2. How many shopping aisles are there?
3. How many departments can you see along the back wall
of the supermarket?
4. Mum has bought 4 items. Which till should she use?
5. How many more items could Mum buy and still use this till?
6. Dad buys baby food first, then some biscuits and last of all some oranges.
Write the aisle numbers in the order he visited them.
7. How many aisles are there between the pharmacy and fruit juices?
8. Which department is between the pharmacy and the bakery?
9. Is the pharmacy to the left or the right of the picture?
10. Mrs Swallow buys 4 tins of baked beans.
How much does she pay?
Learning Materials Ltd, Wolverhampton, WV2 2BX
5
In the store (B)
Look at the picture on page 4.
1. Jack buys the special offer pack of crisps.
How many bags of crisps does he get altogether?
2. With the special offer, what is the cost of a single bag of crisps?
3. What would be the cost per bag of crisps without the special offer?
4. At present, baked beans are half price.
On Friday they will be sold at their full price.
How much will a tin of baked beans cost then?
5. How much will a dozen tins of baked beans cost on Friday?
6. How much will 3 tins of cat food cost?
7. What is the price per tin of cat food if you buy the six-tin pack?
8. How much will seven bags for life cost?
9. How much change will you get from £4.50 if you buy 30 carrier bags?
10. How many free carrier bags will you get if you spend £50?
6
At the pharmacy (A)
Look at the picture on page 7.
1. How many adults can you see?
2. How many children can you see?
3. What is the ratio of shop assistants at the prescription service counter to the adult customers you can see in the queue?
4. How much will one box of plasters and a bottle of eyewash cost?
5. What would 2 pairs of reading glasses cost?
6. How much is the most expensive pair of sunglasses?
7. How much are the cheapest sunglasses?
8. What is the difference in price between the most expensive and the cheapest sunglasses?
9. How much will 2 bottles of cough mixture cost?
10. If you buy 3 bottles of cough mixture what change
will you get from £10?
At the pharmacy (B)
Look at the picture on page 7.
1. The pharmacist pours 92.5 ml of cough mixture into a bottle that will hold 100 ml. How much more cough mixture can she pour into the bottle to fill it up to the top?
2. Mrs Williams has a prescription containing 5 items.
How much will her prescription cost her?
3. Mrs Arnold has a prescription for 3 items. How much change will
she get from £20 after paying for her prescription charges?
4. Mr Jones buys a pair of reading glasses and a packet of plasters.
How much change will he get from £15?
5. What is the difference in price between the branded and own brand packs of aspirin?
6. Josh buys several items to take on holiday with him. He buys a pair of reading glasses, a tube of suncream and a bottle of eyewash.
How much does he spend?
7. Mum buys a bottle of cough mixture and a packet of cough sweets.
How much change does she get from £5?
8. Six customers each buy a pair of reading glasses which have been reduced
by 20%. How much will they spend altogether?
9. The bags of cotton wool are increased in price by 20%.
What does each bag cost now?
10. Dad buys 2 boxes of plasters, 3 rolls of bandages and 2 tubes of antiseptic cream. How much does he spend?
Learning Materials Ltd, Wolverhampton, WV2 2BX
9
Can we help you? (A)
Look at the picture on page 10.
1. How many members of staff can you see?
2. How many assistants can you see?
3. Who gets the highest salary?
4. Who gets the lowest salary?
5.
What is the difference in age between the youngest and the oldest employees?
6. How much older is Mr Cooper than Tom?
7. How much younger than Marge is Ken?
8. Archie has been working at Tesbury’s for 9 years.
What age was he when he started working there?
9. Ken has worked at Tesbury’s twice as long as Amy. Ken has worked there for 3 years. How long has Amy been at Tesbury’s?
10. What is the difference between Tom and Amy's salaries?
Learning Materials Ltd, Wolverhampton, WV2 2BX
Can we help you? (B)
Look at the picture on page 10.
1. Mr Cooper expects a salary increase of 10%.
What will his new salary be per year?
2. How much will he now earn in half a year?
3. Mrs Adams has been a supervisor for two years on the same salary.
What are her total earnings for this job?
4. When Tom has finished his training he will earn the same as Ken and Marge.
What will be the increase in his salary?
5. Amy wants to train as an assistant.
How much more will she earn as an assistant?
6. To sell a bottle of wine, the person at the checkout must be at least eighteen years old. Which people are most likely to sell a bottle of wine
at the checkout?
7. Archie works part-time. He works for 2½ days per week.
How much will he earn per year?
8. How much will Amy earn in 3 months?
9. One week, Amy works 5 hours overtime. Overtime pay is £8.25 per hour.
What did she earn in overtime?
10. Tom goes travelling abroad for three months, during which time he doesn’t get paid. How much less will he earn for that year?
12
Supermarket bill (A)
Look at the picture on page 13.
1. How many items are on the bill?
2. How many items cost less than a pound?
3. How many items cost more than a pound?
4. How much does the most expensive item cost?
5. What does the cheapest item cost?
6. How many tins of tomatoes have been bought?
What do they cost in total?
7. To the nearest penny, what does one dishcloth cost?
8. What do two bags of pasta bows cost?
9. How much change from £3 would you get if you bought six jam tarts?
10. What is the cost per jam tart?
Supermarket bill (B)
Look at the picture on page 13.
1. Add up all the items on the bill.
2. Dad pays the bill with cash. List the fewest number of notes and coins he can use to pay it?
3. How many reward points does Dad have in total?
4. Dad can collect reward vouchers for every 500 points he earns.
How many vouchers can he collect?
5. Each voucher has a cash value of £2.50.
What is the value of the vouchers he has collected?
6. Look at question 3 again. Dad collects his vouchers. How many points will be carried over towards the next voucher?
7. The tins of tomatoes are put on special offer of ‘Buy two - get the third half price!’ What will three tins of tomatoes cost now?
8. Mum needs more potatoes than Dad bought. She sends him to get 2 more packs. What total weight of potatoes does Mum have now?
9. What change from £10 would you get if you bought 3 bars of baby soap, 2 tins of tomatoes and a litre of orange juice?
10. Mum buys 0.5 kg of apples the following week, but they have gone up in price to £1.12/kg. What will she pay for the apples?
Supermarket petrol station (A)
Look at the picture on page 16.
1. How many petrol pumps can you see?
2. How many vehicles can you see?
3. What is the price of the most expensive fuel?
4. What is the price of the cheapest fuel?
5. What is the difference in price between the most expensive
and the cheapest fuel?
6. What is the price per kilo of logs?
7. What is the price per kilo of coal?
8. What is the price of the most expensive bunch of flowers?
9. How many treatments does the car wash offer?
10. What is the price per litre of oil?
Supermarket petrol station (B)
Look at the picture on page 16.
1. Mr Brown puts 35 litres of unleaded petrol in his car.
How much must he pay?
2.
Miss Jones’s car has 3 litres of petrol left. She spends £23.50 on super unleaded petrol. How much petrol is in her car now?
3. Dad buys 30 litres of diesel, a 5 litre can of oil and 2 bags of coal.
How much does he spend altogether?
4. Mrs Owen spends £22 on unleaded petrol.
How many litres of petrol has she bought?
5. Mum buys a bunch of daffodils, a bunch of roses and a bunch of carnations.
How much change will she get from £15?
6. Mr Evans puts his car through the car wash once a month on a wash and
dry programme. How much does he spend a year?
7. What will six pot plants cost?
8. The price of the jet wash programme is to be increased by 10% next month.
What will it cost then?
9. Fred has to fill his car with petrol. It will take him six minutes.
What time will he finish filling his car?
Write your answer using the 12-hour clock (add am or pm).
10. Mum buys the most expensive bunch of flowers and a 5 litre can of oil.
How much change will she get from £40?
Delivery day (A)
Look at the picture on page 19.
1. How many vehicles are in the yard outside?
2. How many people can you see?
3. How many boxes are on the forklift truck?
4. How many packets of cereal are in 9 boxes?
5. How many hours is the delivery yard open on a Sunday?
6. How many hours is the delivery yard open in a week?
7. How many more hours is the yard open on a Tuesday than a Sunday?
8. How many hours is the yard open in the mornings in a week?
9. How many boxes of eggs are in 3 packing boxes?
10. How much weight can the forklift truck carry?
Delivery day (B)
Look at the picture on page 19.
1. There are 15 deliveries on Wednesday.
On average, how many deliveries are there per hour?
2. How much do two tins of baked beans weigh?
3. What does one box of baked beans weigh?
4. How many boxes of eggs are there in four packing boxes?
5. It is the morning. Which day is it?
6. How long has the yard been open this morning?
7. How much longer will the yard stay open for deliveries this morning?
8. It is April 2007. How long will it be before the cereals are out of date?
9. Fred arrived at work 40 minutes ago.
What time did he arrive?
10. Sid has to lock up the yard when it closes on Saturday night.
It takes him 22 minutes.
What time does he leave work on a Saturday?
Pupil's record sheet
Name:
| Page | Heading | Date |
|---|---|---|
| 2 3 | In the car park A | |
| | In the car park B | |
| 5 6 | In the store A | |
| | In the store B | |
| 8 9 | At the pharmacy A | |
| | At the pharmacy B | |
| 11 12 | Can we help you? A | |
| | Can we help you? B | |
| 14 15 | Supermarket bill A | |
| | Supermarket bill B | |
| 17 18 | Supermarket petrol station A | |
| | Supermarket petrol station B | |
| 20 21 | Delivery day A | |
| | Delivery day B | |
Teacher's notes
Heading
Teaching suggestions
Living Maths At the supermarket answers
In the carpark (A)
1. 5 2. 5 3. 10 4. 11.15 am 5. 4 6. 4 7. 120 8. 480 9. cube 10. 5
In the carpark (B)
£3 1. 2. 7093. 2836
60 7. 8. 30
4. 2 h5.
1:15 pm
9.
In the store (A)
6 1. 2. 43. 2
13
18¾ min
10.
4
4. 5. 66. 3, 2, 1
2
h6. 59 /
1
2
h
3
7. 8. Dry cleaning9. right10. 92p
In the store (B)
1. 12 2. 15p 3. 30p 4. 46p 5. £5.52 6. £1.74 7. 42p 8. £3.50 9. £1.50 10. 10 At the pharmacy (A)
10 1. 2. 33. 2:54. £7.555. £206. £627. £12.998. £49.019. £2.6010. £6.10
At the pharmacy (B)
7.5 ml
1.
2. £32.503. 50p or £0.50
£48
8. 9. £1.8010. £17.52
Can we help you? (A)
7 1. 2. 23. store manager4.
30 years
6.
7. 30 years8.
Can we help you? (B)
£49 500
1.
2. £24 7503.
Ken, Marge, Mrs Adams
6.
4. £2.44
trainee
52 years
5. 9p
45 years
1
2
5.
18 months or 1
9.
£55 6004.
£7285
7.
Supermarket bill (A)
14 1. 2. 93. 54.
£6265
/ years 10.
£4550
5.
£2987.50
8.
£3.485. 17p
9. £41.25
3; £1.74
6.
10.
9p
7.
19.347. £3.32
£1715
£2558.75
£2.76
8.
9. 60p10. 40p
Supermarket bill (B)
1. £16.19 2. £10, £5 (notes); £1, 10p, 5p, 2p, 2p (coins) 3. 1527 4. 3 5. £7.50 6. 27 7. £1.45 8. 7.5 kg 9. £5.45 10. 56p
Supermarket petrol station (A)
1. 8 2. 7 3. 94p 4. 88p 5. 6p 6. 46p 7. 80p 8. £5.99 9. 3 10. £4
Supermarket petrol station (B)
1. £30.80 2. 28 litres 3. £55.60 4. 25 litres 5. 7p 6. £48 7. £18 8. £7.70 9. 2.56 pm 10. £14.01
Delivery day (A)
1. 4 2. 10 3. 6 4. 108 5. 3 h 6. 33 h 7. 2 h 8. 13.5 h 9. 72 boxes 10. 1000 kg Delivery day (B)
3 deliveries
1.
2. 800 g3. 24 kg4. 96 boxes5. Sunday6. 1 h 20 min7. 10 min
1 year 1 month
8.
9.40 am
9.
11:52 pm or 23:52
10.
1
/
6. £
Living Maths
Book 5 At the supermarket
Sue Graves Illustrated by Peter Rigg
Contents
Living Maths
About the series
Living Maths is a series of six books of photocopiable worksheets designed for pupils at Key Stage 2 and into the early terms of Key Stage 3, who need additional support to use maths successfully in every day tasks and situations.
The books aim to develop an understanding of maths language and basic skills, each one focusing on a different every day situation and providing practice of the relevant mathematical skills needed.
Each book contains 7 units presented over three pages. The fi rst page provides a detailed picture. Page 2 provides simple maths questions based mainly on observation of the picture. Page 3 provides more complex problems involving a wider range of mathematical skill, including extension exercises.
The books also contain a pupil record sheet for the teacher to record comments on the pupil's achievements.
Book 1: At home
Book 2: At the theme park
Book 3: In town
Book 4: On holiday
Book 5: At the supermarket
Book 6: At school
ISBN 978 1 84198 293 9 © Learning Materials Ltd 2006
Published by Learning Materials Ltd, Dixon Street, Wolverhampton, WV2 2BX www.learningmaterials.co.uk
Tel: 01902 454026 Fax: 01902 457596
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Eagle Class Home Learning - Monday 1st February 2021
Please find below your daily activities. See page two onwards for resources to support this learning. You do not need to print these sheets, you can use any pieces of paper to complete the work, the formats given are for guidance only. Please send me your finished pieces of work, I can also share it with the children in class. If you have any questions or queries please contact me through the Eagle Homework email address.
P.E
English
Joe Wicks Monday
Follow the link below for your daily workout:
Joe Wicks - Live Channel
SPELLING LESSON
Please follow the link below to your daily spelling lesson. Spelling Lesson—Follow the link below:
Silent Letters - Lesson 1
To investigate silent letters
In this lesson, we will investigate silent letters, highlighting etymology and spotting patterns.
ENGLISH— Composition
You have two days to complete this task:
Re-read page 94-94 of Crater Lake—
I have attached a copy on page 2.
In this extract, Big Mak makes an announcement over the tannoy system to the remaining pupils at Crater Lake. He warns them about the staff and teachers.
See page three for your task…
Maths
Email address:
firstname.lastname@example.org
Topic
This week we will be following the White Rose Maths video lessons and worksheets.
Please find each year group VIDEO link below.
Follow the title for the correct video each day.
The worksheet and answer sheet for each lesson will be emailed daily.
Year 4: Measure Perimeter
ht ps://whiterosemaths.com/homelearning/ year-4/week-9-measurement-length-perimeter/
Year 5: Counting Squares
ht ps://whiterosemaths.com/homelearning/ year-5/week-12-measurement-perimeter-area/
Year 6: Fractions to decimals
ht ps://whiterosemaths.com/homelearning/ year-6/spring-week-3-number-percentages/
R.E/Geography/History/Science/PSHE/Music/ French/Computing
Pachelbel's Canon
Click on the music link below to listen to this famous piece of music by Johann Pachelbel:
MUSIC
This is the piece of music that HOCHE plays to the pupils at Crater Lake to make them fall asleep.
Read pages 122-123 (Chapter 10) See page 4 for your task...
Monday 1st and Tuesday 2nd February 2021
English—Composition
CRATER LAKE
Can I write a persuasive speech to warn others? Can I record my speech in audio, with dramatic tone?
TASK ONE
Read page 94-95. Highlight Big Mak's speech.
Try to circle the imperative 'bossy' verbs he uses.
Imagine you are going to give a similar speech to all the other children. What would you say? How would you warn them? What instructions would you tell them?
Plan, write and edit your speech. Use the sentence starter below. Include some imperative commands from the red box.
Attention, pupils of Montmorency School…
TASK TWO
Once you have written and prepared your speech, I would like you to perform and read your speech to someone in your household.
Remember, this needs to be 'warning' in its tone. You are all a little frightened and you are trying to tell others about the dangers. Your voice needs to be strong, commanding and assertive.
Next, ask an adult to record your speech. This can be a video or simply an audio voice recording on a mobile phone.
I would love you to email Eagle Class your speech, so we can listen to your warning words.
Good Luck!
Monday 1st February 2021
Music
Pachelbel's Canon
Can I listen to a classical piece of music and use it as an inspiration for my art
Johann Pachelbel
Page 122-123 Crater Lake
Hoche says:
"Montmorency pupils. I hope you are finding the music soothing. I know you are tired. You're so very tired and staying awake is too hard. I know your eyelids are drooping. I know your bodies ache to lie down… so sleep my lovelies, sleep."
Imagine you are Chets, Mak, Katja or Adrianne. You are looking into the Dining Room at Crater Lake. You can see all the other pupils sat at the tables with their 'tomato soup'. The children are listening to the hypnotic voice of Hoche over the tannoy/radio system. What can you see. Try to visualise this as a piece of art—what is happening to the pupils? What do they look like? What is happening to their bodies. Maybe you are watching through a window or taking a photograph as evidence. Draw a detailed picture as you listen to the calming music. But...don't ever fall asleep!! | <urn:uuid:b9f73ddf-4fcd-4e1e-b954-df9af597bc20> | CC-MAIN-2021-43 | https://corvuseducation.com/aslacton/wp-content/uploads/2021/01/1.2.21.pdf | 2021-10-26T03:20:38+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00617.warc.gz | 280,014,830 | 1,034 | eng_Latn | eng_Latn | 0.99702 | eng_Latn | 0.997598 | [
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Alcohol and liver disease
Pioneering Liver Health
Alcohol and liver disease
The British Liver Trust works to:
* support people with, and affected by, liver disease
* improve knowledge and understanding of the liver and related health issues
* encourage and fund research into new treatments
* campaign for greater awareness around liver disease, leading to swifter diagnosis and treatment.
All our publications are reviewed by medical specialists and people living with liver disease. Our website provides information and our Helpline gives advice and support on enquiries about liver health. Call the Helpline on 0800 652 7330, general enquires on 01425 481320, or visit britishlivertrust.org.uk
For the latest updates to this information, please refer to our website britishlivertrust.org.uk
This publication is for adults diagnosed with alcohol-related liver disease, for those who would like to better understand the condition and the recommended safe drinking guidelines.
Contents
The liver
Your liver is your body's 'factory', carrying out hundreds of jobs that are vital to life. It is very tough and able to continue to function when most of it is damaged. It can also repair itself, even renewing large sections.
Your liver has around 500 different functions.
Importantly it:
* fights infections and disease
* destroys and deals with poisons and drugs
* filters and cleans the blood
* controls levels of cholesterol
* produces and maintains the balance of hormones
* produces enzymes and other proteins
* is responsible for many chemical reactions in the body, such as blood clotting and tissue repair
* processes food once it has been digested
* produces bile to help break down food in the gut
* stores energy that can be used rapidly when the body needs it most
* stores sugars, vitamins and minerals, including iron
* repairs damage and renews itself.
3
How liver disease develops
Your liver responds to harm by becoming inflamed. Any inflammation of the liver is known as hepatitis, whatever its cause. Sudden inflammation of the liver is known as acute hepatitis. When inflammation of the liver lasts longer than six months, it is known as chronic hepatitis.
Inflammation is part of the process of repairing damaged tissue. In a similar way to a scab forming over a skin wound, a temporary fibrous 'scaffold' forms while new liver cells regenerate. If your liver is repeatedly harmed, new liver cells cannot regenerate fast enough and the fibrous scaffold remains as a scar. This is called fibrosis, and can take a variable amount of time to develop.
When fibrosis is present, your liver may be able to keep functioning quite well. Removing or treating the cause of the inflammation may reverse some, or all, of the fibrosis and prevent further liver damage.
Right hepatic duct
Cystic duct
Gallbladder
Portal vein
Common bile duct
Pancreatic ducts
emptying into
duodenum
Left hepatic duct
Inferior vena cava
Liver
Spleen
Pancreas
Pancreatic duct
Source: British Liver Trust
If the harm to your liver continues, the inflammation and fibrosis can spread throughout your liver, changing its shape and affecting how well your liver cells work. This is known as compensated cirrhosis. Even at this stage, people can have no obvious signs or symptoms.
The scar tissue in cirrhosis interrupts the blood flow through the liver. As a result, the blood pressure in the veins in your abdomen is increased and may result in bleeding. Scar tissue in cirrhosis is difficult to remove and may be permanent. However, further progression can be halted and your cirrhosis stabilised, if the cause of the liver damage is removed.
Cirrhosis increases your risk of liver cancer and can lead to liver failure. If damage to your liver continues, it will become unable to function sufficiently (decompensated cirrhosis) and start to fail; this is sometimes referred to as 'end-stage liver disease'. At this stage chemicals and waste products can build up in the body, commonly causing jaundice, ascites (a build-up of fluid in the abdomen) and hepatic encephalopathy (confusion and memory loss). In the final stages of liver disease the build-up of waste products may lead to multiple organ failure and loss of life.
Normal liver
Liver with cirrhosis
Source: British Liver Trust
Alcohol: are you putting yourself at risk?
A lot of people see alcohol as simply something to be enjoyed and as a normal part of life in the UK. Other than unwelcome 'side effects', such as a hangover or putting on a bit of weight, many of us are unaware about the unseen damage alcohol can do to the body.
Every year in the UK, there are more than 300,000 hospital admissions where the main reason for admission is alcohol, and more than one million admissions to hospital where alcohol is partly responsible. Alcohol-related illness accounts for almost three quarters of all admissions to Accident & Emergency departments (A&E) from midnight until 5am at weekends. Every year, over 6,500 people will die because of an illness directly related to alcohol, and alcohol-related admissions and deaths costs the NHS over £3.5 billion per year. If trends are not reversed, it's estimated that the cost to the NHS of managing alcohol-related ailments over the next five years will rise to £17 billion.
The liver is your largest internal organ. As well as hundreds of other jobs, it processes the alcohol you drink. If you drink over the recommended daily guidelines (see 'How much can I drink?' on page 8) your liver will be unable to process the alcohol you consume quickly enough, which damages the cells in your liver. But because ongoing damage to the liver does not cause pain, you may not have any symptoms of the inflammation, fatty deposits or scarring affecting it until your liver disease is severe, at which point you are at risk of liver failure and death.
Many people mistakenly think that you have to be an 'alcoholic' to be affected by alcohol-related liver disease. However, the term alcoholic is misleading, as alcohol dependency is a spectrum. Currently, one in five people in the UK drink alcohol in a way that could harm their liver. Regularly drinking more than the lower-risk levels of alcohol (defined by the NHS as 14 units a week, spread over several days, with two or three alcohol-free days every week, ideally consecutively) can seriously harm your liver. These guidelines are the same for men and women. Just because you don't feel the effects of drinking on your liver, it doesn't mean that you are not risking chronic ill-health or lasting liver damage from alcohol-related liver disease. It is a lot easier to overdrink than many people realise, putting vast numbers of us in danger of alcoholrelated illnesses.
What is alcohol?
The type of alcohol we drink is a chemical called ethanol, also known as ethyl alcohol. Ethanol is the ingredient in alcoholic drinks that affects our mental processes - for example, our speech, balance and what or how we think. Ethanol is made by putting grains, fruit or vegetables through a process called fermentation, which is when the sugars in the grains, fruit or vegetables are broken down by yeast. Spirits also go through an additional process called distillation (the removal of water from the alcohol product) which leaves it stronger in concentration and taste. Ethanol dissolves quickly in water and is then absorbed into the bloodstream. In the short term, in small doses, it makes people feel relaxed and provides a general sense of wellbeing. However, increased amounts of alcohol start to affect the balance and speech sections of the brain. If you drink regularly, your brain learns to adapt to alcohol and you need to drink more and more to produce the same effect.
Despite the short term sense of wellbeing, alcohol is a depressant (causes low moods) and will often affect the moods of those who regularly drink over the recommended daily guidelines. Remember too that alcohol affects everyone differently.
7
How much can I drink?
If you are generally healthy, eat a well-balanced diet and take regular exercise, sensible drinking shouldn't lead to problems with the liver. But what is sensible drinking?
As stated above, the Department of Health currently advises that men and women should not regularly drink more than 14 units a week, and that you should have two to three alcohol-free days a week, consecutively, to allow your liver to recover. The British Liver Trust strongly supports these guidelines.
Women are more susceptible to liver damage than men, even if they drink less. This is because women are generally smaller than men and have a greater proportion of fat tissue in their body mass. This means they have less water in their bodies, which results in higher levels of alcohol in the blood (blood alcohol concentration, or 'BAC') for every unit of alcohol they consume.
When not to drink
* If you already have a liver condition
* When you're taking some medications. This is because it can cause dangerous side effects such as irregular heartbeat, low blood pressure and vomiting. It can also make side effects such as drowsiness and dizziness become worse. Alcohol can sometimes interfere with the effectiveness of a medication. Talk to your GP when being prescribed medication to confirm if you can drink whilst taking it
* If you need to drive or to operate machinery
* If operating electrical equipment or circuitry
* When climbing ladders or scaling heights of any kind
* When taking part in sports or physical activities, particularly contact or extreme sports. Never go swimming if you have consumed any alcohol
* When pregnant or trying to conceive.
What is a unit of alcohol?
One unit of alcohol is 10 millilitres (ml) or eight grams (g) of pure alcohol. The alcohol by volume (ABV) tells you how many units there are in a litre of a particular drink. This can be found on the bottle, box or can. If you have a preference for a particular beer or cider, be aware the ABV may fluctuate between draught, canned or bottled versions. Non-draught versions can be significantly higher.
What is binge drinking?
Binge drinking is when you drink more than double your recommended daily allowance, normally with the purpose of getting drunk, in one sitting. For both men and women, binge drinking is most commonly defined as drinking more than six units in a single day. This is two to three pints of beer (4% ABV) or two to three standard glasses (175ml) of wine (13% ABV). 'Saving up' your units so you can drink more in a single session, even if you drink fewer than 14 units, is also considered to be a binge and puts your liver under pressure.
Statistics show binge drinking is most common in people aged 16-24. However, the highest consumption of alcohol overall is among those aged 45-64. It is estimated that one in five people drink more than the recommended guidelines, with just over a quarter of men drinking more than 21 units and 18% of women drinking more than 14 units a week. Drinking heavily over a short period leads to a rapid rise in blood alcohol concentration (BAC) and consequently to 'drunkenness'. The effect on behaviour varies from one person to another and ranges from relaxation and exhilaration, to memory loss, violent behaviour and nausea. A rapidly rising blood alcohol level can cause you to say things or act in a way that might embarrass you later, and can also lead to physical accidents, vehicle accidents and unsafe sex. It can also make you more vulnerable to physical attack. You may put yourself at risk of being infected with viral hepatitis, HIV and other STIs (sexually transmitted infections).
Very high blood alcohol levels can cause your brain's control over the respiratory system to become paralysed, causing heart irregularities, stroke, coma and even death.
How does the body process alcohol?
Alcohol is soaked up through the lining of the stomach and the upper part of the gut (intestine) into your blood stream. The higher the concentration of alcohol the faster it will be absorbed. From there, the alcohol is carried to your liver as well as other organs and body tissues. Your brain and central nervous system will be affected by the alcohol in your body, altering your physical coordination and mental judgement. Your liver cannot store alcohol and instead metabolises (processes) about 90% of the alcohol you drink and eliminates it from your body. Alcohol breaks down into water and carbon dioxide gas and can be turned into fat.
11
What happens to the liver if you drink too much?
Along with the central nervous system, the liver suffers the most from excessive alcohol consumption. Your liver can only process a certain amount of alcohol at any given time (estimated at one unit an hour). If you are drinking quickly your liver cells will have to work overtime to process the alcohol you consume. If you drink more than the recommended daily units, your liver will not be able to process the alcohol quickly enough and the excess alcohol will be transported to your other organs. When the liver is processing alcohol it produces a substance called acetaldehyde. This has a toxic effect on the liver, as well as the brain and stomach lining and is what causes your hangover. The acetaldehyde is subsequently broken down into a chemical called acetate, which is then broken down further into carbon dioxide and water. When the liver's ability to metabolise alcohol is overwhelmed, your body finds another way to 'cope'. It does this by producing free radicals (see Useful words section, page 27). Free radicals can damage cells, proteins and DNA in the liver. Regular or harmful drinking over time can strain or disrupt the liver's ability to process alcohol, leading to alcohol-related liver disease.
Alcohol-related liver disease can be broken down into stages. The first stage may not seem significant but addressing the condition now may prevent it progressing and possibly leading to a liver transplant or loss of life.
Stage 1: Fatty liver
The first stage is a result of an accumulation of fat in your liver. When alcohol is metabolised it results in overproduction of fat in the liver. A healthy liver should have little or no fat but if you drink more than your liver can cope with, fat can build up, leading to fatty liver disease. This condition can also be caused without drinking, which is called non-alcohol related fatty liver disease (NAFLD). This stage is often asymptomatic (has no symptoms) and can be addressed by reducing the amount of alcohol you consume or abstinence, which means you stop drinking completely.
There can be other contributory factors leading to the development of fatty liver apart from alcohol. It's important to look at all your lifestyle choices, including:
* Your diet - cut out foods that are high in unhealthy fats and sugar (processed foods) - see our Diet and liver disease publication for more information
* Exercise (see 'Looking after yourself', page 24)
* Any medications you may be on - these can contribute to the development of a fatty liver. Consult your doctor about the possible side effects.
At this stage if you do not abstain, or reduce the amount of alcohol you consume, you are at risk of developing serious liver damage.
Stage 2: Alcohol-related hepatitis
If you have a fatty liver, and do not stop or reduce your intake of alcohol, you are at a high risk of developing alcohol-related hepatitis. This is a condition where your liver becomes inflamed, swollen and tender. It can develop suddenly over a few weeks, resulting in liver failure (jaundice and abdominal fluid build-up). Developing this condition may be the first time a person is aware that they have any form of alcohol-related liver disease. It can continue to progress to death, even after stopping drinking. Alcohol-related hepatitis can occur at an early stage or after many years of harmful drinking.
As with fatty liver disease caused by alcohol, alcohol-related hepatitis can be addressed by abstaining from drinking. If a person survives alcohol-related hepatitis, continuing to drink any amount of alcohol puts them at a very high risk of dying of their liver disease within a short period.
Repeated liver injury and inflammation due to alcohol can lead to the formation of scar tissue (fibrosis), which gradually extends between the liver cells like a meshwork that looks a bit like chicken-wire. Continuing to drink alcohol results in ongoing injury to the liver and the progressive build-up of scar tissue, and affects the liver's ability to regenerate.
Stage 3: Cirrhosis
The final and irreversible stage of alcohol-related liver disease is cirrhosis. This is usually the result of long-term, continuous damage to the liver. Irregular bumps, known as nodules, replace the smooth liver tissue and the liver becomes stiffer due to the accumulation of scar tissue. As a result, the shape of the liver becomes distorted. This can lead to complete liver failure as there are too few cells left to carry out normal liver functions. By the time you discover you have cirrhosis your quality of life may be severely impaired, as your liver will no longer be working efficiently. If you carry on drinking at this stage you will speed up damage to your liver and significantly increase the risk of death. About one in 10 people who drink harmful amounts will develop cirrhosis. In the UK, the number of people dying from cirrhosis each year is increasing. In addition to liver failure, people who have cirrhosis have a much higher chance of developing liver cancer. Each year, 1-3% of people with cirrhosis will develop liver cancer.
Who is at risk?
We all react to alcohol in a different way, so it's difficult to tell in advance who is most likely to suffer liver damage. However, the following groups may be more at risk than most:
* Men and women who regularly drink over the lower-risk recommended units (14) of alcohol and those who do not take two to three days off a week
* Women are more at risk than men, due to their smaller body size, build and lower water to fat ratio
* People who are overweight
* People who inherit genes that do not allow for proper metabolism (breakdown) of alcohol
* People who have another liver condition such as haemochromatosis (too much iron in their blood), NAFLD (non-alcohol related fatty liver disease) and hepatitis B or C (long-term, or 'chronic', viral infections of the liver).
Can the liver recover?
The liver has the potential to repair itself. However, this is limited, and the potential for recovery depends on how badly your liver is damaged and your general health. If you have a fatty liver because of alcohol consumption, cutting down or stopping drinking and maintaining a healthy weight (see 'Looking after yourself', page 24) can help your liver repair itself completely. Many people who have alcohol-related hepatitis can make a good recovery if they stop drinking completely, but some people with alcohol-related hepatitis will have also developed cirrhosis. At this stage, complete lifelong abstinence from alcohol is the key treatment, as simply cutting down is not enough to stop progressive liver failure and death.
What are the effects of alcohol on the rest of your body?
Alcohol can damage other parts of your body as well as your liver. Harmful drinking can lead to a number of health problems, such as:
* Stomach disorders
* Pancreatitis, leading to diabetes
* High blood pressure
* Circulatory problems, including heart attacks and strokes
* Vitamin deficiencies
* Sexual difficulties, including impotence
* Problems with the brain
* Dementia
* Brain damage, causing loss of balance
* Depression
* Malnutrition
* Problems with nerves in the arms and legs
* Cancer of the mouth, throat, tongue, oesophagus, stomach, large bowel (gut) and breast.
Alcohol can also cause other problems, such as relationship difficulties or arguments with family or friends who may be concerned about how much you drink. It may affect your work and can often place you under financial strain.
How many calories are in alcohol?
A pint of draught beer at 5% abv contains around 170 calories, the same as one pack of salted crips.
An alcopop at 5% abv contains up to 237 calories, the same as three tea cakes.
Alcohol contains a lot of calories, which can cause you to gain weight. When drinking alcohol, the calories you consume are known as 'empty calories' because they have no nutritional value. Consuming empty calories may lead to extra pounds but it can also cause you to become malnourished (see Useful words section, page 27) as alcohol doesn't provide the body with the nutrients it needs to function properly. The recommended daily calorie requirement for most adult males is 2500 and for most adult females is 2000, so it's easy to see how those extra few drinks every week can have an impact on your weight.
What are the symptoms of alcohol-related liver disease?
You may not experience any symptoms of liver damage early on. In fact, many people who have alcohol-related fatty liver or hepatitis find out during routine tests for an unrelated illness or when they are admitted to hospital with signs of liver failure or vomiting blood. The early symptoms of alcohol-related liver disease can be nonspecific (similar to those caused by other conditions not related to liver damage). There are often no warning signs of liver damage until cirrhosis has occurred.
Early symptoms can include:
* Feeling some pain in the liver (place your right hand over the lower right hand side of your ribs and this will cover the area of your liver)
* A general feeling of poor health and fatigue
* Flu-like symptoms
* Loss of appetite
* A sick, nauseous feeling, especially in the morning and often accompanied by diarrhoea
* Pale stools
* Dizziness
* Breathlessness
* A rapid heart rate
* Increased sensitivity to alcohol or drugs.
Later symptoms, as the liver is struggling to function:
* Jaundice (yellow eyes or, in more severe cases, yellow skin. For more information see 'Useful words' section, page 31)
* Vomiting blood (haematemesis)
* Dark black, tarry, stools (melena)
* Significant weight loss
* Periods of confusion or poor memory, also known as brain fog (hepatic encephalopathy)
* Swelling of the abdomen (tummy area) and legs
* Fever – possibly with shivering attacks
* Itching (pruritis)
* Dark urine
* Frequent gum or nose bleeds
* Bruising easily
* Muscle cramps
* Pain in the right shoulder
* Personality changes
* Staggering when walking.
If your doctor suspects liver damage, they will look out for the following signs:
* Tender, firm or possibly enlarged liver (hepatomegaly)
* Red and mottled palms (palmar erythema)
* Partly white fingernails
* Enlargement of male breasts, which may be tender (gynaecomastia)
* Swollen abdomen (ascites)
* Thinning hair (alopecia)
* Weakness and wasting of muscles (atrophy).
How do you test for alcohol-related liver disease?
If your doctor suspects you have liver damage, they may recommend a liver blood test (these used to be known as liver function tests, or LFTs) or scans (see below). If necessary you will then be referred to a hepatologist (liver specialist) or a gastroenterologist (digestive disease specialist) for further investigations.
Liver blood tests (formerly known as liver function tests, or LFTs)
These measure various enzymes, proteins and chemicals in the blood, which are made or cleared by the liver. An abnormal result may indicate a problem with the liver, and help to identify the cause.
As the liver performs its various functions it makes chemicals that pass into the bloodstream, and bile. Various liver disorders alter the blood level of these chemicals. The tests are used to help diagnose liver disorders; the pattern of the blood results may help to confirm which disorder is causing the problem. For example, the levels of liver enzymes and proteins in your blood can increase during liver inflammation (hepatitis). Further blood tests may be done to exclude other possible illnesses, such as viral hepatitis, autoimmune hepatitis, diabetes and other liver conditions. Having an abnormal liver blood test result does not always mean you have liver damage and abnormal liver blood test results are relatively common. An infection or a reaction to medication might affect your blood test results and sometimes a repeat liver blood test is all that's needed. However, any abnormality does need to be investigated to find out what the cause is.
Scans
While liver blood tests can help indicate how inflamed or damaged your liver is, scans are able to help doctors look at your liver for visual clues as to what's going on. Scans can include ultrasound, Fibroscan, CT (computed tomography) or MRI (magnetic resonance imaging). An ultrasound will look at the surface and general shape of your liver, as well as any significant changes from its normal appearance; a Fibroscan assesses the stiffness of your liver, while CT and MRI scans will look at all of these in more detail. If a blood test or scan comes back abnormal, you may need to have further tests. These may include a liver biopsy and an endoscopy.
Liver biopsy
During a liver biopsy, a tiny piece of the liver is taken for study. This usually involves a fine hollow needle being passed through the skin into the liver and a small sample of tissue being removed. The test is usually done under local anaesthetic and most people will be allowed home later the same day, although for some it may mean an overnight stay in hospital. As the test can be uncomfortable and there is a very small risk of internal bleeding or bile leakage, a stay in bed of at least six hours after the procedure is required. Ask your doctor for more information on this. The results of your biopsy are graded and staged according to the degree of liver inflammation and scarring.
Endoscopy
An endoscopy is an established and reliable method of looking at the inside lining of the gut to check for swollen veins (varices) in the oesophagus and stomach that may rupture and bleed as a result of liver damage. An endoscope is a long, flexible fibre optic tube with a tiny camera and a light on the end, which is passed down your throat. It's performed under sedation or local anaesthetic, and only takes a few minutes.
For more detailed information on these tests see our Liver disease tests explained publication.
What treatments are available?
Stop drinking alcohol
The most effective way to treat alcohol-related liver disease is to stop drinking alcohol. For most people with fatty liver and alcohol-related hepatitis the liver can potentially heal itself if they commit to lifelong abstinence. 'Cutting down' is not enough, and although symptoms may disappear, damage to the liver may still be taking place. Cirrhosis can develop with no early warning signs, and can't usually be reversed. If you have cirrhosis, you will reduce any further damage to your liver and increase your chances of survival dramatically if you stop drinking. For support and treatment options available to help you stop drinking, ask your GP or contact one of your local alcohol services.
Diet
Drinking alcohol can lead to malnutrition. The consumption of empty calories, a loss of appetite and malabsorption (poor absorption of food and nutrients), caused by alcohol's toxic effect on the gut, can all play a part in this. For this reason, eating a balanced diet and maintaining a healthy weight is important in helping your liver recover. If you have an alcohol-related liver condition it is likely you will be deficient in certain vitamins, in particular thiamine (a B vitamin that helps the body convert carbohydrates into energy). Your doctor may prescribe vitamin supplements. For more information on diet see 'Looking after yourself', page 24.
Nutrition
If your liver is damaged then you might benefit from enteral nutrition (nutrients fed through a tube into the gut) to help your liver repair itself. This method of treatment ensures your body has all the vitamins and minerals it needs to start to recover.
Steroids
If you have severe alcohol-related hepatitis you may have to be admitted to hospital, where you may be administered steroids for up to four weeks to control the inflammation of your liver. This can improve the chances of survival in some people but by suppressing the immune system, steroids may also make you more susceptible to infection. Many liver specialists give steroids for seven days and assess the effect, continuing the treatment if there is evidence that a person's blood tests are improving, but stopping them if they are not.
Liver transplant
For some people with life-threatening liver complications of cirrhosis, a transplant may be the only option. In the UK, alcohol-related cirrhosis is one of the most common reasons people need a liver transplant. Only patients whose liver condition fails to improve after a period of abstinence are considered candidates for transplantation in the UK. If you are a candidate for a transplant, you'll be carefully assessed and may be put on the national liver transplant waiting list. If you continue to drink and do not show commitment to lifelong abstinence, you will not be offered a transplant. Depending on the severity of your liver condition, without a liver transplant, your life expectancy may be reduced to only a few months or years.
A liver transplant is a major operation and if the transplant is successful you will be prescribed medication to take for the rest of your life, to help stop your body from rejecting the transplanted liver. Survival following a liver transplant is improving all the time, with more than three quarters of people undergoing successful transplants now living longer than five years. If your liver transplant is due to an alcohol-related condition, you will be required to abstain from alcohol permanently in order to remain in good health.
For more information, see our publications on Liver transplantation and Life after liver transplantation.
Looking after yourself
Alcohol and other liver conditions
Alcohol is processed by your liver and, as a result, can be dangerous for anyone with a liver condition. If you have a liver condition you should speak to your doctor about how much alcohol you can safely consume and if it will affect the condition or your treatment. Advice on alcohol will vary from person to person, even for those with the same condition. Many people find they can no longer tolerate any alcohol, while others might be able to drink a small amount on special occasions.
Smoking
Smoking is dangerous to everyone's health, and can increase the severity of liver damage. People with liver conditions are more vulnerable to infection and to poor health overall, so smoking or exposure to passive smoking is not advisable. If you smoke, speak to your doctor about what help is available with cutting down and giving up.
Diet and exercise
Being overweight or obese can affect the progression, or treatment of, your liver condition. If you have a liver condition, there may be some special considerations you need to make in your diet to stay nutritionally well and to help manage your condition. Some of these are specific to certain liver diseases, others relate to how advanced your liver disease is (for more information, see our publication Diet and liver disease).
Exercise will help you to maintain a healthy weight. The Department of Health recommends adults should take at least half an hour's exercise five days a week. It should leave you warm and slightly out of breath. You can do this all at once or, if you find it easier, in several 10 minute sessions. If you are overweight, the amount of exercise you do may need to be increased from 30 minutes to 45-90 minutes a day to help you to lose weight. It helps if you find an exercise that you enjoy - try walking, swimming, cycling or dancing. If you are overweight, speak to your doctor about losing weight safely. Avoid crash diets and rapid weight loss regimes as these rarely work and you are unlikely to maintain weight loss. They can also be dangerous and increase the risk of malnutrition and gallstones. A safe weekly rate of weight loss is between 0.5kg and 1kg (1-2lb).
Complementary and alternative medicines and therapies
Many complementary and alternative medicines available suggest they can ease the symptoms of liver disease. Before taking any medicine you should check with your doctor that it is safe to do so, as most of these are processed by the liver, so they can be toxic to people with liver problems. Some can damage the liver and make you more severely ill. At present, healthcare professionals are not clear on the role and place of some complementary medicines in managing liver disease; research is needed on their use. Licensing has been introduced for some traditional herbal medicines but many herbal products are not classified as a medicine so there is no regulation of these products. This means you cannot be sure how much of the active ingredient you are getting or how pure it is. Unregulated products are not monitored or assessed for how effective or safe they are. Some remedies can damage the liver and make you more severely ill. It is wise to be cautious about the claims made for herbal remedies, particularly those advertised on the internet, as they can offer false hope. It is important to discuss the use of these remedies with your doctor before taking them.
Some people choose to use complementary therapies alongside their conventional medical treatment, both to ease symptoms and improve emotional wellbeing. Such therapies may include massage, aromatherapy, meditation or acupuncture. To ensure your chosen therapy does not adversely affect your health or medical treatment, you should discuss any therapies you are thinking of using with your doctor. Make sure your practitioner is registered with an accredited body; your doctor may be able to refer you to a locally recommended practitioner. Always inform your practitioner of your medical history as this may impact on the type of therapies that are safe for you.
26
Useful words
Absorption – the process by which fluids, oral medications and nutrients are taken into the blood stream from the small intestine.
Acute – a sudden illness that may be severe but lasts for a short period.
Ascites – accumulation of fluid in the abdomen (peritoneal cavity), which surrounds the bowel, leading to enlarged, swollen and tender abdomen.
Balanced diet – a diet that contains all the different substances your body needs, in the right amounts, to keep you healthy.
Bile – a yellow-green fluid produced by your liver, which passes into your intestine. It contains chemicals, as well as waste products, and plays a central role in helping the body to process cholesterol and digest fat.
Bilirubin – a yellow pigment and waste product from the breakdown of haemoglobin. Increases of bilirubin in your blood can indicate liver disease, especially disease of the bile ducts (see jaundice).
Calories – units of energy, sometimes written as kilocalories (kcal) or kilojoules (kj).
Carbohydrate – a substance that provides energy or fuel for your body. 'Simple' carbohydrates are sugars, as found in fruit, honey and jam. 'Complex' carbohydrates are starches, as found in bread, rice and potatoes.
Cell – the basic functioning unit or 'building block' of living things, it can reproduce itself exactly. Your body is made up of cells, each with its own unique functions and features. Most cells contain a central compartment called a 'nucleus' which contains your genetic material.
Chronic – an illness that lasts more than six months, possibly for the rest of a person's life.
Cirrhosis – a condition where injury to the liver results in replacement of normal liver tissue with scar tissue (fibrosis), nodules of regenerated liver cells and hardening of the liver. The working capacity of liver cells become badly impaired and they are unable to repair the liver; this is caused by long-term, continuous damage.
End-stage liver disease – a term sometimes used for cirrhosis. It can be more useful to describe a person's cirrhosis as either 'compensated' or 'decompensated'.
Enzyme – a protein that speeds up a chemical reaction within a cell, without being changed or used up in the reaction. Each enzyme has a specific job, there are many types of enzyme for the various different reactions.
Fibroscan – a non-invasive ultrasound scan, it is used to measure the stiffness of the liver.
Free radical – an unstable molecule created from the metabolism of oxygen in your body. Free radicals belong to a group known as 'reactive oxygen species'. Although a by-product of normal cell function, when too many are generated they can become toxic and lead to cell damage.
Gastroenterologist – a doctor who specialises in diseases of the gullet, stomach, bowel and their associated organs, the pancreas, liver and spleen.
Hepatic – anything relating to the liver.
Hepatic encephalopathy (HE) – disturbed brain function, leading to mental confusion and memory loss, this occurs when the liver is severely damaged and is unable to process waste products which are then carried to the brain in the blood.
Hepatitis – any inflammation of the liver is known as hepatitis, whether its cause is viral or not. A sudden inflammation of the liver is known as acute hepatitis. Where inflammation of the liver lasts longer than six months the condition is known as chronic hepatitis.
Hepatocyte – a liver cell.
Hepatologist – a doctor who specialises in liver diseases.
Inflammation – the body's reaction to acute and chronic injury or infection, commonly characterised by swelling, pain, redness and heat.
Intrahepatic – within the liver.
Jaundice – a condition in which the whites of the eyes go yellow and in more severe cases the skin also turns yellow. This is caused by accumulation in the blood of bilirubin; a yellow pigment and a waste product normally disposed of by the liver in bile (see bilirubin). Jaundice usually indicates a problem with the liver, though it can be caused by other conditions.
Liver blood tests (formerly known as liver function tests, or LFTs) – a panel of tests used to indicate whether your liver is inflamed (hepatitis), damaged or not working properly. They measure levels of certain enzyme and protein substances in your blood that may alter when liver damage is present.
Malnutrition – (or being malnourished) is a serious condition that occurs when a person's diet does not contain the right amount of nutrients. It means "poor nutrition" and can refer to undernutrition – when you don't get enough nutrients or overnutrition – when you get more nutrients than you need.
Metabolism – the physical and chemical processes by which food is transformed into energy. This occurs by absorbing substances and using them in the body or by removing toxins and disposing of them from the body as waste products.
Nutrient – a substance required from our diet for growth, energy production and the body's functioning. Nutrients can be 'organic' (meaning they contain carbon), such as carbohydrates, fats, proteins and vitamins, or 'inorganic'. Inorganic nutrients are usually dietary minerals, water, oxygen or iron.
Steroid – natural or synthetic compounds sharing the same four-ring molecular structure. Synthetic steroids can be used to reduce pain, swelling and other symptoms of inflammation.
Varices – expanded and protruding (dilated) veins that run along the wall under the lining of the upper part of the stomach and lower end of the gullet. If they rupture or break they will bleed heavily (variceal bleeding).
Useful websites
www.nhs.uk
Government site providing information and selfhelp advice about tests, treatments, operations and local services.
www.patient.co.uk
Register of health information provided by GPs to patients during consultations. Also contains a directory of patient support information and patient feedback.
www.labstestonline.org.uk
Information to help the patients understand the way laboratory tests are used to diagnose, monitor and screen for a broad range of conditions and diseases.
www.rcr.ac.uk
The Royal College of Radiologists is a charity which aims to advance the science and practice of radiology and oncology, further public education and promote study and research through setting professional standards of practice.
Further information
The British Liver Trust publishes a large range of leaflets about the liver and liver problems written for the general public.
Leaflets that you may find particularly helpful include:
* Diet and liver disease
* Liver transplantation
* Hepatitis A
* Hepatitis B
* Hepatitis C
* Liver cancer
* Living with liver disease
* Non-alcohol related fatty liver disease (NAFLD)
* Testing for viral hepatitis (fact sheet).
We hope you have found this publication helpful
All our publications are reviewed by medical experts and people living with liver disease. If you have any feedback on this publication please email the Trust at email@example.com
The British Liver Trust is a charity funded by donations, including gifts in Wills.
The British Liver Trust can only provide its expert liver health information thanks to donations from supporters like you, enabling us to meet the growing need for liver health information in the UK.
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31
Contact details
Call us: 01425 481320
Helpline: 0800 652 7330
Email us: email@example.com
Visit our website: britishlivertrust.org.uk
Write to us: British Liver Trust, 6 Dean Park Crescent, Bournemouth BH1 1HL
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Curriculum Development and Review
Curriculum Philosophy
EH (LOCAL)
The Board recognizes the need for and value of a systematic, ongoing program of curriculum development and evaluation. The design and implementation of the curriculum shall be consistent with the Board's adopted mission and applicable goals, state laws, and State Board rules. The Board deems it essential that the school system continually develop and modify its curriculum to provide a common direction of action for all instruction and programmatic effort in the District and to meet changing needs. This curriculum component shall be an integral part of the District long-range planning process. An environment to support curriculum delivery must be created and maintained by all functions of the organization.
While instructional differentiation is expected to occur to address the unique needs of specific students, that instruction shall be derived from a set of curriculum learnings common to all students. There shall be equitable access to the curriculum for all students.
The purpose of education is primarily imparting basic knowledge, concepts, processes, and attitudes necessary for the student to successfully function in society. Education recognizes the characteristics unique to each individual and provides a process for development and expression of each student's innate potential and talents.
The curriculum shall be designed and implemented using a competency-based curriculum approach that has the following premises:
1. All students are capable of achieving excellence in learning the essentials of formal schooling.
2. Success influences self-concept; self-concept influences learning and behavior.
3. The instructional process can be adapted to improve learning.
4. Schools can maximize the learning conditions for all students through clearly stated expectations of what students will learn, high expectations for all students, short- and long-term assessment of student achievement, and modifications based on assessment results.
5. Successful student learning must be based on providing appropriate educational experiences at the appropriate level of challenge in order to ensure maximum student achievement.
6. High levels of student achievement are the benchmarks for effective curriculum (design) and instruction (delivery).
The Planned and Written Curriculum
The Board expects that learning will be enhanced by adherence to a curriculum that promotes continuity and cumulative acquisition of
DATE ISSUED: 5/16/2017
UPDATE 108 EH(LOCAL)-X
EH (LOCAL)
skills and knowledge from grade to grade and from school to school. The curriculum should reflect the best knowledge of the growth and development of learners, the needs of learners, based on the nature of society, the desires of the residents and taxpayers of the District, state laws, and State Board rules.
The focus of the curriculum shall ensure:
- Emphasis on reading at grade level,
- Mastery of basic skills of writing and mathematics, and
- Objectives derived from state and national assessments.
The curriculum is designed to provide teachers and students with the Board's expectations of what students are to learn. Teachers are expected to teach the curriculum of the District. Subject area written curriculum and instructional guides shall be developed for all grade levels and subjects in the District. The expectations are that:
1. All curriculum will be documented in writing,
2. The curriculum will be reviewed and updated as needed on a regular cycle of review,
3. Teachers will have copies of guides and use the objectives in the guides to develop daily lesson plans, and
4. Administrators will work with teachers to maintain consistency between the written curriculum and the curriculum objectives actually taught.
Instructional resources such as personnel, textbooks, and other materials shall be based upon their alignment with the Texas Essential Knowledge and Skills (TEKS), the state-adopted curriculum objectives and curriculum priorities of the District. Staff development shall be designed and implemented to prepare staff members to teach the designed curriculum and shall use effective change processes for long-term institutionalization.
The Taught Curriculum
The Board has several expectations of the teaching process. There must be assurance that teachers and their colleagues are working toward a common set of student objectives. All faculty members have a responsibility not only to contribute to the refinements of the written curriculum, but also to teach to the curriculum objectives. Teachers are required to use the District curriculum and instruction guide as their primary source of instructional direction. The principal shall ensure that optimum use is made of available written curriculum materials and instructional time.
DATE ISSUED: 5/16/2017 UPDATE 108 EH(LOCAL)-X
EH (LOCAL)
The implementation of the curriculum shall be aligned with the planned and written curriculum, as presented to students by teachers, and the assessed curriculum. Each of these three components of the curriculum shall be matched to bring about a high degree of consistency.
All programs, including those for special population students, are to be aligned to the District curriculum. Further, they are to be integrated in their delivery approach.
All curriculum decisions, including but not limited to elimination or addition of programs and courses and extensive content alteration, shall be subject to Board approval. Since the curriculum is a system decision, not a campus or employee decision, curriculum proposals from employees shall be presented first to central administration. If the proposal is acceptable at that level, it will then be presented to the Board.
Curriculum and instruction guides shall be provided for all subject areas and courses to assist teachers in their teaching. The format for these guides shall be a collaborative District-level decision. The guides shall:
1. Reflect alignment with the TEKS objectives;
2. Include scope and sequence, objectives to be taught, assessments in acceptable format, aligned resources, time frame, and instructional strategies; and
3. Include the Superintendent's approval date on the cover.
Proposed curriculum and instruction guides shall be reviewed by external experts prior to adoption, whenever possible.
Curriculum and instruction guides shall serve as the framework from which a teacher will develop units of study, individual lesson plans, and approaches to instruction that will serve the student's particular needs at a particular time. The guides shall be used to map a logical sequence of instruction.
In addition to consistent delivery of the objectives in the curriculum, instructional delivery shall be based on sound teaching principles grounded in educational research. Instructional supervision efforts shall focus on these sound teaching principles. This systematic process shall include:
1. Establishing a school climate that continually affirms the worth and diversity of all students.
2. Expecting that all students will perform at high levels of learning.
DATE ISSUED: 5/16/2017 UPDATE 108 EH(LOCAL)-X
The Tested Curriculum Evaluation
EH (LOCAL)
3. Ensuring that all students experience opportunities for personal success.
4. Varying the time for learning according to the needs of each student and the complexity of the task.
5. Having both staff members and students take responsibility for successful learning.
6. Assessing current student skills or learning for instructional assignment.
7. Analyzing the content of each objective so that instructional strategies match content and assessment.
8. When appropriate, sequencing tasks into a hierarchy of learning skills to maximize the effectiveness of instructional delivery.
9. Orienting students to the objectives to be learned.
10. Initial teaching to the objective(s) that provides varied approaches, adequate practice time, and multiple opportunities for learning and success.
11. Assessing student mastery of the objective(s) to determine the need for movement to a new instructional objective, extension/enrichment, or corrections.
12. For those who attain mastery, progressing to the next objective or offering extension or offering extension or enrichment.
13. For those who do not attain mastery, providing correctives and/or using different strategies until mastery is attained.
Staff development shall be provided for teachers on researchbased approaches to teaching to provide them with alternative ways to view the teaching act so that they may be as effective as possible.
The Superintendent or designee shall establish assessment approaches for determining the effectiveness of instructional programming at District, campus, and classroom levels. Assessments shall focus on determining the extent to which students are achieving and maintaining mastery of curriculum objectives and to the extent to which instructors are displaying effective conveyance of curriculum in the classroom.
District staff shall design and use a variety of assessment approaches in determining the effectiveness of the planned and written curriculum, the taught curriculum, and instructional programs.
DATE ISSUED: 5/16/2017
UPDATE 108 EH(LOCAL)-X
Roles and Responsibilities
Board
EH (LOCAL)
Periodic reports shall be made to the Board concerning these assessments.
The assessed curriculum is to include the following components:
1. State-mandated assessments.
2. A District criterion-referenced assessment system that documents, records, reports, and awards credit for student skill attainment.
3. An assessment approach developed for all grade levels and courses.
4. A criterion-referenced information management system at the classroom and building levels for coordinating timely instructional planning, student assessment and placement, instructional delivery, and program evaluation.
5. A program evaluation component that guides program redesign around the District curriculum, as well as program delivery.
Teachers shall conduct frequent assessment of students on the curriculum objectives. Teacher-made tests as well as criterionreferenced tests shall be used to determine patterns of student achievement. Teachers and supervisors shall use test results to assess the status of individual student achievement, to continuously regroup students for instruction, to identify general achievement trends of various groups of students, and to modify curriculum and/or instruction as warranted by assessment results.
Principals shall review assessments to help teachers ensure the assessments are congruent with the written curriculum.
The Board shall:
1. Approve the curriculum scopes and sequences. Adopt multiple instructional resources for teacher use within the constraints of state laws and State Board rules.
2. Provide funding for staff development opportunities that focus on curriculum design and delivery for increased student achievement.
3. Communicate to its constituents the Board's curriculum expectations.
4. Fund, through the budget process, adequate resources needed to implement the curriculum based on data.
Superintendent
The Superintendent shall:
DATE ISSUED: 5/16/2017
UPDATE 108 EH(LOCAL)-X
Principals
Teachers
EH (LOCAL)
1. Implement the policy;
2. Annually report to the Board concerning implementation; and
3. Ensure that a functional decision-making structure is in place to carry out this policy.
The assistant superintendent for curriculum and instruction or the curriculum director shall:
1. Ensure that a master long-range plan is in place for District curriculum development, revisions, program assessment, and student assessment;
2. Implement the master long-range plan, providing technical and expert assistance as required; and
3. Assist the principal in the monitoring of the implementation of the curriculum.
The principal shall:
1. Monitor the implementation of the curriculum;
2. Translate the importance of effective curriculum and instruction practices on a regular basis;
3. Observe classes, monitor lessons, and evaluate assessment materials utilized on their campus; and
4. Use, as a minimum, the following basic strategies to monitor curriculum:
a. Formal observations,
b. Frequent walk-through observations,
c. Conducting or review of minutes of curriculum planning meetings, and
d. Periodic review of curriculum documents.
Teachers shall:
1. Teach the District curriculum;
2. Frequently assess and document student mastery of curriculum objectives and modify instruction to ensure student success; and
3. Participate in curriculum development/revision activities.
DATE ISSUED: 5/16/2017 UPDATE 108 EH(LOCAL)-X
Budget
EH (LOCAL)
The administration shall ensure that the District's budget becomes a document that reflects funding decisions based on the organization's educational goals and priorities—a performance-driven budget. The budget development process shall ensure that goals and priorities are considered in the preparation of budget proposals and that any decisions related to reduction or increase in funding levels shall be addressed in those terms.
See also EHAA.
DATE ISSUED: 5/16/2017
UPDATE 108 EH(LOCAL)-X | <urn:uuid:437f9395-1585-4a04-a5f2-98ed375efab0> | CC-MAIN-2021-43 | https://pol.tasb.org/Policy/Download/1157?filename=EH(LOCAL).pdf | 2021-10-26T02:51:47+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00616.warc.gz | 602,206,522 | 2,374 | eng_Latn | eng_Latn | 0.990876 | eng_Latn | 0.995123 | [
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Increase/Encourage
Affordable Housing
Diversity
Economic
Stakeholder Involvement
Participation
Skateboarding
Biking
Promote Alternatives
Trolleys Circulation Systems
That Reduce Use Of Cars
Walkability
Pedestrian Access
Narrow St
Community Groups
Government
Widen Sidewalks
reets
Institutions
Facilitate Pedestrian Access to Local commerce
Major Organizations
Separate walk/bike/skate lanes from Traffic
Vitality of our Venice Community
Architecture
F le x ib ility
Public Art
Creativity
Promote the Arts
Neighborhood Gatherings
Street movies/theatre/dance/etc.
Social Events
Brainstorming
Facilitate
'Level Playing Fields'
Collaboration
Dialogue
Negotiate
Focus on Children
Listen
VNC Board Retreat
VNC Vision Goals
November 16, 2014 10am to 4pm
Emphasis added by presenter&
Discussion of
Text of VNCVision Goals
VNC Standing Rule 20 adopted unanimously by the Board on April 21, 2009 & amended unanimously by the Board on May 20, 2014 to insert the Focus on Children Vision Goal
Focus on Children
Consider strategies that promote & expand opportunities for children to experience direct meaningful involvement in all aspects of the social and economic and cultural activities of the Venice Community. Include this Focus on Children as an integral part of the consideration of strategies in all of the below Vision Goals.
Participation
Consider strategies that encourage & facilitate broader involvement of stakeholders, major organizations, community groups, and government institutions, etc.
Walkability
Consider strategies that reduce the use of cars and that promote alternatives such as walking, skateboarding, biking & bike racks, circulation systems (trolleys), park & ride rather than additional parking, street-narrowing/sidewalk widening, walk/bike/skateboard lanes separated from traffic, easier neighborhood pedestrian access to commercial stores, etc.
Diversity
Consider strategies that encourage & facilitate realistic recommendations designed to increase economic diversity, including affordable housing, etc.
Creativity
Consider strategies that promote the arts, encourage & facilitate creativity. This can apply to architecture, public art, social events (neighborhood gatherings/street movies/theatre/dance/pottery/…), etc.
Collaboration
Consider strategies that encourage & facilitate 'level playing fields' for collaborative negotiation; opt for procedures & policies that 'promote flexibility & dialogue' over 'reacting defensively to rigid criteria', facilitation/mediation training, etc.
Brainstorming
Consider strategies that encourage & facilitate exploring of non-traditional options for achieving shared objectives, etc.
Discussion Forum Committee
Mission: Provide a monthly forum for discussion of long-term matters affecting the Venice Community within the context of the VNC Vision Goals. Action: These individuals generated the VNC Vision Goals Idea Matrix.
It's YOUR Venice Neighborhood Council Vision Goals - get involved!
VNC Board Retreat
Emphasis added by presenter
To focus on the DFC's supportive role, I've selected one of the 27 ideas from the VNC Vision Goals Ideas Matrix.
Joe Murphy (310-305-1444) firstname.lastname@example.org
Suggested Implementation Strategy
Enhances which of the below
Make chalk available for kids to use on sidewalks & other neighborhood spaces
Children of all ages love to create artwork in public spaces.
Simply make chalk widely available.
Idea Submitted by
?? VNC Vision Goals??
1. Focus on Children
3. Walkability
2. Participation
4. Diversity
6. Collaboration
5. Creativity
7. Brainstorming
Begin VNC Vision Goals Dialogue with questions/observations
JDM
Does this idea
enhance implementation of anyVNC Vision Goals
ANSWERS
? YES TO ALL
Would you support a motion encouraging implementation of this
Which are enhanced and why? Which are not enhanced and why?
Why? Why not?
idea? YES
Which VNC Committees might be interested in implementing this idea? NONE Why? Why not? COMMITTEES ARE OVER-COMMITTED & UNDER-STAFFED
Etc
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Curriculum Policy
Rationale
Fleurieu Occasional Community Children's Centre supports an approach to developing and offering a curriculum which focuses on children's individual strengths and abilities, individual interests and building on these. Our centre is underpinned by the philosophies and areas of learning outlined in the Early Years Learning Framework. We encourage all children to actively participate in experiences which are designed for a variety of abilities and stages of development.
Pedagogical practices include intentional teaching, decision making and an ongoing cycle of observation.
There are three concepts that come from the Early Years Learning Framework and that is Belonging, Being and Becoming.
- Belonging acknowledges children's independence with others and the basis of relationships in defining identities.
- Being recognises the significance of the here and now in children's lives.
- Becoming reflects the process of rapid and significant change that occurs in the early years as young children learn and grow.
At Fleurieu we value and respect children's evolving capacity. At Fleurieu we support the inclusion and participation of every child and their family within our service. Our educational programs and practices value and respect Aboriginal and Torres Strait Islander cultures, identities and connections to community and country.. Curriculum encompasses children's experiences, interactions and daily routines.
Legislation and Government Requirements
Education and Care Services National Law Act 2010
Education and Care Services National Regulations 2011: 168
Strategies for Policy Implementation
A program and daily routine is displayed prominently in each room to give parents a picture of their child's day. Parents are also given feedback about their children's day and experiences.
Regular children are observed by staff and parents are given access. Individual plans are included in the program.
Each educators has focus children to observe and learning profiles are developed to achieve learning Outcomes and inform the program for future planning.
Parents are encouraged to actively participate in their child's learning and the development of curriculum in a variety of ways including policy development and the sharing of information and feedback.
Educators aim to ensure that children feel safe and valued at all times. Children are listened to and their individual interests are extended on wherever possible. Staff members also have a sound understanding of child development and are encouraged to reflect on their practices through staff meetings, development and training.
A multicultural perspective is encouraged in the program, promoting cultural awareness, values and the needs of the community. Resources and equipment will reflect the diversity of the community and be free of gender roles and stereotypes.
Routines are viewed a learning experiences. Children are encouraged to participate in routines to assist staff and develop a high self esteem. Transitions are as smooth as possible, with staff reflecting on their transition times to constantly make improvements while maintaining flexibility to capitalise on children's interests.
Due to the occasional aspect of our service in-house excursions and parents sharing their special interests or occupations with the children will be promoted with cost being a consideration.
Sustainable Education
Sustainability education will be embedded into the curriculum. Learning about the environment and how natural systems function will be an important part of the program. Children of all age groups will learn about environmental issues Including composting, worm farms, gardening and providing a natural environment successfully engages children.
Strategies for embedding sustainability
- Engage children in discussions about sustainable practices. Such as noticing how a garbage bin is full, how food and scraps left over after meal times etc.
- Encourage children to participate in a recycling program (recycling bins for cardboard, plastic and paper) or involve them in developing new strategies for
recycling materials (using donated materials for art n craft or donating materials to council clean ups etc.)
- For older children, environmental issues such as drought or daily weather reports including updates on air quality and pollution levels should be discussed during morning group time or and a chart to record these findings should be made as visuals within the room.
-
For Preschoolers, choose "Energy Savers" – responsible for noticing lights, fans and other appliances left on when not in use. Likewise, choose ‘Water Savers” –
responsible for noticing taps left on and other wasted water.
Links to Other Policies
- Interactions with Children
- Supervision
- Inclusion and Anti bias
- Excursions
Created: September 2006
Updated: 12.12.14
Updated: 4/4/16
Review Date : 4/4/17 | <urn:uuid:d002ad19-8fc8-4b8a-ad14-c669d023f383> | CC-MAIN-2021-43 | https://occasionalchildcare.com.au/uploads/docs/CURRICULUM-POLICY.pdf | 2021-10-26T02:59:51+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00620.warc.gz | 551,974,051 | 890 | eng_Latn | eng_Latn | 0.995346 | eng_Latn | 0.997097 | [
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Recept on home learning pack Monday 1st March
i
You do not need to print the sheets, you can use any pieces of paper to complete the work—the attached are for guidance.
You do not need to print the accompanying resource sheets, they are for guidance, recording can be completed on any piece of paper.
Email address:
Please email all questions and finished work (scans or photographs) to this address:
email@example.com
Daily Phonics
Today I would like you to find your phase 3 sound mat and a favourite book or a school reading book. You are going on a sound hunt. How many of the sounds from your mat can you find in your books? Make a list of all the words you can find, see if you can find one word for each sound.
Activities:
Here are 3 challenges for you for today.
Challenge 1: Listen to the next part of the core story video. Look at the image on page 2. What does the image tell you about the storm? How do you know? What would Anna and Crocodile have seen and heard as they went into the storm? Do you think they both thought the same thing? Look at the extract about the storm on page 3. What words tell you about the storm? Now listen to Benjamin Britten's Sea Interlude (Storm) from Peter Grimes—start at 11:55mins) Our story book does not have an image of Crocodile and Anna in the storm. What do you think it would have looked like? Using the music, the words from the story and the clues in the first image, draw the picture that you think would have been in the book to show Anna and Crocodile in the storm.
Challenge 2: Often people wrote messages and put them in a bottle and threw them into the sea to see where they ended up. Write a message to some one and out it inside a clear plastic bottle. Leave it floating in a sink or bath or bowl for someone to find (don't throw it in the sea or a river!)
Challenge 3: Listen again to the sea shanty from last week, can you remember the words? Can you learn some more words? version to sing along to Can you remember why sailors and fishermen sang these songs? Watch this video of the jobs that would need to be done on a ship, can you see how they all need to work together to pull up the sails? Can you see how they need to keep in time with each other? Southampton sail raising 1933 A shanty –man would have sung the verses of the songs to keep them in time. Have a look at these children pulling up a sail while a shanty-man keeps them in time: Hauling a sail Listen to either of the versions we have used of John Kanaka and see if you can clap in time with the music. John Kanaka What jobs could you do in time to the music? Is there another song you know that you could keep in time to as you work?
Something physical:
Dough disco scroll down the page to find the video Incy Wincy Spider | <urn:uuid:31d94aa4-41bb-41d7-8777-8beaffc26778> | CC-MAIN-2021-43 | https://corvuseducation.com/aslacton/wp-content/uploads/2021/03/Year-R-1st-March.pdf | 2021-10-26T01:41:44+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00620.warc.gz | 275,877,477 | 649 | eng_Latn | eng_Latn | 0.998718 | eng_Latn | 0.998718 | [
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1285 Hembree Road Suite 100 Roswell, GA 30076 770-442-1050 www.northfultonpediatrics.com
Sleep Problems, Prevention Of
Definition
Good sleep habits may not develop unless you have a plan. Consider the following guidelines if you want to teach your baby that nighttime is a special time for sleeping, that his crib is where he stays at night, and that he can put himself back to sleep. It is far easier to prevent sleep problems before 6 months of age than it is to treat them later.
Parents want their children to go to bed without resistance and to sleep though the night. They look forward to a time when they can again have 7 to 8 hours of uninterrupted sleep. Newborns, however, have a limit to how many hours they can go without feeding (usually 4 to 5 hours). By 2 months of age, some 50% of bottle-fed infants can sleep through the night. By 4 months, most bottlefed infants have acquired this capacity. Most breast-fed babies can sleep through the night by 5 months of age.
Newborns
2. Hold your baby if fussy or crying during the first 3 months. All new babies cry some during the day and night. If your baby cries excessively, the cause is probably colic. Always respond to a crying baby. Gentle rocking and cuddling seem to help the most. Babies can't be spoiled during the first 3 or 4 months of life, but even colicky babies have a few times each day when they are drowsy and not crying. On these occasions, place the baby in his crib and let him learn to self-comfort and self-induce sleep. 3. Carry your baby for at least 3 hours each day when his isn't crying. This practice will reduce
1. Place your baby in the crib when he is drowsy but awake. This step is very important. Without it, the other preventive measures will fail. Your baby's last waking memory should be of the crib, not of you or of being fed. He must learn to put himself to sleep without you. Don't expect him to go to sleep as soon as you lay him down. It often takes 20 minutes of restlessness for a baby to go to sleep. If he is crying, rock him and cuddle him; but when he settles down, try to place him in the crib before he falls asleep. Handle naps in the same way. This is how your child will learn to put himself back to sleep after normal awakenings. Don't help your infant when he doesn't need any help.
fussy crying.
5. Keep daytime feeding intervals to at least 2 hours for newborns. More frequent daytime feedings (such as hourly) lead to frequent awakenings for small feedings at night. Crying is the only form of communication for newborns. Crying does not always mean your baby is hungry. He may be tired, bored, lonely, or too hot. Hold your baby at these times or put him to bed. Don't let feeding become a pacifier. For every time you nurse your baby, there should be four or five times that you snuggle your baby without nursing. Don't let him get into the bad habit of eating every time you hold him. That's call "grazing."
4. Do not let your baby sleep for more than 3 consecutive hours during the day. Attempt to awaken him gently and entertain him. In this way, the time when your infant sleeps the longest will occur during the night. (Note: Many newborns can sleep 5 consecutive hours and you can teach your baby to sleep longer at night.)
6. Make middle-of-the-night feedings brief and boring. You want your baby to think of nighttime as a special time for sleeping. When he awakens at night for feedings, don't turn on the light, talk to him, or rock him. Feed him quickly and quietly. Provide extra rocking and playtime during the day. This approach will lead to longer periods of sleep at night.
7. Don't awaken your infant to change diapers during the night. The exceptions to this rule are soiled diapers or times when you are treating a bad diaper rash. If you must change your child, use as little light as possible, (e.g., a flashlight), do it quietly, and don't provide any entertainment.
9. Give the last feeding at your bedtime (10 or 11 PM). Try to keep your baby awake for the 2 hours before this last feeding. Going to bed at the same time every night helps your baby develop good sleeping habits.
8. Don't let your baby sleep in your bed. Once your baby is used to sleeping with you, a move to his own bed will be extremely difficult. Although it's not harmful for your child to sleep with you, you probably won't get a restful night's sleep. So teach your child to prefer his own bed? For the first 2 or 3 months, you can keep your baby in a crib next to your bed.
Two-Month-Old Babies
2. Try to delay middle-of-the-night feedings. By now, your baby should be down to one feeding during the night (two for some breast-fed babies). Before preparing a bottle, try holding your baby briefly to see if that will satisfy him. If you must feed him, give 1 or 2 ounces less formula than you would during the day. If you are breast-feeding, nurse for less time at night. As your baby gets close to 4 months of age, try nursing on just one side at night. Never awaken your baby at night for a feeding except at your bedtime.
1. Move your baby's crib to a separate room. By 3 months of age, your baby should be sleeping in a separate room. This will help parents who are light sleepers to sleep better. Also, your baby may forget that his parents are available if he can't see them when he awakens. If separate rooms are impractical, at least put up a screen or cover the crib railing with a blanket so that your baby cannot see your bed.
Four-Month-Old Babies
2. Don't allow your baby to hold his bottle or take it to bed with him. Babies should think that the bottle belongs to the parents. A bottle in bed leads to middle-of-the-night crying because your baby will inevitably reach for the bottle and find it empty or on the floor.
1. Try to discontinue the 2 AM feeding before it becomes a habit. By 4 months of age, your bottlefed baby does not need to be fed more than four times per day. Breast-fed babies do not need more than five nursing sessions per day. If you do not eliminate the night feeding at this time, it will become more difficult to stop as your child gets older. Remember to give the last feeding at 10 or 11 PM. If your child cries during the night, comfort him with a back rub and some soothing words instead of with a feeding. (Note: Some breast-fed babies will continue to need to be nursed once during the night.)
3. Make any middle-of-the-night contacts brief and boring. All children have four or five partial awakenings each night. They need to learn how to go back to sleep on their own at these times. If your baby cries for more than a few minutes, visit him but don't turn on the light, play with him, or take him out of his crib. Comfort him with a few soothing words and stay for less than 1 minute. If your child is standing in the crib, don't try to make him lie down. He can do this himself. If the crying continues for more than 10 minutes, calm him and stay in the room until he goes to sleep. (Exceptions: You feel your baby is sick, hungry or afraid.)
Six-Month-Old Children
2. Leave the door open to your child's room. Children can become frightened when they are in a closed space and are not sure that their parents are still nearby.
1. Provide a friendly soft toy for your child to hold in his crib. At the age of 6 months, children start to be anxious about separation from their parents. A stuffed animal, doll, or blanket can be a security object that will give comfort to your child when he wakes up during the night.
3. During the day, respond to separation fears by holding and reassuring your child. This lessens nighttime fears and is especially important for mothers who work outside the home.
4. For middle-of-the-night fears, make contacts prompt and reassuring. For mild nighttime fears, check on your child promptly and be reassuring, but keep the interaction as brief as possible. If your child panics when you leave or vomits with crying, stay in your child's room until he is either calm or goes to sleep. Do not take him out of the crib, but provide whatever else he needs for comfort, keeping the light off and not talking too much. At most, sit next to the crib with your hand on him. These measures will calm even a severely upset infant.
One-Year-Old Children
2. Once in bed, your child should stay there. Some older infants have temper tantrums at bedtime. They may protest about bedtime or even refuse to lie down. You should ignore these protests and leave the room. You can ignore any ongoing questions and demands your child makes and enforce the rule that your child can't leave the bedroom. If your child comes out, return him quickly to the bedroom and avoid any conversation. If you respond to his protests in this way every time, he will learn not to try to prolong bedtime.
1. Establish a pleasant and predictable bedtime ritual. Bedtime rituals, which can start in the early months, become very important to a child by 1 year of age. Children need a familiar routine. Both parents can be involved at bedtime, taking turns with reading or making up stories. Both parents should kiss and hug the child "good night." Be sure that your child's security objects are nearby. Finish the bedtime ritual before your child falls asleep.
3. If your child has nightmares or bedtime fears, reassure him. Never ignore your child's fears or punish him for having fears. Everyone has four or five dreams every night. Some of these are bad dreams. If nightmares become frequent, try to determine what might be causing them, such as something your child might have seen on television.
4. Don't worry about the amount of sleep your child is getting. Different people need different amounts of sleep at different ages. The best way you can know that your child is getting enough sleep is that he is not tired during the day. Naps are important to young children but keep them less than 2 hours long. Children stop taking morning naps between 18 months and 2 years of age and give up their afternoon naps between 3 and 6 years of age. | <urn:uuid:04f83810-6c88-45cd-b282-794e0180fae5> | CC-MAIN-2021-43 | http://northfultonpediatrics.com/learning/Sleepproblems.pdf | 2021-10-26T01:13:44+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00620.warc.gz | 62,739,159 | 2,338 | eng_Latn | eng_Latn | 0.999245 | eng_Latn | 0.999281 | [
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Marketing Your Organization
The Power of Image
Janet H. Johnson, Allen County Extension Agent–Family & Consumer Sciences; Ken Culp, III, Volunteerism, 4-H Youth Development, and Family Sciences; Jennifer P. Bridge, Meade County Extension Agent–Family & Consumer Sciences; and Jeanne R. Davis, Extension Administration
Introduction
Organizations that share their benefits and program impacts create interest, ex citement and an understanding of how they contribute to the community. An effective marketing plan is the process organizations use to communicate these benefits and im pacts. Communities embrace and support organizations that implement an effective marketing plan. An effective marketing plan helps organizations communicate their purpose and build an image through branding.
Price is closely related to client values or the costs necessary to make the behavior change. When establishing price, consider staff time, resource development and life cycle of the product related to intended outcomes. If input costs are greater than intended outcomes, costs may not be worth the benefit. Therefore, it is essential to de termine the perceived value of the product or service provided when establishing the value or price of the product or service.
The Four P's of Marketing: Understanding the Marketing Strategy
An effective marketing strategy includes four components. These components in clude product, price, place and promotion. These four P's should be included when developing a marketing strategy for an organization.
Product or program development also includes branding, quality, appearance and packaging that create interest or desire. Every product has a life cycle. As time goes on, products and services should evolve in order to meet the client's changing needs.
Product is an item that satisfies what a client needs or wants. Volunteer organiza tions often market educational programs or activities designed to bring about change or provide a service rather than a tangible product. Products should answer the ques tions, what do you want people to do and what steps must be taken in order for that to happen?
Place is the location at which the orga nization's programs or products or services are offered. Place should be convenient for the targeted clientele. When deciding on location(s), consider customer convenience, access, comfort level with surroundings, transportation needs, logistics and other considerations.
Promotion advertises products or ser vices and the manner in which the market ing message is most effectively delivered and received by the audience. Promotion represents a variety of communication methods used in providing information about the product or service. Promotional messages can be delivered by website adver tising, social networking, public relations, press releases, brochures, print and mass media. (Refer to Putting Your Marketing Plan to Work [CLD3-X]).
Building a Brand: Developing an Image for the Organization
Branding uses logos or slogans to stimu late recognition of product or service benefits. Logos or slogans visually com municate messages describing benefits.
Cooperative Extension Service| Agriculture and Natural Resources | Family and Consumer Sciences | 4-H Youth Development | Community and Economic Development
A brand for a company is like a reputation for a person. You earn reputation by trying to do hard things well.
—Jeff Bezos
University of Kentucky
College of Agriculture,
Food and Environment
Cooperative Extension Service
The image or words communicate clear and compelling messages that meet client's wants or needs. Marketing messages must be communicated and delivered consis tently and repeatedly. Some popular brands include the American Red Cross cross, the Salvation Army's red shield, the 4-H clover, McDonald's golden arches and the distinc tive Coca Cola script. These organizations developed a strong brand that clearly com municates compelling consumer benefits.
* the organization's name
Strong brands include three essential components that are reflected in their logo and slogan. These components include:
* the organization's marketing message describing benefits
The name of the organization should describe its mission. The name should stand on its own without a lot of advertis ing. Everyone in the organization should be coached to introduce themselves by stating their name and the organization they represent.
* a visual representation of the organiza tion's personality
The marketing message should be clear, focused and appropriate, and should deliver the brand's promise of benefit. Make sure the message is truthful and accurately communicates the organizational promise. Slogans introduce promised benefits.
The brand creates a promise of benefit. Each of the three components of an effec tive brand work together to communicate a marketing message that will be reinforced through client experience.
The organization's personality reinforces the messages delivered by logos or slogans and fosters the creation of an organizational atmosphere and culture. The organiza tion's personality is reflected individually through a collection of members and their personality traits.
Developing an Effective Marketing Plan
By building on the Four P's of Marketing, an effective marketing plan can be devel oped. A marketing plan ensures an inter est in outlining strategies for promoting programs, services, products and events. A marketing plan should:
* Define the target audience. What is important to the audience? What are the interests and values of the target audience? Identify the places audiences go for products or services both offline and online.
* Articulate marketing goals that outline action steps. Marketing goals should in clude measureable objectives relating to the organization. Include both short- and long-term goals and an action plan that can be implemented immediately. When developing a marketing plan, evaluate progress by comparing it to marketing goals.
* Establish a consistent message. Develop a concise, consistent and uniform mar keting message related to organizational goals and audience type. The marketing message should capture the audience's attention. The marketing message should focus on one impression and reinforce the organization's brand messages, relaying product or service benefits.
* Prepare message spokespersons. All cli ents should have a positive attitude about the organization and a clear understand ing of the benefits of the marketing goals.
* Decide how the message will be de livered. Consider the interests, needs, values and culture of the audience. Determine the factors that inspire clients to take action. Support and reinforce the message with graphics, images or visu als that communicate the value of the program and capture the attention of the target audience.
* Construct a timeline and budget. De termine when the marketing efforts will begin and end. This should coincide with the "roll out" of the product or service. The marketing budget could include paid advertisements, public service announce ments, printing, electronic communica tions, websites, word of mouth, special events, public relations and so forth. Some promotions may have little cost; others may require significant dollars in constructing, delivering and evaluating.
Summary
Organizations that share their benefits and program impacts create interest, ex citement and an understanding of how they contribute to the community. An effective marketing strategy is the foundation for building a powerful brand and an image that communicates benefits and impact. Effective marketing strategies include four key components: product, price, place and promotion. A brand identifies an organiza tion to clients who recognize the market ing message. A brand helps clients recall positive experiences with the organization.
References
Baron, G.R. (1997). Friendship marketing. Grants Pass, OR: The Oasis Press.
Miller, K.L. (2010). The nonprofit marketing guide. San Francisco, CA: John Wiley & Sons.
Hiam, A. (1997). Marketing for dummies. Chicago, IL: IDG Worldwide, Inc.
NetMBA. The marketing mix: The 4 p's of marketing. http://www.netmba.com/ marketing/mix/.
A marketing plan guarantees that a con sistent message is communicated to target audiences. It articulates how to reach mar keting goals, identifies the target audience, delivers a concise marketing message, uses the most effective means of delivering the message and identifies the organization's brand. Organizations that market their products and services greatly enhance the power of their image in the communities they serve.
Smith, P.R., and Z. Zook (2011). Market ing communications: Integrating offline with social media. Philadephia, PA: Ko gan Page Limited.
Virtual Advisor. Building your brand. http://www.va-interactive.com/inbusi ness/editorial/sales/ibt/branding.html.
Educational programs of Kentucky Cooperative Extension serve all people regardless of economic or social status and will not discriminate on the basis of race, color, ethnic origin, national origin, creed, religion, political belief, sex, sexual orientation, gender identity, gender expression, pregnancy, marital status, genetic information, age, veteran status, or physical or mental disability. Issued in further ance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Nancy M. Cox, Director of Cooperative Extension Programs, University of Kentucky College of Agriculture, Food and Environment, Lexington, and Kentucky State University, Frankfort. Copyright © 2019 for materials developed by University of Kentucky Cooperative Extension. This publication may be reproduced in portions or its entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and include this copyright notice. Publications are also available on the World Wide Web at www.ca.uky.edu. | <urn:uuid:389339b1-ac74-46db-9fb7-5b7916e55674> | CC-MAIN-2021-43 | http://www2.ca.uky.edu/agcomm/pubs/CLD3/CLD31/CLD31.pdf | 2021-10-26T01:26:19+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00622.warc.gz | 166,253,243 | 1,912 | eng_Latn | eng_Latn | 0.98276 | eng_Latn | 0.989595 | [
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Scheme for Adolescent Girls
February 15, 2021
About the Scheme for Adolescent Girls
The Adolescent Girls (AG) Scheme, implemented by the Ministry of Women and Child Development under Umbrella Integrated Child Development Services (ICDS), primarily aims at breaking the intergenerational life-cycle of nutritional and gender disadvantage and providing a supportive environment for selfdevelopment.
Launch: 2010
Implementation: By the Anganwadi Centres under ICDS
Aims:
It primarily aims at breaking the intergenerational life-cycle of nutritional and gender disadvantage and providing a supportive environment for self-development.
Target group: The Scheme will cover out of school girls in the age group of 11-14 years.
Objectives
The key objective of the scheme is to facilitate, educate and empower AGs so as to enable them to become self-reliant and aware citizens. The scheme has the following objectives.
Enable the adolescent girls (AGs) for self-development and empowerment.
Improve their nutrition and health status.iii) Promote awareness about health, hygiene, nutrition
Support out of school AG to successfully transition back to formal schooling or bridge learning / skill training.
Upgrade their home-based skills and life skills.
Provide information/guidance about existing public services such as Primary Health Centers, Rural Hospitals/CHCs, Post Office, Bank, Police Station, etc.
Scheme Components:
There are two major components under the Scheme ‐ Nutrition Component and Non Nutrition Component.
Nutrition Component
Take Home Ration or Hot Cooked Meal for 11‐14 years Out of school girls – Nutrition Provision Rs. 9.50 per day (600 calories; 18‐20 gram of protein and recommended daily intake of micronutrients per day for 300 days in a year.).
The financial norms will be Rs. 9.5/- per beneficiary per day for 300 days in a year.
This would be inclusive of the cost of micronutrient fortification.
Funding pattern for supplementary nutrition:
The Government of India and States share the cost of supplementary nutrition in a ratio of 50:50.
For eight North Eastern States and three special category Himalayan States (H.P., J&K and Uttrakhand), the share of Centre and State is in the ratio of 90:10 and Union Territories (without legislation) are funded 100% of the financial norms or the actual expenditure incurred whichever is less
Non Nutrition Component:For Out of school Adolescent Girls: (2 – 3 times a week) of 11 ‐ 14 years
Iron–folic acid (IFA) supplementation
Health check‐up and Referral services
Nutrition & Health Education (NHE)
Counseling / Guidance on family welfare, ARSH, child care practices
Life Skill Education and accessing public services
Funding pattern for non nutritive component: The Government of India and States share the cost under non nutritive components in a ratio of 60:40. For eight North Eastern States and three special category Himalayan States (H.P, J&K and Uttarakhand), the share of Centre and State is in the ratio of 90:10 and Union Territories (without legislation) are funded 100% of the financial norms.
Coverage under the scheme
The target group for the scheme covers out of school adolescent girls (AGs) in the age group of 11 to 14 years.
The Scheme for Adolescent Girls was sanctioned in the year 2010 and was implemented in 205 districts across the country.
Later, the expansion and universalisation of the Scheme for Adolescent Girls was done in additional 303 districts in 2017-18 and the remaining districts in 2018-19 with the simultaneous phasing out of Kishori Shakti Yojana (KSY).
At present, all districts in the country are covered under Scheme for Adolescent Girls.
Integrated Child Development Services (ICDS)
The Ministry of Women and Child Development is implementing the Centrally Sponsored the Umbrella ICDS
Launched on 2nd October, 1975, the Integrated Child Development Services (ICDS) Scheme is one of the flagship programmes of the Government of India and represents one of the world's largest and unique programmes for early childhood care and development
Services under ICDS
The ICDS Scheme offers a package of six services, viz.
Supplementary Nutrition 1.
Pre-school non-formal education 2.
Nutrition & health education 3.
Immunization 4.
Health check-up and 5.
Referral services 6. | <urn:uuid:3d2e657b-ba4d-4773-a087-1d74a4bdc994> | CC-MAIN-2021-43 | https://journalsofindia.com/scheme-for-adolescent-girls/?print=pdf | 2021-10-26T02:11:39+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00622.warc.gz | 473,006,128 | 1,053 | eng_Latn | eng_Latn | 0.967429 | eng_Latn | 0.985477 | [
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NCERT Solutions for Class 11 Political Science Chapter 3 Election and Representation
Class 11 Political Science Chapter 3 NCERT Textbook Questions Solved Question 1. Which of the following resembles most a direct democracy? (a) Discussions in a family meeting. (b) Election of the class monitor. (c) Choice of a candidate by a political party. (d) Decisions taken by the Gram Sabha. (e) Opinion polls conducted by the media Answer: (d) Decisions taken by the Gram Sabha. Question 2. Which of the following tasks are not performed by the Election Commission? (a) Preparing the Electoral Rolls. (b) Nominating the candidates. (c) Setting up polling booths. (id) Implementing the model code of conduct. (e) Supervising the Panchayat elections. Answer: (e) Supervising the Panchayat elections. Question 3. Which of the following is common to the method of election of the members of Rajya Sabha and Lok Sabha? (a) Every citizen above the age of 18 is an eligible voter. (b) Voter can give preference order for different candidates. (c) Every vote has equal value. (d) The winner must get more than half the votes. Answer: (a) Every citizen above the age of 18 is an eligible voter. Question 4. In the First Past the Post System, that candidate is declared winner who: (a) Secures the largest number of postal ballots. (b) Belongs to the party that has highest number of votes in the country. (c) Has more votes than any other candidate in the constituency.
(d) Attains first position by securing more than 50% votes.
Answer:
(c) Has more votes than any other candidate in the constituency.
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Question 5.
What is the difference between the system of reservation of constituencies and the system of separate electorate? Why did the Constitution makers reject the latter?
Answer:
There is much difference between the system of reservation of constituencies and system of separate electorate: Separate electorate system: It has been a curse to India. The British started this system to divide votes between the Sikhs, the Muslims, and some other minorities. These groups elected their own representatives by separate vote. In separate electorate system, the candidates are elected by those voters, who belong to that particular community. System of reservation of constituencies: All voters are eligible to vote. Candidate must belong to a particular community for which seat is reserved. The constitution provides the reservation of seats in the Lok Sabha and the State Legislative Assemblies. The constitution-makers rejected the latter because they were aware that the system of separate electorate destroyed the spirit of national integration. Question 6. Which of the following statements are incorrect? Identify and correct them by substituting, adding or rearranging only one word or phrase. (a) FPTP system is followed for all the elections in India. (b) Election Commission does not supervise PanChayat and Municipal elections. (c) President of India cannot remove an Election Commissioner. (d) Appointment of more than one Election Commissioner in the Election Commission is mandatory. Answer: (a) This is incorrect, the correct statement is FPTP system is followed for all elections in India except election of the President, the Vice President and for the elections to the Rajya Sabha and the Vidhan Parishad. (b) This is correct statement (c) This is incorrect because the President can remove an Election Commissioner. (d) This is also incorrect. The correct statement is the appointment of more than one Election Commissioner is not mandatory.
Question 7.
Indian electoral system aims at ensuring representation of socially disadvantaged sections. However, we are yet to have even 10 per cent women members in our legislatures. What measures would you suggest to improve the situation? Answer:
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The Indian Constitution provides the reservation for SC's and ST's in our legislative's. But it lacks the similar reservation for disadvantaged groups. As there should be some more reservation for women through the constitutional amendment, which should not only be a proposal, but also be passed.
Question 8. Here are some wishes expressed in a conference to discuss a constitution for a new country. Write against each of these whether FPTP or Proportional Representation system is more suited to meet each of these wishes. (a) People should clearly know who is their representative so that they can hold him or her personally accountable. (b) We have small linguistic minorities who are spread all over the country; we should ensure fair representation to them. (c) There should be no discrepancy between votes and seats for different parties. (d) People should be able to elect a good candidate even if they do not like his or her political party. Answer: (a) FPTP (b) Proportional Representation (c) Proportional Representation (d) FPTP Question 9. A former Chief Election Commissioner joined a political party and contested elections. There are various views on this issue. One view is that a former Election Commissioner is an independent citizen and has a right to join any political party and to contest election. According to the other view, leaving this possibility open can affect the impartiality of the Election Commission. So, former Election Commissioners must not be allowed to contest any elections. Which position do you agree with and why? Answer: Election Commission of India is a constitutional independent body set for conducting elections of the Union Parliament, the state Legislative Assembly, President and Vice President under the Article 324(i) of India Constitution. The Election Commission is an impartial agency to conduct free and fair elections in country. Hence, Election Commissioner must not be allowed to contest any election because it can affect the impartiality of the Commission. Question 10. "Indian democracy is now ready to shift from a crude First Past the Post system to a system of Proportional Representation". Do you agree with this statement? Give your reasons for or against this statement. Answer:
Yes, I agree with the statement along with the following reasons:
India enjoys a multi-party system including regional parties, hence to provide the shape to all the political parties, the proportional system is far better.
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Decentralization of power strengthens the sense of responsibility along with national unity and integrity.
Representation democracy makes the democracy more effective and trustworthy.
It ensures the political parties to get seats along with proportionate votes.
The election system has allowed the voters to change governments peacefully both at the state and the national level. Voters have consistently keen interest to the election process. Hence, the number of candidates and parties are continuously on rise. Class 11 Political Science Chapter 3 NCERT Extra Questions Solved Class 11 Political Science Chapter 3 NCERT Very Short Answer Type Questions Question 1. What is Democracy? Answer: Democracy is a type of government of the people, for the people and by the people. Question 2. What is meant by a direct democracy? Answer: In direct democracy, the citizens directly participate in day-to-day decision making and in the running of the government. Example – Greece. Question 3. What do you mean by Universal Adult Franchise? Answer: All adult citizens of a country above maturity age are entitled to enjoy the right to vote without any discrimination, known as Universal Adult Franchise. Question 4. What does FPTP and PR stand for? Answer: FPTP: First Past the Post System. PR: Proportional Representation. Question 5. Mention the amendment made in constitution of India in 1989. Answer: It reduced the eligibility age of Universal Adult Franchise from 21 to 18. Question 6.
What do you mean by Election System?
Answer:
Election system is a medium to elect the representatives especially in indirect democracy to form the government. The representatives are elected by the people to act in accordance with the wishes of the people.
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Question 7.
What is electoral behavior?
Answer:
Through elections people participate in election process to determine who will hold power. Hence, elections are visible expression of public interest which is determined by individual's own reasons and perceptions as well as his being a part of a group. Electoral behavior depends on both short term and long term influences.
Question 12.
Question 8. What is Direct Method of Election? Answer: In Direct Method of Election: A voter participates in election directly. A voter casts his vote to a candidate of one's own choice. Secret method of ballot is used. Elected representatives hold the rein of government of the country. Question 9. What is an Indirect Method of Election? Answer: In Indirect Method of Election: Voters do not elect the representatives directly. Voters elect intermediary electors who are collectively known as Electoral College. Electoral college elects the representatives to the legislative assemblies. Question 10. What do you understand by Simple Majority Representation System? Answer: The Simple Majority Representation System declares the candidate elected who secures votes more than others. In this system to secure absolute majority is not necessary. In this system in the case of multi-cornered contests, candidate even with less than 50% votes is elected. Question 11. What is Political Minority? Answer: Political Minority refers to the opposition party. After elections, the party who gets majority forms the government and other parties who do not get majority become opposition parties and known as political minority who enjoys the right to convert themselves into political majority democratic methods. eVidyarthi
Mention the shortcomings of the Simple Majority System of Elections.
Answer:
https://www.evidyarthi.in
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Simple Majority System of Elections declares the candidate to be winner even in the case of not getting an absolute majority or if even more than 50% voters do not like the candidate.
Question 13.
To be selected for government post.
Define Secret Ballot system. Answer: Secret Ballot system refers to the secret ballot-when everyone chooses one's own candidate in secret as well as does not disclose one's choice also, so that others could not pressurize the one. Question 14. What are Mid-term Elections? Answer: Mid-Term Elections refer to elections held before the expiry of the term of Lok Sabha or State Legislative Assembly due to some reasons or the other or if Lok Sabha or state Legislative Assemblies are dissolved by the President or Governor before expiry of the terms of Lok Sabha or Legislative Assemblies. Question 15. What do you mean by Bye-election? Answer: Bye-election refers to the elections held on creating some sudden reasons which make the seat vacant, i.e. resignation or the sudden death of the member, etc. Question 16. "Universal Adult Franchise is important in a democracy". Justify the statement. Answer: Universal Adult Franchise is important in a democracy for the following reasons: Right to vote is enjoyed by every adult without any discrimination on any ground. Only lunatics, bankrupts, minors or criminals are deprived of right to vote. The age of adulthood differs from country to country, i.e. 18 years in India, 21 years in the USA and 23 years in Norway and so on. Everyone is treated equally. This provides political education to the citizens and develop self-respect. Question 17. What is political participation? Answer: To elect the representatives or to be elected as a representative. To be a member of executive.
A steady increase in percentage of voters turnout despite some functions.
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Question 18.
What is Election Manifesto? Explain.
Answer:
Election Manifesto is a document to let the voters know about programmes, policies and aims of political party to be declared on the eve of elections:
The Election Commission lays down the following criterion to recognize the regional parties:
It clarifies the internal and external policies of the government. People became aware of performance of the political party on winning. People can pressurize even the winning party or the government to work on behalf of manifesto. Question 18. What do you mean by the list system? Answer: Large multi-member constituencies are formed. Many members/representatives are elected from each constituency. Each political party submits a list of as many candidates as are to be elected from political constituency. The voters vote for the list, which are indivisible to be elected. Each candidate has to secure minimum votes fixed by the quota to be obtained by dividing the total number of votes polled to the party by the quota. The same number of candidates enumerated in the party list from top are declared successful. Question 19. How does India ensure the secret ballot? Answer: Secret ballot is ensured in India: The voter is given a secret ballot paper by the presiding officer of the polling booth. The voter goes behind the curtain to vote to the candidate of one's own choice. Now-a-days, EVM's (Electronic Voting Machines) are being used in place of ballot paper. The voter presses the button against the candidate of his/her choice with the symbols assigned to them. This maintains the complete secrecy because no one else comes to know to whom the voter has voted. Even the candidate does not come to know who has voted him or not. Question 20. How does the Election Commission recognize the regional party? Answer:
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The Election Commission declares and decides that which political party stands at national level or which should stand at regional level.
The Election Commission has been empowered to see the popularity of the regional party in a particular region.
Establishment of an independent election commission.
The Election Commission has very limited staff of its own. It conducts the elections with the help of the administrative machinery. However, once the election process has begun, the commission has control over the administration as far as election related work is concerned. During the election process, the administrative officers of the State and central
The Election Commission checks the organization and membership of the party. The Election Commission looks after either the regional party works under the code of conduct or not as assigned by the Election Commission. Class 11 Political Science Chapter 3 NCERT Passage-Based Questions Passage 1. Read the passage (NCERT Textbook, page 72) given below carefully and answer the questions that follows: No system of election can ever be perfect. And in actual election process, there are bound to be many flaws and limitations. Any democratic society has to keep searching for mechanisms to make elections free and fair to the maximum. With the acceptance of adult suffrage, freedom to contest elections, and the establishment of an independent Election Commission, India has tried to make its election process free and fair. However, the experience of the last fifty five years has given rise to many suggestions for reforming our election system. The Election Commission, political parties, various independent groups, and many scholars have come up with proposals for electoral reform. Some of these suggestions are about changing the constitutional provisions. Questions: 1. What is being referred to in the passage? 2. What mechanisms have been adopted by India to make free and fair election? 3. On what, more emphasis has been given regarding electoral reforms? Answers: 1. Passage refers to the electoral reforms required by country. 2. Acceptance of adult suffrage Freedom to contest election 3. To change the constitutional provisions, i.e. FPTP should be changed to PR system, some more reservations should also be ensured and the candidates from criminal background should be barred from contesting elections, etc. Passage 2. Read the passage (NCERT Textbook, page 70) given below carefully and answer the questions that follows: eVidyarthi
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https://www.evidyarthi.in governments are assigned election related duty and in this respect, the Election Commission has full control over them. The EC can transfer the officers, or stop their transfers; it can take action against them for failing to act in a non-partisan manner.
Questions:
The EC can transfer the officers or stop their transfers.
It can take action against them for failing to act in a non-partisan manner.
Chief Election Commissioner and other Election Commissioners and Regional Election Commissioners are appointed for a fixed term.
1. How does the Election Commission conduct the elections? 2. During election process, who are assigned election related duty? 3. What are the powers of Election Commission? Answers: 1. The Election Commission conducts the election with the help of administrative machinery. 2. The administrative officers of the state and central governments are assigned election related duty and Election Commission has full control over them. 3. The Election Commission has full control over them. Class 11 Political Science Chapter 3 NCERT Long Answer Type Questions Question 1. Explain the role of Election Commission of India. Answer: The role of Election Commission can be summarized as follows: The Election Commission controls over the election machinery to conduct free and fair elections as supervises and makes changes if needed in the electoral rules of the elections. The Election Commission prepares the voters' list who enjoy the right to vote as well as considers objections also to be raised by voters in reference of voters' list. Election Commission provides the election symbols to the political parties as well as to independent candidates. As Congress (I) has been assigned the symbol of hand and lotus has been provided to BJP. The independent candidates are provided symbols on temporary basis. The Election Commission declares and recognizes the political parties as national or regional. Question 2. How does the Election Commission of India ensure its independence? Answer: The Election Commission ensures its independence by the following provisions eVidyarthi
9/14
The Chief Election Commissioner cannot be removed from his office before the expiry of his term except on the grounds of incapacity and misbehavior only if a resolution to this effect is passed by both the houses of parliament by a two-third majority.
Other Election Commissioners and Regional Election Commissioners can be removed from the Office only on the recommendations of the Chief Election Commissioner. Salaries and other allowances of the Chief Election Commissioner and other Election Commissioners are to be paid out of consolidated fund of India. Tenure and other service conditions of Chief Election Commissioner and others, are fixed by the president, but they cannot be changed to their disadvantage during their term of office. Question 3. What is the composition of Election Commission of India? Answer: The Election Commission consists of Chief Election Commissioner and the number of other Election Commissioners may also be fixed by the president from time to time. Thus, the Election Commission may be single member or multi member body. Till 1989, the Election Commission was a single member body. In 1993, two more Election Commissioners were also appointed and become multi¬member body since then. The Chief Election Commissioner presides over the Election Commission, but the other Election Commissioners also enjoy the same power to work mainly on consensus as a collective body only. The constitution of India has ensured independence of Election Commission and declared it can important body to conduct free and fair elections. Question 4. Sometimes criticism has taken place against Universal Adult Suffrage. Explain them. Answer: Universal Adult Suffrage refers to the right to vote given to all adult citizens without any distinction of caste, class, colour, creed, language, religion, etc. It has faced some criticisms also: Right to vote is a special privilege to confer on those who utilize it for the welfare of the state. Hence, it should be conferred only to the educated persons and illiterate persons should be debarred from it because they cannot understand who is the best candidate for the state. eVidyarthi
The Universal Adult Suffrage establishes the government of fools because fools and ignorant form the majority in the society which can create some dangerous consequences in the state.
All the people should not be given the right to vote equally and to contest elections as well because God has not created everybody equal.
10/14
The right to vote should be extended to those persons only who are competent or capable of using it because it is a responsibility not the right and a responsibility cannot be extended to the incompetent persons.
The Universal Adult Suffrage leads to corruption because contesting and voting, both are usually made on the bases of money and muscle power by dominating the poor the downtrodden people.
Question 5. Suggest some major suggestions for electoral reforms. Answer: The various committees have worked on electoral reforms, i.e. the Goswami Committee and Tarkunde Committee, but these have not brought substantial changes in electoral system and law. It seems that political parties are indifferent to electoral reforms because in some cases, political parties have neutralized the steps taken by the Election Commission to bring in some desired changes. It is now widely recognized to preserve and strengthen the democratic setup a comprehensive agenda of reforms is necessary in system, structure and processes: Criminalization should be checked in politics. Political parties' functions should be regulated. Voters' participation and awareness should be ensured. Make the election machinery effective and credible. The use of money and muscle power should be stopped. A proportionate share to every class, section and society should also be provided in the parliament. Question 6. What is the electoral process in India? Answer: The electoral process is performed into different stages under the provisions of Representation of People Act, 1950 and 1951: First of all, constituencies are formed in a territorial area from where a candidate contest election. The nomination papers are filled with the returning officer. The scrutiny is made to check whether the information filled in nomination form, are correct. After the scrutiny is over, the candidate is given a date for withdrawal. Then Election campaign takes place by various techniques by holding rallies, meetings, processions, distributing handbills and door-to-door canvassing, etc. The election campaign stops 48 hours earlier before polling is held on the due date. Presiding officers and polling officers supervise the whole polling process. The voters vote through the secret ballot. eVidyarthi
After the voting is over, the counting made on a fixed date and time. The candidate getting highest number of votes, is declared elected.
Class 11 Political Science Chapter 3 NCERT Picture-Based Questions
11/14
1. Read the cartoon (NCERT Textbook, page 52) given below and answer the questions that follow:
Questions;
1. Yes, in the beginning, there was only one political party that dominated in the Lok Sabha or the Rajya Sabha. The opposition was not so popular to play any role, they were only the nominated representatives in both the houses of parliament.
1. They say elections are carnival of democracy. But this cartoon depicts chaos instead. Is this true of elections always? 2. Is it good for democracy? Answers: 1. No, this is not true of elections always. Generally, maximum elections are conducted peacefully in a democratic way. 2. It is not good for democracy to conduct elections in chaotic lawlessness. This is harmful to destroy democracy only because most of the people will not go to the polling booth themselves 2. Read the cartoon (NCERT Textbook, page 61) given below and answer the questions that follow: Questions: 1. These members of the ruling party are trying to listen to the 'tiny' opposition! Was this the effect of our electoral system? 2. What does the cartoon represent? Answers: eVidyarthi
2. The cartoon represents the role played by opposition party and the ruling party is making efforts to hear its voice.
12/14
3. Read the cartoon (NCERT Textbook, page 67) given below and answer the questions that follow:
Questions:
1. Why is the Universal Adult Franchise compared to an elephant? 2. Is it unmanageable? 3. Or is it like the story in which everyone describes the elephant only by its parts? Answers: 1. An elephant is of a giant size and in such a manner, all adult of a country (above 18 years) prepare a very big electoral vote. 2. Yes, it is quiet difficult to manage such a big group, but it is not unmanageable as since 1952, our election commission has been managing it successfully till date. 3. Yes, in India, such a huge group of adult voters in different areas, belonging to different castes are described by every political party in different groups or sections or interests. Except elections of Lok Sabha, different elections are conducted by Election Commission in different phases also. 4. Read the cartoon (NCERT Textbook, page 71) given below and answer the questions that follow: 1. The Netaji is afraid of EC. Why do leaders fear the Election Commission? 2. Is this good for democracy? Answers 1. The leaders fear the Election commission because they want to win the election by hook or crook but the election commission keeps check on them not to try money or muscle power to win by issuing a code of conduct on them. 2. Yes, this is good for democracy to ensure free and fair elections as Election Commission enjoys several rights, powers and functions being an autonomous body of country. 5. Read the cartoon (NCERT Textbook, page 73) given below and answer the questions that follow:
Questions:
1. What does the cartoon represent?
2. Should a person accused of a serious crime be barred from contesting an election?
13/14
Answers:
1. The cartoon shows the image of a criminal turned politician facing the public.
2. A person accused of a serious crime should be barred from contesting elections because:
He or she can threaten the voters and candidates, contesting elections. He or she can use money or muscle power. The group that believes in bullet and not in ballot. eVidyarthi
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Type 1 Diabetes
Type 1 Diabetes
This handout is about type 1 diabetes. Type 1 diabetes means that the body no longer makes insulin. It is caused when the body's immune system attacks and destroys the cells in the pancreas that make insulin.
Insulin is a hormone made in the pancreas. It is needed to move glucose into the cells. Insulin opens the cell walls and allows glucose to enter. Once inside the cells, glucose is used for energy. Glucose is the fuel that your body needs to function well. Without insulin, glucose builds up in your blood. This can cause symptoms of high blood sugar and cause long-term problems.
Risk Factors
The main risk factor is having a family member with type 1 diabetes. It is more common in whites than nonwhites. It occurs most often in young people but can occur at any age. Of all people with diabetes, about 5% have type 1 diabetes. The cause of this disease is not clear.
Symptoms of high blood sugar can develop over hours or days. Common symptoms include:
Symptoms of High Blood Sugar
* Frequent urination
* Thirst
* Hunger
* Weakness
* Fatigue
* Weight loss
* Nausea and vomiting
Diagnosis
* A1C test result of 6.5% or higher (See Health Facts for You: A1C Test and the Estimated Average Glucose)
Lab tests will be done to test for diabetes.
* Fasting blood glucose 126 mg/dL or higher. "Fasting" means nothing to eat or drink (except water) for at least 8 hours before the blood test.
* Symptoms of diabetes and blood glucose of 200 mg/dL or higher
Treatment
* How and when to check your blood sugars
Since your body must have insulin, you will need to take insulin every day. Learning about diabetes and how to treat it will help you stay healthy. Some of the things you will need to learn include:
* How to give yourself insulin
* How to balance insulin, meals, and exercise to prevent low or high blood sugars
* How to eat healthy
* How to treat low blood sugars
* How to take care of yourself when sick
The more you know, the better you can manage your diabetes.
Build Your Team
* Your doctor
You are the most important person on the team. Care team members include:
* Clinic nurse
* Diabetes nurse educator
* Medical assistant
* Dietitian
References
American Diabetes Association (2019). Standards of Medical Care in Diabetes-2019. Diabetes Care. 42(Suppl 1): S1-193.
Your health care team may have given you this information as part of your care. If so, please use it and call if you have any questions. If this information was not given to you as part of your care, please check with your doctor. This is not medical advice. This is not to be used for diagnosis or treatment of any medical condition. Because each person's health needs are different, you should talk with your doctor or others on your health care team when using this information. If you have an emergency, please call 911. Copyright © 7/2019 University of Wisconsin Hospitals and Clinics Authority. All rights reserved. Produced by the Department of Nursing. HF#5602
They will help you learn to take care of your diabetes and help you keep track of routine tests.
A dentist, eye doctor, foot doctor, a counselor, and someone to help you with an exercise plan are also good team members. Don't forget to include family members and friends who can support you. | <urn:uuid:fb5814c3-b03b-4e6e-819b-00c23f7d14aa> | CC-MAIN-2021-43 | https://assets.ctfassets.net/4yx69hifndy8/5602.pdf/ff3675f0707dbedf6d384598166a9ed7/5602.pdf | 2021-10-26T03:12:26+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00622.warc.gz | 210,127,812 | 751 | eng_Latn | eng_Latn | 0.998311 | eng_Latn | 0.998268 | [
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What is soil health?
Chemical properties
Three key properties influence a soils fertility and condition – physical, chemical and biological. All three properties are important and influence each other. A 'healthy soil' is one that is in good condition across all three properties.
Physical
Chemical
Biological
SOIL
HEALTH
A soil in good condition will capture rainfall and cycle nutrients more effectively and minimize soil-borne diseases. This leads to healthier pastures and therefore higher productivity and profitability for your farming business.
Physical properties
A term commonly used to describe a soil's physical condition is the soil's structure. A soil with 'good structure' will have a mix of aggregate sizes and spaces between (called pores) to allow water and roots to penetrate, and hold enough water and oxygen to support plant growth. Soil structure can be degraded by external forces such as compaction from machinery or animals or by certain nutrient levels such as high sodium and low organic carbon levels. Soil structure can be improved by lowering sodium levels, increasing organic carbon and plant root volume.
"Managing soil health is a separate task to managing soil fertility."
A soil in good chemical condition will have sufficient levels of nutrients essential for plant growth and low levels of toxic elements.
Soil pH is critical to plant health and soil function. Low pH reduces the productive potential of many pasture species by reducing root growth and altering the availability and the plants' ability to access nutrients and water. As pH declines some nutrients become unavailable to plants, such as phosphorus and molybdenum, while other elements, such as aluminium and manganese can reach toxic levels. Extremely low or high soil pH also creates a hostile environment for soil microorganisms like to nitrogenfixing rhizobia, reducing or stopping their function.
Salinity is the presence of high levels of soluble salts (often sodium, chloride and boron ions) in the soil. It effects plants by reducing water uptake or even reversing uptake in severe cases (through reverse osmosis). Excessive concentrations of ions can also cause toxicities in plants and limit the uptake of other ions (e.g excess chloride reduces the uptake of nitrate).
Sodicity is the presence of a high proportion of sodium ions relative to other cations in the soil. A high proportion of sodium attached to clay particles weakens the bonds between particles when they are wetted. As a result, the small clay particles swell, detach and disperse, and move through the soil, clogging pore spaces. This results in a dense, structureless soil that can impede root, water and air penetration and become more susceptible to erosion.
SOIL HEALTH
in pasture systems
Biological properties
"Plants live in partnership with a whole complex community of life – they live in a symbiotic relationship where the plant needs the soil organisms and the soil organisms need the plant"
Whilst most people are familiar with how physical and chemical properties affect soil health and productivity, the effect of soil biology is often less clear. A variety of organisms live in the soil, including microbes (bacteria and fungi), protozoa, nematodes, invertebrates, insects, dung beetles and earthworms – named the 'soil biological community'. These organisms perform a number of vital processes, including enhancing the cycling of nutrients, converting nutrients from one form to another and assisting plants to uptake nutrients from the soil.
Soil biological community
The drivers of soil biological health are:
1. Sufficient soil water/moisture
2. Optimal temperature
3. Food/energy (organic matter)
4. Plant diversity
Farmers can improve soil biological health by; maximising soil structure for air and water, returning organic matter to the soil through good grazing management, and increasing plant diversity in pastures.
How do you measure soil health?
There are two ways you can measure and monitor soil health in your paddock:
* Soil test from a soil laboratory
* Field measurement
Physical health
Infiltration – hammer a ring into the ground and fill with water. Time how long the soil takes to absorb the water. This determines how much porosity and wellstructured the soil is. The higher the infiltration rate generally the healthier the soil is.
Aggregate strength/stability – place an aggregate in water and see how well it holds together.
Other more complex ways you can measure physical health are with a bulk density test or using a penetrometer to determine how compacted your soil is.
Chemical health
The key chemical properties of soil health - pH, exchangeable aluminium, salinity and sodicity can be measured using a standard agronomic test from a soil laboratory or in the field.
Soil pH – use a field pH kit to determine your pH level.
Salinity – electrical conductivity (EC) of a 1:5 soil water solution can be measured using a handheld EC meter.
Sodicity – using the aggregate strength/stability test (above). Soils with a high proportion of sodium will disperse and turn the water cloudy.
Biological health
Soil respiration meter – measures the activity of the soil community by how much it is respiring (breathing) carbon dioxide.
'Soil Your Undies' / Calico strip test – bury a pair of cotton underpants or strip of calico in the topsoil and see how long they take to decompose. This determines how active the decomposing microbes are in the soil.
Root depth/root volume – dig up a cube of soil and assess the roots. The same cube of soil can be used to do earthworm counts and organism counts (species diversity).
Laboratory tests for soil biology have come a long way over the years and can help assess the biological function of your topsoil and the link between production and profit on your farm. Things like soil-borne diseases and how effective nutrients are cycling (e.g. phosphorus) can all be measured.
Useful laboratory tests for biological health include:
Soil organic carbon – carbon component of soil organic matter due to biological function.
Labile carbon – carbon available to microbes that season.
Bacteria:fungi ratio – proportion of the microbes that are bacteria compared to the proportion of microbes that are fungi.
Microbial biomass carbon – carbon contained within the living component of soil organic matter (bacteria and fungi).
Microbial diversity – diversity of microbes in the soil.
DNA – diversity of the whole soil community including microbes and invertebrates.
Managing soil health in pastures
The most important way to manage soil health in pastures in the long term is through grazing management.
The key aspects to good grazing management are:
1. Leaving enough pasture dry matter / biomass all year round. This allows the plants in your pasture to maintain their root systems and above ground biomass to regrow especially in the active growing period after rainfall. Keeping roots in the ground also maintains soil function, soil organic matter and soil structure.
2. Maintaining groundcover all year round. This is critical for minimising erosion and maximising water infiltration into your paddocks. Groundcover also protects the surface of the soil from heat and evaporation, and provides a home and food source for soil biology.
More information:
* Watch our 4 part 'Soil Health' video series on YouTube
* Google search 'Rapid Assessment of Soil Health (RASH)
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Ecclesiastical furniture as a challange for heritage preservation
by Ass. Prof. Joakim Hansson Uppsala University Campus Gotland
In Sweden there are more than 3400 churches.
About 2900 of them are classified by the heritage law (SFS 1988:950) as heritage.
That means that all churches built before 1939 are automatically protected heritage by the heritage law.
There is also a separate list of churches built after 1939 that also are classified as protected heritage by the National Board of Heritage.
This also means that all cemetaries built before 1939 are also automatically protected heritage.
There are also some cementaries built after 1939 that are also classified as protected heritage by the National board of heritage.
It is mentioned that the estimated number of protected ecclesiastical sites are about 2.900.
But the fact is that nobody seems to know how many these are?
The number of sites differs depending from whom you ask.
In 2000 the Swedish church was separated from the Swedish state.
Before that where all church buildings built before 1817 in the countryside and before 1843 in the cities self owning foundations. These where finnished when the relation between the state and the church changed and became a part of the ownership of the Swedish church.
When the heritage protection in Sweden was established in 1666 the churches and the ecclesiastical furniture were mentioned as important parts of the heritage.
Also the ecclesiastical furniture in all the protected churches are protected by the law, there is no age limit for these, so even modern pieces of arts, textilies etc are protected.
But how many protected churches are there?
And how many pieces of protected eccleciastical furniture are there?
The problem is that nowbody knows even how many protected churches there are.
The numbers differs between the central office of the Swedish church and the the state county administration boards. These are as mentoined about 2900.
But there seems to be more!!!
Churches owned by the Swedish church (Swedish church 2007)
Just an example in Visby diocese, Gotland are the numbers:
- 92 protected parish churches
- 1 protected modern church
- 3 protected chapels (Hallshuk, Gnisvärd, Olofsholm)
- 3 protected cemetaries (Visby)
- 1 chapel owned by a foundation (Hjorter´s chapel)
- 4 ruins used for services in the countryside TOTAL 104 OBJECTS
But the offical number from the Swedish church is 94.
But how many pieces of ecclesiastical furniture are there?
Nobody knows except the Diocese of Visby.
There was an inventory made in this diocese 19942010.
In these 104 heritage objects there are over 23.000 protected pieces of eccleciastical furniture.
But how many pieces of ecclesiastical furniture are there in all the protected Swedish churches?
A careful estimate is 600.000 – 700.000 pieces!
THE FACT IS THAT THE SWEDISH STATE IN 2000 LET OVER
THE OWNERSHIP AND RESPONISBILITY OF A LARGE AMOUT OF PROPERTIES AND ART PIECES
TO
THE SWEDISH CHURCH
What to do with all the churches?
Where are the problems?
The problems for the churches are both in the the cities and in the countryside.
There are general problems with the churches:
More and more churches are not open för public in the same way as before. Open churches for the public were a demand for getting the state subsidies.
The church do not have updated registers for movebles, knowledge about the churches etc
There is almost no communications with the groups not belonging to the Swedish church about the cultural heritage. This could be one way to find solutions for the left over churches.
Problems for the churches in the cities:
- The congregations in the hearts of the big cities have shrunk, because there are fewer people living here.
- In many city centres the building structures are dominated by office- and buisnessbuildings.
- The living standard differs from historical times. Fewer and fewer people are living in the flats.
- The city population is more secularised than the countryside people.
What to do with the big city churches?
- There are usually needs for concerthalls, conference centres etc. A church is easily changed for these purposes, not destroying important cultural values.
- Other Christian societies could take over.
- Churches with less cultural values could be changed for purposes as supermarkets, gyms or offices.
- It is not to recommend to sell of churches to other religious (not Christian belivers) activities.
- Here we have good examples from Denmark.
The countryside churches are more problematic.
- People are moving from the countryside to the cities.
- The population is dominated by elderly people.
- There are not enough members to keep up a congregation with a church.
- The highest cultural valued churches are many times situated in the churches in the middle of nowhere.
What to do in the countryside churches?
I many cases countryside areas are also places for summerhouses, resorts etc. Good examples are Gotland, Öland, parts of Scania, the coust zone in many places.
But there will be areas wihout interest from summerliving. These will be the most problematic.
There will be churches with very high cultural values where nobody is living any more.
There are some good examples of changes from church to other use:
Örgryte new church in Gothenburg, a part of the International Organ center at Gothenburg University.
Östra Nöbbelöv church in Scania will be an cultural centre owned by the congregation. A Nordic architectural competition is held in 2013.
In Sweden hundreds of free churches and chapels have been rebuild for other purposes. The Methodist church in Visby still owned and used as a church is also used for conferences and conserts.
But the fact is that the three most important architectural monuments of free churches in Stockholm were pulled down.
CONCLUSION
There will be a great number of abandoned churches in the countryside with great cultural values, that nobody likes to take care of.
But on the other side there is a strong public opinion not to torn these down.
What is the future for these churches? Museums?; Just standing abandoned? Or what? This the real problem!
Perhaps the solution would be to make a foundation in every dicose for the most valuable abandoned churches. These will still be churches, but mostly used as museums and other purposes as concert halls.
The fact is that the Diocese of Visby is more a church Skansen than a group of properly functioning congregations. But the organisation of taking care of the maintenance of the churches is very rational.
What will happen with the protected eccleciastical furniture in the Swedish churches?
Today are almost all pieces protected!
But the system is leaking?
There have been some cases in Sweden during the last years where you clearly can see that the system is not functioning:
- Söderfors congregation (Uppland) tried to get promision to sell two pieces by Lucas Cranach the elder (deponated in the Swedish Nationalmusem)
- There have been theafts in the in the medieval churches in North of Sweden. Medieval sculptures have been illegly exported. Several of the congregations did not even had photos of the pieces and in some cases these did not even know that something was stolen.
- In the yearly Swedish International Antique fair in Stockholm you can find pieces of eccleciastical furniture for ex. bricks from Ystad monastery, medieval tile floors, epitafs, chalics etc. There are no reaction neither from the Swedish national board of heritage nor from the Swedish church. These have been informed.
- There have been pieces in Blocket, Auction sites and Local auctions with clearly identified pieces from churches but neither the County administration boards nor the dioceses are reacting. These have been imformed.
Why?
- Lack of knowledge and interest.
- No proper inventories and photos.
- No proper controls.
- No interest in what is happening around.
There are also other problems. In some private museums there are a lot of really high quality pieces of ecclesiastical furniture. These are bought and donated from the congregations. These societies had not had the promission from the Swedish state to buy nor to get donations from the congregations. These pieces must be seen as depositories from the congregations. This question is an interesting topic still open.
What shall we do with all these pieces when the churches are closing?
There are churches closed and the ecclesiastical furniture have been and storaged.
But is it really worth to put all the pieces into storages?
Perhaps the law is to rigid?
Should we have new rules and laws?
What shall be preserved in the ownership of the Swedish church?
Who will descide what should be preserved in the ownership of the Swedish church?
There are good and bad examples how to solute these questions.
A good exampel is Netherlands where the laws were changed and system for dealing with the problems was established.
A bad example is Portugal where this process happened after the revolution 1974.
The antique market is waiting with great interested what will happen. Some comments:
- There are no preconception thoughts to have Christian symbols in private collections.
- There are no preconception thoughts to use chalics and other silver pieces for other purposes.
- There will also be a market for epitafs, funeral coats of arms, church textilies etc.
BUT REMEMBER WHAT IS SOLD IS VERY DIFFUCULT TO GET BACK!!!
In Sweden we have had bad experiences of breaking up the entailed estates.
In Sweden the social democratic goverment descided by the law SFS 1963:583 to finish the entailed estates.
The entailed estates could be land properties but also art collections etc.
In 1978 the Wanås collection with over 78 pieces was sold off, among them two Rembrants. The state could have bought the whole collection for 2 milion SEK, but did not take the opportunity. It was sold on the private market.
The Nationalmuseum have during the years bought on the free market 4 paintings from the collection on the free market for more than 2 milion SEK.
The next collection of this type to be sold is the Biby collection.
There is an obvious risk that ecclesiastical furniture will be sold on the free market.
The pieces of art will survive, but in new owners´ hands these will not exposed to the great public.
Once sold and splitted up, it is almost impossible to get back the pieces in common ownership.
The idea of the reform between the Swedish state and the Swedish church was to keep the churches and the eccleciastical furniture open to all the Swedish people.
Thanks for your attention!
Joakim Hansson Uppsala University Campus Gotland Cramérgatan 3 621 67 Visby Sweden email@example.com
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6 September 2019
Homework Menu
Welcome to Year 4! We hope you are looking forward to an exciting and fun school year as much as us! This year we will be giving the children a homework menu to complete each half term.
There are 10 different activities to choose from and you should pick one a week to complete. Some of the tasks may take longer and you may choose to complete it over a number of weeks.
We would like to remind you to continue to practise your times tables and spellings every week as well. We have attached a list of weekly spellings for you to practise. The children will not be tested on these in school, but working on them will develop their understanding of spelling patterns and commonly used words within their writing. Feel free to practise writing the words or even putting them into sentences when practising at home. We have also attached the pupil logins for TT Rockstars – we hope to see you all playing it frequently at home!
Enjoy!
Miss Hutchings and Mr Strating
| Week 1 | impractical, important, impression, impatient, irregular, irresponsible, irrational |
|---|---|
| Week 2 | treasure, creature, furniture, adventure, pleasure, brochure, enclosure, immature |
| Week 3 | anticlockwise, antisocial, antidote, anti-climax, automatic, autobiography, autograph |
| Week 4 | information, presentation, sensation, integration, creation, separation, transformation |
| Week 5 | interact, interaction, international, intercity, interhouse, interject |
| Week 6 | barely, cruelly, strangely, truly, cautiously, frantically, accidentally, playfully |
Creative Characters!
Create a new character for your reading book or another book that you have read. You may want to draw your picture and then label it using some amazing adjectives that we have been looking at in class. You could even re-write a part of your book to include your new character!
Wonderful Weekends!
Create a timetable for what you do over the weekend! You can include as many activities as you like and you can show the time any way you want – on a clock face, digitally, or in written words. You could even use all 3 methods!
Multiplication Masters!
Matter Matters!
A big focus throughout Year 4 will be learning our times tables. Create your own times table board game to help practise them – you could even challenge your family members to compete with you!
Dans le café
Our French unit this term will involve learning different vocabulary for ordering food and drinks in a French café. You could create your own menu at home, and practise ordering a meal with your family members. There are some great online dictionaries to help you, such as wordreference.com, and google translate. Remember to write accents in the correct place!
Autumn Homework Menu
Our science unit this term will focus on understanding the different states of matter. Explore your home and see what solids, liquids and gases you can find. You could even experiment (with the help of an adult) with temperature to change the material's state, for example freeze a liquid to turn it into a solid!
Smashing Saxons!
Our History topic this term will be the Anglo-Saxons. You could conduct your own research about them and create a quiz to test the knowledge of your friends and family! You could include questions about where they came from, where they settled, their food, their clothing, their homes, etc. Good luck!
Delicious Delicacies!
Marvellous Maps!
There are so many different foods from around the World. Choose a country and research a popular dish. Write a recipe for the dish, remembering to write measurements correctly. You could even try to cook the dish with your family! Bon appétit!
Masterful Maths!
We are going to be doing a lot of word problems in Numeracy throughout the year. Try to creature your own addition and subtraction word problems. You could even challenge your family members to solve them. You might want to relate the word problems to something in your life, such as family members ages, football scores, cooking, planting in the garden, shopping, etc. Remember to really challenge yourself!
We will be learning about different settlements in Geography this term, including physical and human features of Anglo-Saxons settlements. Try to create your own map of the area you live in. You could include features such as roads, parks, homes, shops, the canal, etc. Remember to include a key to label the symbols used on your map.
Number Plates!
Write down the digits from a car registration. How many different numbers can you create? Try to challenge yourself to create different numbers, such as the largest odd number, the smallest multiple of 2, etc. What else can you do with the numbers – multiply them? Divide? Add or subtract them? See how many different things you can do with 1 number plate!
Homework Menu
Welcome to Year 4! We hope you are looking forward to an exciting and fun school year as much as us! This year we will be giving the children a homework menu to complete each half term.
There are 10 different activities to choose from and you should pick one a week to complete. Some of the tasks may take longer and you may choose to complete it over a number of weeks.
We would like to remind you to continue to practise your times tables and spellings every week as well. We have attached a list of weekly spellings for you to practise. The children will not be tested on these in school, but working on them will develop their understanding of spelling patterns and commonly used words within their writing. Feel free to practise writing the words or even putting them into sentences when practising at home. We have also attached the pupil logins for TT Rockstars – we hope to see you all playing it frequently at home!
Enjoy!
Miss Hutchings and Mr Strating
| Week 1 | was, were, is, are, they, says, said, of |
|---|---|
| Week 2 | high, night, light, bright, tight, right |
| Week 3 | come, some, one, here, there, where |
| Week 4 | came, same, made, face, grape, tape, make, grade |
| Week 5 | ice, wide, wipe, time, lime, rise, nine, knife |
| Week 6 | hope, home, tone, stone, poke, cope, rope, rose |
Creative Characters!
Create a new character for your reading book or another book that you have read. You may want to draw your picture and then label it using some amazing adjectives that we have been looking at in class. You could even re-write a part of your book to include your new character!
Wonderful Weekends!
Create a timetable for what you do over the weekend! You can include as many activities as you like and you can show the time any way you want – on a clock face, digitally, or in written words. You could even use all 3 methods!
Multiplication Masters!
Matter Matters!
A big focus throughout Year 4 will be learning our times tables. Create your own times table board game to help practise them – you could even challenge your family members to compete with you! You can include as many times tables as you like, especially the ones you are working on!
Dans le café
Our French unit this term will involve learning different vocabulary for ordering food and drinks in a French café. You could create your own menu at home, and practise ordering a meal with your family members. There are some great online dictionaries to help you, such as wordreference.com, and google translate. Remember to write accents in the correct place!
Autumn Homework Menu
Our science unit this term will focus on understanding the different states of matter. Explore your home and see what solids, liquids and gases you can find. You could even experiment (with the help of an adult) with temperature to change the material's state, for example freeze a liquid to turn it into a solid!
Smashing Saxons!
Our History topic this term will be the Anglo-Saxons. You could conduct your own research about them and create a poster to show what you learned! You could draw pictures, write facts, etc. Be as creative as you like!
Delicious Delicacies!
There are so many different foods from around the World. Choose a country and research a popular dish. Write a recipe for the dish, remembering to write measurements correctly. You could also draw a picture of the dish and label with key words. You could even try to cook the dish with your family! Bon appétit!
Masterful Maths!
We are going to be doing a lot of word problems in Numeracy throughout the year. Try to creature your own addition and subtraction word problems. You could even challenge your family members to solve them. You might want to relate the word problems to something in your life, such as family members ages, football scores, cooking, planting in the garden, shopping, etc. Remember to really challenge yourself!
Marvellous Maps!
We will be learning about different settlements in Geography this term, including physical and human features of Anglo-Saxons settlements. Try to create your own map of the area you live in. You could include features such as roads, parks, homes, shops, the canal, etc. Remember to include a key to label the symbols used on your map.
Number Plates!
Write down the digits from a car registration. How many different numbers can you create? Try to challenge yourself to create different numbers, such as the largest odd number, the smallest multiple of 2, etc. What else can you do with the numbers – multiply them? Divide? Add or subtract them? See how many different things you can do with 1 number plate! | <urn:uuid:42ad91b3-c99b-403c-868f-faaa92d1d235> | CC-MAIN-2025-05 | http://www.st-matthews.hillingdon.sch.uk/attachments/download.asp?file=231&type=pdf | 2025-01-17T15:32:53+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00082.warc.gz | 52,012,571 | 2,041 | eng_Latn | eng_Latn | 0.998775 | eng_Latn | 0.999036 | [
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Landmark Teaching Principle™ #4
Ensure Automatization Through Practice and Review
The complexity of reading skills requires that educators track progress consistently to provide necessary instruction. Below are suggestions for how to monitor progress using the tools discussed in the Free Landmark Teaching Strategy, Measuring Reading Progress.
How to Monitor Progress
Educators should choose a specific skill to evaluate before determining materials to use. Once the skill is identified, appropriate materials can be selected. The most important element of progress monitoring is ensuring that the same type of material is used each time. For example, if an educator utilizes a list of 2-3 syllable words in one assessment, then a similar list of 2-3 syllables should be used each time until the student demonstrates mastery. Then, the educator can incorporate a list of 4-5 syllables.
When to Monitor Progress
At the very least, progress monitoring needs to take place at the beginning of the school year and the end of that same school year. This practice will allow educators to determine what progress, if any, has taken place over the course of the school year. Norm-referenced assessments, such as the Gray Oral Reading Test (GORT), cannot be given more than once or twice in a school year due to reliability criteria. In order for progress monitoring to drive instruction, it is recommended that educators provide students with curriculum based progress monitoring material at least during each reporting period. More consistent data will allow educators to shift instruction based on observations.
Ensuring Accuracy with Progress Monitoring
However educators monitor progress, it is imperative that they follow the same protocols each time. Educators should work with administrators to determine protocols when they are not explicitly outlined either by the administration or the company used when following a norm-referenced program. If explicit protocols are not outlined, educators should consider setting protocols based on the following elements:
* Wait time: Many progress monitoring programs outline a wait time of 3 seconds. If students cannot identify the target word within 3 seconds, it is wrong. Some students, however, require additional processing time, so a longer wait time may be beneficial.
* Prompting: Progress monitoring should be a reflection of what the student can do independently. Therefore, educators should not prompt or provide answers. However, if a student requires prompting that should be clearly noted.
* Calculation of WCPM (Words Correct Per Minute): When monitoring fluency progress, educators should calculate words correct per minute the same way each time . Additionally, educators need to record miscues consistently and follow the same recording system. Most norm-referenced programs count self-corrections, repetitions, substitutions, omissions, insertions, and reversals as errors .
Landmark Teaching Principle™ #4
Progress Monitoring Running Records
Because qualitative data can oftentimes drive instruction more so than quantitative data, it is important for educators to keep thorough running records for analysis and lesson planning. Running records should track deviations from the print, including the correct text as well as how the reader said it. What types of errors, the frequency of them, and how they impact overall meaning are all important considerations when discussing progress.
HOW DOES THIS CONNECT TO ENSURE AUTOMATIZATION THROUGH PRACTICE AND REVIEW
Research continues to support that oral reading progress happens through increased oral reading practice with specific instruction and feedback. Therefore, it is essential that educators provide structured opportunities for practice of oral reading skills. If practice is targeted, explicit, and repetitive, then students should show growth in oral reading skills during progress monitoring. | <urn:uuid:79700531-bd3c-4e47-adff-e86b966ffa27> | CC-MAIN-2025-05 | https://www.landmarkoutreach.org/wp-content/uploads/Tips-for-Progress-Monitoring.pdf | 2025-01-17T14:23:23+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00081.warc.gz | 909,680,235 | 721 | eng_Latn | eng_Latn | 0.995178 | eng_Latn | 0.995878 | [
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The Gatsby Benchmark Toolkit
GATSBY BENCHMARK 3
Addressing the needs of each pupil
WHAT GOOD LOOKS LIKE
Students have different career guidance needs at different stages. Opportunities for advice and support should be tailored to each of these stages, with diversity and equality embedded in the school's careers programme.
* A school's careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
* Schools should keep systematic records of the individual advice given to each student and subsequent agreed decisions. All students should have access to these records to support their career development.
* Schools should collect and maintain accurate data for each student on their education, training or employment destinations for at least three years after they leave school.
WHAT THIS MEANS IN PRACTICE
* The school has a clear strategic overview of a student's career needs, knowledge and skills at each stage of their learner journey, as well as the decisions they are likely to face. This information sets a progressive framework of learning goals and includes contextual factors, such as parental aspirations and family backgrounds. It recognises the scope of improving social mobility by identifying the student's barriers to overcome and the bridges of support they need to maximise their life chances.
* The school takes regional and national labour market information and destinations patterns into account. It grasps the regional and inter-school differences in the proportion of students securing apprenticeships at both key stage 4 and key stage 5. The school also addresses the significant differences in the take up of science, technology, engineering and mathematics (STEM) subjects and higher education progression on both a regional and gender basis.
* Students benefit from provision targeted to their needs. Students with special education needs and disabilities (SEND) face additional challenges in progressing from school to further learning and work. In mainstream schools, the needs of vulnerable and at-risk students are met through a specifically designed careers programme and additional support, including mentoring. Employers and other local partners are active in improving these students' chances of developing an independent life and taking their first steps into jobs and courses.
* Well-kept records enable staff and partners to track the consistency and impact of the careers and enterprise programme. Staff know what students' career education and guidance needs are and where they are in terms of their career planning. This draws on insights from tutors, Careers Advisers, mentors and the students themselves. Teachers and Careers Advisers maintain comprehensive records of individual advice and subsequent decisions, which are then integrated into their information management systems, such as SIMS, GroFar or other products. This helps schools to manage agreed actions and next steps, and to provide students and their parents with ongoing support.
* The school strengthens students' personal agency and self-advocacy skills by encouraging them to access and take ownership of their career development records. Some schools are developing student careers records using Google Classroom or working with initiatives like PixL Edge to help students develop and maintain a journal of their employability skills. Students should be able to draw on careers experiences and employer encounters and turn them into a clear and compelling story for applications and interviews.
* The school collects and maintains accurate data for each student around their education, training and employment destinations for at least three years after they leave. This information is shared with current students to support ongoing review and evaluation of the careers and enterprise programme.
The Gatsby Benchmark Toolkit | 12
The Gatsby Benchmark Toolkit
GATSBY BENCHMARK 3
Addressing the needs of each pupil
WHY THIS MATTERS
TOP TIPS FOR SCHOOLS
* Profound inequalities exist across different courses and jobs sectors. These affect national productivity and individual wellbeing. For instance, based on WorldSkills UK figures, 9% of professional engineers are female, 99% of beauty therapists are female and 95% of computer game developers are male. The gender pay gap is further evidence of a need to ensure our careers and enterprise provision tackles underlying inequalities. One analysis by Deloitte estimates that at the current rate, the pay gap will not be eradicated until 2069 – 99 years after the Equal Pay Act.
* The Social Mobility Barometer Poll shows half of people believe that where you end up in society is mainly determined by your background. Four in five believe that there is a large gap between the social classes in Britain with poorer people held back at every stage. 71% say there are significant differences in opportunity depending on where you live in the country. The poll uncovers deep social pessimism amongst students and calls for a coalition of businesses, communities, councils, schools and universities to champion a level playing field.
* According to Mencap, only 6% of people with learning difficulties are currently in paid employment, despite the fact that 60% want to and are able to be.
* Students with SEND are the most likely group to be absent or excluded from school according to recent Ofsted findings. They are also less likely to achieve in terms of their attainment and progression.
* Progression to higher education varies from under 10% in some schools to over 90% in others. This divergence is a focus for the National Collaborative Outreach Programme (NCOP) and solutions rely in part on more effective careers and enterprise programmes.
The Gatsby Benchmark Toolkit | 13
1. Use the Compass evaluation tool to assess how well existing provision meets the needs of all students.
2. Review the learning goals, mind-sets and skills your students need for progression.
3. Explore destinations figures for key stage 4 and post16 students and identify any deficits in take up of pathways, subjects or courses that could be addressed by better tailoring of the careers programme.
4. Consult with your students about what they see as the most important barriers in making good post-school progression.
5. Ensure that your careers programme contains specific plans for groups of students who need tailored support to make effective career transitions.
6. Identify careers programme providers who, in collaboration with your Careers Adviser, other schools and Enterprise Adviser, can support the enhancement of your programme.
7. Develop and maintain systems for recording individual advice and careers interventions given to each student.
8. Help students to be proactive career managers by maintaining their own records of career development.
9. Collect and maintain accurate data for each student on their education, training and employment destinations after they leave school.
10. Use your information on student destinations to draw together a list of alumni who can support your careers and enterprise programme.
The Gatsby Benchmark Toolkit
GATSBY BENCHMARK 3
Addressing the needs of each pupil
TOP TIPS FOR EMPLOYERS
1. Consider how you can support special schools with employer encounters and work experience. Talk to other employers in your area who have had positive experiences working with SEND students, for example, National Grid and their EmployAbility programme.
EXAMPLE RESOURCES
2. Consider how you can offer mentoring support to more vulnerable students through proven mentoring programmes, for example, Talentino, Young Enterprise or Youth at Risk.
3. Draw advice from teachers and specialist agencies, such as the National Autistic Society, on how best to accommodate and support students with SEND.
4. Ensure that you share the learning goals and mind sets schools are seeking to develop through employer encounters and experiences of work.
5. Work with the school to embed equality and diversity into your programme of support through use of positive role models and other approaches.
6. Review how far your support is reaching all students with the school.
7. Assess with the school how your contribution provides students with the knowledge and support they need for the next phase of their journey.
8. Work with schools to explore the opportunity to talk to parents as well as students about work opportunities to help broaden families' horizons.
9. Share personal stories about overcoming barriers and accessing support.
10. Support schools to record careers events and activities through systematic evaluation.
* You do not have to undertake the strategic overview of career learning goals by yourself! Check out the framework offered by the Career Development Institute (CDI) for key stage 2 to 5. The CDI website includes a range of audit tools to help schools take stock of existing provision against these outcomes.
* In planning your provision, look at the percentage of students in sustained education, employment or training and break this down to include gender, ethnicity, special needs and level of disadvantage.
* Consider how the Access Toolkit developed by TeachFirst could help teachers know what they can do, every day, to support the post-school progression of students.
* Investigate resources that challenge stereotypical thinking, including Lesson 6 in the WorldSkills UK Career Planning Toolkit or this Equality Act 2010 lesson on TES.
* Explore the lessons from the Aspires project, which looked at family influence on science capital.
* Check out the national guidance for schools on meeting equality law in relation to careers provision and advice on academic options.
* Make use of your local authority, as they collect and collate destination data.
* Career programme providers, such as Career Ready, are funded by The Careers & Enterprise Company to work with employer volunteers and targeted students through mentoring and workshops to increase engagement and academic progress.
* The SEND Gatsby Benchmarks Toolkit can help better understand the career landscape for young people with special educational needs and disabilities (SEND).
The Gatsby Benchmark Toolkit | 14
GATSBY BENCHMARK 3
Addressing the needs of each pupil
EXAMPLES OF SCHOOLS ADDRESSING THE NEEDS OF EACH STUDENT
Example 1
Example 3
At Park Campus PRU, a short stay unit in Lambeth, huge efforts are put into encouraging student attainment and re-engagement with education. Teachers use Doddle to track the progress of individual students in personal, social and health education (PSHE), with students responding to statements such as, "I can identify different types of career pathways that I would be able to follow".
The unit adopts a multi-agency approach to developing a profile for individual students, where a learning mentor maintains a detailed key stage 3 and key stage 4 profile, including the careers-related activities they have participated in. From this, the mentor helps students to draw up a CV identifying the relevant experience and skills they have developed. Students also complete work experience diaries.
All students have a comprehensive Leavers' Folder or National Record of Achievement. Drawing on their work experience placements and personal development activities, they include:
* a letter from the Principal
* a record of the functional skills they have developed at the unit
* all of their certificates and references
* The school holds a leaving ceremony attended by parents to celebrate students' achievements and present them with their Leaver's Folder.
Example 2
A school in the north east have worked with Future First to build an alumni network. The alumni then feed into the 'Inspire' careers programme, which encourages them to attend careers fairs, support presentations and awards and work on projects with current students.
The Gatsby Benchmark Toolkit | 15
Calderstone's School, a specialist science college in Merseyside, has worked with the Enterprise Adviser Network to survey year 7 to 13 learners about their career aspirations and interests, including subjects and extracurricular activities. The school now has a comprehensive database identifying the motivations, subject preferences and predicted grades of each student.
The senior leadership team is working with the Enterprise Adviser Network to analyse, map and plan the most appropriate opportunities against the identified labour market need in the local area. This includes raising awareness of apprenticeship opportunities to ensure each student benefits from personalised and meaningful encounters with employers. The school plans to monitor and evaluate each encounter via student feedback and update the database to further develop the profiles of each student.
Students will be able to prepare other students for similar experiences, providing feedback in classroom settings, registrations and assemblies to inspire further engagement and refine the delivery model.
Teachers liaising with employers also add labour market intelligence and comments to the database to further drive up the quality of experiences. This intelligence is then shared with subject leads so they can promote encounters with employers and tailor labour market messages to their subject areas. | <urn:uuid:97df8420-6e14-48c0-929c-32ec8f4cd0e4> | CC-MAIN-2025-05 | https://www.launcestoncollege.uk/attachments/download.asp?file=37&type=pdf | 2025-01-17T13:36:13+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00081.warc.gz | 911,821,972 | 2,451 | eng_Latn | eng_Latn | 0.998235 | eng_Latn | 0.998379 | [
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Sam Carlick
The following information on Sam is an excerpt from an unpublished manuscript of A History of the Jewish Community in Paducah, Kentucky, written by his wife Jeannie Carlick. All material in quotation marks are Sam's own words.
When their duties at Sicily were completed, the Ninth set sail from Palermo. Sam Carlick's unit boarded the USS Santa Rosa--"destination unknown." No sooner had Sam arrived at his cramped quarters--a cabin so small that six double bunks consumed every inch of floor space--than he found a note from a fellow Paducahan, Captain Ted Rosenberg. Rosenberg had been in Sicily at the same time as Carlick, although neither man knew it. The doctor had seen Sam's name on a Santa Rosa passenger list and invited the young lieutenant to his quarters for a drink. Carlick accepted the invitation with alacrity. Rosenberg concocted drinks--"canned grapefruit juice and [grain] alcohol used for medicinal purposes." Being a military physician had its advantages. Lieutenant Carlick especially appreciated Captain Rosenberg's hospitality, since alcohol was ordinarily forbidden on troop ships. Their one meeting was brief, since Carlick had to return to the infantry section of the ship, to remain segregated there for the duration of the crossing. Ordinarily, infantry personnel were not allowed in the medical section of the ship, since Rosenberg's field hospital unit included Army nurses. As Sam Carlick would recall years later, "Needless to say, I was delighted to see [Ted], however short the meeting."
On Thanksgiving Day, Sam Carlick learned his destination--Winchester, England, where he continued training for what the world would remember as D-Day. In April 1944, his regiment took another step toward making history, moving south to
Bournemouth. Here, as noted above, his path crossed his brother Ed's a second time. Neither of the Lieutenants Carlick was aware of all that would happen before they met again.
A day or two before D-Day, the Ninth Division was placed on six-hour alert, later whittled to one hour, for immediate transfer to a marshalling area. Sam Carlick's division landed on Utah Beach on D-Day Plus Four, replacing the original landing units and fighting on to secure the entire Contentin Peninsula.
"This is one date I will never forget." On June 15, 1944, as Carlick's company was threading its way through the hedgerows, they ran smack into a German barrage of heavy mortar and artillery fire. As second in command of his company, Sam Carlick set out in the direction of the front line, when he met up with a five-man patrol with orders to reconnoiter the enemy. As the men sought protection behind a hedgerow, a German tank fired at them, missing only because it had come too close to lower its guns enough to hit the crouching targets. As the tank continued to roll toward him, Carlick was in more danger of being flattened than of being shot. To avoid being "squooshed" under tons of Nazi metal, he and one other soldier made a dash to the left of the oncoming tank. "[O]ur luck ran out." The two Americans ran "right into the arms of an infantry platoon" backing up the tanks. The Germans were apparently too stunned to shoot the Americans. Perhaps their surprise was the reason Sam Carlick lived to tell his story--the story of an incredible year as a prisoner-of-war of the Nazis.
Captured near Tessy Sur Vire, Sam Carlick spent his first night of captivity in a hay loft in a French barn. The Germans gave the prisoners no food; French farmers, however, gave them bread, which they in turn had to share with their captors. The next morning, the Germans drove home to Carlick and his fellow prisoners the gravity of their plight. As they moved out of the barn, the Nazis, lest someone escape by hiding beneath the straw, sprayed the loft with bullets. Then, Carlick and other Americans, primarily from the Eighty-Second and 101st Airborne Divisions, set out on an eight-day march to Rennes, temporary quarters until July 4.
On July 4, the day that Paducahans were reading Ted Rosenberg's invasion diary, Sam Carlick--with other Americans, as well as British and Canadians--were herded onto a train of the infamous forty-and-eight cars, for a twenty-three day trip across France to another way station at Chalon-Sur-Marne. As this leg of their journey to nowhere occurred in high summer, the heat would have been intense at best. As it was, it was indescribably brutal: the Americans were still clad in the woolen, olive-drab uniforms, chemically impregnated against enemy gas attacks.
The infernal boxcars were so jammed that the captives had to sit or sleep in shifts. Exacerbating already intolerable physical distress were hunger and thirst: food and water were meager to non-existent. Sam Carlick's daily allotment on the train was a three-inch chunk of bread--"mostly sawdust." Whatever bodily eliminations their scanty intake necessitated, the prisoners deposited in an open oil can at one end of the car. When the train stopped, the Nazis did allow them to empty their body waste.
It should come as no surprise that inmates of these subhuman conditions devised a plan for two-by-two escapes, the order of which they decided by lots. As the train strained uphill, two would jump off. In all, six slipped away in this manner. Every time the train stopped, the Nazi guards would leap off and surround the train to thwart escapes. Because of the guards' procedure, the escape of Sam Carlick and his partner was foiled by an unanticipated stop. The Nazis had discovered the escape plot and sent in Storm Troopers. Flaunting their authority with trademark Nazi sadism, they ordered six prisoners to dig six graves beside the tracks. Carlick and the other onlookers could only imagine the purpose of the grisly exercise. After what must have seemed a lifetime, the POWs were ordered back on the train. The Nazis had enjoyed their little joke. The hellish ride ended at Chalon on July 28.
After about a week in Chalon, Sam Carlick again was loaded onto a train for another temporary camp at Limburg, Germany, where they awaited assignment to a permanent camp. On September 10, Carlick and the other prisoners were yet again packed into boxcars bound for their final destination, an American officers' camp, Oflag 64, in Szubin, Poland. There were 1,300 American officers interned there; those captured in North Africa, Sicily, and Italy were "old kriegies"; those seized during the invasion of France were dubbed "new kriegies."
Like his brother Ed in Belgium, Sam Carlick remembers that "[t]he winter of 1944-45 was an extremely cold one." Since prison quarters had virtually no heat, Carlick and his fellows, during waking hours, sat around their barracks bundled in all the clothing available to them. Their caloric intake barely fended off starvation; the prisoners did not derive enough energy from their food to allow exercise. They did, however, strive to maintain the best physical condition possible under the circumstances; they took daily walks in anticipation of "any unforeseen events."
During confinement, Sam Carlick and the other officers found ways to maintain their sanity. They assembled a radio, the parts to which had been smuggled to them, one at a time, by Polish partisans. Through this clandestine lifeline, known to only a handful of officers, Carlick heard General Eisenhower's orders not to attempt escape, since the end of the war was near. Another piece of contraband was a Christian Bible, which also rotated among the prisoners. Sam read it from cover to cover--Old Testament and New.
In January 1945, the grueling routine was interrupted by "the sound of cannon and mortar fire from the east." The Russians were on their way. The Germans, terrified of a Russian onslaught, evacuated Oflag 64, marching the prisoners eastward. Sam Carlick enveloped himself in all his clothing, "including a Russian or Polish soldier's wool overcoat that had been given to me on arrival at [Oflag] 64 by the Red Cross, to ward off the cold, Polish winter weather." Swathed in heavy winter gear, Sam Carlick and others trudged over "lonely Polish roads" and through snowdrifts, some knee-deep, until they came to Jastrow, "where we were to be honored with another train ride."
This time, the prisoners headed to a prison camp in Luckenwalde, Germany. En route, their train was sidetracked in Berlin, where they waited "for what seemed like an eternity, [as] the wail of sirens and the shouts of our guards announced another [Allied] air attack." With their usual fiendishness, the Nazi guards would not let their prisoners leave the boxcars. Clearly targets for "friendly fire," the prisoners huddled in the cars, while "bombs fell all around us and the concussions caused our car to rock and dance on the tracks." Sam would later learn that what had blasted their ears and jarred the train was the Allies' "largest daylight bombing raid ever on Berlin." A day or so later, they rolled into Luckenwalde.
In April 1945, the Russian Army liberated the POWs from Luckenwalde. "German guards who had not fled were taken prisoners by the Russians to suffer a fate that the Nazis deserved." The Russians counseled the Allied prisoners to wait for the American forces, expected in a couple of hours. After waiting two days for the two-hour arrival, Sam Carlick and others to make their own way "through the shambles of war," avoiding the main arteries clogged with refugees, Nazi troops, and broken-down vehicles. Following a railroad line, they walked "in a westerly direction" to American troops, who gave them a lift in a jeep back to the American lines.
The day after V-E Day, Sam Carlick, now ex-POW, returned to American control. Shortly afterward, he was on a ship, homeward bound at last. The year's hunger had taken its toll: his weight had fallen from its normal 160 to an emaciated 118 pounds. For the hardships he endured and the valor with which he withstood them, Sam Carlick was awarded several decorations: the Bronze Star with oak leaf cluster, the EAME Medal with four battle stars, the American Campaign Medal, the Prisoner-of-War Medal, the World War II Victory Medal, and a Letter of Commendation from Manton S. Eddy, commanding general of the Ninth Infantry.
Of all the horrors that befell Sam Carlick, the hunger pangs are among his most vivid memories. To this day, he tends to snap at someone who complains about his food: "You've never been really hungry. If you had, everything would taste good."[i]
The eldest Carlick brother, Harry, was the last to enter the military. Harry's induction was deferred for a time, since, as the last male in the family, he was supporting their mother, Helen Carlick. It had been the general policy of the draft board to spare the head of a household with several sons already in service.
However, because of an urgent need for more manpower, Harry Carlick was inducted and assigned to the Coast Artillery. After basic training at Camp Pendleton, West Virginia, he served with a Coast Artillery battery near Miami, Florida, where his years of experience in the family business qualified him to serve as supply sergeant. His brothers never let Harry Carlick live down his "hardship duty" in Miami.
The United States also acknowledged the bravery of Helen Carlick, who sent all her sons to defend her adopted country. For her sacrifice, Helen Carlick was named a "Blue Star Mother," receiving a flag with three blue stars: one for Harry, another for Ed, and a third for Sam.[ii] | <urn:uuid:4e5440a2-e32c-40c0-bf39-45c5192dd41b> | CC-MAIN-2025-05 | http://oflag64.us/ewExternalFiles/carlick_sam.pdf | 2025-01-17T13:55:25+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00085.warc.gz | 23,739,727 | 2,600 | eng_Latn | eng_Latn | 0.999088 | eng_Latn | 0.999204 | [
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School Exclusions and Their Wider Social Context
This Briefing will explore the impact of school exclusion and alternative provision on young people, especially those from some ethnic minority groups. It will go on to discuss the wider question as to how we support young people to feel they belong in a diverse society like the UK today.
Part one, by Asha Sidhu, will discuss the Timpson Review of School Exclusions. Part two, by Fr Phil Sumner, will discuss how we nurture identity and belonging among young people and how that supports them in their preparation for life.
These are complex issues, and the briefing will attempt to help readers find their way through this complexity, but those who want to become more deeply involved with the issues may want to consult some of the works listed in the bibliography
_____
School Exclusions and Alternative Provision – The Timpson Review By Asha Sidhu
To exclude a pupil is to change the life trajectory that pupil is on. For many pupils it is for the better - they can access high quality education and facilities (Alternative Provisions), with reputations for exceptional parental engagement which in turn leads to better outcomes than they would have achieved in a mainstream school. However, for others, it's for the worse - the pupil subsequently fails to secure any qualification and at the age of 18 falls into the category of NEET (not engaged in education, employment or training).
In March 2018 Edward Timpson (Conservative MP for Cheshire West and Cheshire Council), was commissioned to review school exclusion and in May 2019 The Timpson Review of School Exclusion was published. The review confirmed what many already knew: some student groups were more likely to be excluded than others, and there was variation in how fairly and consistently Headteachers used exclusions. In addition, some Headteachers even unlawfully excluded pupils.
However, like most, I believe that headteachers must continue to have some autonomy and discretion to use exclusion where appropriate, but only as a last resort when all other interventions and strategies have failed. Why? Simply because there are some children who, for whatever reason (be it in-school or out-of-school factors), are unable to meet the standard expected of behaviour and interaction in a mainstream school.
Timpson acknowledged this and concluded his review with thirty recommendations, then the pandemic hit. Although the government has made some progress and implemented six of the thirty recommendations, given the statistics, urgent action on the rest, is still needed.
The statistics:
1. Almost 50% of pupils in an Alternative Provision are in year 11 According to the Institute for Fiscal Studies, most children in the UK will have missed over half a school year of in-person schooling since the pandemic hit. This equates to about 5% of a pupils' entire time in school. If this is the case, then some pupils in Year 11 will be excluded after having missed at least half a school year between Years 9 and 10.
2. Only 4.5% of Year 11 pupils in Alternative Provisions achieve a level 9 – 5 in English and maths compared to 65% in mainstream schools As more data is generated following the pandemic, many good schools are revisiting their pastoral support of pupils and are committed to deliver targeted training for staff to help then get better at identifying earlier the signs of trauma, heightened anxiety, social disconnection, etc.
3. Over 40% of pupils in Alternative Provisions are eligible for Free School Meals According to Ofqual, there was a slight widening of the "long-standing results gap" in England between pupils in receipt of free school meals and those who are not in 2020. And what about the pupil premium funding which is there to help schools close the gap? The Sutton Trust says that 34% of pupil premium funding is being used to plug gaps in school budgets—to fix leaky roofs, for example. How many schools who do not use the funding exclusively for pupil premium students, exclude pupils eligible for Free School Meals?
4. 79% of pupils in Alternative Provisions have SEN (special educational needs), or a disability compared to 14.6% in maintained schools. Even more concerning is the over representation of SEN in that 11.2% of pupils in Alternative Provisions have an Education Health Care Plan (EHCP), compared to 2.9% in maintained schools. Current statistics indicate that remote learning was especially difficult for children with special educational needs and disabilities— in fact, it appears that disadvantaged pupils have, overall, experienced greater learning losses of as much as seven months in both reading and maths. Unfortunately, the statistics show that many pupils who have been excluded are more likely to go on to be identified as having SEN after the exclusion.
Doesn't this mean that schools have a moral obligation to focus on early identification, not least given the prevalence of SEN among young offender where 20% have identified learning disabilities, compared to 2-3% of general population and 60 - 90% of offenders have speech, language and communication needs compared to 10% of the general population.
5. Most pupils in Alternative Provisions are identified as having SEMH needs (social, emotional and mental health). Many of our children who are persistently excluded, come from some of the most disadvantaged backgrounds. They need help and support to develop their resilience and improve their life-chances through education – not exclusions. An NSPCC analysis of serious case reviews showed that 31% of serious violence victims had received a fixed-term exclusion.
6. Approximately 70% of pupils in Alternative Provisions are boys and BlackCaribbean and Gypsy, Roma and Traveller pupils are over-represented. In September 2017, The Lammy Review into the treatment of, and outcomes for, Black, Asian and Minority Ethnic individuals in the Criminal Justice System found that despite making up just 14% of the population, BAME men and women make up 25% of prisoners, while over 40% of young people in custody are from BAME backgrounds. In addition, Gypsies, Roma and Travellers (GRT) are often missing from published statistics about children in the CJS, but according to unofficial estimates, are substantially over-represented in youth custody, for example, making up 12% of children in Secure Training Centres (STC).
If we return to schools, Edward Timpson found that children with several characteristics have multiple risks of exclusion including being a black-Caribbean boy. The statistics are extremely worrying as most permanent exclusions are for 'persistent disruptive behaviour'. As you can imagine, this is a very subjective term. It's even subjective at a classroom level. What I can manage in my class may not be what the teacher next door can manage.
Given this, surely all school leaders have a duty to ensure they have the right pastoral systems in place and to train all teachers to develop the right skills to deal with behaviour so that they consistently remain a calm and safe environment where all pupils can access the high-quality education they deserve. There is no doubt that the variation in behaviour management allowed at a teacher level, feeds into the variation in the use of exclusion between schools with some schools even going as far as practicing off-rolling.
Ofsted define 'off-rolling' as …'the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the in the best interests of the pupil. This includes pressuring a parent to remove their child from the school roll.' In most cases that Timpson came across it was unlawful.
Out of all the recommendations Timpson proposed, I believe three raise some very serious questions for our schools. The first and most urgent must be a review of the total number of days a pupil can be excluded for in any one academic year. At present it is 45 days. Surely by day 10 or God forbid, day 20, the pastoral team and Headteacher have recognised that exclusion as a tool to tackle poor behaviour is not working with that pupil.
Perhaps Timpson realised that there must be stronger incentives to make some school leaders reduce the number of pupils they exclude and so he proposed a removal of the financial incentives to exclude. The head teacher can exclude a pupil on disciplinary grounds only. This decision must be lawful, reasonable, and fair. In addition, schools and LAs must arrange alternative provision from the sixth day of the exclusion of pupils of compulsory school age. However, if schools were made to fully fund the placement of a pupil in an Alternative Provision (fixed term or permanent), would exclusion rates drop?
And finally, the third recommendation, which I believe will be the most significant for schools, suggests that schools are made accountable for the results of excluded pupils. If this recommendation is fully actioned, will there be a noticeable drop in the number of exclusions and far less variation in exclusions between schools? Importantly, will this recommendation affect exclusions in Catholic schools? And if so, why?
The Religious Education Curriculum from the Catholic Education Service states that 'the promotion of the human person is the goal of the Catholic school.' …. Religious Education is central to the curriculum of the Catholic school and is at the heart of the philosophy of Catholic education. Pope Benedict said that 'education is not and must never be considered as purely utilitarian. It is about forming the human person, equipping him or her to live life to the full – in short it is about imparting wisdom.'
There are no facts or figures for us to see what proportion of pupils are excluded from Catholic schools. Nor do we know at which stage of their formation they are excluded. It's all unknown and perhaps not relevant. However, if our task is to 'impart wisdom' so that pupils in Catholic schools can engage fully with and contribute to society, surely school leaders must ask 'should we exclude even one of our pupils?'
Social Inclusion in Schools and in the Community - identity and belonging By Fr Phillip T Sumner.
The demographics of our communities are continuing to change; immigration still impacts, providing both challenges and opportunities. Faith can no longer be presumed in our Church schools and yet many of the young people from the incoming communities are strong in their faith. The arrival of more multi academy trusts suggests that schools will become larger organisations and, therefore, perhaps in greater danger of losing some of their ethos and their connection with the local communities.
The area of Oldham, where I work as a priest, was written large in the Press twenty years ago as riots erupted on our streets. In the Government report about these riots (written by David Ritchie), Church schools were picked out for criticism in that they seemed to have enabled greater segregation between faith communities. NonMuslim families were prepared to jump through the required hoops to avoid having their children go to state schools which, in some areas, were attended by a significant Pakistani/Kashmiri or Bangladeshi majority. In the years since, some of our Catholic and Anglican schools have opened more to Muslim children (and others) and have attempted to find ways genuinely to accommodate them and enable them to belong. But, as Church, we must also reach out beyond the boundaries of Catholic organisations. I work with a local Mufti (an Islamic lawyer) to deliver workshops in over forty schools or colleges in Oldham, exploring the similarities between faiths (as well as acknowledging the differences). In the process, we also model our own good relationship. Where faith has been perceived to be a problem, we have demonstrated that it can also be seen by local authorities to be part of the solution.
There's always been much talk about the Catholic ethos in our schools but when I ask teachers, during interviews, how they know if it is 'Catholic', there's often considerable consternation and confusion. What are the yardsticks we can use to evaluate Catholic ethos? Surely, they are Scripture and Tradition. In Scripture, Jesus lays out his objectives at the beginning of his mission: to bring Good News to the poor and those excluded from society (Luke 4:18). It's when schools live this that we see something of what has been called, "the Catholic ethos". And, in the Compendium of the Social Doctrine of the Church, we read: "Church communities…offer themselves as places of communion…and as catalysts for the redemption and transformation of social relationships" (par. 52). Schools, as Church communities, should therefore be catalysts of communion, redeeming social relationships, not agents of division within the wider community.
To achieve more inclusive Catholic schools that enable children of every background to belong, we need governors, chaplains, teachers, and parents who have expertise in matters of race and/or religion. They need to have the confidence to challenge even the recommendations of Government reports when these are questionable or even erroneous. The recent Commission on Race and Ethnic disparities, chaired by Tony Sewell suggested, for example, that black people now live in an age of 'participation' in this country. Sewell contrasts the present age with two former ages: the 'heroic age' (what he describes as 'the Windrush generation'), and the 'age of rebellion' during the 70's and 80's. He provides data to demonstrate much greater participation of people now from black communities in the upper echelons of business or politics. But I suspect that most black people would hardly see themselves as having arrived at an age of participation. There are green shoots, but there's still so far to go.
The same report suggests that schools can address the failure of particular communities by simply increasing the hours of the school day for everyone: "Mainstream education to some extent, has recognised the benefit of more hours in school for children…This additional time should be a core offer for all, instead of an unequal opportunity dependent on school and funding choices…..The answer, therefore, is not about bespoke interventions that single out ethnic minority groups from the White majority. It is about collectively raising standards for all children based on what works to boost opportunity. A rising tide really can raise all boats."
We would do well not to lose the learning of another report by Lord MacPherson after the killing of Stephen Lawrence. He described a "colour blind" approach as an example of institutional racism. For him, it was important to make ourselves aware of the particular needs of people from different communities and so respond to those needs in the services we provide. I suggest that this necessarily requires 'bespoke interventions that single out ethnic minority groups from the White majority'. Sewell's approach also fails to acknowledge research carried out by Dr. Jocelyn Maxime, a clinical psychologist from London, admittedly quite a few years ago. She studied three distinct groups of African Caribbean children. The first group did nothing more than their peers and had no changes to the type of curriculum offered or to the way it was taught. The second group all went for extra lessons on a Saturday. The third group had teachers who knew how to nurture identity. The second group did improve for a while but too many did not maintain their motivation for education beyond Year 9. The third group alone showed a continuing motivation for education right through to the end of the programme.
While Sewell does recognise the importance of teaching an inclusive curriculum, he seems to limit the scope of this approach. He writes of producing high-quality teaching resources, through independent experts, to tell the multiple, nuanced stories of the contributions of people from different backgrounds that have made this country the one it is today. But nurturing a sense of belonging requires us to understand identity in a wider sense. The choice of title for a popular black-interest comedy programme from the 1990's, "The Real McCoy", suggests this. Elijah McCoy was, after all, an African American of the 19th century, who, despite the racism that existed in his day, developed lubrication systems for locomotives. Railroad engineers began to request his systems by name, hoping to avoid inferior copies. Many believe that this was the origin of the phrase, "Is it the real McCoy?" Certainly, the choice of title for the television programme suggests that the story of McCoy's success can nurture the identity of others who share his black identity.
Addressing identity through education, and in every aspect of the curriculum, was seen, in many quarters, to be of great importance for about twenty years before 2011. The Leicester Education Authority developed a wonderful toolkit to assist teachers in this approach called "Young, gifted and equal". Other authorities followed their example. But then, in 2011, David Cameron, Angela Merkel and Nicolas Sarkozy all became critical of multiculturalism. It was seen to encourage segregation and to result in a failure to criticise illiberal behaviour that challenged British values. However, a closer examination of Charles Taylor's seminal essay, "The Politics of Recognition" (from which the concept of multiculturalism was developed) would show that dialogue and interaction are an essential aspect of multiculturalism. Taylor based his thinking about the need for political recognition on the dignity of every human person – something that is also at the heart of so much Catholic social teaching. Bhikhu Parekh, another of the proponents of multiculturalism, was clear, however, that respect for people of other cultures did not prevent criticism of elements of those cultures.
What David Cameron and others were criticising was a particular model of multiculturalism that had corrupted the original concept. Ted Cantle, in his book "Interculturalism: The New era of cohesion and diversity" (2012), recognised that, in practice, there are different models of multiculturalism. He wrote of a 'defensive model', a 'State model' and a 'progressive model'. The last of these finds expression in Canada, and there we see a multiculturalism that enables greater interaction. But it's the first and second models that are most open to criticism and that Cantle and Cameron reject.
It is also important to recognise that Cantle is a secularist and has a real problem with giving political recognition to religious identity. Whereas a person's colour or sexuality is not a matter of choice, it could be argued that religion is, and, therefore, has less right to demand political recognition. The identities that need most to be addressed are those which are 'necessary' and those which are 'stigmatised'. However, when a person is born and brought up in communities where almost all follow the religion of their families, the aspect of choice significantly diminishes, if not disappears. It's important, therefore, to understand the different dynamics involved in the rejection, by many, of giving political recognition to identity. It might be because of a more secularist standpoint or because of a rejection of a whole concept resulting from corrupted manifestations of that concept.
In Oldham's Local Authority, the three pillars of their community cohesion strategy after the riots were defined as "Identity, Engagement (including both participation and interaction) and Equality". After 2011, the word "identity" was dropped but the word "belonging" replaced it. Dina Nayeri, in her book, "The ungrateful refugee" (2019) wrote of the essential nature of "belonging" for refugees. She wrote: "They need the dignity of becoming an essential part of a society…what they most urgently need is to be useful. To belong to a place" (TUR p.338). But then she goes on to stress that, to enable people to belong, a multicultural approach is necessary. She writes that it "…requires reciprocation. It is mutual and humble and intertwined with multiculturalism, never at odds with it…" (TUR p.342).
One of the ways that I have seen parish and school come together to nurture identity was through an art project. We asked a local black professional artist to work with some Year 9 pupils to paint a 6ft by 4ft artwork that we could display in the church to recognise and celebrate Black presence. That painting, over twenty years after I left the Parish, is still displayed in a prominent position on the wall directly opposite the entrance to the church. It's been a matter of justifiable pride for the young people involved and an important and effective statement of welcome.
Nurturing a sense of belonging in our pupils also requires schools to assist them in discovering literature where they can enter a world that they understand and one that understands them. Yes, something of the power of literature is its ability to transport us into different worlds but if those worlds always seem so alien, they can alienate. And, of course, it's important to introduce all pupils to the 'greats' of literature, but there are now several black or Muslim poets or authors who have entered that hallowed company.
OFSTED has recognised, at different times, the outstanding nature of creating links between the students in our schools or colleges and students in different countries. Parish and school communities now have great potential, in the families involved, to enable and sustain such links. However, it is always important that students are helped to recognise the dignity of the communities to which they become linked and not simply to see them as objects for pity.
When it comes to nurturing faith identity, this can be more complex in the context of a Catholic school, whose raison d'être is to nurture the Catholic faith as well as to provide an outstanding education. We could, however, take our lead from the Pope in this matter. Pope Francis chose his name because of wanting to associate himself with St. Francis of Assisi. Most people will know of St. Francis' option to accept a life of poverty but fewer will know of his crossing the battle lines during the crusades in Egypt to engage in interfaith dialogue. St. Francis had first tried to convince the 'Christian' crusaders to lay down their arms. He was ridiculed for his attempts. He then crossed the battle lines and, at great risk to himself and his companion, he asked for hospitality from the Sultan, Malik al Kamil. Amazingly, he was given that hospitality and, for a couple of weeks, he engaged in dialogue with the Sultan and
his entourage, gaining a great respect for them and from them. Early in his papacy, Pope Francis deliberately emulated the action of the saint when he visited the Grand Imam of Egypt. A real friendship developed from that meeting too.
In conclusion, if we are to create more inclusive schools, we need to provide an ethos that truly reflects Gospel imperatives, and we need to ensure the adoption of a curriculum that enables people to belong. With all the insistence on teaching 'British values', we need to remember that a person will only accept the values of a society or a school when he/she feels valued.
_____
Bibliography
The documents below are listed in the order in which they appear in the text
Timpson Review of School Exclusion (May 2019)
The Lammy Review: an Independent Review into the treatment of, and outcomes for, Black, Asian and Minority Ethnic individuals in the Criminal Justice System (2017)
Report of the Commission on Race and Ethnic disparities (March 2021)
The Stephen Lawrence Inquiry: Report of an Inquiry by Sir William Macpherson of Cluny (February 1999)
The effects of positive self reference material on seven to twelve year old children of the African diaspora. Jocelyn Maxime (1 Jan. 1989)
Young, gifted and equal: Racial Equality Standards for Schools. Obhi, Kamljit; Billingham, Clive; Cabon, Chino .
'the Politics of Recognition' by Charles Taylor in Multiculturalism: Examining the Politics of Recognition edited by Amy Gutman, 1994
Interculturalism: the new era of cohesion and identity by Ted Cantle 2012
The Ungrateful Refugee by Dina Nayeri, (2019)
______
This Briefing draws on an earlier CARJ Workshop on School Exclusions which took place on-line on 13 October 2021. A recording of the Workshop is available from CARJ
CARJ, 9 Henry Rd, London N4 2LH. 020 8802 8080. firstname.lastname@example.org. The Catholic Association for Racial Justice (CARJ) is an independent charity committed to working with others of diverse backgrounds and beliefs to bring about a more just, more equal, more cooperative society. | <urn:uuid:a37ae45d-aa9a-4877-bb9a-8945675fa289> | CC-MAIN-2025-05 | https://www.carj.org.uk/wp-content/uploads/2022/01/CARJBriefing.SchoolExclusionsinContext2021-1.pdf | 2025-01-17T14:39:12+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00084.warc.gz | 729,227,924 | 5,011 | eng_Latn | eng_Latn | 0.998052 | eng_Latn | 0.999096 | [
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Connections
A publication of the Center for Deaf and Hard of Hearing Education
Volume 9, Issue 9
Early Intervention
CDHHE Early Intervention Network
In our 4th issue of this Connections Newsletter earlier this year, we shared reasons and support for families of deaf and hard of hearing children to begin early intervention services by 6 months of age. Our Center partners with St Joseph Institute for the Deaf to provide a statewide network of specialized providers, currently totaling more than 30 individuals. This newsletter will highlight what specialized services for deaf and hard of hearing infants/toddlers and their families are available in Indiana. Our CDHHE Network services are offered through Indiana's First Steps early intervention system.
Early Intervention services are based on developmental goals written into the Individualized Family Service Plan (IFSP). An IFSP is developed by the family and First Steps service coordinator. Services are added based on the families desired outcomes and may be changed as child and family needs change. Services can be offered in-person, virtually or a combination of the two. Frequency of service depends on goals and child/family needs. The plan is reviewed every six months and services may be added or decreased as goals are met.
Specialized Services
Parent Education
A parent advisor (PA) provides education, family coaching and comprehensive resources regarding all opportunities for language development. Topics covered are guided by family questions and needs to support families through a process of learning about the unique aspects of parenting a deaf or hard of hearing child. This includes how to encourage language acquisition, using a holistic developmental model in an unbiased manner.
Parent advisors are certified by the SKI-HI Institute and typically have a background in deaf education, early childhood or speech-language pathology.
Audiology
First Steps will cover audiological evaluations, hearing aids with two-year warranty and bone anchored devices with a five-year warranty, earmolds, and batteries. Families may select their audiologist during the IFSP process.
These First Steps service providers are independent of the CDHHE Network. Center audiologists are available should a family select them when creating their IFSP.
Spoken Language
A listening and spoken language (LSL) therapist provides direct services and parent coaching. Services use specialized strategies to help infants/toddlers listen and talk with hearing technology. LSL therapists have training in a variety of topics including hearing, auditory functioning and development, speech development, infant/early childhood development, early communication development, and literacy. They may hold listening and spoken language specialist (LSL) certification in auditory verbal therapy (AVT) or education (AVEd).
Visual Language
A deaf mentor (DM) provides introduction, exposure and shared strategies involving American Sign Language (ASL), Deaf Culture and Deaf Community. DMs are certified through SKI-HI using curriculum to assist families choosing to learn ASL and early visual language strategies. They coach and educate families through the use of ASL. They also bridge between family and deaf culture through events and activities.
Why specialized services?
JCIH position statement
The Joint Commission on Infant Hearing provides guidance to states on how to implement the Early Hearing Detection and Intervention programs. One of the goals of the Supplement to the JCIH 2007 Position Statement specifically supports the need to have professionals such as the ones offered through the CDHHE Network:
Goal 3: All Children Who Are D/HH From Birth to 3 Years of Age and Their Families Have EI Providers Who Have the Professional Qualifications and Core Knowledge and Skills to Optimize the Child's Development and Child/Family Well-being
How to refer to the CDHHE Network
Contact us at firstname.lastname@example.org or complete a referral form found on our website using the online CDHHE Network Referral Form
To promote, protect, and improve the health and safety of all Hoosiers
Indiana Department of Health
Center for Deaf and Hard of Hearing Education
317-232—7349•
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Selfcare Guide
To support positive mental health and wellbeing
What is in this guide?
Your mental health is important, which is why this guide is focused on skills and strategies that you can use to care for yourself first, so you can care for your peers and your community.
This guide contains information on positive mental health and wellbeing, strategies for developing mental health skills, and checklists so you can check in on yourself regularly. It is only for informational and educational purposes and is not therapy or any form of treatment.
How do I use this guide?
So, what is here? In this guide you'll find information on mental health, tips about how to develop selfcompassion, ideas for everyday mindfulness, different kinds of coping skills, a mental health check-in for yourself, and a guide to help you identify the unique support pathways around you. There are also links to more resources on the back page of this guide.
Care for self, care for others
Make this guide your own
You'll notice that some of the pages have spots for you to write in. We encourage you to screenshot these pages, mark them up on your phone, and save them so you have them on hand when you need them. You can use these pages as they are or edit them to include strategies you find useful too.
You can also share with your friends and family, as they can help you look after your mental health.
Positive mental health and wellbeing
What is mental health?
Mental health is about more than just the absence of mental illness. Instead, mental health is a state of wellbeing where a person is able to cope with normal stresses in their lives and function well at work, with friends and family and make a contribution to their community.
Of course, part of mental health is also noticing the signs that you may be experiencing difficulty and getting help when needed.
Many experts suggest that wellbeing is built from multiple elements, or building blocks. Some of these are personal factors, or things you can build, that include:
Social
connections
Quality sleep
Physical activity
Connection to
Country
Family
connections
Sense of
achievement
Some of the skills in this self care guide have also been linked to wellbeing.
This is why it is important to identify your wellbeing building blocks, develop mental health skills to deal with problems as they arise, and know how to identify signs that you may need to seek help and support for your mental health.
The next pages introduce some skills that can help support your mental health to help you care for yourself so you can care for others
What are some examples of the building blocks in your life that enhance your sense of wellbeing?
Mental health impacts
Those experiences in relation to your role that may be associated with risk for mental health impacts include:
* Exposure to incidents or events that involve significant injury or loss of life
* Where there is personal relevance to the incident or event (e.g., a victim is known to you)
* Experiencing an injury yourself during a response to an incident or event
* Experiencing dangerous situations such as becoming trapped yourself when attending an incident or event
* Ongoing exposure to repeated events over time (known as cumulative trauma)
It is normal to be impacted by traumatic or distressing events. Research has shown that the best way to avoid long-term impacts is to discuss your feelings and experiences with someone you trust. If necessary, seek help promptly if you notice changes in your behaviour or feelings or impacts on your relationships with others.
Reducing the impact
Factors that may help to reduce the impact of potentially traumatising events include:
* Talking with others about your experiences in your emergency services role
* Social support (receiving support AND giving it to others)
* Keeping physically healthy and engaging in physical activity
* Getting enough sleep and eating well
* Engaging with supports and counselling
* Reducing stress in other parts of your life
* Keeping alcohol intake within recommended limits
Your mental health and wellbeing is important
To be able to function effectively in your role and contribute to your workplace and community, learning and maintaining skills for your mental health and wellbeing is just as important as the operational skills you develop.
Some of the skills to help support mental health, along with tips for how to practice these skills, are included in the next pages of this guide.
Skill spotlight 1 – Mindfulness
Mindfulness is more than breathing
Mindfulness is about maintaining a present moment-by-moment awareness of our thoughts, feelings, sensations, and environment, without judgement. Mindfulness has been linked to positive outcomes like better mental health.
Here are a few simple and quick mindfulness exercises that you can do as you go about your day. You don't need to be sitting in silence, or in a particular position to do these mindful activities. You can do them while waiting in a queue, preparing meals, sitting at your desk at work; or just about anywhere. This skill spotlight covers three simple techniques to being more in tune with your body and your mind.
Scan your body
Body scans are a way for us to pay mindful attention to all parts of our body and notice how we feel in the moment. You can do this activity wherever you are standing, sitting, or lying down. You can do this with lots of different activities in your everyday life, try these!
Starting from your feet, notice the way they feel. Are they touching the ground? Feel the points of contact and pressure that your feet create.
Allow your attention to move upwards to focus on your legs and observe the sensation in your legs.
Bring your awareness up higher in your body, to your stomach, your chest, and your back. Pay attention to how each part of your body feels.
Notice how your shoulders feel, and notice the sensations in your neck, head, and face. If you notice your thoughts wandering, bring your awareness back to your body scan.
Lastly, notice your breath as you breathe in and out.
Once you have scanned from your toes to the tip of your head, take a moment to notice any differences in how you feel in your body.
Everyday mindfulness
Try activities that you do in your everyday life, but do them 'mindfully'. This means to focus on the activity and the sensation, moment to moment, as you do them. Let's try mindful eating…
Pay attention to the aroma of the food
Notice how your hand and arm knows to bring the food just to the right spot Notice how the food tastes in your mouth
Pay close attention to how that changes as you chew
Notice the intention to swallow
Mindful slow breathing
This exercise is something you are already great at – breathing. The aim is to slow and regulate your breathing through square breathing. Each side of the square should take four seconds.
Notice the sensations in your chest, stomach, and nostrils as you breathe.
Skill spotlight 2 – Self Compassion
Treat yourself as you would treat a friend
Caring for yourself is an important part of helping you care for others in your role. Practicing care and compassion for yourself helps you to have the emotional resources you need to support and care for others, including in your program role – think of it like putting the oxygen mask on yourself in an aeroplane before helping others.
Research shows that self compassion was connected to higher wellbeing as well as lower levels of psychological distress.
But self compassion is more than just being nice to yourself! An important part of self compassion is practicing skills to help ourselves during difficult times and struggles. In fact, self compassion is itself a skill that can be developed with practice.
So, what is self compassion?
1.
Mindfulness
2.
Common humanity
3.
Self kindness
observing thoughts and feelings
in a non-judgmental way,
including those that are difficult.
keeping in mind that we are not
alone in experiencing suffering or
difficulty.
being warm and understanding
towards ourselves, particularly
when we do not meet
Try this self compassion check
There are lots of ways to practice self compassion, but one example is to do a brief self compassion check when you notice difficult thoughts or feelings coming up. This takes three steps.
1. Notice the difficult thought or feeling and that this is a moment of suffering
2. Remember that you are not alone in suffering, many people in the world are suffering at any point in time.
3. Consider what you can do to express warmth and understanding to yourself in this moment. What would you say to a friend who is struggling?
Skill Spotlight 3 – Checking In
Mental health self check-in
Everyone is different and reacts in different ways, but some signs that you might need to seek support are:
Difficulty sleeping
Not wanting to do things you
usually enjoy
Avoiding social events and
social interactions
Distressing thoughts or
memories about incidents or
experiences coming up
Feeling teary more often than
usual
Feeling on edge more often
than usual
Feeling irritable or acting in
irritable ways
On the look out for reminders
of past stressful events
Stress check pit stop
Take a moment to notice your heart rate, your muscle tension, and your
breathing rate.
Do you notice you are tense?
Heart racing, or breathing fast?
If you have check off some of these signs, and would like to seek support, please engage with your support
pathways.
Actively relax
your muscles
Slow down your breathing with slow mindful breathing
Difficulty sleeping
Not wanting to do things you
usually enjoy
Avoiding social events and
social interactions
Distressing thoughts or
memories about incidents or
experiences coming up
Feeling teary more often than
usual
Feeling on edge more often
than usual
Feeling irritable or acting in
irritable ways
On the look out for reminders
of past stressful events
Stress check pit stop
Take a moment to notice your heart
rate, your muscle tension, and your
breathing rate.
Do you notice you are tense?
Heart racing, or breathing fast?
If you have check off some of these
signs, and would like to seek support,
please engage with your support
pathways.
Actively relax
your muscles
Slow down your
breathing with slow
mindful breathing
You can identify the supports available to you and your unique support pathways on the next page.
My Support Pathways
A self-care plan can help you enhance your health and wellbeing and manage your stress.
Here you can identify your support pathways that will help you to sustain positive self-care in the longterm.
My friends, family and kin
Who are your immediate social supports in your family and friends?
Peers in my work group/network
Who are your social supports at work?
People in my Community
How about the broader Community?
Leaders in your wider organisation and networks
How about leaders and other people in your wider organisation?
Formal peer support
How do you access your formal peer support contacts?
Support phone numbers
What about other agency supports and support phone numbers?
Healers, natural helpers, psychologists, employee assistance
Where can you seek cultural or clinical treatment?
References
Care 4 Guide (2021). Retrieved 25 May 2021, from https://mesha.org.au/wpcontent/uploads/2021/10/care_4_guide_booklet.pdf
Body Scan Meditation (Greater Good in Action). (2021). Retrieved 25 March 2021, from https://ggia.berkeley.edu/practice/body_scan_meditation
Dijkstra, M., & Homan, A. (2016). Engaging in Rather than Disengaging from Stress: Effective Coping and Perceived Control. Frontiers In Psychology, 7. doi: 10.3389/fpsyg.2016.01415
Mindful Breathing (Greater Good in Action). (2021). Retrieved 25 March 2021, from https://ggia.berkeley.edu/practice/mindful_breathing
Neff, K. (2021). Self-Compassion, Dr. Kristin Neff. Retrieved 25 March 2021, from https://selfcompassion.org/
Russo, M., Santarelli, D., & O'Rourke, D. (2017). The physiological effects of slow breathing in the healthy human. Breathe, 13(4), 298-309. doi: 10.1183/20734735.009817 | <urn:uuid:f72f8d4b-f5f1-4fb7-b9e3-7189c94cf588> | CC-MAIN-2025-05 | https://ahcsa.org.au/resources/selfcare-guide.pdf | 2025-01-17T13:51:45+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00091.warc.gz | 75,606,456 | 2,550 | eng_Latn | eng_Latn | 0.908601 | eng_Latn | 0.997739 | [
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Connections
Volume 8 Issue 2
Self-Advocacy
Audiology
What is self-advocacy?
The National Deaf Center on Postsecondary Outcomes defines self-advocacy as "the ability to articulate one's needs and make informed decisions about the support necessary to meet those needs." The National Deaf Center reports that for people who are deaf or hard of hearing, an increase in self-advocacy skills "contribute to an increased quality of life, sense of agency and overall well-being" Self-advocacy is learned throughout the lifetime, it is never too early to start practicing these important skills.
Examples of self-advocacy skills
Elementary School: Is able to report when their personal devices are not working Middle School: Describe their own hearing levels; awareness of who and how to ask for help High School: Identifies and explains support needs; contributes to own IEP goals and supports Interested in learning more about advocacy skill development? See the Success for Kids website and the Guide to Self-Advocacy Skill Development
Did you know? Practice Is Key...
At Home
* Talk about hearing loss at home
* Positivity surrounding any devices if applicable
* Include your child in the process
* Reduce background noise at home and talk about why
* Role play scenarios at home
With Role Models
The National Deaf Center reports that deaf role models matter. "They offer support from a place of shared understanding and life experiences." Role models can serve as aspirational goals for your child/student.
Connect: Virtually - Online Resources from NDC
In-Person—Indiana Hands & Voices offers family events regularly
At School
Find out more
Self-advocacy activities
* Apps
* Board Games
* Jeopardy Board
* Baamboozle Game For grades 1-3
* DeafVerse For Deaf teens
Video Libraries
* #DeafSuccess Video Library
* Stories from Deaf Students
* Have your student practice discussing their hearing loss and what it means to them
* Establish safe signals to use with your student to grow confidence with asking for help (touch your nose if you didn't hear me)
* Consider frontloading language-heavy coursework at the beginning of the day
* Discuss signs of listening fatigue and things to look for with your students
* Listen to and respect your student and their experience
Self-advocacy checklists
* E-BOOK
* Track Self-advocacy skill development
* Track social skill development
* Student Expectations for Advocacy & Monitoring (SEAM)
Toys
* Barbie with hearing aids
* Hearing aid stickers
* 3D printed hearing aids for stuffed animals
Indiana Department of Health
Center for Deaf and Hard of Hearing Education
317-232—7349•
email@example.com www.health.in.gov/cdhhe
Books
are a great resource for self-advocacy.
Check out these amazing books featuring characters who are deaf or hard of hearing. | <urn:uuid:e7507f0c-e98b-44ce-adfc-cfe36c85f33f> | CC-MAIN-2025-05 | https://www.in.gov/health/cdhhe/files/Connections-Newsletter-8.2.pdf | 2025-01-17T14:44:12+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00087.warc.gz | 878,179,326 | 625 | eng_Latn | eng_Latn | 0.994808 | eng_Latn | 0.994808 | [
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Reducing Embodied Carbon in the Built Environment
For designers and specifiers
Specify low-embodied-carbon
concrete. Request
environmental product
declarations (EPDs) from
vendors for all materials.
Specification
Building Design
Design efficient floor plans. Use lightweight structures that minimize material quantities.
Use natural or renewable materials,
such as plant-based insulation
materials instead of petroleum-
based foam insulations.
Material Substitution
Understanding Embodied Carbon
Buildings account for at least 39% of energy-related global carbon emissions on an annual basis. At least onequarter of these emissions result from embodied carbon, or the carbon emissions associated with building materials and construction.
The Role of Designer and Specifiers
Designers can drive substantial reductions in a building's embodied carbon by influencing the building's environmental goals and by providing lowembodied-carbon options to project stakeholders at key design decision points. Designers can reduce embodied carbon through whole-building design, specification, and one-for-one material substitution.
| Carbon Leadership Forum
Economics of Embodied Carbon Report
Why the Economics of Embodied Carbon Matter to Designers
There are many low- and no-cost strategies that designers can employ to reduce the embodied carbon of a building project without affecting the overall budget. It is always most cost-effective and impactful to reduce embodied carbon early in the design phase, before major design decisions that could be adjusted to meet environmental goals have been set in stone.
rmi.org
5 Key Strategies for Reducing Embodied Carbon through Building Design
Collaborative Design
* Involve architects, landscape architects, structural engineers, and other key stakeholders early in the design process to set common goals and expectations
* Work with the real estate developer to set clear goals for embodied carbon reduction
Effective Design
* Evaluate options for the adaptive reuse of an existing building
* Incorporate existing foundations, structure, and other material assets into the new building design
* Build on previously developed sites
Efficient Design
* Simplify the building's footprint with a floorplan that makes efficient use of space
* Reduce loads where possible to minimize materials needed for structural elements
Low-Carbon Design
* Specify low-embodied-carbon, natural or renewable materials
* Make frugal use of high-embodied-carbon materials, such as concrete, steel, aluminum, and certain types of insulation and finish materials
* Prioritize big wins and opportunities, which are usually achieved by reducing embodied carbon in a building's structure and envelope
Design for Longevity
* Design for deconstruction at end of life
* Design for flexible reuse of spaces
* Choose materials that have the lowest embodied carbon over their entire life, including disposal, recycling, and/or reuse
Additional Tools and Resources
1. Carbon Leadership Forum, https://carbonleadershipforum.org.
2. Carbon Smart Materials Palette, https://materialspalette.org.
3. "Roadmap to Reducing Building Life Cycle Impacts," Carbon Leadership Forum, https://carbonleadershipforum.
| Carbon Leadership Forum
Economics of Embodied Carbon Report rmi.org | <urn:uuid:d14f710b-d36a-4b53-9e9e-66dadaba1a05> | CC-MAIN-2025-05 | https://www.a2gov.org/departments/planning/Documents/Planning/Reducing%20Embodied%20Carbon%20in%20the%20Built%20Environment%20%E2%80%93%20For%20Designers%20and%20Specifiers%20%28Rocky%20Mountain%20Institute%29.pdf | 2025-01-17T15:01:15+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00086.warc.gz | 659,254,044 | 630 | eng_Latn | eng_Latn | 0.98361 | eng_Latn | 0.985058 | [
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PHOTOGRAPH USAGE IN HISTORY EDUCATION
Bülent AKBABA Gazi University email@example.com
ABSTRACT
In this study; the effect of photograph usage in history education to the students' achievement was tried to be identified. In the study which was done with a pre-test post-test control group design, a frame was tried to be established between the experimental group and the analytical usage of the photograph, the control group's courses were done with traditional teaching methods (lecture, question-answer). After the five weeks of application, it was identified that photograph usage effected the student's achievement in history education.
Key words: History education based on evidence, visual material, photograph
The nature of the historical information is that everyone who inclines towards this information is essential to face the basic sources of the information. Being past, the experiences of people in earlier times can only be recovered through analysis based n the relics they have left behind, through the physical, material and documentary remains available to us, even though such might be misleading or inaccurate. Historical evidence is not simply the basis for information-processing activities; it is also an avenue of enquiry into the historicity of the past, into exploring the language, and the meanings which language had for participants (Husbands, 1996).
The American Congress Library puts the primary sources that can be used in historical research in six groups. These are;
a. Object Sources: foundlings, tools, weapons, inventions, uniforms, fashion, gravestones.
b. Image Sources: Photographs, films, videos, fine arts.
c. Auditory Sources: Auditory historical records, interview records, music records.
d. Statistical Sources: Population data, maps, architecture drawings.
e. Text Sources: Newspapers, letters, historical cookbooks, advertisements, diaries, the original texts of the known historical documents.
f. Public Sources: Family photographs, tools, equipments and clothes remaining from ancestors.
Most teachers of history in schools would now argue that if evidence is the "basis of the discipline" then development of "historical skills" in the use of evidence is an essential prerequisite of accumulating information about and understanding of the past (Husbands, 1996: 16).The originators of the history education schemes take these into consideration in their classes:
1-Make students understand the things the historians have done,
2-Make the students do partly or wholly the things the historians have done,
3-Act to the students as they were the future historians who will continue history studies (Nichol, 1996: 15).
Evidence is a concrete determination of the historical events not the stories of the past historical events. Within this side, evidence takes responsibility as a laboratory in history education. It transports the intransient result of a historical truth to the recent days and the classroom and makes observation possible (Safran and Köksal, 1998). Evidence has a place in history education not because that it make the history course original or shows the historian's activity as a model, because that it supports opinion variations and makes various learning ways possible. For evidence, there is always much more than the questions and the comments it brings.
The evidence is the basis for something in ourselves rather than being something simply "from the past": it does not have a clear identity. In this, the past itself is not what is generating the meaning. The meaning is generated through thought processes which enable meanings to be conferred on the past. The meanings of relics, or the evidence, of the survivals, are social and personal (Husbands, 1996: 26). In the evidence based learning method the students are active, not the teacher. Coping with evidence problems (to overcome the problem) make people get use to contend; makes them do brain gym, guesses and makes the dealt matter understandable. It leads to active learning and understanding. Using source-material and tackling the problems of evidence gives a feeling of reality which second- hand history can rarely give. To handle evidence from the times gives an insight into many aspects of that time, and helps us to feel for the topic we are studying. Material given at second-hand does
not readily attach our emotions, our imagination or our commitment; first-hand, primary sources do, if they are handled with care (Fines, 1996: 125).
Lee and et al state that students who are not taught the importance of historical document or evidence concept and are equipped with only information when examining sources contradiction to each other; they try to understand the truths by submitting to the authorities or accepting the majorities' thoughts (Dilek, 2001). M. Booth, Blake and Drake, Scemilt, Dickinson and Lee, Asby and Lee's studies put forth that students can develop their historical thinking skills within an effective teaching and learning frame including many primary sources and methods (Ata, 2002: 82-83). According to Cooper students who have learned the past with secondary sources would realize the difference of the records in these sources. By asking their questions about the primary sources, they are going to find out that the arguments should be supported with these sources and would realize that generally there isn't a one "right" answer. This kind of a learning model (interrogation based learning) would not only help the students to gain historical understanding but also have an important effect on their mental and social development (Dilek, 2001: 86).
The published standards of National Social Science Council in America states that "students should be able to know and use different sources (as letters, diaries, maps, photographs, etc.) in structuring the past (Ata, 2002: 82). The "New History", the not-so-new movement in history teaching which began about 1970, included an insistence that pupils should be made aware of the nature of historical sources and how to use them (Culpin, 1996: 131). The European Council's 31 October 2001 dated recommendation sentence states that to transfer historical phenomena, to present an appropriate critical and analytic learning, the possible widest sources should be used as a teaching material, in more specific points: archives opened to public, films, documentaries and visual materials, materials transmitted by information technology (which should be examined with the teacher individually and collectively) should be used, make students gain a realist up to date viewpoint to the near past events, get use of every kind of 20 th century museums established throughout Europe, places having historical importance, a point of view of the near past events with witnesses making history live to the youth, "not recorded events because of neglect of history" and get use of oral history offering perspectives (Tarih Vakfı, 2002: 59).
Pupils should be actively involved in historical investigations which stem from their own interests, through asking questions, selecting and recording their own sources, organising the information they collect, and presenting their findings in a variety of ways: orally, in writing, or through model-making, pictures, drama or information technology (Cooper, 1996: 76). The students' engaging actively with history and their state of perceiving historical information and their interpretation could be associated with Bruner's three important processes in understanding information. These are defined as; animating/ role play according to physical experience and senses or learning by doing (inactive) (as visiting a place or using a material, etc.); picturing the heart of experience (iconic) (as pictures, maps, schemes, models, photographs, etc.) and organizing the concepts with symbols and language (symbolic) (Cooper, 1996a:112; Nichol, 1995: 8).
In history education, emphasizing pedagogic principles, gaining life skills, evaluating evidence and concentration on decision making, dominating visuality in mass media, programmed studies made to gain visual evidence evaluation skills for the teachers has become a necessity (Ramsden, 1996). Visual images, music, old objects and animation should be in the teacher's repertory in history education. How many ways to the past that is taught to the students will make them relate to the things they know (Levstik and Barton, 1997:38). History is not the questions asked to the students or the given materials forcing them to a certain distance or "gaining historical reality which the teacher wants". The base is to pass these processes in the history courses by interrogating, and by gaining basic skills as judging to include the indefiniteness and the probability factor. In this relation, history is analyzing a picture or a document, creating a discussion to consolidate conceptual understanding, and giving importance to the learning process more than –gaining a result- and this will highly effect the students' development of history opinion (Dilek, 2001).
Analyzing visual sources has several advantages for students. Unlike the events they represent, for instance, visual images are fixed in time. When you analyze a still image (or stop a moving one) you are undisturbed by the changing moment, by movement or the emotional fluctuations that were part of actual event. Yu can go back to an image repeatedly, searching it multiple dimensions, asking new questions, bringing new information and experience to bear (Levstik and Barton, 1997: 149). Pictures, statues, printings and other symbols provides us, that is to the future generations, to share the past cultures unwritten experience and information. Documentary evidence, mostly, for a person to read the document can be reachable by going to the archive and reading it for hours, however gaining a picture or photograph, especially if it is increased in number, is easy and the message it has can be easily reached. Another advantage of the witnessed symbols is that details which will take more time
even not in details in a text, as an example the details of the invention of printing which had a complex process, will transfer information more rapid and clear (Burke, 2003).
There can be an effect of the individuals cultural past when interpreting a visual element and this should not be forgotten. Individuals from a different cultural past can interpret the same visual material differently.
In our more digitalized age, the general aim is to see photographs as a cultural reminiscence and putt them to museums or archives as all good reminiscences. But as photographs take their journey "deep and quiet", they function as an object and subject for the visual world (Grundberg, 2002: 119). According to Barthes (2000: 104) photographs are different from all agents: it doesn't invent, it is a confirmation itself. The written things about a person or event just as hand made visual expressions, as an example as pictures and drawings, are interpretations. The images on the photographs are a part of it or reality miniatures that everyone can do or have instead of expressions about the world. (Sontag, 1999: 20-21).
Photograph from its invention in 1839, has been seen more effective as a real copy of the reality from other visual materials (as an example picture and gravure) and from other record texts (Danacıoğlu, 2001: 91). Photograph, firstly used as a historical document in the Crimea War (1853-1856), has an important place in our historical information records from then.
Stradling (2003) suggests that when choosing and using photographs it should be appropriate in relating to primary and secondary sources, judging the assumptions which are indisputable, clearing contradictions and indefiniteness which should be examined and explained, and when compared with other sources photograph should reflect a certain comprehension it presents, supporting the answers of the questions that other sources can answer; also making the students help to gain an analytic frame on how to examine and interpret the historical photographs systematically; and also let them have the chance to develop their skills on practice, analyse and interpret within this frame.
A photograph evaluated as evidence should be taken into consideration that it has been chosen from a dense selection, has information about the period it was taken, visual interference on it is possible, and it reflects the person who has taken it and the mood and aspects of the people who have been taken.
Visual messages, besides perceiving direct meanings easily, they also gain meaning which can not be understood at first sight. To unravel the sub-meanings of the visual texts which mostly cannot be perceived at once –these can be photographs, film, television images, cartoons, commercials and press photographs- should be taught how to be evaluated (Algan, 1999: 11).
The best way to evaluate a photograph is to ask systematic questions to it. These questions can consist about the person who took it, the people whose photograph is taken, the people and objects out of the limits of the photograph, which culture marks the photograph's atmosphere carries, if there is a set up in the photo or not, the time it was taken, the details of the photograph and its contribution to the whole, the mood, status and occupation of the people in the photograph. A historian who evaluates the photograph should ask questions to identify if it is appropriate to the historical aim (and the reason) of the photo (Kyvig and Marty, 2000).
Felton and Allen (1990) developed a model of eight steps to use photographs. In this model;
1. step, directing the students towards the context of the photograph, the usage of the context of the time period they are studying in the local or state history courses,
2. step, the teacher should determine the key questions. Who are these people and what are they doing? What does this photograph show about the life of that time?
3. step, the teacher asks the students to label and identify every person, group and object in the photo.
4. step period, the students compare and contrast what they see and identify the relationship between the people and the objects.
5. step, the teacher asks the students to draw their prescience and inference about their observations.
6. step, the teacher guides the students to renew, postpone or approve the hypothesis on the board by using their observations and prescience.
7. step, the students gain more detailed information from books or the media centres of the school to support or change their hypothesis. In some cases the student's hypothesis can come to be results because of the evidences they have found. For the writing to be completed in the course, the teacher provides an address to reveal the unanswered questions and to perceive the contemporary meaning of the historical events or titles of the subject.
8. step, the teacher leads to the investigation and repetition of the student's interpretation and what they say about the historical photograph. Which reasons were taken as a based to get the best data? Thinking is the most important process to develop and overview effective skills.
A sample study on analyzing a photograph is given in Appendix 1. The first photograph of the study was chosen to identify the education system and cultural structure of the last periods of the Ottoman Empire. The second photograph was chosen to identify the education system and cultural structure of the Republic of Turkey. By directing questions to both of the photographs the Ottoman Empire's and the Republic of Turkey's general structure of the education systems, changes in the cultures and the general principles and characteristics of Mustafa Kemal Atatürk's revolutions were tried to be identified.
METHOD
In the study, a pre-test post-test control group design was used to identify effect of the usage of photograph based teaching method and traditional method (lecture, question-answer) on the student's academic achievement in history education. The experimental study of the research was done for five weeks in the second term of the 2002-2003 academic years.
THE SAMPLE OF THE STUDY
The experimental study of the research was done on the sample group of 52 form three lycee students of two different classes whose teacher were the same at Sincan Fatih Anadolu Teknik ve Endüstri Meslek Lise (Sincan Fatih Anatolian Technique and Industry Vocational Lycee) in the second term of the 2002-2003 academic years. In the study, two different classes of the same teacher was chosen, and the experimental group which photographs as visual materials were going to be used in history education consisted of 24 students and the control group which traditional teaching method was going to be used consisted of 28 students.
MEANS OF COLLECTING DATA
The test which item analysis was applied to 94 form three students in three different classes in the Keçiören Teknik ve Endüstri Meslek Lise (Keçiören Technique and Industry Vocational Lycee) was consisting of 40 questions having multiple choice items (one correct, 4 distracters) and was prepared according to written aim and behaviour of the information, comprehension, application and analyzing level of the "Revolution Movements Done on Education and Culture, The Abundance of the Turkish History and Language and Organization of Public Life" subjects in the T.C. İnkılâp Tarihi ve Atatürkçülük (Republic of Turkey's Revolution History and Ataturk's Political Doctrine) course. The results were evaluated with the "ITEMAN" programme. The statistic, arithmetic mean, standard deviation and validity of the test were computed and necessary item correction studies were done. According to the analysis, when doing the item selection the discrimination power index being over 0.40, difficulty index being between %40-60 was taken into consideration. In the end of this application a test of 20 questions examining aimed behaviour was developed. This test consisting of 20 questions was applied as a post-test of the study.
Table 2. Item Analysis Results of the Test Questions
DATA ANALYSIS
In the statistical analysis SPSS/PC (Statistical Package for Social Sciences for Personal Computers) programme was used
FINDINGS AND INTERPRETATION
In this section, the findings of the study and interpretations on the findings are stated.
Table 3 The t-Test Results of the Experimental and Control Group's Pre-test Achievement Score
Differences
| Group | N | x | S | sd | t | p |
|---|---|---|---|---|---|---|
| Control | 28 | 10,00 | 2,21 | 50 | ,818 | ,417 |
| Experimental | 24 | 9,38 | 3,27 | | | |
In Table 3, the pre-test results done to identify the achievement level of the experimental and control group in history education is given. Results of the test showed that meaningful difference between the groups was not identified (t(50)=,818; p>05). According to this result, the information levels of the students in the experimental
group who will take history education with photographs and the control group who will take history education with traditional teaching methods in the beginning of the process are equal. This data shows that the study is suitable to be carried out with equal groups. It can be stated that the groups' achievement level in history education has a homogeneous structure.
Table 4. The t-Test Results of the Experimental and Control Group's Post-test Achievement Score
Differences
| Group | N | x | S | sd | t | p |
|---|---|---|---|---|---|---|
| Control | 28 | 12,75 | 2,577 | | | |
In Table 4, the post-test results done to identify the achievement level of the experimental and control group in history education is given. Results of the test showed that there was a meaningful difference between the groups (t(50) = 2,598; p<.05). Whereas the post-test score means of the experimental group students was ( x =14, 54), this value was realized as ( x =12,75) in the control group. The difference between them is statistically meaningful. For this, it can be said that the scores of the experimental group which took history education with photographs showed meaningful increase according to the control group which took traditional teaching method. According to the experimental design applied by the researcher, the academic achievement of the experimental group was higher than the control group which took traditional teaching method (lecture, question- answer). This condition can be interpreted as history courses done with photographs have more contribution to the students' academic level than the traditional teaching method.
Table 5. The t-Test Results of the Experimental Group's Pre and Post-test Achievement Score Differences
| Measurement | N | x | S | sd | t |
|---|---|---|---|---|---|
| Pre-test | 24 | 9,37 | 3,268 | 23 | -7,316 |
| Post-test | 24 | 14,54 | 2,359 | | |
In Table 5, the pre and post-test achievement scores of the students in the experimental group is given. According to this data, there is a significant meaningful difference in the pre and post-test achievement scores of the experimental group students (t(23)= -7,316, p<.05). To this data, the pre-test scores realized as ( x =9, 37), and the post-test scores realized as ( x =14, 54) for the experimental group students who took history education with photographs. According to these results a meaningful difference has been seen in the pre and post-test scores. It is seen in the table that this increase is in the favour of the post-test scores. Photographs were used as visual materials in the "Revolution Movements Done on Education and Culture, New History Concept, The Abundance of the Turkish History and Language and Organization of Public Life" subjects to the experimental group students and as a result a significant rise in the academic achievement has been observed.
Table 6. The t-Test Results of the Control Group's Pre and Post-test Achievement Score Differences
| Measurement | N | x | S | sd | t |
|---|---|---|---|---|---|
| Pre-test | 28 | 10,00 | 2,211 | 27 | -4,625 |
| Post- test | 28 | 12,75 | 2,577 | | |
In Table 6, the pre and post-test achievement scores of the students in the control group is given. A meaningful difference has been seen in the pre and post-test scores done to identify the effect of the traditional teaching method in history education to the students' academic achievement (t(27)= -4,625; p<.05). This difference is in the favour of the post-test. The control group students' academic achievement has been higher in the end of the process according to the process in the beginning. The increase in the academic achievement scores of the control group can be defined as that there should also be a specific increase in the students' achievement in the courses done with lecture and question-answer method. The "Revolution Movements Done on Education and Culture, New History Concept, The Abundance of the Turkish History and Language and Organization of Public Life" subjects were done with the traditional teaching method to the control group students and as a result a the academic achievement has risen. But, when compared with the achievement level in the experimental group this increase is small.
CONCLUSION AND SUGGESTIONS
It has been observed that the students who took "Revolution Movements Done on Education and Culture, New History Concept, The Abundance of the Turkish History and Language and Organization of Public Life" subjects in the T.C. İnkılâp Tarihi ve Atatürkçülük (Republic of Turkey's Revolution History and Ataturk's Political Doctrine) by using photographs in an analytic method have been more successful according to the students who took the same course with the traditional teaching method. The analysis of the photographs as a visual material and historical document in history education and the inferences presented as a result of this analysis, besides increasing the students' academic achievement, it also contributes to the students' aimed behaviour development in the course (problem solving, information on chronology, creative thinking, critical thinking, empathy) and makes the course be taken more cheerfully. When preparing history course programmes, the photographs presence and contribution to history education should not be ruled out. Photographs should be used in the history course books to gain historical information by enriching the subjects, explaining the subject and for an analytic analysis. Photograph archives where we could reach historical information about the institution should be constituted in our schools by the support of every person. Teachers should use photographs in their courses as conscious as a photographer. The support of photographs in teaching abstract concepts which is in the nature of history teaching should not be ruled out and this source should be used productively. Necessary education on gaining an analytic frame which will help the students to interpret and examine the historical photographs systematically should be given. Choices for practicing the skills of application, analysis and interpretation of the analytic frame which they hold, should be given to the students.
REFERENCES
ALGAN, Ertuğrul. (1999). Fotoğraf Okuma ve Görüntü Çözümlemesine Giriş. Eskişehir: Çözüm İletişim Yayınları.
ATA, Bahri. (2002). Tarih Derslerinde "Dokümanlarla Öğretim" Yaklaşımı. Türk Yurdu,(175), 80-86.
BARTHES, Roland. (2000). Camera Lucida Fotoğraf Üzerine Düşünceler. (Çev. Reha Akçakaya), İstanbul:
Altıkırkbeş Yayınları.
BURKE, Peter. (2003). Tarihin Görgü Tanıkları. (Çev. Zeynep Yelçe), İstanbul: Kitap Yayınevi. COLLINGWOOD, R.G. (1990). Tarih Tasarımı. (Çev. Kurtuluş Dinçer), İstanbul: Ara Yayıncılık.
COOPER, Hilary. (1996). History 5-11. H. Bourdillon (Ed.),Teaching History. London: Routledge. 76-86.
…………………… (1996a). Historical thinking and cognitive development in the teaching history. H. Bourdillon
(Ed.),Teaching History. London: Routledge. 101-121.
CULPİN, Chris. (1996). Making progress in history. H. Bourdillon(Ed.), Teaching History. London: Routledge. 126-152.
DANACIOĞLU, Esra. (2001). Geçmişin İzleri. İstanbul: Tarih VakfıYurt Yayınları.
DİLEK, Dursun. (2001). Tarih Derslerinde Öğrenme ve Düşünce Gelişimi. Ankara: Pegem A Yayıncılık.
FELTON, Randall G. and ALLEN, Rodney F. (1990). Using Visual Materials as Historical Sources. Social Studies, (81). 84-87.
FINES, John. (1996). Evidence The basis of the disciplin? H. Bourdıllon(Ed.), Teaching History. London: Routledge. 122-125.
GRUNDBERG, Andy. (2002). Modernist Akım Sürecinde Fotoğraf ve Sanat. (Çev. Kemal ATAKAY), Sanat Dünyamız, (84), 115-119.
HUSBANDS, Chris. (1996). What is History Teaching ? Buckhingham: Open University Press.
KYVIG, David E. and MARTY, Myron A. (2000). Yanıbaşımızdaki Tarih. (Çev. Nalan Özsoy), İstanbul: Tarih Vakfı Yurt Yayınları.
LEVSTIK, Linda S. ve BARTON, Keith C. (1997). Doıng History. New Jersey: Lawrence Erlbaum Associates Publisshers.
NICHOL, Jon. (1995). Teaching History at Key Stage 3. Cambridge: Chris Kington Publishing.
……………… (1996). Tarih Öğretimi. (Çev. Mustafa Safran), Ankara.
RAMSDEN, John. (1996). Teaching and Learning through the Visual Media. A. Booth ve P. Hyland (Ed.), History in Higher Education. Oxford: Blackwell Publishers. 191-207.
SAFRAN, Mustafa ve KÖKSAL, Hüseyin. (1998). Tarih Öğretiminde Yazılı Kanıtların Kullanılması G.Ü.G.E.F. Dergisi, (18).
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SONTAG, Susan. (1999). Fotoğraf Üzerine. (Çev. Reha Akçakaya), İstanbul: Altıkırkbeş Yayınları.
STRADLING, Robert. (2003). 20. Yüzyıl Avrupa Tarihi Nasıl Öğretilmeli. (Çev.Ayfer Ünal), İstanbul: Tarih Vakfı Yurt Yayınları.
Türkiye Ekonomik ve Toplumsal Tarih Vakfı. (2002). Avrupa Konseyi Değişime Çağırıyor. (Çev. Eda Cerrahoğlu), Toplumsal Tarih, (100), 58-59.
APPENDIX 1. REVOLUTION MOVEMENTS DONE ON EDUCATION AND CULTURE
Where could have the photograph been taken?
Can the place in the photograph be an educational institution?
Can the place in the photograph be a classroom?
Can you classify the people and objects in the photograph?
Which objects do you think the photographer has left out that should have been in the class?
Could the students be sitting on the floor because there aren't any chairs or desks here?
What things are included in the photograph that shouldn't be in an educational institution?
Is there an item in the photograph symbolizing any state?
Which state can this be?
Which clues about the culture of this state does the photograph give?
Which date could the photograph have been taken?
Could it be taken in 1929?
Did you like the clothes of the teachers and students in the madrasah (theological school attached to a mosque)?
Aren't they better than the suits you wear?
Would you like to wear the fezzes these children wear?
Who would the fez fit mostly in your class?
Every thing that a youngster wears fits, doesn't it?
Could courses always be done here or did they come together to be taken a photograph?
What are the clues that show which courses are done here?
Could the courses be done practically here?
How could the students be educated?
What are the things students have forgotten to bring to the course?
If the students had notebooks, which alphabets would have they written the things lectured?
Could the students just memorize without taking notes?
Could science education and mathematics courses taken like this?
If we put out the globe in the photograph which clues of which course would we be deprived?
If we put out the map which clues of which course would we be deprived?
If we also put out the objects on the table which clues of which courses would we be deprived?
Which courses can the madrasah teacher give to the students where these things are absent?
Could chemistry, biology, mathematics, geography, history courses be lectured?
Could religion courses lectured here?
Could the students always been taking this course?
What could the name of the child sitting in the first on the left in the front could be?
Could Mehmet be a doctor, lawyer or an engineer after graduating from this school?
What could the name of the teacher standing near the pillar be?
Could Sir Mehmet give courses in the Medicine School which we opened by modelling from the European countries?
Could you be a computer programmer in a vocational school by taking religion courses continuously?
Which nationality could the child standing at the back could be?
Could he be a Turk? Could he be an Arab? What could his name be?
If you were Hüseyin would you like to go on your education here or in the War Academy opened in Istanbul?
45
Could the student in the War Academy or the student in this Madrasah do more beneficial duty in the states' bad condition?
If Sir Ahmet, the teacher of a madrasah, had become the minister of education would he open schools modeling from the western countries or close these schools and go on religion courses in the madrasahs or would he change the madrasahs to a place where science, mathematics, astronomy, and social science courses are given as it was before?
What would you do if you were Sir Ahmet?
What would you do Ali?
Would you close schools completely?
Bal
ıkesir / Republic of Turkey 1929
Where could the place in the photograph be?
Could it be a classroom?
Could this place be a laboratory?
Could you classify the objects and people in the photograph?
Which objects has the photographer forgotten to take which has to be in the class?
If you were a photographer what objects would you include in the photograph?
Could history courses be done in this laboratory?
Which tools are absent? Could chemistry courses done here?
Could these courses be done here continuously or did they come here together to be taken a photograph?
Is there an object symbolising any state here?
Could this school be opened by Mustafa Kemal Atatürk?
Which nation's children could have Atatürk open this school for?
Was this school be opened by the state or private companies?
Had people from the Turkish Nation have enough money to open private schools in this period?
Whose duty is it to open this school which Ali, Ayşe, and Ahmet go to?
Hasan, the boy on the right to the teacher, controls the class when the teacher is absent?
Could his friends bring him to this duty?
Could the people who brought him to the class presidency bring him to the Presidency of the Republic?
Had the newly formed republic give this right to its nation?
Could Zekeriya, the boy on the left to the teacher, be the Balıkesir governor's son?
Could Ali, who makes his living by collecting olive in Gemlik, be your cousin (uncle's son)?
Then, can all children from every part of the nation go to this school?
Well, what could the name of the girl at the other end of the table right across Ayşe be?
Could it be Büşra? If this school was a religion science madrasah could Fadime go to this school?
Could she get education in a school where a secular education system is carried out?
If we took our course in this laboratory today which tools would we need to interpret our experiments, save our data, and solve our chemistry problems?
Is the chemistry course in the photograph done in an advanced laboratory?
Well, do we have the sufficiency to take the science course today?
Then, can we say that we have to renew ourselves without loosing our national personality, and have a revolutionary and contemporary personality?
What is revolution? You didn't ask me then I think everyone knows its meaning.
Can this place be a primary school?
Before starting here everyone has to finish primary school, don't they?
Could he start from secondary school because he is very intelligent?
If the course in the laboratory was taken in the class, students would have learned chemistry better, wouldn't they?
Well, When Ayşe finishes this school could she enter the Chemistry Vocational Lycee and be a chemist?
Can Fadime go to the Nurse Vocational School and become a nurse?
What could the name of the tall boy at the back be? Could it be Ejder?
Ramazan seems not to like the chemistry course. Could music be his best course?
Well, when he finishes this school can he go to a State Conservatory and become a piano Artist?
Hasan is writing a letter to his father at Gemlik about how good his courses are going on.
But Hasan's father is illiterate and he makes the village mukhtar read it?
Could we teach Hasan's father to read the letter from his son?
Then, to teach Hasan's father, Uncle Ali, are we going to send him to a school where small children go to?
Could we open a school for Uncle Ali and our elder people who are illiterate?
Could we give a name to this school?
Could the photograph be taken before 3 March 1924?
If it was taken before who wouldn't be in the photograph?
What could the name of the girl at the front of the table be?
Could Ayşe go to this school?
A coeducational school where girls and boys go together gave the chance to Ayşe and Hasan to go the same school together, didn't it?
There is something written on the board at the left in the laboratory. I think it's in the Arab alphabet, I can't understand what is written, can you?
If the photograph was taken before 3 November 1928, would it be written the same?
Can you classify the difference in the two photographs?
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Examining the Crossroads of Food Waste, Nutrition, and Public Health Awareness Among American University Students
Amelia A. Rowniewski, American University
Cite as: Rowniewski, Amelia. 2024. "Examining the Crossroads of Food Waste, Nutrition, and Public Health Awareness Among American University Students". Food-Fueled, 1, e00002. doi:10.57912/25640967.
web address: https://edspace.american.edu/foodfueled/issues/volumei/examining-the-crossroads-of-food-waste-nutrition-and-public-healthawareness-among-american-university-students/
Introduction
Historically, limited research has focused on examining college students' perceptions of the relationship between wasted food, nutrition, and public health. Specifically, my research question will assess: To what extent are American University (AU) college students aware of the nutritional public health implications of wasted food? This research question is important to understanding the behaviors and attitudes of AU college students, informing targeted educational initiatives, and addressing potential gaps in nutritional knowledge. The findings can contribute to the development of effective interventions, policies, and resource allocation to promote healthier and more sustainable food practices on the AU campus. I am personally motivated by this research question because the results of this research can be used to educate AU students about the public health implications of wasted food and encourage them to waste less food.
Background Research
The Food and Agriculture Organization (FAO) of the United Nations approximates that 868 million people were undernourished globally from 2010-2012 (Munesue et.al., 2015, p. 43). At the same time, the FAO estimated that 1.3 billion tons of food were wasted globally (Munesue et.al., 2015, p. 43). Yosuke Munesue, Toshihiko Masui, and Takesato Fushima published a study in 2015 focused on researching agricultural commodities across 122 countries/regions. The results illustrated that reductions in food losses in developed regions decrease the number of undernourished people and lead to decreases in the harvested area, greenhouse gas emissions (associated with food production), and water utilization.
In the United States, consumers discard approximately 90 billion pounds of food annually and approximately 40% of produced food is wasted (Feldpausch & Campbell, 2021). This also manifests on college campuses across the United States where 3.6 million tons of food is wasted annually (Luecke & Burgess-Champoux, 2015).
South Africa is a food secure nation that wastes 10 million tons of food annually. However, in 64% of all child deaths malnutrition is a major underlying cause of death. 20% of all South African children are stunted, deficient in minerals and vitamins needed for good health and development. Malnutrition and hunger are silent symptoms of inequality and a lack of a social ethic of care (Lotz-Sisitka, 2019). Many government policies that were meant to address food security, hunger, and malnutrition have not been well implemented. For nearly 30 years, the government has added vitamins and minerals to flour, maize and sugar to address malnutrition. The South African government has established various school feeding schemes and organizations to address food waste however to make effective change, broader actions need to be taken to make effective change (Lotz-Sisitka, 2019). To guarantee a global effort to alleviate malnutrition and minimize food wastage, it is essential to educate college students, as they represent the upcoming generation responsible for decision-making.
Despite the fact that food waste by consumers is a major problem for the world, little research has been performed on college students living away from the family home. In a study focusing on the nutritional knowledge Polish students acquired through college, the results indicated that education on food and food waste influences student habits. Students with nutritional knowledge were less likely to throw away food compared to students without nutritional knowledge. The researchers also found that fermented dairy beverages, fruits, and vegetables were the most frequently discarded items (Nicewicz & Bliska, 2022).
Students are open to changing their behavior regarding food waste but do not have sufficient knowledge regarding ways to do so (Feldpausch & Campbell, 2021). A potential effort to help this is educational materials about food waste and food insecurity in dining halls. Providing students with guidance on how they can actively work to reduce their food waste, students will lead students toward more sustainable food behavior (Feldpausch & Campbell, 2021, #S24). With the use of strategic placement, educational materials in college dining halls can significantly enhance the general college population's knowledge about food waste and insecurity (King et al., 2018, 93).
Data Collection
I collected my data through a series of nine questions for my respondents to answer. My target audience was American University undergraduate students. I recruited people to answer my survey by sending it to friends and large group chats (10+ people) to ensure that I had a lot of survey responses. I had 13 responses to my survey. I asked the following questions:
1. How familiar are you with the concept of food waste?
a. Responses used a Likert scale from 1-5
2. Do you believe that food waste can result in the loss of essential nutrients needed for a balanced diet?
a. Responses were in the form of Yes, No, Maybe
3. How often do you think about the nutritional implications of wasted food?
a. Responses were in the form of At least once a day, A few times a week, A few times a month, Every few months, Once a year, Never
4. On a scale of 1 to 5, how concerned are you about food waste's impact on public health and nutrition?
a. Responses used a Likert scale from 1-5
5. Do you believe food waste can lead to nutritional deficiencies in populations that are already vulnerable to malnutrition?
a. Responses were in the form of Yes, No, Maybe
6. Have you ever encountered information or educational materials about the nutritional implications of food waste?
a. Responses were in the form of Yes, No, I Can't Remember, Possibly
7. What specific topics or information would you find most valuable in educational programs addressing the nutritional implications of wasted food?
a. Responses were in the form of a check all that apply answer with the options of Success stories about those who have reduced food waste, Food storage practices, Effective date label reading, Cooking tips aimed at utilizing leftovers and minimizing waste, Meal planning strategies to reduce food waste, and a space where respondents could write their own answer
8. What do you think can be done at the college level to enhance awareness and education on the topic of the nutritional implications of wasted food?
a. Responses were in the form of a short response question
9. To what extent do you believe that wasted food contributes to nutritional challenges in society?
a. Responses were in the form of a short response question
Findings
Theme #1: Familiarity with Wasted Food
Based on my research findings, I conclude that many students are familiar with the concept of food waste. Of thirteen respondents, one person demonstrated no knowledge of food waste, two people demonstrated moderate knowledge of food waste, and ten people demonstrated a high level of food waste knowledge.
Through my research data, I conclude that most students are aware that food waste can result in the loss of essential nutrients needed for a balanced diet. Ten respondents answered that they were aware of this loss while three respondents answered maybe.
By analyzing the data regarding how often people think about the nutritional implications of wasted food, I conclude that the amount of times people think about nutrition and wasted food varies. Four people said they think about the nutritional implications of wasted food waste a few times a week. Three people said they think about it every few months. Three people said they think about it once a year. Two people said they think about it a few times a month. One person said that they never think about it.
Based on my research evidence, I conclude that most students are at least somewhat concerned about food waste's impact on public health and nutrition. One person said that they are not at all concerned about food waste's impact on public health and nutrition. One person demonstrated very little concern. Three people demonstrated moderate concern. Four people demonstrated above average concern. Three people demonstrated a high level of concern.
From the knowledge collected in my survey, I conclude that most students are aware that food waste can lead to nutritional deficiencies in populations that are already vulnerable to malnutrition. Twelve people answered they believed that food waste can lead to nutritional deficiencies in populations that are already vulnerable to malnutrition. One person answered that maybe they believed that food waste can lead to nutritional deficiencies in populations that are already vulnerable to malnutrition.
Theme #3: Awareness of Educational Materials
With this research in hand, I conclude that most students have encountered educational materials about the nutritional implications of food waste. Six respondents answered that they encountered information or educational materials about the nutritional implications of food waste. Four people could not remember if they ever encountered this type of material. Two people said that they never encountered this type of material. One person answered that they have possibly encountered this type of material.
Theme #4: Value of Wasted Food Interventions
Through my research, I conclude that food storage practices and meal planning strategies to reduce food waste are most valuable to address the nutritional implications of wasted food. In a 'select all that apply' question, five people said that success stories about those who have reduced food waste would be helpful to promote educational material. Twelve people said food storage practices would be helpful. Nine people said effective date label reading would be helpful. Nine people said cooking tips aimed at utilizing leftovers and minimizing waste would be helpful. Ten people said meal planning strategies to reduce food waste would be helpful.
Using the feedback from my respondents, I conclude that fliers in dining halls and bathroom stalls, portion control practices, and increased discussions about the importance of addressing food waste in postsecondary classes would be most helpful. The responses were as follows:
* What do you think can be done at the college level to enhance awareness and education on the topic of the nutritional implications of wasted food? (short answer)
| something new without committing to liking it and eating it all; info about the school’s donation program so people know that leftovers go to those in need” | |
|---|---|
| “things put up in tdr for awareness, offer classes about it, more awareness on social media” | Respondent 10 |
| “Inclusion of food waste as a topic in other class topic (i.e. something in biology where it could fit in)” | Respondent 11 |
| “More things around campus that lead to more food waste awareness” | Respondent 12 |
My survey found that most believe wasted food contributes to the nutritional challenges in society because wasted food means there is less food for those who need it. It also impacts marginalized communities, leads to malnutrition, and means that those in food deserts are forced to eat unhealthy foods. The responses were as follows:
* To what extent do you believe that wasted food contributes to nutritional challenges in society? (short answer)
| “To a pretty significant extent since food with vital nutrients that is wasted can exacerbate nutritional deficiencies and decreased access to healthy, nutritious diets in certain communities that already struggle with maintaining a steady pattern of eating foods beneficial for the human body.” | Respondent 2 |
|---|---|
| “any sort of waste is negative. this poses a challenge where we aren’t properly using the resources given to us which then causes a multitude of issues environmentally” | Respondent 3 |
| “Food waste contributes significantly to nutritional challenges in society, especially in populations vulnerable to malnutrition.” | Respondent 4 |
|---|---|
| “To a high extent because people who are fortunate enough to have nutritious food waste it while people living in food deserts are forced to eat unhealthy foods.” | Respondent 5 |
| “Id hypothesize that malnutrition would have more of an impact than food waste? the effects of food waste are probably most impacting children for that reason” | Respondent 6 |
| “I believe that wasted food significantly contributes to nutritional challenges all around the world. I also believe that it impacts vulnerable, marginalized communities more than others.” | Respondent 7 |
| “Highly” | Respondent 8 |
| “I’m not sure” | Respondent 9 |
| “strong correlation; this wasted food can go to someone who needs it instead” | Respondent 10 |
| “More wasted food = less food someone else can eat, which is a problem” | Respondent 11 |
| “Food waste is impactful for so many parents and this is just another thing that happens and people don't think about” | Respondent 12 |
Implications
This research focused on evaluating the awareness and attitudes of American University college students regarding the nutritional implications of wasted food. Findings revealed a generally high level of knowledge about food waste among respondents, with recognition of its potential impact on nutrient loss for a balanced diet. Concerns about its effects on public health and nutrition varied. Notably, students exhibited awareness of the link between wasted food and nutritional challenges in society, emphasizing its impact on marginalized communities and contributing to malnutrition. I did not expect this result because I was unaware that students thought so deeply about wasted food. More broadly, this means that students are aware of the issue of food waste but don't know how to make an impact. This research underscored the importance of educational materials, particularly those addressing food storage practices and meal planning strategies, in enhancing awareness. Respondents provided insights into college-level interventions, emphasizing the need for educational campaigns, strategic material placement in dining halls, and discussions in post-secondary classes. Overall, the findings highlight the necessity for tailored educational initiatives to address knowledge gaps and promote sustainable food practices among AU college students.
Conclusion
This research project delves into the awareness of American University students regarding the intersection between wasted food, nutrition, and public health. Through a focus in public health, the research sought to unravel the behaviors and attitudes of AU college students, informing targeted educational initiatives and addressing potential gaps in nutritional knowledge. The findings underscore the importance of understanding the impact of wasted food on public health, with implications for developing effective interventions, policies, and resource allocation to foster healthier and more sustainable food practices on the AU campus. As I am personally motivated to raise awareness, I aim to encourage AU students to waste less food. The study's implications reveal a need for customized educational initiatives, an emphasis on food storage practices, and meal planning strategies to address knowledge gaps and promote sustainable food practices among AU college students. The research serves as a valuable foundation for future interventions and policies aimed at fostering a culture of mindful and sustainable food consumption on campus.
References
Feldpausch, G., & Campbell, C. (2021). P1 Evaluating Food Waste Knowledge, Attitudes and Behaviors in College Students at a
Midwestern University. Journal of Nutrition Education and Behavior, 53(7), S24-S24. https://doi.org/10.1016/j.jneb.2021.04.393 King, V., Arce, S., Hamady, C., & Blachowski-Dreyer, D. (2018). Evaluating Students' Knowledge of Food Waste and Food Insecurity on College Campuses. Journal of the Academy of Nutrition and Dietetics, 118(9), 93. Science Direct.
https://doi.org/10.1016/j.jand.2018.06.126
Lotz-Sisitka, H. (2019, February 23). Hungry for knowledge, food: SA children are suffering from malnutrition in a food-secure nation, and here's why. The Independent on Saturday.
https://www.proquest.com/newspapers/hungry-knowledgefood/docview/2184982287/se-2?accountid=8285
Luecke, L., & Burgess-Champoux, T. (2015). Assessment of Food
Waste Knowledge, Attitudes, and Behaviors of University Students.
Journal of Nutrition Education and Behavior,47(4), S48.
https://doi.org/10.1016/j.jneb.2015.04.126
Munesue, Y., Masui, T., & Fushima, T. (2015). The effects of reducing food losses and food waste on global food insecurity, natural resources, and greenhouse gas emissions. Environmental Economics and Policy Studies, 17(1), 43-77. ProQuest.
https://doi.org/10.1007/s10018-014-0083-0
Nicewicz, R., & Bliska, B. (2022). The Impact of the Nutritional Knowledge of Polish Students Living Outside the Family Home on Consumer Behavior and Food Waste (P. B. Tchounwou, Ed.). International Journal of Environmental Research and Public Health, 19(20). PubMed Central. 10.3390/ijerph192013058 | <urn:uuid:f461639f-4f5a-47c0-98a2-5cf39982b356> | CC-MAIN-2025-05 | https://wastedfood.american.edu/wp-content/uploads/2024/05/Rowniewski_Examining_the_Crossroads_of_Food_Waste_Nutrition_and_Public_Health_Awareness.pdf | 2025-01-17T15:36:00+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00090.warc.gz | 637,972,438 | 3,569 | eng_Latn | eng_Latn | 0.948232 | eng_Latn | 0.996796 | [
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Year 1 Westacre Warm-ups
These are the areas of learning your child will be covering over the next two weeks. You might be able to support your child with these through practical activities, by talking to them about what they are learning and helping to develop their understanding.
Weeks beginning 4 th and 11 th March 2024
Maths
In Maths, will be completing our unit Place Value (within 50):
* Partition into tens and ones
* The number line to 50
* Estimate on a number line to 50
* 1 more, 1 less
Please use the White Rose Maths videos to see how we teach each of these steps.
https://whiteroseeducation.com/parent-pupil-resources/maths/home-learning?year=year-1new
Education City support activities:
* Bumper Cars – Partition 2-digit numbers
* Snow Hope – One more/One less
* Heist to see you (Number bonds up to 20)
English
In English we will be planning and writing our own stories, independently, based on the Rang-Tan story. We will be using the skills and knowledge we have been taught:
* Using ('Magpieing') key vocabulary from the original text
* Using capital letters at the start of sentences and for names
* Using full stops at the end of sentences
* Using the prefix un-
* Using conjunctions join 2 simple sentences together to make them more interesting (and, but, so)
* Forming letters correctly
In the second week, we will move onto looking at 'Fact Files'. We will learning that fact files are non-fiction texts and learning about the difference between fiction and non-fiction texts. We will read and learn by heart a sloth fact file (using a text map). We will be discussing the key features/structure of this type of text and identifying key vocabulary. We will also learn what question marks are and how and when to use them.
We will also be continuing to work on:
* Reading and Spelling Year 1 Common Exception Words
* Blending to read - real and nonsense words (alien words) containing 40+ phonemes
Education City support activities:
* Stig's Spelling Adventure – (Reading and spelling tricky words)
* Roots to Riches – Pre-fix un
* Snow Time – Using 'and'
* Snow Business – Joining words – and
BBC Bitesize activities:
* Different kinds of texts - fiction and non-fiction - BBC Bitesize
* What are fiction and non-fiction? - BBC Bitesize
* How to use question marks - BBC Bitesize
Fiction research:
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Dr. Tony Crisp © 2022
"On the Way" 365 Bible Reading Plan
Daniel 6
Daniel six gives real insight into the inner workings of the Medo-Persian empire. The government was divided into 120 satraps, much akin to a provincial ruler. Then those 120 were accountable to three governors, of which Daniel distinguished himself above the others. This brought jealousy among the ranks of those in authority. This is part of any empire and God's people are not immune to this kind of reality. Daniel distinguished himself above all the others. What does that mean? The Hebrew word that is the root is YTR, Yather, it is the word for having something "left over" or "something remaining over." In English we would say that Daniel went "above and beyond." He did more than others. When others left, he remained behind to make sure that everything was done as it should be. The King noticed this and more importantly, so did God.
concerning his God, so they asked the king to decree that no one could make a petition to any man or his god for 30 days other than to the king himself. This sounded reasonable to the king, who did not know of the plot to trap Daniel, so the decree was made. The Law of the Medes and Persians could not be broken, once made, so the trap was set. When Daniel found out the law had been made, it did not change his conduct or pattern of life at all. He did what he had always done since his youth. He opened his windows toward Jerusalem three times each day and prayed to the God of his fathers and worshipped. The real motive for the trap came out in v.13, "So they answered and said before the king, 'That Daniel, who is one of the captives from Judah, does not show due regard for you, O king, or for the decree that you have signed, but makes his petition three times a day.'" (Emphasis mine)
Daniel's fellow governors knew that Daniel was conscientious and would always do the right thing, so the only way they could come against him was through his allegiance to his God. They knew he was a religious man and would be true to God. His fellow workers, his "friends" at work went before the king knowing that they could find no hypocrisy in Daniel
Prayer and Action Steps
Read the entire chapter again. See how Daniel was delivered by God. Remember the proverb, "Those that dig a pit for others will fall into it themselves…" Write the Biblical end to the story and tell it to your children and others.
Date ___________________ Scripture _________________________
- Read the chapter. If you have time, read it again.
- Highlight, underline or circle the Key Verse or Verses of the chapter.
- Ask yourself these questions as you read through the chapter.
Is this historical narrative, analogy, metaphor, allegory, or some other element of speech or communicating truth?
_________________________________________________
What is the Context? Old Testament? New Testament? What is the writer speaking or writing about? To whom is he
writing? __________________________________________
_________________________________________________ _________________________________________________ _________________________________________________
Is this a clear passage of Scripture (can only be interpreted one way)? Or could the passage be interpreted legitimately, in two or more ways, according to grammar and context?
_________________________________________________ _________________________________________________ _________________________________________________
Does the passage teach a Biblical Precept; that is, tells you something to be, do or act? __________________________
_________________________________________________ _________________________________________________ _________________________________________________
Are there principles in this chapter that if followed, would require me to change my attitudes or actions? __________
_________________________________________________ _________________________________________________
Does the passage give a Biblical Pattern that is followed here and other places in the Bible? _________________________
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CHAPTER I
INTRODUCTION
1.1 Background of the Research
Nowadays, everybody learn English language to communicate with other. The students who use English language in communication should speak English correctly and fluently. Therefore, when students uttering the idea or talk about something in communication, they ensure that the audience understand what they have uttered. It makes the students easily to communication in English Language. In learning English language, speaking is one of the most important skill that the learners should have. Therefore, in mastering English language speaking is necessary for the learners. Additionally, there are many people with desire speaking English correctly. In using English language, the students should consider the aspect of language in oral communication. The aspects of language that the learners should consider are vocabulary, grammar, and sound.
Moreover, vocabulary is all the words that a person knows or uses in particular language. Vocabulary helps students to acquire the English language, because a limited of vocabularies can influence the successful in using language. Additionally, in disciplinary of learning language, developing vocabulary knowledge is more important for the successful in learning. A large vocabulary is of course essential for mastery of language. It means that vocabulary help students in communication to express their opinion or idea to others. In the other words, the lack of vocabulary can make students hard to express their idea.
Furthermore, the second aspect of language is grammar. Grammar is the set of rules for combine the words into phrases and sentences. Therefore, in learning English language, the central component of language is grammar. It means that in English language, grammar is one of crucial part to be learned, because in grammar help students create sentences correctly.
The last aspect of language is sounds. Sounds are also very important in language. Its produce the phonemes to understand spoken sentences. Moreover, sounds are vibration that travels through the air that can be heard when they reach a person's ear. Furthermore, the sounds are transmitted from the speaker to the hearer, and acoustic and auditory phonetic focus on the speech physics and the form of sound wave through the air, where the waves have on hearer's ears and brain. Moreover, in learning English, the students should know the system of English sound. Then, they have to know how to pronounce every single English speech sound. All around the world, there are lot of people still get difficulties in producing sounds and still hard to pronounce some English words. Furthermore, they lack of practice in pronouncing English words and, lazy to exercise unfamiliar sounds.
Moreover, pronunciation in English is important for learners, language learners should pay more attention the way they articulate the foreign words, so they sure that they can communicate what they have in mind. They have to understand when they are uttering the words. Pronunciation is using to support the successfulness message from the speaker to listener to avoid misunderstanding. Everybody wants to be able in pronouncing the words like native speaker, but English pronunciation is to be a problem for learners, bad pronunciation may make people confuse. On the other hand, appropriate English pronunciation will make people easily to understand in communication. In addition, in mastering pronunciation they will know how to pronounce each English word correctly and clearly.
Moreover, correct pronunciation will give clear idea or meaning in communication to avoid misinterpretation so that students have to learn how the words are pronounced. There are several difficulties that faced by students in learning process pronunciation such as the system differences between the native and the foreign language, the influence of spelling on the pronunciation, and the inconsistency of pronouncing some English letter affects in pronunciation. In other words, the learners who learn English language as a second language or as a foreign language meet some difficulties and making errors, because first language affects his second language especially in adulthood and this affect is a result of first language transfer. It is a significant source of making errors for second language (Brown, 2000:148). Error is something happen when the students unsuccessful in determining a new language or second language. The students have the lack of knowledge of it because they do not realize what they did is an error unless other people explain about it. They cannot correct that error by themselves.
Furtheremore, according to Dulay, Burt and Krashen(1982) state that there are classify error into four types; error based in linguistic category (phonology, syntax, morphology, semantics, lexicon, and discourse). Moreover, the errors that occur in learning foreign language are caused by mother tongue (Wilkins,1980:97). It means that in learning English language, there some difficulties that faced by students in learning process. Even less, the students who learn English language as second language or foreign language. Moreover, especially in learning pronunciation is a hard thing for students to mastery because there are some difficulties that faced by students in learning pronunciation.
Furthermore, the students of English language education of FKIP UIR have learned pronunciation subject at the first semester in their college. However, the students and the lecturer using English language in learning process. In fact, the Student's activities in classroom always using English language in communication to improve their understanding about English. Although the students has learned about English, but the studentsstill found problem such as to pronounce English words. The English students of FKIP UIR still make errors in pronouncing some English words; especiallyin pronouncing the words that unfamiliar with them.
However, based on theobservation with English students of FKIP UIR, they still get the difficulties and still make errors in pronunciation, especially on vowels, such as /æ/,/ʊ/,/ə/ and consonants sounds,such as /r/,/p/,/ʃ/,/ծ /,/ө/,/tʃ/. It means that most of students used the Indonesian technique in pronouncing English words.
Besides that, the first difficulties that faced by students in pronouncing English word that influenced by their mother tongue. According Broughton (1980:8) state thatthe functions of English become even unclear caused of having knowledge of both English and the mother tongue, where the educated speakers of second language are bilingual. It means mother tongue influenced the successfulness in mastering pronunciation, especially for students who learn English language as a second or foreign language. In addition, first language and second language rules are in conflictserrors are expected to be committed by foreign learners.
Moreover, the second difficulties are influenced by intonation. The students who have appropriate pronunciation and intonation more communicate effectively even though minor inaccuracies in vocabulary and grammar by Burns (2003:5). It means that intonation is about the way we say something, rather than what we say. The wrong intonation will make misunderstand the expressions. The other difficulties pronunciation is different from written form. According to O'Connor (1980:7) state that the learner will hard to pronounce the words that unfamiliar because the learner not easy to know the sound of letters by looking at spelling. Moreover, the students who still does not have the mastery of pronunciation of such words, pronounces each of them by looking at its spelling, and expected to mispronounce them. It means that students not easy to pronounce the word in English because how to pronounce the word in English different with spelling.
The last is they had low motivation to improve their pronunciation skill, they lack of practice in speaking and listening. According to Scarino and Liddicoat (2009:25) state that in learning process, motivation is important for students to implicate positive support and become a forming of good habits. It means that the students need motivation to support them in learning process, motivation give the real effect for themself. In addition, low motivation makes the students lazy to learn English language.
Based on the explanation above, the researcher is interested to analyze the Student's errors in pronouncing English words, especially about vowels and consonants. In the other to know how Student's ability to produce English words sound vowels and consonants, the researcher conducted a research: "AN ANALYSIS STUDENTS ERRORS IN PRONUNCIATION AT ENGLISH LANGUAGE EDUCATION OF FKIP UIR PEKANBARU".
1.2 Identification of The Research
Based on the explanation above, the English students of the second year in FKIP UIR Pekanbaru still get difficulties in pronouncing the word in English and make some error pronounce, especially in pronouncing unfamiliar word. There are some problems faced by the English students of the second year in FKIP UIR Pekanbaru.
The first, students are still hard to pronounce the word in English that influence of their mother tongue. They do not use English language as second language since English language is a foreign language in Indonesia. Besides that, English students of FKIP UIR Pekanbaru comes from various districts so that they also have different dialect is one of inhibiting factors in learning pronunciation.
The second problem that faced by students in learning pronunciation is intonation. The flat intonation without rising and falling intonation make the students hard to get the point and confuse in communication. It means that, intonation help the students to express their expression in communication.
The third is pronunciation different from written form. It becomes a problem in learning pronunciation because many students read or pronounce the word base on what they look in spelling. On the other hand, many students lazy to look up dictionary, that's why students are not easy to pronounce the words in English especially unfamiliar words because in English how to pronounced the word different with spelling.
The last, students had low motivation. This factor comes from Student's environment. The Student's environment perceptions of English are difficult and hard because the way produced English words depend on how the words are heard in our ears. That make they lack of practice in speaking and listening. Moreover, it can be one of the problem that faced by English Students FKIP UIR in mastering pronunciation.
Furthermore, there are a lot of problems that will be faced by students in mastering pronunciation but they always lazy to practice and look up dictionary. In addition, the English students should be able to pronounce some symbol correctly and clearly. They are 12 vowels sounds /i:/,/I/,/e/,/æ/,/ʌ/,/ɑ:/,/ə/,/ɜ:/,/Ʊ/,/u:/ɔ/,/ɔ:/, and 24 consonants sounds /ʃ/,/ʒ/,/ʧ/,/ʤ/,/ɵ/,/ɳ/,/ð/,/p/,/b/,/t/,/d/,/k/,/g/,/f/,/v/,/s/,/z/,/m/,/n/,/h/,
/l/,/r/,/w/,/j/
1.3 Focus of the Research
The problem that was discussed in this research is concerned with the ability of students of FKIP UIR Pekanbaru especially the second year to pronounce English words correctly.
The problem that faced by English students of FKIP UIR Pekanbaru not allow to looking up the dictionary to check the way pronounce the word correctly. Looking up dictionary is the last simple strategy to learn pronunciation. In this study, the researcher simplifies on 5 long vowels sounds: /i:/,/ɑ:/,/u:/,/ɔ:/,/ɜ:/. 6 short vowels sounds: /I/,/e/,/æ/,/ʌ/,/ə/,/Ʊ/, and6 consonants sounds: /ʃ/,/ʧ/,/ɵ/,/ð/,/ʒ/,/dʒ/.
1.4 Question of the Research
Based on the Student's problem, the researcher is formulated the research question as follows:
What kinds of errors done by fourth year students of English language education of FKIP UIR Pekanbaru in pronouncing English words?
1.5 Objectives of the Research
The general objective of the research is the researcher wants to know the Student's errors in pronunciation of English words on vowel and consonant sounds at English students of FKIP UIR Pekanbaru at second year students.
1.6 Significance of the Research
This research can contribute to the followings:
1. Theoretical, this research is expected to give something worthwhile for people who want study English especially in pronouncing of English words. Therefore, the result of this study can give more explanation about pronunciation especially on vowels sounds and consonants sounds.
2. Practically, it gives consciousness to the readers that there is a phenomenon in learning pronunciation. Thus, it helps students of English language education to understand deeply in pronouncing English words correctly, especially on vowels and consonants.
1.7 The Definition of Key Terms.
1. Error is not something bad happens and an inescapable failure that made by students in learning process(Broughton, 1980: 135). In this research, error means some problem that make by students in process learning language especially in pronounce vowels and consonants in English words.
2. Pronunciation as the production of significant sound in two senses; first,pronunciation as the production and reception of sound speech, it is significant because it used as part of code of a particular language.Second, pronunciation as reference to act of speaking, it is significant because it is used achieve meaning in context of use (Dalton and Seidlhofer, 1994:3). In this research, pronunciation is the ability of the learner in producing sound used to make meaning.
1.8 Grand Theories
In this research, the researcher used some experts' theories to review the related literature. There are experts such as Crane (1981) that explain about the definition of linguistics. Then, Meyer (2002)that explain about phonology. Then the explanation about pronunciation is Connor (1980).
1.9 Research Methodology
1.9.1 Research Design
The researcher wasused descriptive qualitative research to carry out this study. It is a method used to analyze and explain phenomenon and situation (Rugayah, 2016:6). In addition, qualitative researchis an approach of a social or human problem by exploring and understanding the meaning individuals or groups ascribe. In qualitative research a set structure consisting in developing questions and procedures, data collected by participants, data analysis, researcher assumptions of the data (Creswell, 2014). Moreover, according to Burns (2010:106) state that qualitative data is the data that analyzed without numbering. This research is designed to collect information based on fact are there. In this discussion, the researcher does not need to describe correlation and to do hypothesis. The researcher will describe result of this study by using words and sentences and will not occur inferential statistically. In this study, the researcher will analyze Student's errors in pronouncing the words on vowels and consonants sounds throughout data recording.
1.9.2 Source of Data
In this research, the data was collected by giving a test for fourth year students of English Language Education of FKIP UIR Pekanbaru. The researcher was asked the students to pronounce 40 English words. The data was collected by using handphone recorder.
220.127.116.11 The Respondent
The respondent of this research is at fourth year students of FKIP UIR Pekanbaru. There are six classes, each class consist26- 28 students. The total of this population is 159 students.
In this study, the researcher was took the respondent in one class by using purposive sampling. According to Arikunto (2013:183) state that purposive sampling is the sample that taken by which some considerations such as the limited of time, the energy, and the fund, caused some that consideration the researcher unable take the sample in great quantities. Thus, the researcher was took 4A class as respondent in this study.
Tabel 3.1
| No | Class |
|---|---|
| 1 | 4A |
| 2 | 4B |
| 3 | 4C |
| 4 | 4D |
| 5 | 4E |
| 6 | 4F |
1.9.3. The Research Instrument
In this study, the research instrument is oral test. In this test, the respondents was pronounced the English word loudly. The test consists of 40 words. Among of them are five long vowels sounds (/i:/,/ɑ:/,/u:/,/ɔ:/,/ɜ:/), six short vowels sound (/I/,/e/,/æ/,/ʌ/,/ə/,/Ʊ/), and six consonants sounds: /ʃ/,/ʧ/,/ɵ/,/ð/,/ʒ/,/dʒ/.The researcher was given students a paper that the words which going to be tested, the researcher was took the words from a book and dictionary. The selected words are familiar words that pronounce unfamiliar sounds of each the word. The researcher chose those words because almost students often hear the words but sometimes the students are incorrect in pronouncing. Here are some words that were tested:
Table 3.2
List of Words and Phonetic Symbols
| No. | Words | Symbol | Phonetics symbols |
|---|---|---|---|
| 1 | Answer | Long vowels (/a:/) | /a:nsə(r)/ |
| 2 | Destiny | Short vowels (/ə/) | /destəni/ |
| 3 | Company | Short vowel (/ə/) | /kʌmpəni/ |
| 4 | Stream | Long vowel (/i:/) | /stri:m/ |
| 5 | Deaf | Short vowel (/e/) | /def/ |
| 6 | Desert | Long vowel (/ɜ:/) | /dizɜ:t/ |
| 7 | Whom | Long vowel (/u:/) | /hu:m/ |
| 8 | Water | Long vowel (/ᴐ:/) | /wɔ:ter/ |
| 9 | Fill | Short vowel (/I/) | /fIll/ |
| 10 | Vat | Short vowel (/æ/) | /væt/ |
| 11 | Hover | Short vowel (/ᴐ/) | /hɔvə/ |
| 12 | Could | Short vowel (/Ʊ/) | /kƱd/ |
| 13 | Cover | Short vowel (/ʌ/) | /kʌvə/ |
| 14 | Veal | Long vowel (/i:/) | /vi:l/ |
| 15 | Suffer | Short vowel (/ʌ/) | /sʌfə/ |
| 16 | Offer | Short vowel (/ᴐ/) | / ɔfə/ |
| 17 | Defied | Short vowel (/I/) | /dIfaid/ |
| 18 | Have | Short vowel (/æ/) |
|---|---|---|
| 19 | Reviews | Long vowel (/u:/) |
| 20 | Surf | Long vowel (/ɜ:/) |
| 21 | Ready | Short vowel (/e/) |
| 22 | Parcel | Long vowel (/a:/) |
| 23 | Dawn | Long vowel (/ᴐ:/) |
| 24 | Pulls | Short vowel (/Ʊ/) |
| 25 | Child | Affricative (/tʃ/) |
| 26 | Bridge | Affricative (/dʒ/) |
| 27 | Crush | Fricative (/ʃ/) |
| 28 | Vision | Fricative (/ʒ/) |
| 29 | Growth | Fricative (/ɵ/) |
| 30 | Smooth | Fricative (/ð/) |
| 31 | Juice | Affricative (/dʒ/) |
| 32 | Measure | Fricative (/ʒ/) |
| 33 | Actual | Affricative (/tʃ/) |
| 34 | Function | Fricative (/ʃ/) |
| 35 | Think | Fricative (/ɵ/) |
| 36 | This | Fricative (/ð/) |
| 38 | Official | Fricative (/ʃ/) |
|---|---|---|
| 39 | Those | Fricative (/ð/) |
1.9.4. Technique of Collecting Data
In this research, since the instrument is oral test, it used to measure Student's abilities in pronouncing some words and to know how many students make errors in pronouncing. The researcher was used a handphone recorder as an equipment to record the Student's voice. Then, the students were asked to read aloud.
There are some procedures of taking the data as follow:
1. The researcher gave an instruction to the students.
2. The researcher called the students one by one.
3. The researcher asked the students to mention their names first in the record begin.
4. The researcher recorded the Student's pronouncing those words one by one.
5. The researcher gave several minutes for each student to pronounce those words.
6. The researcher analyzed the Student's pronunciation by hearing the recorder.
1.9.5. Technique of Analyzing Data
Before analyzing the data, the researcher has already constructed the words of Student'ssound result. The words of sound are analyzed in order to get the error or not errors in pronunciation.
There are some ways or steps to analyze the data English in pronunciation. Here, the researcher was helped by English lecturersof English Language Education of FKIP UIR Pekanbaru to analyze the Student's pronunciation, the steps as follow:
1. Listened the record of Student's pronunciation. The lecturers checked it by using talking-talking software and through look up phonetic transcription in order to found the correct and incorrect pronounced.
2. Checked out the data of students especially how many words that were pronounced correctly by the English students.
| No | Words | Phonetic symbols | Student’s pronunciation |
|---|---|---|---|
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FREE PEOPLE READ FREELY
The 13 th Annual Report on Challenged and Banned Books in Texas Public Schools
2008-2009 School Year
Includes an exclusive interview with H. G. Bissinger Author of Friday Night Lights: A Town, a Team, a Dream
In Celebration of National Banned Books Week September 26 – October 3, 2009
2
Table of Contents
A Few Thoughts From ACLU of Texas Executive Director Terri Burke
__________________________________________________________
Celebrating the Freedom to Read
Earlier this year, America lost one of its champions of the First Amendment who fought hard against censorship and struggled to protect our freedom of speech, and freedom to read. Judith Krug was 69 when she died of cancer in April in Evanston,
Illinois. Throughout her career, which spanned more than four decades, she led tenacious efforts to educate policy-makers, librarians, educators, parents and students about their constitutional right to express ideas and to read the ideas of others without governmental interference.
For those of you who don't know, Ms. Krug was the director of the American Library Association's (ALA) Office for Intellectual Freedom and the executive director of the Freedom to Read Foundation for more than 40 years. She advised librarians on how to deal with challenges to reading material. She was involved in multiple legal battles challenging both book and Internet censorship in libraries that went all the way to the Supreme Court. In 1997, she and the ACLU led a successful charge against certain provisions of the Communications Decency Act of 1996, which was one of Congress' first attempts to regulate Internet content. She also fought against a part of the USA PATRIOT Act that allowed government officials access to confidential library records and to secretly monitor what people read.
But most notably, in 1982, she founded ALA's Banned Books Week—an annual week-long event that celebrates authors, their literature, the freedom to choose and the freedom to express one's opinions—for which this report is written. Banned Books Week is an incredible legacy she has bestowed upon every person in this country. And her message reads loud and clear: don't take this precious constitutional freedom for granted!
Through Banned Books Week, she created a means for librarians and teachers to teach the importance of the freedoms of speech and expression to our children. She alerted ordinary folk about school districts that ban books from their schools' libraries and the dangers of imposing restrictions on a free society. And she reminded people of the joys of reading, the wonderful ways books teach us about life, and how books open doors to different worlds and ideas.
It is the responsibility of all of us to protect our freedoms, to continue the legacy Judith Krug left for our children and for generations to follow, so we may read freely without the government meddling into our lives.
Judith Krug was a great inspiration to us at the ACLU Foundation of Texas. For 13 years, we have presented an annual report of books challenged or banned in Texas schools. And so it is my great honor to dedicate the ACLU of Texas' 2008-2009 annual banned books report, Free People Read Freely, to Judith Krug, a heroine to us all. And a true freedom fighter in my book.
Yours in liberty,
Terri Burke Executive Director
FOREWORD
By Dotty Griffith, Public Education Director
s a mom, I used to love carpooling. There's no better way to find out what your kids and their friends are up to than driving them around for a while. All you have to do is keep your mouth shut and listen. Of course, once teens start driving, parents are left out of the loop pretty fast. Then, to know what's going on, you rely on other parents, teachers…maybe even talking to your kids and their friends. What an extraordinary concept! A
Reminiscing about the joys of carpooling brings me, in a round-about way, to the 13 th annual ACLU of Texas banned books report, Free People Read Freely. Censorship always dismays me. But adults trying to keep young people from reading books about what young people are thinking and doing seems especially futile. Sounds like banning soap operas to wipe out infidelity.
This year's banned books report got a very high response rate of 70 percent from the more than 1,200 school districts in Texas we queried about challenges to school library books.
Here are some of the highlights of our report:
* Stephenville, Houston and Irving independent school districts reported the most challenges for the 20082009 school year. (See p. 7)
* Relatively small Stephenville ISD not only had the most challenges this year but imposed preemptive bans on books not yet written. From our report: "The district banned the two teen vampire series from the library, even though neither series has been completed…Stephenville ISD actually banned books that have not yet been published and perhaps even books that have yet to be written." (See p. 11)
* The most challenged author was P.C. Cast. In Stephenville ISD, all six books in her House of Night series were banned at Henderson Jr. High. The second most challenged (and banned) author this year was Richelle Mead; all five books in her Vampire Academy series were banned at the same school. This situation indicates that a squeaky wheel or two can deny a whole school access to a particular book or series. "It seems that an individual or group of people went on a crusade…" (See p. 11), thereby imposing the tyranny of a vocal minority.
* Although districts have so-called "reconsideration procedures," once a book is banned from a school library, that ban is often permanent. Fifty-five percent of the school districts "reported that all decisions are final. This means once a book is banned…there is no formal appeals process by which a community member or student might hope to have a book reinstated." (See p. 10)
All this brings me back to carpooling. Once kids outgrow carpooling, perhaps parents should grow up, too. Instead of trying to prevent pre-teens and teens from reading about what they already know, parents should consider reading to find out what's going on in the lives of kids the same age as theirs. Carpooling by reading, so to speak. Then parents can use the books as starting points with their kids for heart-to-heart conversations about values and behavior. That way everyone might learn something.
Instead of banning juvenile literature, let's all read some and talk about it.
FREE PEOPLE READ FREELY 2008 - 2009
“Whoever would overthrow the liberty of a nation must begin by subduing the freeness of speech.” —Benjamin Franklin
“God forbid that any book should be banned. The practice is as indefensible as infanticide.” —Dame Rebecca West
“If there is a bedrock principle underlying the First Amendment, it is that the government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable.” —Supreme Court Justice William J. Brennan, Jr., Texas v. Johnson, 491 U.S. 397 (1989)
Introduction and Summary
eginning in 1996, the ACLU of Texas has celebrated Banned Books Week by releasing an annual report, cataloging the occurrence of censorship in Texas public schools. This is the 13 th of these reports. B
In order to compile the information necessary to present this report, more than 1,200 open records requests were sent to every school district and charter school in the state. Each school district received a request asking specific questions about challenges to remove or restrict library books or curriculum based reading materials during the 2008-2009 academic year.
This year's report is based on the information contained in the 889 responses to these open records requests. Once received, the data was organized in the following fields: challenging district, book challenged, author of challenged book, campus receiving the challenge, reason for challenge, result of challenge, whether the challenge was to a curricular usage or library usage. This year we also added questions for each district about their policies governing challenges to literature. In particular, we asked each district to name the individual(s) responsible for reviewing and deciding challenges, and whether the decision of the reviewer(s) is final or can be appealed.
School library censors were just about as active in the 2008-2009 academic year as they were in the previous year. Ninety-eight challenges were reported this year, while 102 were reported last year. Similarly, 26 books were banned this year while 27 were banned last year. What is more promising, however, are our findings
related to restrictions. Here, we noticed a 25% decrease in the rate of challenges resulting in restrictions. There is bad news also; we noticed a 17% decrease in the rate of challenges resulting in retention. Stephenville ISD reported the most challenges this year with 11. All of these challenges addressed books housed in the Henderson Junior High School library and, unfortunately, every one of them was eventually banned. It is surprising that so many bans—and, therefore, challenges—would come out of district with an enrollment of only 3,500 students. Texas' largest district, Houston ISD, reported only six challenges this year, down from last year’s 20 challenges.
The most challenged and banned authors of the year were both writers of series about teen vampires. Every installment in P.C. Cast's House of Night series (six books) and Richelle Mead's Vampire Academy series (five books) was banned in Stephenville ISD.
When a controversial feature film, adapted from a book for children or adolescents, is released we often see a spike in the number of challenges of that book. This was the case for the J.K. Rowling's Harry Potter series, H.G. Bissinger's Friday Night Lights, and Phillip Pullman's His Dark Materials series, which features the Golden Compass. Surprisingly, none of these books was widely challenged this year. Especially conspicuous is the absence of any pieces from Stephanie Meyer's popular Twilight series, which is also about teenage vampires and is adapted for the silver screen.
Statistical Summary and Breakdown
Fifty-five school districts reported 98 challenges in the 2008-2009 academic year, while 43 school districts reported a sum of 102 challenges in the previous year. That is a 28% increase in the number of school districts reporting challenges, but a 4% decrease in the number of total challenges. Put otherwise, 5.33% of the school districts in the state reported challenges this most recent school year, whereas 4.17% of all districts reported challenges last year. Accounting for only responding districts, rather than all districts, the figures become 6.2 % (55 out of 889 responding districts) and 5.4% (43 out of 786 responding districts), respectively.
The figures above illustrate an overall rise in the concentration of challenges. That is, the average number of titles challenged by a district reporting at least one challenge has
decreased from 2.4 (102 challenges reported by 43 school districts) to 1.8 (98 challenges reported by 55 school districts). This decrease is likely due to the inordinate number of challenges reported last year in Houston ISD (20) and Round Rock ISD (9). All the while, Stephenville ISD revealed the most challenges this year with 11.
In terms of challenges resulting in an outright ban on a library or curricular book, this school year's results are nearly identical to those of last year. Only 26 of the 98 (27%) challenges resulted in a banning during the most recent school year, whereas 27 of the 102 reported challenges (26%) resulted in the challenged title being
banned during the 2007-2008 academic year. While last year we reported a 42% decrease in the overall number of banned books and a 35% decrease in the "success" rate of challenges from the preceding year (2006-2007), the change in both figures was negligible this year. We regard this as something of a success, considering last year saw such a decline in bans and little has changed this year.
Oftentimes, school boards react to a book challenge with actions that stop short of removing books from a school's library. These actions are known as restrictions and they fall into two categories: restriction to access/special permission required, and allowance of an alternate book--the latter refers only to curricular books. Access to a library book may be restricted in a number of ways, but most commonly an access-restricted book may only be borrowed (1) by students of a certain age/grade level or (2) by students with parental permission.
When a challenge is made to a curricular book, a school district may respond by assigning alternative readers to complaining students or, perhaps, to those students with parents who object to the content of the challenged text. That said, 22% (22 titles) of this year's challenges resulted in restrictions, while 32% (34 titles) of last year's challenged books were ultimately restricted. This represents a promising decrease of 31% in the restriction rate and 29% decrease in the number of restricted books.
Not all book challenges result in restrictive action by school districts. In fact, it is not rare for a school board to take matters of intellectual freedom seriously and elect to reshelve a challenged book, allowing free and unrestricted access. This year 27 challenges (28%) resulted in retention, while last year 36 challenged books (35%) were retained. This reflects a slight but unfortunate move away from retention and toward restricting.
It is important to note that 70.2% (889/1266) of districts responded to the ACLU of Texas' information requests this year, as opposed to last year's rate of 62.57%. Due to the larger sample size, this leads us to believe this year's results paint a more accurate portrait of censorship in public school libraries. It should also be noted that the result of 11 of the 98 challenges are still pending. These books could eventually be banned, restricted, or retained; it is simply too early to tell.
Where were the Most Challenges?
Stephenville, Houston and Irving school districts reported the most challenges for the 2008-2009 school year. Stephenville ISD led the charge this year with 11 challenges, all of which resulted in bans. Houston ISD and Irving ISD tied for the second most this year with six challenges each. This marks quite the improvement for HISD, as the district reported 20 challenges last year. Unfortunately, only one of HISD's six challenges resulted in the book being retained without restriction. While Irving ISD experienced just as many challenges, five of the six books challenged were retained without restriction: a sole book was restricted to the reference library. Tying for third was Seguin ISD and Klein ISD, each with four challenges.
Challenges by Grade Level
For the last two years, we have found most challenges to be occurring at the elementary school level. However, last year the rate of challenges experienced at the middle school level surged from 10% in 2006-2007 to 41% in 2007-2008. This year middle school challenges surpassed elementary school challenges. Also, 40% of challenges were to books housed in middle school libraries, down only 1% from last year. The rate of challenges to books at the elementary school level decreased to 36%, down 11% from last year.
Worth mentioning is the 10% decrease in challenges at the elementary school level; that is a 20% decrease over the last two years. Challenges to high schools were up this year, however. While only 13% of last year's challenges were to books found in high school
libraries, 22% of this year's challenges were to the same books. Lastly, this year 2% of challenges took place at institutions that cannot be neatly classified as one of the three grade levels mentioned above.
Reasons for Challenges
When we ask school districts about the challenges they have experienced we are especially interested in the reasons why books have been challenged. For each challenge, we ask which qualities of the book the challenging party found objectionable. In past years we have offered five choices, where choosing more than one is acceptable: profanity, violence or horror, sexual content or nudity, mysticism or paganism, and other.
Last year other topped the list as the most cited reason for challenging a book. We viewed this as a problem, as other is not informative. So, in an effort to be clearer we have added two new categories to the list of choices above: politically, racially, or socially offensive , and drug or alcohol use . We also replaced mysticism and paganism with offensive to religious sensitivities .
These changes were made because we found many other complaints were often associated with one of the two new categories. We also found that many others were categorized as "anti-Christian" or atheist in nature, so we
broadened mysticism and paganism to offensive to religious sensitivities to account for these closely related complaints.
This year 60 books were challenged for containing sexual content or nudity, making it the most often cited reason for challenging a book. Of these 60 books, 17 were banned and the use of 14 was restricted. Additionally, 17 of these books were retained. Discounting other, sexual content and nudity was also last year's most often cited reason for challenging a book. However, it was then only associated with 43 challenges, 27 of which resulted in a banning or restriction.
Profanity was the second most often cited reason for challenging a book this year. Thirty-seven books were challenged for this reason. Ultimately, 10 of these challenges resulted in a ban and another 10 resulted in a restriction of access.
Politically, racially or socially offensive (PRS) and violence or horror are next on the list, respectively. PRS content was the reason 16 books were challenged. Of these 16, three were banned, the use to two was restricted, and six were retained. With 15 challenges, violence or horror is only slightly lower on the list. Three of these 15 resulted in a ban, three in a restriction, and two in retention.
Drugs or alcohol use and offensive to religious sensitivities were the next lowest pair on the list. Eight books were challenged for references or depictions of drug or alcohol use. None of these books was banned; however, the use to five was restricted and two were retained without restriction. Six books were found to be offensive to religious sensitivities and were challenged as a result: one was banned, the use of three was restricted, and two were retained without restriction.
Other was at the bottom of the list this year, unlike last year when it was the most often cited reason for challenging a book. One must assume this was due mostly in part to the addition and broadening of the other categories. This year only four books were challenges for reasons not falling under the above six categories, but none of these were banned or restricted.
Process, Policy and Appeals
Most school districts in Texas have formal reconsideration policies in place for use in the event that a book is challenged. Reconsideration policies are designed to ensure books are neither restricted nor banned behind closed doors or without clear guidelines. Furthermore, formal reconsideration policies exist to provide transparency, accountability, predictability and the opportunity for the fate of each book to receive a fair trial of sorts. Sometimes members of the community may even voice their opinion on the book's place in the library.
This year we began to ask each school district about their reconsideration policies. Specifically, we asked them two questions. First, we asked each district to list the personnel responsible for reviewing (and deciding) challenges. The choices we gave were: administration only, librarian only, school board only, and review committee. Secondly, we asked each district if the decision to ban each book is final or not.
Of the 889 district that responded to our open records requests, 786 responded—at least in part—to our questions about their reconsideration policies. Four hundred eighty-one (61%) of these reported a review committee is in charge of reviewing challenges. Usually review committees are comprised of a combination of teachers familiar with the material, librarians, and administrative staff. Sometimes even parents and students are asked to join these committees. Usually it is the principal who names the committee.
Schools with a policy giving the school board sole authority to decide the fate of challenged books were the next most common. We found 143 (18%) school districts to have this as their policy. Following closely behind were school districts that give this responsibility to members of the administration (e.g. principal or superintendent). There are 135 (17%) of these districts. Surprising, only 27 (3%) school districts give librarians sole discretion in reviewing challenges.
The second question, are decisions to ban or restrict final, returned alarming results. There were 753 districts that responded to this question. Of these districts, 414 (55%) reported that all decisions are final. This means once a book is banned in these districts there is no formal appeals process by which a community member or student might hope to have a book reinstated into the library.
On the question of finality, 339 districts reported having some sort of appeals process in place. Most often these were either two-tiered or three-tiered processes. With the former, the decision is appealed directly to the school board. With the latter, there is a second level before the school board, usually the superintendent.
While researching the various reconsideration policies districts employ, we came across a particularly interesting and discouraging finding in Houston ISD. HISD is the seventh largest school district in the United States and one that frequently experiences a relatively large number of challenges. In this key district we discovered what is safe to call a complete failure in policy, record keeping, and government transparency. When asked to provide records of their review committees meetings and membership rolls, representatives of HISD were forced to admit that no such records are kept.
Though the deliberations of HISD's review committees affect a large number of students, the public has little hope of finding key information pertaining to their decisions. If a citizen wanted to request the names, votes, and arguments of the individuals who reviewed a challenge, she would be out of luck. We regard this information as essential public information that should be well documented and available to the public. Decisions directly affecting the constitutional rights of students should simply not be made by anonymous actors and behind closed doors.
Most Challenged Authors and Titles
There are some authors whose works are challenged in Texas nearly every year. Three books were banned or restricted in the 2007-2008 and 2008-2009 academic years: And Tango Makes Three by Justin Richardson and Peter Parnell, Bless Me, Ultima by Rudolfo Anaya, and The Black Tattoo by Sam Enthoven.
Some noteworthy authors were also challenged this year and in previous years, including: Gary Paulsen, John Steinbeck, Maurice Sendak, Judy Blume, Anonymous (Go Ask Alice), Robert Cormier, and Ray Bradbury. As a side note, renowned authors on the list for the first time include Salman Rushdie, Orson Scott Card, Stephen Chbosky, and Cormac McCarthy.
Though these authors' works have been challenged in years prior, none of them were among this year's most challenged authors. The most challenged author in this year's report was P.C. Cast. In Stephenville ISD, all six books in her House of Night series were banned at Henderson Junior High School. What's more, the second most challenged (and banned) author this year was Richelle Mead; all five books her Vampire Academy series were banned at the same school. This makes Stephenville ISD the most prolific banner of the year with 11 bans.
The deeds of Stephenville ISD do not end there, however. Both series are about teenage vampires. It seems that an individual or group of people went on a crusade against books about teenage vampires. Though the books were all challenged for sexual content or nudity, one can't help but surmise these books were targeted at least in part because of the type of characters portrayed.
The most shameful aspect of Stephenville ISD's practices was the district's preemptive banning of the books. None of the 11 books banned at Henderson Jr High were named in their response to our records request. Rather, the district simply reported that they had banned the two teen vampire series from the library. This is interesting because neither series has been completed. So,
Stephenville ISD actually banned books that have
not yet been published and perhaps even books that have yet to be written. There is no way the district could know the content of these books, and yet they have been banned.
The fourth most challenged author this year was Lauren Myracle with five challenges. Myracle writes contemporary young adult novels and is most famous for her IM series. Three of these books were challenged in three districts but none were banned. The fourth most challenged author was Gary Paulsen, the author of young adult fiction often set in the wilderness. Three of his books were challenged: one was banned, one lost its place as a classroom reader, and one was age restricted.
Texas Library Association Resources
The Texas Library Association (TLA) holds that the freedom to read is a corollary of the First Amendment's guarantee of freedom of the press. Freedom of choice in selecting materials is a necessary safeguard to the freedom to read and must be protected against extra-legal attempts by self-appointed censors to control that process. Citizens have the right of free inquiry, and democracy itself rests on an open dialogue and demands that freedom of the press in all forms of public communication be defended and preserved.
The Association, through its Intellectual Freedom Committee, supports access to information by responding to librarians facing book challenges, offering model policies and procedures, tracking reports of book challenges by its members, and supporting policies and legislative action that respect access to information. Members of TLA's Intellectual Freedom Committee are also available to consult with librarians facing intellectual freedom challenges. For more information on these resources visit: www.txla.org/groups/committees/IF
Banned Books:
Books Removed from Library Shelves or Class Reading Lists
Laurie Anderson
Speak
Crosby Bonsall
Mine's the Best
The British Broadcasting Corporation (BBC)
Intimate Universe - The Human Body
Kevin Brooks
Being
P.C. Cast
Marked
P.C. Cast
Betrayed
P.C. Cast
Chosen
P.C. Cast
Untamed
P.C. Cast
Hunted
P.C. Cast
Tempted
Gennifer Choldenko
Al Capone Does My Shirts
Robert Cormier
The Chocolate War
E.R. Frank
Life is Funny: a novel
Honor Head
My Pet Puppy
Annette Curtis Lance
Blood and Chocolate
Richelle Mead
Vampire Academy
Richelle Mead
Frostbite
Richelle Mead
Shadow Kiss
Richelle Mead
Blood Promise
Richelle Mead
Spirit Bound
Gary Paulsen
Lawn Boy
Mal Peet
Tamar
Justin Richardson, Peter Parnell and Tango Makes Three
Maurice Sendak
In the Night Kitchen La Cocina de Noche (Spanish translation of In the Night Kitchen)
Sara Shepard
Pretty Little Liars
James St James
Freak Show
Restricted Books:
Restricted to Readers Based on Age, Reading Level, Parental Permission, etc.
Rudolfo Anaya
Bless Me, Ultima
Judy Blume
Forever
Stephen Chbosky
Perks of Being a Wallflower
Meg Cot
Princess on the Brink
Sam Enthoven
The Black Tattoo
Barbara Hughes
Drug Related Diseases
Barbara Kingsolver
The Bean Trees
Masashi Kishimoto
Naruto vol. 1: The Tests of the Ninja
Ellen Klages
Green Glass Sea
Ron Koertge
Shakespeare Bats Cleanup
Stephen Krensky
The Bogeyman
Chiggers
Hope Larson
Sheila P. Moss
The Legend of Buddy Bush
Cormac McCarthy
The Road
Lauren Myracle
l8r g8r
Lauren Myracle
ttfn
Lauren Myracle
ttyl
Gary Paulsen
The Fox Man
Johnny Rico
Blood Makes the Grass Grow
Salman Rushdie
The Satanic Verses
Ellen Ruskin
The Westing Game
Sandra Lee Smith
Marijuana
Retained Books:
Challenges That Did Not Affect Students' Accessibility to Books
Barbers Hill ISD
Irion County ISD
Midlothian ISD
Barbers Hill Primary
Mary Hoffman
Boundless Grace
Brazosport ISD
Clute Intermediate
Melody Carlson
Pitch Black: Color Me Lost
Corpus Christi ISD
Cullen Middle School Anonymous Go Ask Alice
King High School Denise Zimmerman The Idiot's Guide to Wicca and Witchcraft
Cypress-Fairbanks ISD
Andre Elementary
Nicole Rubel
It's Hot and Cold in Miami
Denton ISD
Strickland Middle School
J. Michael Straczynski
Spider-Man
Eanes ISD
West Ridge Middle School
Lauren Myracle ttyl
Houston ISD
Johnston Middle School Alex Sanchez Getting It
Irion County Elementary
Maurice Sendak
In the Night Kitchen
Irving ISD
Crockett Middle School
Allison Van Diepen
The Street Pharm
Farine Elementary
Christian Burch
The Manny Files
MacArthur High School
Jake Coburn
Prep
MacArthur High School Alan Watt Diamond Dogs
Klein ISD
Klein Oak High school Chris Crutcher Whale Talk
Leander ISD
Charlotte Cox Elementary
Jack DeMolay
Ghosts in Amityville: The
Haunted House
Lytle ISD
Lytle Junior High
Daniel Ehrenhaft
10 Things to Do Before I Die
McKinney ISD
Evans Middle School
Libba Bray
A Great and Terrible Beauty
Mt. Peak Elementary
Darren Shan
Cirque du Freak: Tunnels of Blood
Northside ISD
Elementary Schools Dav Pilkey Captain Underpants
Pottsboro ISD
High School
Kaye Gibbons
Ellen Foster
Richardson ISD
Pearce High School, Berkner High
School
Michael Connelly
The Poet
Round Rock ISD
All 9 middle schools Lauren Myracle ttyl
Caraway Elementary
Todd Parr
The Family Book
Round Rock Opportunity Center Ellen Hopkins Impulse
Sanger ISD
Clear Creek Intermediate Jack Gantos Joey Pigza Swallowed the Key
The School of Liberal Arts and
Science
Sandra Cisneros
Woman Hollering Creek
All Challenged Books: by District
Alief ISD
School: All Middle Schools
Book: Forever,Judy Blume
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Use restricted
Notes: If used in classroom, letter must be sent home notifying parents of sexual content.
Alvin ISD
School: All Junior High Schools
Book: Ender’s Game, Orson
Scott Card
Reason Cited: Profanity;
Violence or horror
Action Taken: Alternate book
allowed (curriculum only)
Barbers Hill ISD
School: Barbers Hill Primary
Book: Boundless Grace, Mary
Hoffman
Reason Cited: Other: treats the
subject of divorce
Action Taken: Retained
Birdville ISD
School: All high schools
Book: The Bean Trees,
Barbara Kingsolver
Reason Cited: Sexual content or
nudity; Offensive to religious
sensitivities
Action Taken
: Use restricted th th
Notes: Moved from 9 to 11
grade
School: All elementary schools
Book: Green Glass Sea, Ellen
Klages
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Use restricted
School: All high schools
Book: Bless Me, Ultima, Rudolfo
Anaya
Reason Cited: Profanity; Sexual
content or nudity; Offensive to
religious sensitivities
Action Taken: Use restricted
Brazosport ISD
School: Clute Intermediate
School
Book: Pitch Black: Color Me
Lost, Melody Carlson
Reason Cited: Other: treats the
subject suicide
Action Taken: Retained
Burleson ISD
School: Bransom Elementary
Book: The Chocolate War,
Robert Cormier
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Banned
Celina ISD
School: Celina Intermediate
Book: Harris and Me, Gary
Paulsen
Reason Cited: Profanity; Sexual
content or nudity; Politically, racially, or socially offensive
Action Taken: Use restricted;
Alternate book allowed
(curriculum only).
Notes: Banned from classroom use, but can be checked out from library by individuals.
Childress ISD
School: Childress Elementary
Book: Al Capone Does My
Shirts,Gennifer Choldenko
Reason Cited: Profanity
Action Taken: Banned
Cleburne ISD
School: Cleburne High School
Book: Pillars of Earth,Ken
Follett
Reason Cited: Sexual content or
nudity
Action Taken: Decision pending
Notes: Challenge is to curricular reader.
Copperas Cove ISD
School: Clements Parsons
Elementary
Book: Creepy Castles, Sarah
Parvis
Reason Cited: Violence or
horror
Action Taken: Decision pending
Notes: Book was challenged for
"being too scary for children."
Corpus Christi ISD
School: Cullen Middle School
Book: Go Ask Alice, Anonymous
Reason: Profanity; Sexual
content or nudity; Politically, racially, or socially offensive;
Drugs or alcohol
Action Taken: Retained
School: King High School
Book: The Idiot's Guide to
Wicca and Witchcraft,Denise
Zimmerman
Reason: Offensive to religious sensitivities; Politically, racially, or socially offensive
Action Taken: Retained Notes: The book was recatalogued and placed in the Religion section of the high school library.
School: Cullen Middle School
Book: Blood and Chocolate,
Annette Curtis Lance
Reason: Profanity; Sexual
content or nudity; Violence or
horror
Action Taken: Banned
Cypress-Fairbanks ISD
School: All high schools
Book: Fallen Angels, Walter
Dean Myers
Reason: Profanity; Violence or
horror; Drugs or alcohol
Action Taken: Alternate book
allowed (curriculum only)
School: Andre Elementary
Book: It's Hot and Cold in
Miami,Nicole Rubel.
Reason Cited
: Sexual content or nudity
Action Taken: Retained
School: Andre Elementary
Book: The Legend of Buddy
Bush,Sheila P. Moss
Reason Cited: Profanity;
Politically, racially, or socially offensive
Action Taken: Use restricted
Denton ISD
School: Strickland Middle
School
Book: Spider-Man, J. Michael
Straczynski
Reason Cited: Sexual content or
nudity
Action Taken: Retained
Dripping Springs ISD.
School: Walnut Springs
Elementary
Book: Flossy and the Fox,
Patricia McKassack
Reason Cited: Politically,
racially, or socially offensive
Action Taken: Alternate book
allowed (curriculum only)
School: Rooster Springs
Elementary
Book: Princess on the Brink,
Meg Cabot
Reason Cited: Sexual content or
nudity
Action Taken: Use restricted
Eagle Pass ISD
School: Eagle Pass Jr. High
Book: Life is Funny: a novel,
E.R. Frank
Reason Cited: Profanity
Action Taken: Banned
Eanes ISD
School: West Ridge Middle
School
Book: ttyl, Lauren Myracle
Reason Cited: Sexual content or
nudity; Drugs or alcohol
Action Taken: Retained
East Central ISD
School: East Central
Development Center
Book: Tom, Tomie dePaola
Reason Cited: Violence or
horror
Action Taken: Decision pending
Ector County ISD
School: Jordan Elementary
Book: Chiggers, Hope Larson
Reason Cited: Profanity
Action Taken: Use restricted
Fort Stockton ISD
School: Fort Stockton High
School
Book: Like Water for Chocolate,
Laura Esquivel
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Decision pending
Frisco ISD
School: Roach Middle School
Book: The Contender, Robert
Lipstye
Reason Cited: Politically,
racially, or socially offensive
Action Taken: Decision pending
Hooks ISD
School: Hooks High School
Book: The Chocolate War,
Robert Cormier
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Alternate book
allowed (curriculum only)
Houston ISD
School: Foerster Elementary
Book: Freak Show, James St.
James
Reason Cited: Profanity;
Violence or horror; Offensive to religious sensitivities; Politically, racially, or socially offensive
Action Taken: Banned
School: Windsor Village
Elementry
Book: Speak, Laurie Anderson
Reason Cited: Profanity
Action Taken: Banned
School: Foerster Elementary
Book: Tamar, Mal Peet
Reason Cited: Profanity
Action Taken: Banned
School: Golfcrest Elementary
Book: La Cocina de Noche,
Maurice Sendak
Reason Cited
: Sexual content or nudity
Action Taken: Banned
School: Johnston Middle School
Book: Getting It, Alex Sanchez
Reason Cited: Sexual content or
nudity
Action Taken: Retained
School: Brookline Elementary
School
Book: The Westing Game, Ellen
Ruskin
Reason Cited: Violence or
horror
Action Taken: Use restricted
Hull-Daisetta ISD
School: Junior High
Book: Fahrenheit 451,Ray
Bradbury
Reason Cited: Profanity
Action Taken: Alternate book allowed (curriculum only)
Irion County ISD
School: Irion County Elementary
Book: In the Night Kitchen,
Maurice Sendak
Reason Cited: Sexual content or
nudity
Action Taken: Retained
Irving ISD
School: MacArthur High School
Book: Diamond Dogs,
Alan Watt
Reason Cited: Sexual content or
nudity
Action Taken: Retained
School: Crockett Middle School
Book: Street Pharm, Allison Van
Diepen
Reason Cited: Profanity
Action Taken: Retained
School: Kinkeade Early
Childhood School
Book: The Dirty Cowboy, Amy
Timberlake
Reason Cited
: Sexual content or nudity
Action Taken: Retained
School: Farine Elementary
Book: The Manny Files,
Christian Burch
Reason Cited
: Sexual content or nudity
Action Taken: Retained
School: MacArthur High School
Book: Prep, Jake Coburn
Reason Cited
: Sexual content or nudity
Action Taken: Retained
School: Davis Elementary
Book: Drug Related Diseases,
Barbara Hughes
Reason Cited: Drugs or alcohol
Action Taken: Use restricted
Joaquin ISD
School: Joaquin Junior High
Book: Naruto vol 1; The Tests of
the Ninja, Masashi Kishimoto
Reason Cited: Sexual content or
nudity
Action Taken: Use restricted
Karnes City ISD
School: Karnes City Junior High
Book: Body Language, Alan and
Barbara Pease
Reason Cited nudity
: Sexual content or
Action Taken: Decision pending
School: Karnes City Junior High
Book: The Black Tattoo,
Sam Enthoven
Reason Cited: Offensive to
religious sensitivities
Action Taken: Use restricted
School: Karnes City Junior High
Book: Drawing Portraits,
Barrington Barber
Reason Cited: Sexual content or
nudity
Action Taken: Decision pending
Klein ISD
School: Klein Collins HS
Book: Of Mice and Men, John
Steinbeck
Reason Cited: Profanity;
Politically, racially, or socially
offensive
Action Taken: Alternate book
allowed (curriculum only)
School: Haude Elementary
Book: Lawn Boy, Gary Paulson
Reason Cited: Profanity
Action Taken: Banned
School: Klein Oak HS
Book: Whale Talk, Chris
Crutcher
Reason Cited: Politically,
racially, or socially offensive
Action Taken: Retained
School: All high schools
Book: The Road, Cormac
McCarthy
Reason Cited
: Violence or horror
Action Taken: Use restricted
Laredo ISD
School: JC Martin Elementary
Book: Diary of a Wimpy Kid,
Jeff Kinney
Reason Cited: Politically,
racially, or socially offensive
Action Taken: User provided no
response
Leander ISD
School: Canyon Ridge
Elementary
Book: Tempting Faith,DiNapoli,
Lisa Gabriele
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Decision pending
School: Charlotte Cox
Elementary
Book: Ghosts in Amityville: The
Haunted House, Jack DeMolay
Reason Cited: Violence or
horror
Action Taken: Retained
School: Westside Elementary
Book: The Bogeyman, Stephen
Krensky
Reason Cited: Violence or
horror; Drugs or alcohol
Action Taken: Use restricted
Lockhart ISD
School: Lockhart High School
Book: Blood Makes the Grass
Grow Green, Johnny Rico
Reason Cited
: Sexual content or nudity; Politically, racially, or
socially offensive
Action Taken: Use restricted
Lytle ISD
School: Lytle Junior High School
Book: 10 Things to Do Before I
Die,Daniel Ehrenhaft
Reason Cited: Sexual content or
nudity; Violence or horror
Action Taken: Retained
McKinney ISD
School: Evans Middle School
Book: A Great and Terrible
Beauty, Libba Bray
Reason Cited: Sexual content or
nudity
Action Taken: Retained
Midlothian ISD
School: Mt. Peak Elementary
Book: Cirque du Freak: Tunnels
of Blood, Darren Shan
Reason Cited: Profanity
Violence or horror
Action Taken: Retained
Navarro ISD
School: Navarro Junior High
School
Book: Pretty Little Liars, Sara
Shepard
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Banned
Nederland ISD
: Langham Elementary
School
Book: My Pet Puppy, Honor
Head
Reason Cited: Profanity
Action Taken: Banned
New Caney ISD,
School: New Caney High
School
Book: The Secret Life of Bees
Sue Monk Kidd
Reason: Profanity; Sexual
content or nudity
Action Taken: Alternate book
allowed (curriculum only)
Northside ISD,
School: Elementary Schools
Book: and Tango Makes Three
Justin Richardson and Peter
Parnell
Reason Cited: Politically,
racially, or socially offensive
Action Taken: Use restricted
Northside ISD
School: Elementary Schools
Book: Captain Underpants, Dav
Pilkey
Reason Cited: Sexual content or
nudity
Action Taken: Retained
Pearsall ISD
School: Pearsall Intermediate
Book: Marijuana, Sandra Lee
Smith
Reason Cited: Drugs or alcohol
Action Taken: Use restricted
Plano ISD
School: Aldridge Elementary
Book: Vampires, Stephen
Krensky
Reason Cited: Violence or
horror
Action Taken: User provided no
response
Notes: Book was removed because of missing text before challenged. It was replaced by a book on the same subject.
Pottsboro ISD
School: Pottsboro High School
Book: Ellen Foster,
Kaye Gibbons
Reason Cited: Profanity;
Politically, racially, or socially
offensive
Action Taken: Retained
Reagan County ISD
School: Reagan County High
School
Book: Falling Angels, Tracy
Chevalier
Reason Cited: Other
Action Taken: Decision pending
Richardson ISD
School: Pearce High School
Book: The World According to
Garp, John Irving
Reason Cited: Sexual content or
nudity
Action Taken: Alternate book
allowed (curriculum only)
Richardson ISD
School: Pearce High School
Berkner High School
Book: The Poet,
Michael Connelly
Reason Cited: Profanity; Sexual
Content or nudity; Politically, racially, or socially offensive
Action Taken: Retained
Rockwall ISD
School: Elementary campuses
Book: The Fox Man, Gary
Paulsen
Reason Cited: Sexual content or
nudity; Drugs or alcohol
Action Taken: Use restricted
Rockwall ISD
School: Elementary campuses
Book: My Brother Sam is Dead
James Lincoln Collier and
Christopher Collier
Reason Cited
: Sexual content or nudity; Violence or horror
Action Taken: Use restricted;
Alternate book allowed
(curriculum only)
Round Rock ISD
School: Round Rock Opportunity
Center
Book: Impulse, Ellen Hopkins
Reason Cited: Sexual content or
nudity
Action Taken: Retained
School: Middle schools
Book: ttyl, Lauren Myracle
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Retained,
School: Caraway Elementary
Book: The Family Book, Todd
Parr
Reason Cited: Politically,
racially, or socially offensive
Action Taken: Retained
Sanger ISD
School: Clear Creek Intermediate
Book: Joey Pigza Swallowed the
Key, Jack Gantos
Reason Cited: Other: children
behaving badly
Action Taken: Retained
Seguin ISD
School: Jim Barnes Middle
School
Book: l8r g8r, Lauren Myracle
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Use restricted
School: Jim Barnes Middle
School
Book: ttfn, Lauren Myracle
Reason Cited
: Profanity; Sexual content or nudity
Action Taken: Use restricted
School: Jim Barnes Middle
School
Book: ttyl, Lauren Myracle
Reason Cited
: Profanity; Sexual content or nudity
Action Taken: Use restricted
School: Jim Barnes Middle
School
Book: Perks of Being a
Wallflower, Stephen Chbosky
Reason Cited
: Profanity; Sexual content or nudity
Action Taken: Drugs or alcohol
Reason Cited: Use restricted
Sheldon ISD
School: CE King High School
Book: Intimate Universe-The
Human Body (video),British
Broadcasting Corporation (BBC)
Reason Cited: Sexual content or
nudity
Action Taken: Banned
Spring ISD
School: Spring High School
Book: Crescent, Diana Abu-
Jaber
Reason Cited: Sexual content or
nudity
Action Taken: Alternate book
allowed
Stephenville ISD
School: Henderson Junior High
Book: Betrayed, P.C. Cast
Reason Cited: Sexual content or
nudity
Action Taken: Banned
School: Henderson Junior High
Book: Hunted, P.C. Cast
Reason Cited: Sexual content or
nudity
Action Taken: Banned
School: Henderson Junior High
Book: Marked, P. C. Cast
Reason Cited
: Sexual content or nudity
Action Taken: Banned
School: Henderson Junior High
Book: Tempted, P. C. Cast
Reason Cited: Sexual content or
nudity
Action Taken: Banned
School: Henderson Junior High
Book: Untamed, P. C. Cast
Reason Cited: Sexual content or
nudity
Action Taken: Banned
School: Henderson Junior High
Book: Blood Promise, Richelle
Mead
Reason Cited: Sexual content or
nudity
Action Taken: Banned
School: Henderson Junior High
Book: Frostbite, Richelle Mead
Reason Cited: Sexual content or
nudity
Action Taken: Banned
School: Henderson Junior High
Book: Spirit Bound, Richelle
Mead
Reason Cited
: Sexual content or nudity
Action Taken: Banned
School: Henderson Junior High
Book: Vampire Academy,
Richelle Mead
Reason Cited
: Sexual content or nudity
Action Taken: Banned
School: Henderson Junior High
Book: Chosen, P. C. Cast
Reason Cited
: Sexual content or nudity
Action Taken: Banned
School: Henderson Junior High
Book: Shadow Kiss,Richelle
Mead
Reason Cited: Sexual content or
nudity
Action Taken: Banned
School: Taylor Middle School
Book: Being, Kevin Brooks
Reason Cited: Sexual content or
nudity; Violence or horror
Action Taken: Banned
Tomball ISD
School: Tomball High School
Book: My Sister's Keeper, Jodi
Picoult
Reason Cited: Profanity; Sexual
content or nudity
Action Taken: Alternate book
allowed (curriculum only)
Whitehouse ISD
School: Whitehouse High School
Book: The Satanic Verses,
Salman Rushdie
Reason Cited: Profanity;
Sexual content or nudity
Action Taken: Use restricted
Woodville ISD
School: Woodville Elementary
Book: Mine's the Best, Crosby
Bonsall
Reason Cited: Politically,
racially, or socially offensive
Action Taken: Banned
School: Woodville Intermediate
Book: Shakespeare Bats
Cleanup, Ron Koertge
Reason Cited nudity
: Sexual content or
Action Taken: Use restricted
Charter School
School: The School of Liberal
Arts and Science (Dallas)
Book: Woman Hollering Creek,
Sandra Cisneros
Reason Cited: Profanity; Sexual
content or nudity; Offensive to
religious sensitivities
Action Taken: Retained
A Short Summary of Each Challenged Book:
10 Things To Do Before I Die, Daniel Ehrenhaft. Realizing he only has 24 hours left to live, normally cautious 16-year-old Ted Burger sets out to complete a "to-do" list compiled by his friends.
Blood Promise, Richelle Mead. A story of three vampires who must make sacrifices and compromises after they are captured by an enemy group.
A Great and Terrible Beauty, Libba Bray. After witnessing her mother's death, Gemma is haunted by visions while she attends a prep boarding school in London. Learning to control her visions, Gemma is able to use her magical powers for good and work to avenge some past magical wrongdoings.
Al Capone Does My Shirts, Gennifer Choldenko. In 1935, 12-year-old Moose moves to Alcatraz with his mother, prisonguard father, and autistic sister Natalie. Moose befriends a girl named Piper who has a knack for getting him into trouble, but also helps him come to terms with his new life on the island.
and Tango Makes Three, Justin Richardson and Peter Parnell. At New York City's Central Park Zoo, two male penguins fall in love and start a family by taking turns sitting on an abandoned egg until it hatches.
Being, Kevin Brooks. A routine trip to the doctor turns into a nightmare for Robert Smith, who discovers that he does not have human organs. Embarking as a fugitive, Robert travels across England and beyond, wanting to avoid the facts of his situation while also questioning everything he thought was real.
Betrayed, P.C. Cast. Young vampire Zoey must confront danger and reconcile her past with her present as her home, the House of Night, is threatened.
Bless Me, Ultima, Rudolfo Anaya. Set in World War II era New Mexico, a young boy must face questions of morality and religion when he meets Ultima, a healer who uses herbs and magic.
Blood and Chocolate, Annette Curtis Klause. A teenage werewolf finds herself stuck between the human and paranormal worlds when she falls in love with a high school boy.
Blood Makes The Grass Grow Green, Johnny Rico. Rico's autobiographical account details his time fighting against the Taliban as an American soldier.
Body Language, Alan and Barbara Pease. The Peases' work offers a look into how humans communicate nonverbally; focusing on body language, the book provides advice and information on the topic for those wishing to read deeper into others' communication.
Boundless Grace, Mary Hoffman. Young Grace travels to Africa to meet her father's new wife and family.
Captain Underpants, Dav Pilkey. A collection of children's humor stories featuring characters such as Professor Poopypants and the Wedgie Woman.
Chiggers, Hope Larson. As Abby returns for another summer at camp, she finds that her old friends aren't just as she left them and is forced to forge new bonds with the girls at her camp.
Chosen, P.C. Cast. Vampire Zoey must navigate her way through chaotic events at her vampire finishing school and is forced to confront secrets, murder, and love.
Cirque du Freak: Tunnels of Blood, Darren Shan. Darren and Evra discover blood-drained corpses and embark on a mission to find the creatures responsible.
Creepy Castles, Sarah Parvis. A compilation of some of the world's scariest locations.
Crescent: A Novel, Diana AbuJaber. Set in Los Angeles, this story follows Sirine who falls in love with an Iraqi-born academic, only to have their relationship complicated by disturbances in the Middle East.
Diamond Dogs, Alan Watt. Neil, a high-school football player, kills a boy while driving drunk. Neil's father, the sheriff of the town, hides the body but is subsequently called to work on the case. As the events unfold, Neil's life becomes filled with self-loathing, lies, and betrayal.
Diary of a Wimpy Kid, Jeff Kinney. Middle-school student Greg is forced, by his mother, to keep a diary of the school year's events.
Drawing Portraits, Barrington Barber. An instructional book on how to draw portraits and improve one's skills.
Drug Related Diseases, Barbara Hughes. Discusses a number of drugs, including alcohol, cocaine, heroin, and amphetamines, and the health problems that may result from their use or abuse.
Ellen Foster, Kaye Gibbons. Eleven-year-old orphan Ellen faces difficult situations and unloving homes until she finds a place to belong.
Ender's Game, Scott Orson Card. The story of child genius Ender Wiggin, who must save the world from malevolent alien "buggers."
Fahrenheit 451, Ray Bradbury. The classic science fiction story of book burning in a near-future dystopia.
Fallen Angels, Walter Dean Myers. Set during the Vietnam War, this story follows Perry, a teenager from Harlem, as he lives life on the front lines of the war.
Falling Angels, Tracy Chevalier. Living in Edwardian London, Lavinia and Maude forge a friendship that overcomes social boundaries amidst much social upheaval.
Flossy and the Fox, Patricia McKassack. In the rural South, young Flossy outsmarts a fox on her way to deliver eggs.
Forever, Judy Blume. A story of first love between high school seniors Katherine and Michael.
Freak Show, James St. James. Teenage drag queen Billy Bloom pushes boundaries and challenges social norms at the conservative Eisenhower Academy.
Frostbite, Richelle Mead. Three vampire friends must join forces against an enemy army.
Getting It, Alex Sanchez. Fifteen-year-old Carlos asks his gay friend Sal to give him a makeover; Sal agrees, but only in exchange for Carlos' help in forming a Gay-Straight Alliance.
Ghosts in Amityville: The Haunted House, Jack DeMolay. An account of one of the most famous ghost stories in America, as told from the perspective of the inhabitants of the haunted house.
Go Ask Alice, Anonymous. An anonymous diary of a girl whose loneliness drives her to try drugs and eventually let her life spin out of control.
Green Glass Sea, Ellen Klages. Two girls spend a year in Los Alamos as their parents work on the atomic bomb that will end World War II.
Harris and Me, Gary Paulsen. An 11-year-old spends his summer on a family farm and befriends his prankster cousin Harris.
Hunted, P.C. Cast. Vampire Zoey and her friends must discover a way to deal with something that might bring down their House of Night.
La Cocina de Noche, Maurice Sendak. Spanish language edition of In the Night Kitchen. See synopsis for In the Night Kitchen below.
Impulse, Ellen Hopkins. Three teens in a psychiatric hospital tell their stories of failed suicides.
In the Night Kitchen, Maurice Sendak. A nighttime adventure in a baker's kitchen narrated by a child.
Intimate Universe: The Human Body, BBC (video). An in-depth look at the physiological and emotional workings of the human body throughout the lifespan.
It's Hot and Cold in Miami, Nicole Rubel. Chronicling the fifth grade year of twins Rachel and Rebecca, the story highlights their adventures and the competitive spirit that exists between the girls.
Joey Pigza Swallowed the Key, Jack Gantos. Written from Joey's perspective, this story chronicles the life of a boy with AttentionDeficit Disorder.
l8r g8r, Lauren Myracle. Three best friends detail the ups and downs of high school life through instant-message conversations.
Lawn Boy, Gary Paulsen. On his twelfth birthday, the narrator receives a lawn mower and embarks on a business venture that leads him to climb the financial ladder with great success.
Life is Funny, E.R. Frank. Author Frank describes the lives of eleven Brooklyn teenagers as they navigate through school, relationships, and family problems.
Like Water for Chocolate, Laura Esquivel. Main character Tita's sister marries Tita's love while the unmarried sister is left to prepare the wedding feast. Esquivel's story is one about the intertwining of food and love, and of breaking traditional norms.
Marijuana, Sandra Lee Smith. A scientific book that examines the ways marijuana has been produced and used, and discusses the harmful effects of the drug on the mind and body.
Marked, P.C. Cast. An introduction to vampire Zoey and the House of Night, in which she finds friendship, love, and adventure.
Mine's The Best, Crosby Consall. Two boys, each with a balloon, debate over whose is better.
My Brother Sam Is Dead, Christopher Collier. The classic story of one family torn apart by the Revolutionary War.
My Pet Puppy, Honor Head. A book designed to help children learn how to care for their pet.
My Sister's Keeper, Jodi Picoult. A story of one girl's fight to keep her organs her own, despite having been genetically engineered to be a perfect match for her cancer-stricken sister.
Naruto vol 1: The Tests of the Ninja, Masashi Kishimoto. Naruto attempts to gain entrance to the Ninja Academy, make friends with his classmates, and pass an upper-level ninja test.
Of Mice and Men, John Steinbeck. A story of two migrant farm hands, father-like George and simple-minded Lennie, who weather tough times together.
The Perks of Being a Wallflower, Stephen Chbosky. A coming-of-age story told in the form of letters written by protagonist Charlie, who must deal with sex, drugs, friends, and family problems in his 10 th grade year.
Pillars of the Earth, Ken Follet. A story that chronicles one man's journey to build a cathedral in 12 th century England while navigating the chaotic political landscape of the era.
Pitch Black: Color Me Lost, Melody Carlson. Protagonist Morgan deals with her friend Jason's suicide and feels responsible for Jason's death.
Prep, Jake Coburn. A story focusing on male Manhattan prep-school students who fight, do drugs, drink heavily, and join gangs despite their privileged and wealthy upbringings.
Pretty Little Liars, Sara Shepard. Four high school girls grapple with secrets and a missing childhood friend.
Princess on the Brink, Meg Cabot. Princess Mia wonders whether or not to use sex to keep her boyfriend Michael from moving to Japan.
Shadow Kiss, Richelle Mead. Vampire Rose fights a personal battle over whether to save her best friend or hold on to the boy she loves.
Shakespeare Bats Cleanup, Ron Koertge. Fourteen-year-old, baseball-obsessed Kevin takes to writing poetry when he is diagnosed with mono. His poetry provides insight into his adolescent dreams, romance, and grief.
Speak, Laurie Anderson. Teenage outcast Melinda begins to find it hard to speak – physically. As she observes the world around her, she searches for her true voice.
Spider-Man, J. Michael Stracyznski. One of the man Spider-Man comics the author has written.
Spirit Bound, Richelle Mead. The fifth installment of Mead's Vampire Academy series. Due for release in 2010.
Tamar, Mal Peet. A drama about resistance fighters in the Netherlands during World War II, partially narrated by a resistance fighter's granddaughter whose curiosity compels her to research her grandfather's past.
Tempted, P.C. Cast. Vampire Zoey discovers she has the power to stop the evil immortal, but only with the chance of losing her own life.
Tempting Faith DiNapoli, Lisa Gabriele. Faith, the eldest daughter of an Italian family, takes it upon herself to compensate for her entire family's shortcomings by being as much of a "saint" as possible.
The Bean Trees, Barbara Kingsolver. Taylor leaves home in Kentucky to move West, on the way becoming the adoptedmother of an abandoned child.
The Black Tattoo, Sam Enthoven. An adolescent boy's best friend is possessed by an ancient demon known as the Scourge. In order to save his friend, the boy must venture into hell and battle the Scourge.
The Bogeyman, Stephen Brensky. A guide to the various bogeymen that have appeared in film, literature, and folklore throughout the ages.
The Chocolate War, Robert Cormier. Jerry's refusal to sell chocolate for a class fundraiser launches the entire school into a battle of control and honor.
The Contender, Robert Lipstye. High school dropout Alfred joins a gym in his quest to become a champion boxer.
The Dirty Cowboy, Amy Timberlake. A cowboy decides to take his yearly bath, only to emerge unrecognizable to his canine companions, who refuse to relinquish the cowboy's clothing.
The Family Book, Todd Parr. A children's book that illustrates the many and varied types of families, from the traditional nuclear family to those with same-sex parents.
The Foxman, Gary Paulsen. A story of friendship and healing in Minnesota's wilderness that focuses on a 15-year-old orphan who is forced to move away from his alcoholic parents.
The Idiot's Guide to Wicca and Witchcraft, Denise Zimmerman. A "how-to" book giving a history of witchcraft and earth-based religion. Also provides advice for casting spells.
The
Legend of
Buddy Bush,
Sheila P. Moses. Accused of raping a white woman, Buddy Bush must endure arrest, trial, and visits from the Ku Klux Klan.
The Manny Files, Christian Burch. Matthew, a male nanny, is hired to care for four children, one of whom takes it upon herself to get him fired.
The Poet, Michael Connelly. Jack, a Denver crime reporter, is given the assignment of writing a story about his brother Sean's suicide. However, Jack isn't convinced that Sean's death was a suicide and he proceeds to launch his own investigation into his brother's death.
The Road, Cormac McCarthy. A story of a father and son struggling to survive in a postnuclear-holocaust world, full of gray skies and starvation.
The Satanic Verses, Salman Rushdie. Two actors from India are the main characters in a series of allegorical tales about metamorphoses, dreams, and revelations.
The Secret Life of Bees, Sue Monk Kidd. In the 1960's South, 14-year-old Lily embarks on a journey with her nanny to find answers about her mother and her past.
The Street Pharm, Allison Van Diepen. In Brooklyn, Ty is a 17year-old drug dealer who must navigate through relationships and a family business while trying to stay alive on the streets.
The Westing Game, Ellen Raskin. A mystery that explores the Halloween murder of Sam Westing.
The World According to Garp, John Irvin. A tragic-comic novel spanning the conception and life of the titular character.
Tom, Tomie dePaola. An autobiographical account of the author's relationship with his grandfather, Tom.
ttfn, Lauren Myracle. Through instant message language, three high school friends weather the trials of moving, drug experimentation, and relationships.
ttyl, Lauren Myracle. Through a series of instant messages, three high school friends keep in touch and offer each other advice in dealing with high school happenings.
Untamed, P.C. Cast. High school vampire Zoey deals with being a social outcast.
Vampire Academy, Richelle Mead. Two vampire best friends begin school at a vampire academy and are faced with "typical" high school challenges.
Vampires, Stephen Krensky. Krensky offers information on vampire history, folklore, and reported attacks, among other topics.
Whale Talk, Chris Crutcher. Orphan T.J. assembles an army of outcasts to teach the school's jocks a lesson.
Woman Hollering Creek, Sandra Cisneros. Mexican-American women of San Antonio muse on their loyalty to Mexico, their lovers, and their sense of selfworth.
The ACLU of Texas Interviews H. G. Bissinger
Bissinger's Friday Night Lights: A Town, a Team, a Dream tells the story of the 1988 Permian High School football team of Odessa. Bissinger, a journalist by trade, spent an entire year in Odessa in order to acquaint himself with the team, the fans and the culture. In doing his research, he found rampant racism and sexism in Odessa. He also found that Permian High valued football over academics. H.G.
Bissinger's reporting on Odessa's football culture was, at times, unflattering for the town. In order to expose the racism he found, he often quoted the townsfolk employing racial epithets. A substantial amount of vulgarities also made it to the page.
Last year, Friday Night Lights was challenged in Beaumont ISD for racism, sexual content, and profanity. The district responded to the challenge by not just banning the book in a single school, as is most often the case, but by banning the book in every one of the districts' 30 school libraries.
A ban of such magnitude is rare, and the ACLU of Texas believes it was the most egregious instance of censorship reported last year. In an effort to follow up on this story we interviewed H. G. Bissinger to get his thoughts on the banning, and censorship of public school library books in general.
Please tell our readers a bit about yourself.
Well, I would encourage people to check out my website 1 , but I can give a few highlights.
I was raised in New York City. I went to Phillips Academy in Andover and then to the University of Pennsylvania. I was a newspaper reporter for about 15 years before I went down to Odessa in the summer of 1988 to begin researching Friday Night Lights. I lived there for a year with my family.
1 www.buzzbissinger.com
I've written several books since Friday Night Lights. The second book was a book about urban America called A Prayer for the City (1998). My third book was about Major League Baseball called Three Nights in August (2005). And then there's a fourth book coming out in September that I've written with the basketball player Lebron James that's called Shooting Stars (2009). I am also a contributing writer and editor at Vanity Fair magazine. I've done that for over a decade. And— not to brag—but I won the Pulitzer Prize for Investigative Reporting in 1987. I now live in Philadelphia with my wife and three sons.
Would you describe the responses you have received from individuals who have read Friday Night Lights.
Overall, the responses have been fantastic. I've gotten thousands of very positive reactions: "the book was seminal…" "very important…" "it really described the culture of sports and the impact it has on small town lives in way no book had before…" It's also used in hundreds of high schools and colleges around the country. I've had dozens of teachers say "this is the best book we've assigned, particularly for high school boys because they really
don't like to read anything but they read Friday Night Lights."
What did those in Odessa think of the book when it was first released?
The initial response in Odessa was not fantastic. They were upset with the book. I felt the book was empathetic, but it certainly told the truth when it had too. Whether it was about race, academic standards or gender inequality and the way women were treated in Odessa, it did not sugar coat. The basic message was that high school football had been over emphasized beyond all rational proportion in Odessa. But it was certainly not unique to Odessa. It was a common phenomenon in Texas and in virtually every state in the country.
I also received threats of physical violence from some in Odessa. I was supposed to go down to Odessa to do a series of book signings when the book came out. Various bookstores called the publishers and said, "We cannot guarantee your safety." So, the publisher elected to cancel those book signings. I know Odessa, and there are great people there, but they take their football very seriously. Though it wasn't related to the book, Permian had just been declared ineligible for the playoffs. They had been turned in by their rival. 2 So everyone was going crazy and, as the book came out, they blamed the book and they blamed me for the team's troubles. It was a very chaotic situation.
Are they still upset with you in Odessa?
I've been to Odessa five or six times since then. I did go back in 2004 to write an article for Sports Illustrated about going back to Odessa on the eve of the film coming out. And within Odessa, many people admitted they hated me when the book came out: "We though the book was unfair, but as we thought about it and read it, we realized it was a horrible look in the mirror. But it was in many ways an accurate one. So we had to change." From what I can tell, there have been positive changes in Odessa. As a result of the book, football is not as important.
2 The football team had been turned in for holding illegal offseason practices.
Other sports are being emphasized, education is being emphasized, and there is more racial equality. This is music to my ears. The book had a positive impact on Odessa, but I also give Odessa a lot of credit for that.
What was your reaction to hearing that Beaumont ISD had banned Friday Night Lights in all of their school libraries?
I was saddened, a little surprised, and angered. Sure, the book has a few obscenities. Whether we like to admit it or not, kids down to the age of five have heard obscenities—just turn on a television! But, I think this is an important book for everyone to read, in particular kids from the age of 14 and up. It is very accessible and easy to read, but it talks about themes that are very important. As I said, it talks honestly about race and the ways in which AfricanAmerican athletes are treated poorly.
It talks about educational standards becoming ridiculous because of the over importance of high school football. It talks about gender inequality. It talks about what happens when a town puts all its hopes and dreams into a high school football team, as Odessa did and so many towns in Texas still do. The situation is not getting any better in Texas. They're building these outlandish stadiums that cost millions of dollars, have replay scoreboards, VIP seating and licensing opportunities.
I thought Beaumont's decision was a horrible form of censorship and extremely shortsighted. I understand it was banned in part for sexual content, but I'm not sure what they were referring to in terms of sexual content. I barely remember anything like that in the book. Profanity was used because you have to quote people accurately, that's what a reporter does. This is the language kids sometimes use. I'm sorry if that offends people, but let's wake up. It wasn't used gratuitously; it was used to accurately reflect the feelings of the people I wrote about at the time.
I'm also sorry if the people of Beaumont or anyone else got offended by the use of the n-word in the book. Trust me, I was incredibly offended by the use of that word while in Odessa. The idea that that word would be used routinely by whites in the late 1980s was appalling to me as well, but I had to use that word. If I don't use that word in the book, then the whole impact of writing about racism would have been completely lost.
It seems like Beaumont ISD is trying to shield students from the fact that racism exists. How do you feel about this tactic?
I don't know what they think they are shielding kids from. It's like they're acting as if racism doesn't occur in Beaumont. And that's not to single out Beaumont; racism occurs everywhere. Just like racism wasn't unique to Odessa, Texas. It also occurs in Philadelphia where I live and in New York City where I grew up. It occurs everywhere.
Kids and adults should know about racism, and they should be sensitive to it. Friday Night Lights hammers home the message of how we often think of African-Americans who play sports: we love them on the football field, but off the football field we often think they are inferior. This extends to African-American athletes being treating as subhuman in the classroom and not being worth anything except that they play football. And this still goes on today.
For Beaumont to think they are doing anyone a favor by sheltering and shielding kids from depictions of racism, they're doing exactly the opposite. They are depriving kids of knowledge they should have so that they're more sensitive to saying things that are inflammatory and aware of the repercussions of what can happen.
How different do you think the high schools in Beaumont ISD are from Permian High School in the late 1980s?
My sense from past history is that Beaumont takes its football pretty seriously. I have to imagine the book hit pretty close to home for many in Beaumont. I've been in Texas long enough to know football is important in virtually every community and town in Texas. It's part of the culture and myth of Texas. And nowhere is the culture of football stronger than it is in Texas. So, I'm sure it did.
As it turns out, it hit close to home not just in Texas, but in every state in the country. Otherwise, it would not have sold two million copies. It would not have been made into a movie or a television series. So obviously it hits close to the bone in many places. Beaumont ISD is probably sticking its head in the sand and acting like these problems don't exist there. But I can pretty much guarantee you, if I spent a year in Beaumont and had the type of access I had in Beaumont that I had in Odessa, I would pretty much find the same things there that I found in Odessa.
How are schools and students affected when books like Friday Night Lights are banned?
Whether it is my book or any book, they're being deprived of knowledge they should have. Kids are sophisticated enough today to read something and agree with it or call it silly and not agree with it. Or
they can be offended by it. But no one, whether they're adults or kids or senior citizens, should be deprived of knowledge. It's ridiculous.
Friday Night Lights is probably considered the most classic book written on sports in the last 25 years. It was named the best book ever written on football by Sports Illustrated and the fourth best sports book of all time. Not only is that an honor, it is an indication that this book is really saying something important. Now, as I said, people don't have to agree with it and people don't have to like it, but they should have access to it. And that's true of any book.
Are there any messages in your book that you think were lost on the censors in Beaumont?
Look, football is exciting and I love football and in particular I love high school football. I loved going to those Permian games in Odessa. I'm not against football by any stretch of the imagination. But, this book shows what can happen when high school football becomes the major thing in town, or the only important thing in town. It kind of swallows everything: academic standards go down, football players don't get the education they should get and minorities are treated as animals. There is also a very serious gender gap between young men and women who go to high school. The women are treated as inferior and encouraged to not be as smart as the male students because it's simply not cool.
High school football is fun and exciting, it's great for the fans, but the game ends. And for a lot of these kids, they're playing in front of thousands of people at the age of 17 or 18, and then they're hasbeens at 19. And no one should have to live that way. I remember hearing an assistant coach saying, "We're not here to have fun. This is a business trip." And if anyone in Beaumont says, "We just treat it as a game and it's just for fun," he is lying. It is of supreme importance and it's becoming more and more important all over the country. Calling attention to these problems is all part of the message of Friday Night Lights.
What advice would you offer to those parents who place emphasis on athletics?
There are great lessons that can be learned from playing sports: lessons about discipline, camaraderie, what it means to work in collaboration, and about achieving your dreams, particularly at the high school level. But you cannot do that to the detriment of completely ignoring a kid's education. For everyone who gets a college scholarship, or every rare one who gets to the pros, there are hundreds of thousands of kids who don't get there.
These kids are going to wake up one day and they're going to ask, "What happened? I have no education, I really don't have any skills, and I don't really like to read. What am I going to do?" Life is becoming more complex and more competitive worldwide. America is a very different place than it used to be. So, if you're a parent and all you care about is sports for your Johnny and Judy, you're leading them down a terrible path. And I think Friday Night Lights showed that.
If, however, you combine the lessons you can learn in sports with academics, then you will have raised a spectacular kid. I know this because the kids I went to high school with who were good athletes and also good in the classroom are the most formidable, competitive professionals I've ever met—and they're enormously successful. So, sports can have a great role, but society must pay more than simple lip service to the value of education.
Finally, what advice would you offer the parents who try to get books like yours banned in school libraries?
They are absolutely just fooling themselves. Not only are they fooling themselves, they are fooling their kids. If they really think that by banning books they are protecting their children then they are crazy. They're not going to be able to do it. Books are beautiful and wonderful, so to deprive a kid of books to shield them from the real world is ridiculous. And it often leads to the opposite; the more you deprive a kid of something the more he or she wants it. So, I think what these parents are doing is dangerous.
Have you stood up for:
□CIVIL LIBERTIES
□EQUAL RIGHTS
□FREE SPEECH
□RACIAL JUSTICE
□ TOLERANCE
15 high school students from across the country will each be awarded a $7,000 college scholarship for their dedication to preserve our civil liberties. Those students will then become part of an elite "class" of student activists, whose talents and passion will be fostered by the ACLU National office.
For more information, please go to the ACLU of Texas websitewww.aclutx.org.If you would like to apply for an ACLU Youth Activist Scholarship, please contact ACLU of Texas Field Organizer Tracey Hayes at (512) 478‐7300 x 124 firstname.lastname@example.org.
The deadline for submissions isMonday, November 23.
Executive Committee
Paul H. Asofsky, President James Aldrete, Vice President, Program Kurt Schwarz, Vice President, Development Michael R. Wyatt, Vice President, Legal Richard Alvarado, National Board Representative Fran Compton, Treasurer Nancy Friedman, Secretary Madan Goyal, Affirmative Action Officer
Board of Directors
David Chang
Jim Cornehls
Randall Ellis
MaryScott Hagle
Lee Henderson
Gilberto Hinojosa
Rev. Charles Kiker
Annette Lamoreaux
Betsy Moon
Lisa White Shirley
Mohammad Tariq, M.D.
Mark Yzaguirre
Management Staff
Terri Burke, Executive Director Maida Asofsky, Houston Regional Director Rebecca Bernhardt, Policy Director Ann Trump Daniel, Director of Development Lisa Graybill, Legal Director Dotty Griffith, Public Education Director Tracey Hayes, Field Organizer
ACKNOWLEDGEMENTS
Editor
Kathryn Brimacombe, Public Affairs Coordinator
Author
Cody Safford, Administrative Assistant, Houston Regional Office
SPECIAL THANKS TO:
Maida Asofsky
Amy Lanteigne
H.G. Bissinger
Texas Library Association
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Matthew G Marsh HIST 2302 Sec 001 T 6:00-1:45pm LH 300
Course Description:
Required Texts:
Assignments:
Student Learning Outcomes:
.
SUL ROSS STATE UNIVERSITY SPRING 2024
WORLD HISTORY II: Since 1500
Office: LH 301
Office Hours: MWF 1:00-3:00pm &
TTH 2:00-4:00pm
Office Phone: (432) 837-8199
E-mail: email@example.com
World History since 1500 (3-0). A survey of world history from the beginning of the 16th century up to the present day. Coverage will include non-western civilizations such as the Ottoman Empire, Safavid Iran, Mughal India, Ming & Qing China and their interaction with the European states.
Western Civilization: A Global & Comparative Approach. Vol. II since 1600. Kenneth L. Campbell. (London: Routledge, 2012).
The graduating student with a B. A. in History will:
2. The history student will demonstrate knowledge of American History, World History, and Non-American History
1. Develop an informed, critical and articulate approach to the study of history. Marketable Skills: Critical Thinking: Absorption, comprehension, synthesis of Data Ibid: Development of pattern recognition and causal skills. Global Fluency: Ability to place the United States in a global context
Marketable Skills: Students can meet deadlines in a successful manner. Students can discharge responsibilities in an adequate manner. Students can manage the absorption of data.
Marketable Skills: Professionalism: Knowledge and understanding of the civic roles and responsibilities of a United States citizen.
3. Demonstrate knowledge of historical events, movements, major turning points and personalities of the past.
Critical Thinking/Professionalism: Ability to relate the importance of the
4. The history student will demonstrate the ability to write about topics in historiography and how those topics are interpreted.
historical past when considering public policy decisions.
Marketable Skills:
Students can utilize data to persuade various audiences. Students can utilize data to generate and strengthen ideas. Students can decipher stances adopted by various individuals.
Marketable skills:
Students can identify useful resources from a pool of data. Students can select and organize data in a relevant manner. Students can make written presentations to various audiences
5. The history student will demonstrate historical research skills in a logically organized, written paper that is mechanically correct and supported by relevant documentation of historical content
SLO's are assessed as follows:
Course Learning Outcomes
Students who complete HIST 2302 with a grade of "C" or higher will be able:
Be able to chart long-term historical & political trends in the World History since 1500
Be able to trace the historical development of early modern and modern civilizations including, but not limited to, the following: Ottoman Empire, Safavid Persia, Mughal Empire, Ming Empire, Qing Empire, Western and Eastern European nations through political, economic, socio-cultural developments.
Demonstrate knowledge of key historical events, movements and personalities in World History since 1500.
Demonstrate knowledge of the historical and political geography as related to the topics of World History since 1500.
Understand the role that historical interpretation plays in the assessment of the past and be able to identify and critique various and differing interpretations of the past.
The development of critical thinking and writing skills through essay test questions, a research report and critical book reviews.
Students seeking teacher certification in the History and Social Studies 7-12 areas will cover some or all of the following standards.
History 7-12: Standards II, IV, V & IX
Social Studies 7-12: Standards II, IV, V & IX
Core Subjects EC-6/4-8: Social Studies Standards IV, V, VII & IX
TExES Standards: Students seeking teacher certification in the Core Subjects EC-6 or 4-8, History 7-12, and Social Studies 7-12 areas will cover materials relating to the following standards in this course.
* Core Subjects 4-8 - Social Studies Standard IV, V, VI, VII & IX
* Core Subjects EC-6 - Social Studies Standard IV, V, VI, VII & IX
* History 7-12 - Standards IV, V, VI, VII, VIII, IX & X
* Social Studies 7-12: Standards IV, V, VI, VII, VIII, IX & X
Academic Honesty - Per the University's policy on academic honesty the in the Student Handbook - University's Policy and Procedures section students are expected to use the highest standards in their academic pursuits and behave in a manner that is beyond reproach. Academic dishonesty will not be tolerated in this class. Any student caught cheating on a quiz will receive an "F" for the quiz and will not be allowed to retake it. Any student caught cheating on exam will receive an "F" for the exam, may fail the course and may face additional disciplinary action by the Dean of Students
A. D. A. Statement: Sul Ross State University is committed to equal access in compliance with the Americans with Disabilities Act of 1990 and the Rehabilitation Act of 1973. It is the students responsibility to initiate a request for accessibility services. Students seeking accessibility services must contact:
Mary Schwartze Grisham, LPC
Ferguson Hall 112
Counseling and Accessibility Services,
Mailing Address: P. O. Box C-171; Alpine, TX 79832
Phone: (432) 837-8203
If you have an accessibility letter from the C. A. S it is your responsibility to ensure that the
E-mail: firstname.lastname@example.org
TExES Standards:
Course Requirements:
Course Requirements:
instructor has received a copy of it so your specific accommodations can be met.
Appealing the Final Grade: If students wish to appeal their grade, this discussion should begin with the instructor and proceed according to university policies and procedures. For university policies on appealing a grade, please see the Student Handbook for the procedures in place.
Attendance - Yes, you are expected to attend class. Per SRSU requirements attendance will be taken at the beginning of each class. Students with more than six unexplained absences can be dropped from the course with a grade of "F". If you come into class late it is your responsibility to ensure that the instructor has counted you here. Students more than 25 minutes late will be counted absent.
Classroom Conduct: Per the Student Handbook "students are expected to conduct themselves in a manner consistent with the University's function as an educational institution." Students should treat their classmates with courtesy and respect. Students talking over others, using persistent profane or vulgar language or otherwise disrupting the class may be dismissed from the class.
Cell Phone Policy: TURN OFF ALL ELECTRONIC DEVICES. Use of electronic devices during the class is strictly prohibited and anyone who uses an electronic device may be asked to leave the class.
Contacting the Instructor: My office telephone number and e-mail are included for emergency situations. E-mail is the preferred method of communication. Please use the following format for any e-mail communications: YOUR NAME: HIST 2302:Subject of E-mail. Please allow 24-48 hours for a response.
Late Assignments: Assignments turned in late will lose 10% off their maximum grade each day the assignment is late. Assignments 4 plus days late will receive a grade of "F".
Make Up Quiz & Exam Policy: Make exams will only be given because of documented emergency situations such as severe/extreme medical conditions for yourself or a dependent, or in the case of a death in the immediate family. Students who have this type of problem must either contact the instructor by e-mail or phone prior to the date of the exam OR bring in a validated excuse upon their first day back in the course.
On Writing Well: The members of the history faculty believe that it is important that students be encouraged to write well in classes other than English. To that end each examination will contain essay questions and a term research paper will be required. Points may be deducted from your grade for the overall quality of the essay, reflection or paper, including spelling and grammatical errors. (Use Spelling & Grammar Check).
University Programs and Services SRSU Library Services.: The Sul Ross Library offers FREE resources and services to the entire SRSU community.
Off-campus access requires your Lobo ID and password. Check out materials using your photo ID. Librarians are a tremendous resource for your coursework and can be reached in person, by email (email@example.com), or phone (432-837-8123).
Access and borrow books, articles, and more by visiting the library's website, library.sulross.edu.
Learning Strategies, Styles, and Centers.
Academic Centre for Excellence (ACE) FH 214
Academic Success Center. 1st Floor Library: offers tutor or many subjects, holds numerous workshops on developing better notetaking, reading, and study skills as well as assisting students with writing and test taking strategies.
(http://www.sulross.edu/academic-center-excellence ) Through the Centre, the University offers tutoring for many subjects, holds numerous workshops on developing better notetaking, reading, and study skills as well as assisting students with writing and test
Student Responsibilities:
Instructor Responsibilities:
Lesson Structure:
Assignments:
Course Assignments:
taking strategies.
You are responsible for attending all lectures, taking notes and completing the readings.
You are responsible for turning in assignments on time.
You are responsible for getting notes from a missed class from a classmate.
You are responsible for being in class to take quizzes and exams
You are responsible for verifying your enrollment in or withdrawal from the course. If you quit the class, but your name still appears on the Banner grade sheet at the end of the semester you will receive an "F" for the course.
Mr. Marsh will know the course content; explain relevant concepts and principles; facilitate class participation; hold office hours; treat students fairly and with respect; and create a positive learning environment.
Mr. Marsh will return assignments in a reasonable amount of time.
Mr. Marsh will field any question on the course content
Mr. Marsh will hold office hours and answer student e-mails on the course.
Lectures: With each lesson will be a lecture, or series of lectures, introducing the main themes and topics of that lesson. Please note the bullet points contained on the lecture slides are an outline for you to use when taking notes. They are not a transcription of lecture itself.
Readings: Each lesson will consist of a required reading from the primary textbook, a supplementary chapter or article, or both depending on the lesson. While you are required to purchase the primary textbook, supplemental readings will be posted to Blackboard.
Required Textbooks:
In addition to the Sul Ross Bookstore, Amazon.com, and other fine merchants. All supplemental readings will be provided via Blackboard.
Western Civilization: A Global and Comparative Approach. Vol. II Since 1600. Kenneth L. Campbell. (London: Routledge, 2012.)
With each lesson there will be an assignment or assignments that you are asked to complete. See below for a full listing of the different assignments we will be completing in this course
Thematic Quizzes: Our 16 lessons will be structured around 5 main units: the 16 th Century, the 17 th Century, 18 th Century, 19 th Century, and 20 th Century, with each unit taking three-four lessons each to complete. At the end of each unit you will complete a short quiz on that century. Quizzes will be based on lectures and readings from each lesson, and will consist of a combination of multiple choice, true/false, geographic, and short answer questions. The questions on each quiz will be delivered one at a time, in random order, with backtracking prohibited. Because of this, it means that these unit quizzes DO NOT require proctors. The quizzes are also open book and open note with a time limit of 45 minutes for completion.
Reading Syntheses: History is a discipline based around written documents. Because of this reading the text is a critical part of understanding the material and successfully completing the course. With each lesson you will write a one page synthesis based on the textbook, and/or supplementary readings for that lesson. (See Appendix I for Complete Details)
Primary Source Readings & Discussion Boards: With each unit will be reading a primary source document from one of the major civilisations covered that will have assigned questions to answer. Your answers to the questions will then be posted to the Blackboard Discussion Board and respond to at least two other posts. (See Appendix II for Complete Details.)
Concise Historical Content Notebooks: For each unit (16 th , 17 th , 18 th , and 19 th Centuries) you will compile a study notebook comprised of the following: key dates, key vocabulary terms, key historical figures, key geographic features, key historical events. (See Appendix IV for Complete Details.)
Country Presentation: Students will complete a country report presentations over a historical country which existed between the periods of AD 1500 to 1789. The country report is designed to allow students to explore the information on a country of interest and practice basic research, writing and presentation skills. (See Appendix III for further details)
Attendance & Participation: You are expected to attend, pay attention and actively participate in the course. This means completing the assigned readings, assignments, asking questions and participating in discussions.
Extra Credit: Book Review: Students may complete one extra book review for a total of 100 points, chosen from one of the books listed in Appendix III. Limit of one per student. Maximum of 100 points.
Students who attend a Lobo Literati League meeting will receive 15 points of extra credit with documented proof from Dr. Kathy Stein. If other extra credit opportunities arise during the semester they will be noted by the instructor. Students may receive a maximum of 45 points extra credit
Other extra credit opportunities during the semester will be noted by the instructor.
:
Grading Distribution
| Assignment | Number | Points Ea. | Assignment Total Points |
|---|---|---|---|
| Reading Syntheses | 12 | 25pts | 300 pts |
| Unit Quizzes | 5 | 50pts | 250 pts |
| Concise Historical Notebooks | 4 | 37.5pts | 150 pts |
| Primary Source Discussions | 5 | 30pts | 150 pts |
| Country Presentation | 1 | 100pts | 100 pts |
| Attendance & Participation | 1 | 50pts | 50pts |
| | | | 1000 Total Points Possible |
Grading Breakdown
Grade of " "
| Grade of “B” | = | 800-899 points |
|---|---|---|
| Grade of “C” | = | 700-799 points |
| Grade of “D” | = | 600-699 points |
| Failing Grade “F” | = | 000-599 points |
A
= 900+ points
Schedule of Lectures & Readings
UNIT I: 16 th Century – Age of Exploration & Religion
Textbook: Campbell – Western Civ Ch. 10, Reading attached in Lesson folder.
Lesson 1: Syllabus & Expectations; Civilisations of Interest and the State of the World in AD 1501; Islamic Nations in the 16 th Century Pt. I
Lesson 2: Islamic Nations in the 16 th Century Pt. II; World of East Asia,
Textbook: Campbell – Western Civ pg. TBA Islamic & East Asia Readings attached in Lesson folder.
th
Textbook: Campbell –
Western Civ pg. TBA
Lesson 3: Expanding Horizons – Europe of the 16 Cen.
Additional Readings attached in Lesson folder.
UNIT II: 17 th Century –War and the Nation State
Textbook: Campbell – Western Civ pg. TBA Additional Readings attached in Lesson folder.
Lesson 4: Apogee of the Islamic World - Ottomans, Safavids & Mughals in the 17 th Century;
Lesson 5: The Thirty Years War, Rising Absolutism, and the Formation of Nation States in Europe.
Textbook: Campbell – Western Civ pg. TBA Additional Readings attached in Lesson folder.
Lesson 6: Imperial China in Transition: From Ming to Ch'ing.
Textbook: Imperial China Readings attached in Lesson folder
UNIT III: 18 th Century – Enlightenment and Revolution
Textbook: Campbell – Western Civ pg. TBA; Additional Readings attached in Lesson folder.
Lesson 7: Fracturing of the Islamic World – Ottomans, Iran, and Mughal India in the 18 th Century.
Lesson 8: Imperial Apogee – Ch'ing Empire and China Textbook: Imperial China Readings attached in Lesson folder.
Lesson 9: Enlightenment, Warfare, and Revolution in 18 th Century Europe;
Textbook: Campbell – Western Civ pg. TBA. Additional Readings attached in Lesson folder.
UNIT IV: 19 th Century – Rise of Imperial Europe
Lesson 10: Napoleon - Empire and Defeat; Conservative Reaction from 1815 to 1848;
Textbook: Campbell – Western Civ pg. TBA. Additional Readings attached in Lesson folder.
Lesson 11: American Developments; Industrial Revolutions. Textbook: Campbell – Western Civ pg. TBA Additional Readings attached in Lesson folder.
Lesson 12: Ch'ing Empire in Decline, 19 th Century Colonialism; Unifications and Alliances
Textbook: Campbell – Western Civ pg. TBA. Additional Readings attached in Lesson folder.
UNIT V: 20 th Century – Rise of a Global World
Textbook: Campbell – Western Civ pg. TBA Additional Readings attached in Lesson folder.
Lesson 13: Alliances to War; World War I - Western & Eastern Fronts; Oktober Revolution; Impact of Versailles;
Lesson 14: Rise of Totalitarianism; Road Back to War; World War II; New World Powers; Iron Curtain
Textbook: Campbell – Western Civ pg. TBA Additional Readings attached in Lesson folder.
Note: Lectures and Readings are tentative and may be changed at the discretion of the Instructor
Schedule of Assignments & Exams
| Lesson I | Assignment | Due Date |
|---|---|---|
| | Reading Synthesis I | Tuesday 30 January by 11:59pm |
| Lesson II | Reading Questions II | Tuesday 6 February by 11:59pm |
| | Primary Source Discussion I | Tuesday 6 February by 11:59pm |
| Lesson III | Reading Questions III | Tuesday 13 February by 11:59pm |
| | Concise Historical Notebook I | Tuesday 13 February by 11:59pm |
| Lesson IV | 16th Century Quiz (Quiz #1) | Thursday 22 February by 11:59pm |
| | Reading Questions IV | Tuesday 20 February by 11:59pm |
| Lesson V | Reading Questions V | Tuesday 27 February by 11:59pm |
| | Primary Source Discussion II | Tuesday 27 February by 11:59pm |
| Lesson VI | Reading Questions VI | Tuesday 5 March by 11:59pm |
| | Concise Historical Notebook II | Tuesday 5 March by 11:59pm |
| Lesson VII | 17 Century Quiz (Quiz #2) | Thursday 21 March by 11:59pm |
| | Reading Questions VII | Tuesday 19 March by 11:59pm |
| Week VIII | Reading Questions VIII | Tuesday 26 March by 11:59pm |
| | Primary Source Discussion III | Tuesday 26 March by 11:59pm |
| Lesson IX | Reading Questions IX | Tuesday 2 April by 11:59pm |
| | Concise Historical Notebook III | Tuesday 2 April by 11:59pm |
| Lesson X | 18th Century Quiz (Quiz #3) | Thursday 11 April by 11:59pm |
| | Reading Questions X | Tuesday 9 April by 11:59pm |
| Lesson XI | Reading Questions XI | Tuesday 16 April by 11:59pm |
| | Primary Source Discussion IV | Tuesday 16 April by 11:59pm |
| Lesson XII | Reading Questions XII | Tuesday 23 April by 11:59pm |
| | Concise Historical Notebook IV | Tuesday 23 April by 11:59pm |
| Lesson XIII | 19th Century Quiz (Quiz #4) | Tuesday 30 April by 11:59pm |
| | Primary Source Discussion V | Tuesday 30 April by 11:59pm |
| Lesson XIV | Country Presentations | Thursday 2 May by 11:59 |
| Lesson XV | 20th Century Quiz (Quiz #5) | TBA |
Appendix I: Reading Syntheses
I: Learning Objective
The reading synthesis is designed to build knowledge and skills related to the study of history including but not limited to: reading comprehension, interpretation and synthesis, critical thinking, time management and writing in standard English.
II. Directions
Each week a chapter or portions of multiple chapters will be assigned for students to read. After reading the assigned pages write a one page synthesis of the topics and information found in the textbook readings. Syntheses are not designed to be exhaustive, but to give a brief overview of what is being covered. Look at what the main ideas and topics are in the chapter when beginning to outline your summary.
III. Format
* Your Name, Date, HIST 2302 and the assignment week need to be in the upper right-hand corner of the page.
Complete your assignments in Microsoft Word. All pages to be 1.5 spaced, using 12pt Times New Roman or Cambria font.
* Original title for the summary on next line, centred
* NO QUOTES FROM THE TEXTBOOK OR READINGS IN THE SUMMARY
* Body of the summary
IV. Reading Syntheses Grade Sheet
| Assignment Grade Topics | Distinguished | Accomplished | Proficient |
|---|---|---|---|
| Evidence of Reading | 7.5 | 5 | 3.5 |
| Recognizes and Discusses Primary Themes of Reading | 5 | 3.75 | 2.5 |
| Recognizes and discusses impact of major historical figures | 5 | 3.75 | 2.5 |
| Evidence of Synthesis and Interpretation | 5 | 3.75 | 2.5 |
| Formatting | 2.5 | 1.875 | 1.25 |
Appendix II: Primary Source Readings & Discussion Board
I: Learning Objective
Primary Source readings are designed to expose students to the literature and thought of the early Modern and Modern World, highlight the socio-political differences between the Sixteenth and Twenty-First centuries A. D., and promote critical thinking. The Discussion Boards are designed to build knowledge and skills related to the study of history including but not limited to: historical interpretation and synthesis, reading comprehension, critical thinking, time management and writing in standard English.
II. Directions
Each unit you will read an excerpt from a Primary Source from that century. Questions for each weeks reading are posted on the Blackboard Discussion Board for you to respond to. Comments must be a minimum of one paragraph in length. After posting your own comments you will also need to read and comment on at least two other student postings as well. Comments of one or two word banal responses will earn you an automatic "F" for that week's discussion board.
III. Format
Sample Question: In Tablet I - what type of ruler does the reading depict Gilgamesh to be, how do the citizens of Uruk view Gilgamesh? How common do you think the form of government in Uruk would be in this period of history?
Answer: Write your answer using complete sentences and be sure to use spell check and grammar check BEFORE posting. Points will be deducted for spelling and grammar mistakes. Each answer needs to be a least a paragraph long.
IV. Primary Source Discussion Board Grade Sheet
| Assignment Grade Topics | Distinguished | Accomplished | Proficient |
|---|---|---|---|
| Recognizes and Discusses Primary Components | 10 | 7.5 | 5 |
| Answers all components of the Reflection Question | 10 | 7.5 | 5 |
| Evidence of Reading | 5 | 3.75 | 2.5 |
| Commented on Other Students Post | 2.5 | 1.875 | 1.25 |
| Formatting | 2.5 | 1.875 | 1.25 |
| | 30pts | 22.5pts | 15pts |
Appendix III: Country Report
I: Learning Objective
Country reports are designed to build knowledge and skills related to the study of history including but not limited to: reading comprehension, critical thinking, interpretation and synthesis, research skills, time management, and visual literacy.
II. Directions
Each student will complete a power-point report on a country that existed, in between the years of AD 1500-AD 1789. See below for approved countries. Use the available print & electronic library resources to research the country for information on key events, leaders, political structure, religious beliefs, and demographic information. Take that information and create a power-point presentation with a minimum of 10 slides.
III. Format
I. Title Slide - slide must include an original title, your name, HIST 2302, and the date.
Remember: Microsoft Office - Powerpoint is the only presentation software accepted. Font must be either Times New Roman or Cambria. Report must include the following:
II. Required Main Slides
b. The State
a. Chronology of Key Historical Events (2 slide max.)
i. Type of Government (If multiple types, include all)
iii. Administrative Units (Provinces/States) and organization
ii. Executive Functions/Legislative Functions
c. Military and Foreign Policy
ii. Type of foreign policy
i. Military organization
d. The Culture
ii. Religious Divisions
i. Main demographics of country (languages, ethnicities)
iii. Radical movements and separatism
e. Economy
iv. Arts & Literature
i. main industries and how they have changed
f. Wild Card - Interesting Fact
ii. major exports/imports
g. Annotated List for Further Reading (Minimum 3)
IV. Must provide narration to slides
III. Must use audio and/or visual elements to illustrate your slides.
V. Provide bibliography of sources consulted
IV. Approved Countries
Ottoman Empire, Muscovy, Holy Roman Empire, France, Inca Empire, Ming China, Polish-Lithuanian Commonwealth, Bohemia, Abyssinia, United Provinces, Japan, Sweden, Spain, Aztec Empire, Prussia, Moroccan Sultanate, Hapsburg Austria, Iroquois Confederacy, Papal States, Mughal Empire.
V. Stages of Development
Tuesday 13 February - Bibliography Due
Tuesday 30 January - Choice of Country Due
Tuesday 19 March - Country Report Due
VI. Country Report Grade Sheet
Names:
Date:
Country:
Grade:
1) Preliminary Matter
A) Loss of 5 points for excessive spelling and grammar errors (10+)
B) Loss of 5 points for:
1) Not including title slide
2) Slides using a font other than Times New Roman
2) Formatting Requirements
A) Student has included narration to slides. (-50 points if not included)
B) Student has included visual materials. (-10 points if not included)
3) Substance of the Report
A) Chronology of Key Historical Events (5pts)
B) The State (15pts)
1) Shows knowledge of how nation's government was organised and functioned during the time period.
(10 points)
2) Discusses national and lower level administration (5 points)
C) Military and Foreign Policy
(15pts)
1) Clearly explains composition of military. (5 points)
2) Evaluates overall foreign policy of nation during time period. (10 points)
D) The Culture (25pts)
1) Student describes and explains main demographic breakdown of nation (5pts)
2) Evaluates type of religious policy, what types of religious beliefs in nation (10pts)
3) Investigates any radical or separatist movements that appeared in the nation during the time period. (5pts) 4) Illustrates main artistic contributions, impact on neighbouring cultures. (5pts)
E) Economy (20pts)
1) Student has evaluated what the main industries, and any changes to them, during the time period. (10pts)
2) Illustrates what the main imports/exports of nation were. (10pts)
F) Wild Card (10pts)
1) Student will provide a slide on a piece of information that interested them about this nation. (10pts)
4) Documentation
A) Annotated List of Further Reading (10pts)
B) Bibliography of Sources Used (10pts)
Appendix IV: Concise Historical Content Notebooks
I. Learning Objective
Historical content notebooks are designed to build knowledge and skills related to the study of history including, but not limited to: building historical knowledge, research skills, critical thinking, test preparation, time management and writing in standard English. For students on the History 7-12 or Social Studies 7-12 teacher certification track, these notebooks serve as test preparation for the World History portion of the TExES content exam. For students on the Core EC-6 teacher certification track, these notebooks serve as test preparation for the Social Studies portion of the TExES content exam.
II. Directions
[x] For each unit you will be asked to identify the following:
For each unit (16 th , 17 th , 18 th , 19 th , and 20 th Centuries) you will create a concise content study notebook for that historical period.
* 5 Key Dates,
* 5 Main Events,
* 5 Historical Figures,
* 5 Key Terms
[x] After identifying these you will need to define the terms, or identify the dates, events, figures, or features IN YOUR OWN WORDS.
* 5 Historical States (Tribes, Kingdoms, Confederacies, Empires)
[x] Next, you will be required to defend each choice and explain why you chose that particular date, event, figure, or feature, and how they are important in that historical period.
[x] Finally, for each entry find a picture.
III. Format
Assignments need to be completed in Microsoft Word.
o Setting up the Document
[x] Got to the INSERT tab and click on Insert Header Blank
[x] Go to the LAYOUT tab and set your orientation to Landscape
* Type in Your Name, HIST 2301, Concise Historical Notebook, and the unit.
* Double-click in the main section of the document to close the Header
* Select 2x8 cells for your table and click to create the table.
[x] Got to the INSERT tab and click on Add a Table
* You will need to add more cells as you work on the notebook. When you have the table selected two additional tabs will appear on the control ribbon under TABLE TOOLS – Design and Layout.
* Click on Layout Insert Below to add rows to the table as needed.
o Building the Notebook
* Hit enter and underneath write your identification or definition of the date, event, figure, or feature. Remember this MUST be in your own words.
[x] In the left-hand column will go your Key Date, Term, Historical Figure, Main Events, and Historical States.
[x] In the right-hand column will go your defence and explanation of why you chose that particular date, event, figure, or feature.
* If an event, historical figure, or geographic feature you will need to find a picture or map and insert it below
* Again hit enter and underneath explain why they are important in that particular historical period.
IV. Submission Instructions
o In Blackboard you will go to the Concise Historical Notebook assignment in the unit (16th, 17th, 18th, and 19th Centuries) and submit your notebook for grading.
o Once you have completed the notebook for the unit save the notebook in the following format [Last Name_HIST2301_Unit_Notebook]
o Notebooks will be submitted through SafeAssign to guard against plagiarism.
V. Due Dates
VI. Concise Historical Content Notebook Grade Sheet
| Completion | 6 | 4.8 | 4.2 |
|---|---|---|---|
| Input Identification with basic definition/explanation. | 11.25 | 9 | 7.88 |
| Output Detailed Explanation/Defense | 11.25 | 9 | 7.88 |
| Illustration | 6 | 4.8 | 4.2 |
| Formatting – Follows all directions | 3 | 2.4 | 2.09 |
| | 37.5pts | 30pts | 26.25pts |
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Connections
A publication of the Center for Deaf and Hard of Hearing Education
Volume 8, Issue 6
Deaf Education
Hearing Assistive
Technology (HAT)
Which HAT system should I be using with my students?
The short answer is that it depends on the technology they are using (hearing aids vs. bone-anchored devices/ soft band vs. cochlear implants. It also depends heavily on the manufacturer of their hearing aids, cochlear implants, or bone-anchored devices.
It's not easy. Even educational audiologists must continually educate themselves on which technology is compatible with each device. Many older cochlear implant models and hearing aids were compatible with Phonak Roger, which many school systems own, with the correct receivers. That has become increasingly difficult as some manufacturers have changed their ear-level technology, due to a desire for their patients to use their company-specific remote microphone.
Break It Down
Phonak/Advanced Bionics
A newer Phonak hearing aid is compatible with all Roger microphones and with a Roger X receiver, which needs to be installed with the Roger installer. Older Phonak hearing aids are compatible with audio-shoe receivers (also manufactured by Phonak).
Advanced Bionics cochlear implants are compatible with Roger microphones with either an audio-shoe or for newer cochlear implants, with installing Roger X receiver, similar to Phonak hearing aids.
The possibilities are endless!
Basically, if a child has an ear-level hearing technology (i.e. hearing aid, cochlear implant, bone-anchored device), then an ear-level receiver is the best option. There are far too many configurations of ear-level technology and remote microphone combinations to list them all.
To verify the most up-to-date options, visit Phonak's Roger Configurator:
www.phonak.com/en-int/roger-configurator
Oticon
Newer Oticon hearing aids are made to automatically connect to the Oticon EduMic. No receiver is required. However, to connect a newer Oticon hearing aid to a Roger (Phonak) microphone (such as the Roger Touchscreen), different receivers are needed for different models of hearing aids. Most recent models (<1 year old) will require the child to wear an EduMic with a Phonak NeckLoop in order to connect to Roger technology. Another option is to have the child wear the EduMic with a Roger X inserted in the bottom, which will then connect to a Roger microphone.
Cochlear Corporation
Cochlear Corporation cochlear implants (Nucleus N7, N8, Kanxo) are compatible with Cochlear's remote microphone, the Mini Mic 2+. The MiniMic 2+ also does not require a receiver to connect Cochlear's cochlear implants. As with the EduMic, the MiniMic is compatible with Roger Technology with the appropriate receivers (Phonak NeckLoop, Phonak Roger X). Again, this requires the Roger X to be inserted into the bottom of the MiniMic, connected to both the CI and the Roger microphone and then worn by the child.
Ear-Level Technology
When using technology from the same manufacturer, it's typically simple (e.g. Phonak to Phonak, Advanced Bionics to Phonak, Oticon to Oticon). When earlevel technology is different than the remote microphone, receivers can be purchased to allow the remote microphone to connect with the transmitter. Or, schools have the option to purchase a remote microphone from the same manufacturer as the ear-level device for seamless compatibility.
"Verify, fit and ensure appropriate compatibility so that the child can have equal access to their educational environment."
In some cases, in order to allow existing remote microphone technology to connect to a child's ear-level technology, several steps will need to be followed with the receivers to ensure a stable connection. Keep in mind—the more technology accessories used, the more the signal can be degraded. Additionally, an increase in technology to troubleshoot may be required if a child's system
When in doubt, consult with an audiologist!
Center for Deaf and Hard of Hearing Education
317-232—7349•
email@example.com www.health.in.gov/cdhhe
Rebekah F. Cunningham, PhD | <urn:uuid:0555c75e-2e06-4870-a431-279baf657059> | CC-MAIN-2025-05 | https://www.in.gov/health/cdhhe/files/Volume8-Issue6-Connections-Newsletter.pdf | 2025-01-17T14:12:58+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00095.warc.gz | 868,142,374 | 864 | eng_Latn | eng_Latn | 0.994785 | eng_Latn | 0.994785 | [
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Col
Subject:Cancelling the cancel culture
I. True or false.
1. Cancel culture began around 2017, as part of the #MeToo movement.
2. The word culture or cult comes from Old English.
3. Dr Seuss' children stories were targeted by cancel culture.
4. Hoop earrings were a symbol of Black Power in the 1840s.
5. The term 'woke' was revived in the 2010s.
II. Match the words with their synonyms.
| 1. Boundary | a. Doubtful |
|---|---|
| 2. Questionable | b. Horde |
| 3. Mob | c. Penalising |
| 4. Mockery | d. Travesty |
| 5. Suppress | e. Silence |
| 6. Punishment | f. Condemnation |
| 7. Shaming | g. Border |
III. Find and correct the mistake in each sentence.
1. Anyone can become a self-appointed arbiter of right and wrong, the jury and the judge.
2. Cancel culture is now a to-go solution for anything that might even mildly challenge someone's status quo or stir their feelings.
3. It have also confiscated the public arena as a space for discussing vital social issues and monopolised it with issues of petty consequence.
4. It creates trauma, and in its worst form, it had costed lives.
5. The word culture or cult comes from the Latin words to cultivate and warship, which in terms of human culture means a set of desirable ideas to follow.
orful
MEDIA
rful
MEDIA
VI. Choose the correct answer.
1. Cancel culture began as part of the #MeToo movement when many Hollywood A-listers were publicly called out over accusations of:
a. embezzlement
b. sexual harassment
c. human trafficking
2. A person whose job consist sof searching for offensive content is called:
a. a whistle-blower
b. a sensitivity reader
c. a censor
3. Woke is an adjective meaning:
a. awake
b. aware of the culture one lives in
c. alert to racial prejudice and discrimination
4. Cancel culture's biggest platform is/are:
a. social media
b. television
c. the radio
5. Nowadays, cancel culture may target:
a. anyone
b. only celebrities
c. politicians and celebrities
IV. Put the words in the right categories.
cancel | culture | mockery | instance | encouragement | safe | skilful | punishment worship | problem | ancient | publishing | aggravate | freedom | internal
positive negative neutral
rful
MEDIA
V. Fill the gaps using the words below.
behaviour | cancel | persona non grata | erase | shape | circumstances
1. We're sorry to inform today's talk has been …….
2. He's been punished for his bad …….
3. You have to ….. the bad memories and only remember the good ones.
4. Young people are ….. our future.
5. She's been banned from all future conferences. She became …..
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Literacy
This half term we will be reading "The Firework Makers Daughter" by Philip Pullman. It tells the story of Lila and her father Lalchand who are firework makers. It follows Lila's quest to a volcano to find if she can be a true firework maker. The story tells of the adventures that she faces along the way.
Maths
At the beginning of the new spring term, we will complete our work on fractions, looking at calculating fractions of a quantity as well as problem solving with fractions.
Our next topic will be decimals where we will be looking at tenths and hundredths and dividing 1 and 2 digit numbers by 10 and 100.
Please keep practising times tables ready for the year 4 multiplication check in June,
Computing
In computing we will learn how to use digital data, learning how to research and present data.
We will also continue with our E-safety lessons, learning about how to keep ourselves safe online and using the internet efficiently.
RE and PHSE
In RE we will find out why the prophet Mohammed is important to Muslims.
In PHSE we will be thinking about the range of feelings that we have and how we can express ourselves to others.
Creative Curriculum
During this term the children will learn about Potions. We will:
- Using our investigation skills, we will explore capacity and the properties of liquids.
- We will design fabulous bottles for magical potions.
- Becoming super scientists, we'll investigate chemical reactions and states of matter.
- We will research the use of anaesthetic and learn what life was like without it!
Science
Our science topic this term is 'States of Matter'. The children will learn to:
Compare and group materials saying whether they are solids, liquids or gases.
Identify how some materials change state.
Measure and research temperatures that change the states of materials.
Identify evaporation and condensation in the water cycle.
MFL
Our Spanish lessons with Senorita Walker will continue on Fridays.
PE
During indoor PE lessons the children will learn dance skills and outdoor they will learn how to play group games.
Please can you ensure your child has their PE kit in school when required. Our PE days are Monday and Thursday.
Dates for your diary
Thursday 27 th February - Maths Curriculum Morning Thursday 5 th March - World Book Day Thursday 12 th and Friday 13 th March - Bikeability Wednesday 25 th March - Parents' Consultations Friday 27 th March - Homework projects due in | <urn:uuid:568fa7b2-c6b0-468c-8ac4-7f147636699e> | CC-MAIN-2025-05 | https://www.rakegateprimary.co.uk/_files/ugd/e5b70e_1268b5e116514f57abb080bad2a6fc91.pdf | 2025-01-17T15:45:05+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362327.28/warc/CC-MAIN-20250117131806-20250117161806-00092.warc.gz | 1,017,196,946 | 522 | eng_Latn | eng_Latn | 0.998575 | eng_Latn | 0.998575 | [
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Sample Menu #12
Breakfast
Oatmeal, cooked, ½ cup (add pears, frozen yogurt, and nuts on top) Pears, diced, canned in juice or water, drained, ½ cup Frozen yogurt, low-fat, ½ cup Pecans or walnuts, unsalted, chopped, 2 tablespoons
Snack
Part-skim mozzarella cheese stick, 1 ounce Whole wheat crackers (such as Triscuit®), low-sodium variety, 5 squares
Lunch
Tuna salad sandwich, ½ sandwich, made with 2 ounces tuna, canned in water (lowsodium variety preferred), 1 slice whole wheat bread, 1 tablespoon reducedfat mayonnaise, 1 small stalk chopped celery, ¼ cup chopped onion Sweet potato, baked, ½ large, with 1 teaspoon soft tub margarine and cinnamon Juice, vitamin C-fortified, ½ cup
Snack
Blueberry yogurt smoothie (blend all ingredients), made with ½ cup frozen blueberries, ½ cup low-fat blueberry or vanilla yogurt, ½ cup low-fat milk, and ice cubes as needed for a thinner texture
Evening meal
Pork chop, trimmed of visible fat, grilled or baked, 3 ounces Cheesy Broccoli Bake (recipe provided) Butterbeans, canned, rinsed and drained, ½ cup Biscuit, 1 small (lower-fat refrigerated variety if not homemade, or using the "Better-For-You Buttermilk Biscuits" recipe), with 1 teaspoon soft tub margarine
Snack
Whole grain, ready-to-eat unsweetened cereal (such as bran flakes), ¾ cup Milk, 1%, ½ cup
*Remember to drink plenty of fluids throughout the day! Water, tea, coffee, small amounts of juice, and other liquids all can help to keep you hydrated.
Serves 6
Ingredients:
* 1 (10 ounce) box frozen chopped broccoli, thawed
* 1½ cups cooked brown rice
* 1 (10 ¾ ounce) can reduced-sodium cream of chicken soup (such as Campbell's Healthy Request)
* 1 cup reduced-fat cheddar cheese, cubed or shredded
* ½ cup (4 ounce) plain non-fat yogurt
* ¼ cup bread crumbs + ¼ cup crushed cornflakes or cracker crumbs
* 1½ tablespoons soft tub margarine, melted
Directions:
1. Preheat oven to 350°F.
2. In a medium bowl, mix together the broccoli, rice, cheese, undiluted soup, and yogurt.
3. Press the mixture lightly into a small (about 1-quart) baking dish.
4. For the topping, mix together the bread crumbs and cornflakes and sprinkle on top of the broccoli mixture; drizzle the melted margarine on top.
5. Bake in the oven for approximately 30 minutes, or until heated through and golden on top.
6. Serve warm; save any leftovers to have as part of a healthy lunch.
Estimated Nutrition Facts per serving:
220 calories
7 g total fat
3.5 g saturated fat
29 g carbohydrate
12 g protein
4 g fiber
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-
Eaglet News
Science Week went off with a bang, a fizz, and a slow melt this week as we enjoyed a range of investigations, experiments and experiences. We're sure you will all agree that the children looked fabulous in their science-themed costumes!
Reception were very interested to learn about the effects of too much sugar in our diets during a special 'Sugar Awareness' assmebly lead by Amy from Eden Foods. The children (and adults!) were shocked to discover that there are more than 9 teaspoons of sugar in a glass of cola! This prompted much discussion and flurry of visitors to our lunch-
time salad bar, where some very healthy choices were made!
We also had great fun with our own experiments, observing chemical reactions between vinegar and bicarb and making predictions about might happen.
Nursery learnt lots about the process of melting ice, as they worked to release the creepy crawlies that had been frozen in giant ice blocks. The children worked on gross motor strength as they dug, scraped and chiselled into the ice, using lots of lovely descriptive language to talk about the ice and the changes they observed.
A big thank you to our Year 2 teacher, Miss Reay for organising another brilliant Science Week.
Frogspawn
Tadpole season is upon us! If any of you are lucky enough to have any frogspawn in your garden, Reception would be delighted to have some! We will take great care of the little visitors, and, all being well, will return them to their rightful home once they are fully grown, in accordance with the advice from the Wildlife Trust.
Parents' Evening
Please be reminded that the deadline for booking an appointment for both parents' evenings is Sunday 19 th March, 5pm. If you do not attend, you will be unable to make an appointment with your class teacher until after the Easter holidays.
Upcoming Events
March 20
Parents' Evening
March 21
Parents' meetings for R2
March 25
Family Bingo Night, 6-8pm
Stars of the week
Nursery – Isaiah
Reception 1 – Ollie
Reception 2 - Luca
Page 1 of 3
Nursery
Our learning
This week in pictures
Next week
Personal, Social and Emotional Development
We will continue to develop our ability to name and recognise emotions.
Physical Development
We will working on gross motor skills as we walk safely up and down stairs carrying small objects.
Communication, Language and Literacy
We will be writing the last part of our Naughty Bus adventure.
Mathematics
We will using positional language as we give our bus directions.
Understanding the World
We will sharing about past experiences of bus journeys.
Understanding the World
We will be making cards for Mothers' day.
Reception
Our learning
This week in pictures
Ollie worked hard in the outdoor classroom to extend the hopscotch game.
Next week
Personal, Social and Emotional Development
We will be thinking about privacy and how 'my body is just for me'.
Physical Development
We will be developing our ball skills, controlling the ball with our feet and hands.
Communication, Language and Literacy
We will be performing some more poetry, expanding our repertoire of learnt poems, and developing our sense for rhyme and rhythm.
Mathematics
We will continue to develop our understanding of number bonds, addition and subtraction.
Understanding the World
We will be finding out about each other's families and thinking about our own.
Expressive Art and Design
We will be exploring printing using natural and man-made materials to make a card for a special someone! | <urn:uuid:b47e9f89-ad8e-4462-bfec-0a425a1efc6e> | CC-MAIN-2017-34 | http://stjohnsce.lbhf.sch.uk/perch/resources/newsletter/eaglet-news-issue-12-2017.pdf | 2017-08-23T11:52:58Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00131.warc.gz | 380,214,911 | 742 | eng_Latn | eng_Latn | 0.997062 | eng_Latn | 0.997967 | [
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A Visit from Minnesota
Tim Krohn is an HMI friend and supporter from Cloquet MN. After running a marathon in South Africa, he made a side-trip to Uganda to visit the Blue House in Kazo. He and his daughter, Dr. Kristina Krohn, had visited in 2009 when she was doing a medical school project in Uganda.
Tim kept a journal of his visit from June 28 to July 4, 2011. This time he was travelling with a Ugandan friend named Santa, and was escorted by Aine, the Blue House Director. Following are excerpts of some of Tim's observations. A shorter version appeared in the Summer 2011 Beatrice's Hope newsletter.
Arrival
The distance from Entebbe to Kazo was 205 miles the short way, or 250 miles the long way, and 125 miles as the crow flies. It is a long day's drive without any stops, and much longer with stops.
Along the way from Entebbe to Kazo we stopped at an open-air roadside vegetable market and bought watermelon, bananas, mangos, and another fruit.
We arrived in Kazo late on Tuesday, which was market day, so we drove through the market. I had always wondered where the rural people bought things since the shops had a very limited selection of goods. There were people everywhere in the road and among the vendors. One vendor sold cooking utensils and fancy dishes spread out on blankets on the ground, like all other goods a the market.
At the Blue House we went to Aine's office and talked for a while about the girls' future, mostly about what kind of continuing education they should receive. The three oldest girls have finished secondary school and could benefit from some vocational training to become independent adults.
A Tour of the Blue House
I met Kabarungi Penlope, the new housemother. We began by touring the new dormitory, which has two wings for sleeping and one central area for eating, gathering, and studying. The dorm rooms each had two bunk beds and housed 4 girls. One older girl was assigned to each dorm room to look after three younger girls.
The beds were plainly, solidly and well built, with storage bins under each bunk. Two 2story cabinets and a countertop desk completed the room furnishings. Twenty-four girls were living in the Blue House at the time. The plan is have 44 girls.
We then toured the shower, toilet, kitchen, and generator buildings. Some of the unused bricks were being used to make a "paved" pathway from the dorm to the showers. The showers consisted of 8 3- by 5-foot stalls with a 6-foot wide central area. To take a shower one must heat water on the fire in the kitchen and carry it in an 18-inch diameter washbasin to the showers. Water was not piped to the showers. The shower consisted of splashing water on yourself.
The toilet building had 8 3-foot by 5-foot stalls with a 9-by 8-inch hole near the center of each stall. Toilet paper was located on a piece of plastic outside of every other stall. A washbasin with jug of water for hand washing was provided just outside the building.
There were two "kitchens." The first had 3 rooms: the general preparation room, storeroom, and generator room. The storeroom had gunnysacks full of peanuts, millet, and beans that Aine bought during the harvest season when prices were typically at their lowest.
The second kitchen was built after the other construction was completed. A fire was built in one corner of the room with 6 rocks, 3 per pot, to hold the cooking pots above the fire. Water for dishes was boiled over the fire and taken outside to the wash area next to an outdoor wooden dish drying and storage rack.
Water collection from the roof, underground water storage, and a water tap from the underground water storage were all working well.
I did a tour of the gardens with Penlope. They grew mainly corn, sweet potatoes, peanuts, and cassava. I learned that sweet potatoes were propagated with cuttings from the green stem after the tuber is harvested. They were mostly self sufficient in these crops.
Aine hired a man, Ivan, from Kampala to build shelves for the Blue House library (which will also be a sewing room when we buy sewing machines for the girls). Aine bought the boards, which were delivered to the Blue House via boda-boda, a motorbike taxi.
Ivan used a cross cut bow saw to make the boards the right size, and made the joints with a hammer and chisel. He assembled them with nails and glue. Then the unit was carried to the library and mounted on the wall, where Ivan hand sanded the boards without even a sanding block. He smoothed the boards relatively nicely and then varnished them.
After the tour we walked the perimeter of the property. I used my GPS to determine the area of the property, which was just over 9 acres. They have nice black rich soil and a spring on one side of the property.
Life in the Blue House
We bought some watermelon, pineapple, and papaya for the girls for dinner. I had some fruit and millet porridge for my supper.
Meals were filling, but of limited variety. At the Blue House the girls got cooked plantains, millet, rice, and beans on a very consistent basis. Lunch was a plate of rice and beans. Supper was rice, beans, plantains, and sweet potatoes. Meat and fruit such as watermelon, bananas and mangos were served on weekends. They did not have liquids with the two meals I saw. I was told they get liquids (water) elsewhere.
After dinner we distributed the clothes I brought the girls from Minnesota. Santa also gave a bag full of clothes. The girls were thrilled to receive this shipment. They giggled most for the clothes that really appealed to them. However, we should not send large and extra large sizes since the girls are small. Aine and Penlope both gave a moving speech for the girls.
Aine works many long hours. He does his computer work (in his Blue House office) at night to conserve fuel and make use of the generator when it's running for lights.
Schools
We visited the primary school the younger girls go to, which has 850 students. A desk unit was a 4- to 5-foot long bench seat with an 18 " wide and same length desk top attached to the bench. Usually 4 students shared a desk and sometimes 5 if they were young and small.
The lowest grades had dirt floors and many of the children were bare foot. The first 3 grades were taught in the local language with English as a subject. The upper grades were taught in English with a very heavy Ugandan accent.
Some of the subject matter I saw being taught were slavery, math, English, geography, HIV, and drugs (the good kind). This is from what was written on the blackboard and wall posters.
We met with the headmaster, the head of academics, the Blue House girls' teachers, and the girls. The adults all gave a short talk about how good the girls were, how good the Blue House was taking care of them, and how they need to apply themselves.
The headmaster told Aine that the girls could borrow books from the school to use to study at night, and return them at the end of the term. He also shared with us the results of the national exam of the 7th grade class, which is the highest level of the school. There were a hand full of 1's and about two-thirds with 2's. In Uganda scores are grouped into divisions numbered one through four, with one being the highest. Santa was pleased to see the high number of 2's and above.
We visited the Mazorid Vocational School for girls, which may be an option for the older Blue House girls who cannot go to college. It is run by a Catholic order of nuns with some government support. Sewing, computer use/typing, and secretary skills were taught for a 2-year certificate. The sewing machines, the old fashion treadle-type, don't need electricity.
It costs $200/term (3 terms each year), including room and board. A high dropout rate was due to students not able to afford the costs.
We also visited Kazo Modern School, a private school owned by a Ugandan man. We talked with him about landscaping. He sounded quite knowledgeable on the subject. For example, he choose a fan palm to be near the administration building because its roots would not spread and damage the building, it would not require daily maintenance sweeping up leaves, and it provided a see-through screen. Other trees would provide a place for students to sit and talk in their shade.
A Board Meeting
We met with 4 of the Ugandan board members to discuss projects, including:
- 2 cows to provide milk for the girls -- The land owned by the Blue House could support 2 cows (1.5 acres/cow/year).
- Fixing the fence -- Repairs were needed with double strand wire to keep cows on the property.
- Landscaping the compound – Plantings will make the place look nice and will stop and prevent erosion.
- An exit policy for the grown-up girls – The girls should know what to expect when they become young adults; they will need training or education beyond secondary school, and skills that fit their abilities to support themselves.
- Sewing machines -- Foot pedal powered machines at $120 each would provide the girls with a life skill and possibly employment as adults.
- Assistants for the housemother and cook who are on the job 24/7/365, which means job burn out can easily happen.
Some other projects and needs that they were discussing:
- Solar panels may replace the gas/diesel generator, which was noisy and fuel was expensive, but currently the only way to provide electricity a few hours at night.
There were examples of solar power use in Kazo and Uganda, so it was an accepted technology.
- Inflation was very high in Uganda. The price of food had more than doubled in a very short time and wages had not kept up. The exchange rate from dollars to shillings had gone from 2000 sh to 2700 sh per dollar.
Home Visits
We visited two homes, one of a new girl at the orphanage and the other of a girl who will be coming next month. The first home was maybe 10 to 20miles away from Kazo. The guardian was a single woman living in a mud hut 9 feet in diameter with a poorly thatched roof with holes in it. A mud brick wall divided it into a living space and a bedroom. Four children were staying with her. She had a subsistence farm on two small parcels of land, growing plantains, corn, and beans. When food from her crops ran out she would work in other people's gardens.
The second home we visited was of a girl who will go to the Blue House next month. It was nearby Kazo. We walked the last half mile along a footpath to the home. The mother was mentally ill and we found her sitting on the dirt floor of her home talking but not making too much sense. Six children ranged in age from 4 or 5 to early 20's. The twentysomething came to the Blue House asking for help for her younger siblings. Their father died in 2007; he had been a hard worker. They appeared to be subsistence farmers. The main house had 3 rooms - a living room and 2 bedrooms.
The Kazo Community
We drove over to the dam that held water for Kazo's water supply for bathing, cooking, laundry, and drinking, depending one's income level. Poor people used this water for everything. Those better off, or organizations such as the Blue House or the Catholic school, also used water from a roof drainage-storage tank system for drinking and cooking.
Kazo is building a municipal water system that stopped about a quarter mile from the Blue House. The pipe extension will need to be paid for by those who want it, at some undetermined rate.
We also visited the Kazo health clinic where one of the Blue House board members worked. We met with the head of the lab who showed us around. The lab manager was quite proud of the microscope given to them by the parents of the Peace Corps Volunteer who also worked in the lab. They had a decent program of managing HIV.
Outdoors a sign asked if you used a malaria net. A shelf with a door contained free condoms. Scattered throughout the compound were painted signs promoting various health issues. One sign stated, "avoid queer touches" with a picture of a man grabbing the crotch of a teen boy. Another said "friendship doesn't mean sex," while a third stated "Malaria kills more people than HIV."
Leaving
Santa and I said our goodbyes to the Blue House girls and with Aine, began the trip back to Entebbe. Aine's mother, a Blue House board member, her 6-year old daughter, and Ivan who made the library shelves, also came with us. That meant that 5 people were in the back seat meant for 2 comfortably or 3 with a minor squeeze.
The road from Kazo to Ibanda was being upgraded from unpaved to paved. Ibanda to Mbarara had a nicely paved road, while the road from Mbarbara was also being worked on.
We stopped for lunch in Mbarbara for some local food in a restaurant on the main street. It cost sh 25000 ($10) for 5. At a fancy restaurant where there were a good number Ugandans in suits, the entrée cost sh 15000 ($6) for one.
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